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1
Rideout, Roxanne Sharon. "Partnerships in education : secondary/post-secondary collaboration /." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0035/MQ62419.pdf.
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Patchen, Jacob L. "Effective teaching strategies for intrinsically motivating secondary science students." Online pdf file accessible through the World Wide Web, 2010. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/Patchen_JLMIT2010.pdf.
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Oliver, Emma. "Effective teaching strategies for promoting conceptual understanding in secondary science education." Online pdf file accessible through the World Wide Web, 2007. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/Oliver_Emma%20MITthesis%202007.pdf.
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Hoare, Philip. "Effective teaching of science through English in Hong Kong secondary schools." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B29768299.
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von, der Embse Adam Michael. "Teachers’ Dispositions as They Relate to Effective Teaching in Primary and Secondary Education." Ohio Dominican University Honors Theses / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=oduhonors1620129054876029.
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Ko, Shu-Hsin. "Relationship between personal family factors and effective teaching for secondary work and family teachers /." The Ohio State University, 1994. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487857546386766.
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Grizzle, Alison L. "An exploration of factors influencing effective teachers' decisions to remain in urban school settings." ScholarWorks, 2010. https://scholarworks.waldenu.edu/dissertations/800.
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Existing problems identified in the literature on teacher retention and resilience include (a) a gap in understanding factors influencing urban teacher retention; (b) lack of clarity on multiple factors swaying teachers' decisions to remain despite challenges; (c) overlapping definitions of teacher retention, attrition, and resilience; and (d) absence of a theoretical framework for a potential relationship between retention and resilience. This embedded-case study sought to identify factors influencing effective teachers' decisions to remain in an urban setting and to examine the role of teachers' resilience, retention, and effectiveness with respect to this decision. Fourteen core-area secondary teachers, identified through criterion reference sampling by National Board Certification status and administrators' assessment of characteristics derived from studies on effective urban teaching, participated in a focus group and individual interviews and supplied archival data. Line-by-line coding and data grouping revealed that (a) passion for students, dedication to reflection, a sense of spiritual calling, and dedication to social justice influenced both retention and resilience; (b) professional development increased resilience but had little influence on the decision to remain; and (c) teacher community influenced resilience at varying levels. The findings indicate a relationship between retention and resilience, yet they are not synonymous, suggesting caution when using resilience studies to create retention models. Outcomes suggest professional development that emphasizes reflection on one's purpose and practice and the linkage of reflection, pedagogical changes, and student achievement. This study contributes to positive social change by providing insight into retention of effective urban teachers and a foundation for further research on urban teacher retention and its impact on student performance.
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Evans, Margaret Quinn. "DEVELOPING A SCIENCE UNIT PLAN THAT IS BOTH INTERESTING AND EFFECTIVE FOR SECONDARY SCHOOLS." Kent State University Honors College / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ksuhonors1430206786.
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Healey, Hazel. "Developing autonomy through effective teaching and learning in secondary science for able pupils." Thesis, Coventry University, 2008. http://eprints.worc.ac.uk/529/.
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This research arose from a deep concern regarding the falling numbers of able pupils who choose to study the physical sciences beyond GCSE. The research investigates the impact of the teaching and learning methodologies used in secondary school science on the attitudes and aspirations of able pupils towards the study of science and whether enabling a more autonomous role in the classroom might be beneficial. The mixed-methods research design had two phases. The first phase surveyed year 9 pupils and their science teachers across three comprehensive schools in Staffordshire. The second phase was an action research study involving the researcher working with the science department in a fourth Staffordshire comprehensive school over the following academic year. The findings of the initial phase of the research indicated that able pupils were disaffected with the science education that they received in school. Evidence from this phase of the research suggested that the didactic nature of teaching and learning in the science classroom was partly responsible for failing to inspire the ablest pupils to further study of science. The action research classroom interventions offered more autonomous learning opportunities for able pupils within science lessons. The impact of the action research on the pupils was a reported preference for the ‘ownership of task’ afforded to them in the classroom and an increased uptake of the option to study science at advanced level. The impact on the science teachers was a greater awareness of the importance of how they teach as distinct from what they teach. It supports a constructivist approach to the learning and development of both pupils and teachers, showing that serious reform of teacher initial and continuing education is needed if progress is to be widespread The implications of this research inform the ongoing debate regarding ‘best provision’ for able pupils in science; but a greater significance is that it also informs a model of ‘best provision’ for the urgent continuing professional development of science teachers. This research is particularly relevant to recent government policy on both science education and on the provision for gifted and talented pupils.
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Stephanus, Gervasius Hivengwa. "Exploring teaching proficiency in geometry of selected effective mathematics teachers in Namibia." Thesis, Rhodes University, 2014. http://hdl.handle.net/10962/d1013012.
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Quality mathematics education relies on effective pedagogy which offers students appropriate and rich opportunities to develop their mathematical proficiency (MP) and intellectual autonomy in learning mathematics. This qualitative case study aimed to explore and analyse selected effective mathematics teachers' proficiency in the area of geometry in five secondary schools in five different Namibia educational regions. The sample was purposefully selected and comprised five mathematics teachers, identified locally as being effective practitioners by their peers, Education Ministry officials and the staff of the University of Namibia (UNAM). The schools where the selected teachers taught were all high performing Namibian schools in terms of students' mathematics performance in the annual national examinations. The general picture of students' poor performance in mathematics in Namibia is no different to other sub-Saharan countries and it is the teachers who unfortunately bear the brunt of the criticism. There are, however, beacons of excellence in Namibia and these often go unnoticed and are seldom written about. It is the purpose of this study to focus on these high achievers and analyse the practices of these teachers so that the rest of Namibia can learn from their practices and experience what is possible in the Namibian context. The mathematical content and context focus of this study was geometry. This qualitative study adopted a multiple case study approach and was framed within an interpretive paradigm. The data were collected through individual questionnaires, classroom lesson observations and in-depth open-ended and semi-structured interviews with the participating teachers. These interviews took the form of post lesson reflective and stimulated recall analysis sessions. An adapted framework based on the Kilpatrick, Swafford and Findell's (2001) five strands of teaching for MP was developed as a conceptual and analytical lens to analyse the selected teachers' practice. The developed coding and the descriptive narrative vignettes of their teaching enabled a qualitative analysis of what teachers said contributed to their effectiveness and how they developed MP in students. An enactivist theoretical lens was used to complement the Kilpatrick et al.'s (2001) analytical framework. This enabled a deeper analysis of teacher teaching practice in terms of their embodied mathematical knowledge, actions and interactions with students. procedural fluency (PF) and productive disposition (PD), were addressed regularly by all five participating teachers. Evidence of addressing either the development of students' strategic competence (SC) or adaptive reasoning (AR) appeared rarely. Of particular interest in this study was that the strand of PD was the glue that held the other four strands of MP together. PD was manifested in many different ways in varying degrees. PD was characterised by a high level of content knowledge, rich personal experience, sustained commitment, effective and careful preparation for lessons, high expectations of themselves and learners, collegiality, passion for mathematics and an excellent work ethic. In addition, the teachers' geometry teaching practices were characterised by making use of real-world connections, manipulatives and representations, encouraging a collaborative approach and working together to show that geometry constituted a bridge between the concrete and abstract. The findings of the study have led me, the author, to suggest a ten (10) principles framework and seven (7) key interrelated factors for effective teaching, as a practical guide for teachers. This study argues that the instructional practices enacted by the participating teachers, who were perceived to be effective, aligned well with practices informed by the five strands of the Kilpatrick et al.'s (2001) model and the four concepts of autopoesis, co-emergence, structural determinism and embodiment of the enactivist approach. The study concludes with recommendations for effective pedagogical practices in the teaching of geometry, and opportunities for further research.
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Froeschle, Chad. "Identification of effective teaching strategies and methods that foster interaction via interactive television." Online version, 1999. http://www.uwstout.edu/lib/thesis/1999/1999froeschlec.pdf.
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Soga, Mncedisi Help. "The introduction to integers in a grade 7 classroom through an intentional teaching strategy." University of the Western Cape, 2017. http://hdl.handle.net/11394/5691.
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Magister Educationis - MEd<br>This research investigated how grade 7 learners dealt with introductory aspects of integers when they are
introduced through a temperature model. In particular, the study analysed the effect of an intentional
teaching strategy on learners' engagement with integers. The idea of combining an intentional teaching
strategy with the introduction of integers in grade 7 learners using a temperature model is what makes this
study unique. A qualitative study was adopted. Data was collected by means of audio and video and also
by means of learners' completed worksheets.
The results of the study indicate that the majority of learners could recognise, compare and order integers.
It is recommended that the application of intentional teaching with a temperature model is a viable
strategy to introduce grade 7 learners to integers.
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McCall, Madelon J. Conaway Betty J. "Qualities of effective secondary science teachers perspectives of university biology students /." Waco, Tex. : Baylor University, 2008. http://hdl.handle.net/2104/5244.
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Kos, Agnieszka. "High school teachers' perspectives on effective approaches for teaching biology to students with special needs." ScholarWorks, 2010. https://scholarworks.waldenu.edu/dissertations/720.
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The demands of national educational reforms require high school biology teachers to provide high quality instruction to students with and without special needs. The reforms, however, do not provide teachers with adequate teaching strategies to meet the needs of all students in the same context. The purpose of this grounded theory study was to understand high school biology teachers' perspectives, practices, and challenges in relation to teaching students with special needs. This approach was used to develop a substantive model for high school biology teachers who are challenged with teaching students with and without special needs. Data were collected via in-depth interviews with 15 high school teachers in a Midwestern school district. The data were analyzed using open coding, axial coding, and selective coding procedures in accordance with the grounded theory approach. Essential model components included skills and training for teachers, classroom management strategies, teaching strategies, and student skills. The emergent substantive theory indicated that that teacher preparation and acquired skills greatly influence the effectiveness of inclusion implementation. Key findings also indicated the importance of using of a variety of instructional strategies and classroom management strategies that address students' special needs and their learning styles. This study contributes to social change by providing a model for teaching students and effectively implementing inclusion in regular science classrooms. Following further study, this model may be used to support teacher professional development and improve teaching practices that in turn may improve science literacy supported by the national educational reforms.
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Hellum-Alexander, Alaina. "Effective teaching strategies for alleviating math anxiety and increasing self-efficacy in secondary students." Online pdf file accessible through the World Wide Web, 2010. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/Hellum-Alexander_AMIT2010.pdf.
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Chow, Kwok-lim, and 周國廉. "To find the determinants for effective science education throughcross-national studies at the junior secondary level." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1997. http://hub.hku.hk/bib/B31959313.
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Makoelle, Tsediso Michael. "Exploring teaching practices that are effective in promoting inclusion in South African secondary schools." Thesis, University of Manchester, 2013. https://www.research.manchester.ac.uk/portal/en/theses/exploring-teaching-practices-that-are-effectivein-promoting-inclusion-in-south-africansecondary-schools(7b2127b0-f07f-4c9a-9708-95c37b078bdf).html.
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Prior to the advent of the new democratic political dispensation in 1994, South African education had laboured under racially motivated discriminatory practices of active exclusion of the majority of learners. The authoritarian system located educational problems in the perceived deficiencies of the learner rather than in the repressive, top-down, non-participative, unreflective and uninclusive practices of the prevailing educational orthodoxy of the time. After 1994, the broader reconceptualisation of South African education sought to redress the imbalances of the past by creating equal opportunities for all learners, irrespective of race or creed. However, the difficult conundrum was how such a complex systemic change could be driven by teachers who had not only been trained in a heavily segregated educational system but formed part of it. Therefore, the aim of the thesis was to determine how teachers conceptualised inclusive teaching, explore the teaching practices that were believed to be effective in promoting inclusion in the South African secondary classrooms, and determine how they could be developed. The two-dimensional research study firstly took the form of a qualitative collaborative action research project conducted with a team of fifteen teachers at a single South African secondary school. The project was non-positivistic, critical, emancipatory and allowed the participants jointly to define the constructs of inclusive education, inclusive teaching and inclusive class; to identify practices of inclusion through observation; to adopt other practices in their classes; to determine the effect of such practices on inclusive teaching and learning; and finally to draw conclusions about the specific practices that were clearly effective in the context of their school. Secondly, an inductive analytical framework was used by the researcher to determine the theoretical contribution the study would make to the notion of developing inclusive teaching practices and determining the way this could be achieved within the South African school context. Data were collected through a series of meetings, participant observations, focus-group interviews, and one-on-one semi-structured interviews during the action-research stages of planning, action and reflection. Limitations were the teacher-researchers' lack of experience in conducting research and the limited time the research team had to complete the research tasks. The findings indicate that, at the time of the research, the conceptualisations of inclusive teaching and inclusive pedagogy were varied and continued to be influenced by the former special-needs education system. Moreover, the findings show that, while the inclusive practices identified by the teachers in this study are popular in the international literature, they need to be contextualised in and made relevant to the South African situation. However, it is clear that the teachers' experience of participating in the action-research process had raised their awareness of the importance of inclusive teaching, promoted a sense of emancipation, and held out the prospect of successful and possibly lasting change. These findings clearly imply that the reconceptualisation of inclusive pedagogy should always take place within a specific context, and that South African teachers in particular should form communities of inquiry to reflect on and develop their inclusive practices. The study has captured the essence of inclusion within the South African school context and has identified areas that need further research, for example the impact of different cultural beliefs on both teachers and learners in relation to inclusion. In conclusion, the study has demonstrated the unique contribution of action research in promoting continuous reflection, revision and intervention as indispensable procedures in the process of improving inclusive teaching and learning.
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Foster, Linda Jean. "Is concept mapping an effective tool for evaluation of student learning in science?" CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1838.
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Concept mapping is a metacognitive learning strategy which often improves a learner's ability to construct new knowledge. This action research project was intended to determine the level of effectiveness of concept mapping as a student learning intervention. Students in two high school science classes constructed concept maps before and after instruction during a unit of study about volcanoes. The maps were analyzed for increases in complexity and indications of learning. The concept maps were then compared for differences by groups based on volcano unit test scores. Based on the analysis of the matched pairs of concept maps, those maps which contained a higher amount of prior knowledge of the subject matter were associated with maps which showed greatest amount of increase in knowledge after instruction. These results are supported by the many researchers who contend that the most important factor in learning new information and gaining new knowledge is the amount of prior knowledge a learner brings into the learning situation. The results of this action research project will be applied to the development of future science courses by this researcher.
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Jones, Lewis C. R. "An investigation into the knowledge and skill requirements for effective teaching of technology in English secondary schools." Thesis, Loughborough University, 2016. https://dspace.lboro.ac.uk/2134/21101.
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This thesis is concerned with the knowledge and skill requirements to teach technology education. Technology education has an important part to play in the UK economy. There is great demand to produce a technologically skilled workforce and secondary school technology education is a key element in the supply of skilled engineering technicians and graduates. Whilst there have been improvements in the number of pupils choosing to study mathematics and science there has been a decline in those studying technology. The work in this thesis has focused on the subject of Design and Technology as it provides pupils with the majority of their compulsory technology education in England. This thesis is comprised of four studies, adopting a mixed-methods approach. The first study characterised the background knowledge of Design and Technology teachers through a demographic analysis. In the second study observations were made on the adoption and teaching of a novel technology resource by trainee teachers. The third study analysed the opinions of teachers who attended a subject knowledge enhancement professional development course. In the fourth study the results of the previous studies were explored in further detail to triangulate findings and to test assumptions. In the first study the admissions data of 341 trainee Design and Technology teachers over the academic years 2000-2001 and 2013-2014 inclusive was analysed. The key finding of this analysis was that 81% of Design and Technology teachers have their entry qualification in creative arts and design and not in a technology subject. This misalignment of subject knowledge was discussed to be a result of the existing training standards and hypothesised to be contributory to the lack of technology teaching, and over emphasis of design in Design and Technology. The second study used observational methods to record how three trainee teachers adopted and taught lessons using a novel technology resource created for the study. The resource was designed to teach laser cutting and the design of mechanical systems. Subsequent analysis revealed the difficulties participants had in understanding and teaching the technology aspects of the projects. The existing practice, and collective knowledge of teachers within the schools used in the study were found to create obstacles for the trainees in trying to implement technological content. The third study developed a new professional development course for teachers to address the issues observed in the second study. The quantitative and qualitative data was obtained from 20 participant design and technology teachers before, during and after the course. Participants reported to be confidence in teaching technology, yet were unable to demonstrate a deep understanding of the subject content. Participants engaged with the procedural knowledge aspects of the course but not with the conceptual knowledge. They considered many aspects of technological and engineering content to be irrelevant to pupils. The fourth, and final, study developed questionnaires to assess teacher and pupil reactions to the provision of 57 different technology projects resources and training sessions to 82 schools across London. Useable data were generated from 33 teachers and 458 pupils. Measurements of teachers confidence in teaching the new Technology National Curriculum revealed that teachers strengths were the making of products. The weaknesses were teaching modern mechanical and electrical systems. Pupils motivation towards technology revealed positive attitudes, but they were unaffected by resources teachers considered to be novel. This study was used to triangulate the findings of the previous study and validate the claims made. The major contribution to knowledge of this thesis is the quantified description and analysis of teachers technology knowledge. The interrelationships of the distinct teacher knowledge domains were analysed to discover how they affect technology education. The main conclusion of this study is that teachers have difficulties in developing and teaching technology based schemes of work to meet the National Curriculum requirements. However, teachers appear unaware of this situation and consider themselves confident in teaching the technology curriculum topics. These difficulties have been caused by teachers lack of compatible background subject knowledge, and were evident in the teaching of projects without secure technology content. This thesis recommends that a significant intervention is required to provide support to Design and Technology teachers to develop their knowledge and skills in teaching technology.
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Warthen, Susan. "Instructional Strategies of Effective Mathematics Teachers of African American Upper Elementary Students." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4187.
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National assessments have revealed that African American students do not demonstrate proficiency in mathematics to the same degree as their White counterparts; however, some teachers are able to guide their African American students to mathematics success. The purpose of this qualitative case study was to determine the instructional strategies of teachers who have been successful in promoting mathematics achievement in African American students. This study was guided by a single research question that focused on the instructional strategies used by teachers whose African American upper elementary students demonstrated proficiency in mathematics on a state standardized test. Feuerstein's mediated learning experience theory formed the conceptual framework for this study. Data were collected through interviews, document analysis, and observations of 6 upper elementary teachers from 3 different schools in a single school district. Open coding was used to note emergent themes that formed the basis for the findings. This study identified 7 effective strategies for teaching mathematics to African American students: employing repetition and review, using specific teaching tools, grouping for instruction, applying assessment and reteaching, engaging student discourse, using word problems, and making real life connections. The strategies that emerged from the study displayed characteristics of the traditional and reform approaches to teaching mathematics as well as culturally relevant pedagogy. These strategies may be useful in helping teachers to increase African American students' achievement in mathematics as well as their feelings of self-efficacy. The findings of this study may improve the pedagogical practices of mathematics teachers of African American students.
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Hall, Megan Olivia. "Teacher Clarity Strategies of Highly Effective Teachers." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6572.
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Teacher clarity supports both cognitive and affective learning for all learners. The scholarly literature lacks research related to teacher clarity in nonlecture learning environments. The purpose of this qualitative study was to discover teacher clarity strategies that effectively promote student learning, particularly in nonlecture learning environments. The conceptual framework involved cognitive load theory and constructivism. The research questions explored how highly effective teachers experience clarity to promote student learning in nonlecture learning environments and what innovative strategies highly effective teachers practice to ensure clarity in nonlecture learning environments. For this in-depth qualitative interview study, data were collected through virtual synchronous focus groups and interviews with 10 State Teachers of the Year and State Teacher of the Year finalists and analyzed using manual and digital coding of emergent themes. Key nonlecture teacher clarity strategies discovered emphasized the importance of interaction, facilitation, and responsiveness through the establishment of safe and inclusive learning environments, active monitoring of student work and understanding, individualized application of strategic ambiguity, and utilization of technology tools. Further research is recommended in strategic ambiguity, interaction through facilitation, safe and inclusive environments, and teacher clarity through technology tools. By contributing to the body of knowledge of educational practices that improve student learning, my study has the potential to empower individual teachers to benefit all learners, and to support organizations in delivering equitable instruction in diverse secondary school settings.
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Mpofu, Nombulelo Patience. "An investigation into challenges facing Further Education Training (FET) leaners in the study of Isixhosa in the Port Elizabeth district." Thesis, University of Fort Hare, 2012. http://hdl.handle.net/10353/d1013389.
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The essential function of a language is communication. Effective communication takes place when speakers understand each other‟s language. Speakers of different languages these days stay with each other. This kind of setting results into multilingualism. Multilingualism refers to the use or maintenance of more than one language in a certain context. In this regard it may refer to the fact that many languages are spoken in South Africa. It serves as a natural solution to the problem of language contact that is extremely widespread throughout South Africa and the world at large. The recognition of the multilingual nature of South African society by the Constitution of this country , as (Made 2010) puts it, necessitates the creation of tools of implementation and redress, in the form of appropriate language policies. Such language policies are designed to correct the universal tendency to practise monolingualism in multilingual societies which disempowers non-mother tongue speakers of the dominant language, to the detriment of both their rights as citizens and in communicative equity in exercising these rights. Many Black South Africans took employment in the industrial centres through urbanization, where they learnt many languages such as Fanakalo, English, Afrikaans and many other languages in the African continent. This resulted into linguistic heterogeneity. Heterogeneity brings speakers of languages together at different workplaces, schools and even places of abode.
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Tomlinson, Paula. "Mentor Teachers' Perceptions of Effective Mentoring Strategies." Thesis, Walden University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13858505.
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<p> Educators at a public high school in Southeastern United States depend on mentor teachers to minimize the attrition rate among beginning teachers, yet the strategies implemented by mentors lack definition and clarity. The purpose of this study was to explore mentor teachers’ perceptions of effective mentoring strategies and their needs when mentoring new teachers. Maslow’s humanistic learning theory guided this bounded basic qualitative study. The research questions focused on the mentoring strategies mentor teachers perceived as effective and the needs of the mentors. Ten high school mentor teachers, who currently mentor new teachers, were purposefully selected to participate in individual and focus group interviews. Precoding, open and axial coding were used to inductively analyze the data. The results showed mentors promote school culture, are a source of information, build relationships, use data to drive discussion, provide opportunity for reflection, conduct observations, connect theory with practice, and model professional behavior as effective strategies. Mentor teachers indicated that effective communication is crucial when mentoring new teachers. Additionally, they need specific skills to help beginning teachers better understand the reality of teaching and address their unrealistic expectations of the profession. Based on the findings a 3-day professional development for mentor teachers was developed to address mentors’ needs. This endeavor may contribute to positive social change when district administration provides mentor teachers with professional development to enrich their mentoring strategies which in turn may address the challenges new teachers experience and reduce the attrition rate.</p><p>
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Liese, Anne Brackney. "Special Educators' Perceptions on Effective Preparation and Practice for Student Success." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/4528.
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Alternative school settings are success prospects for students at risk of school failure. However, research on the daily experiences of the special educators in alternate school settings tasked with educating the at-risk population, is limited. The purpose of this phenomenological study was (a) to recognize the perceptions of special educators concerning their preparation to advance the success of SEN students who are at risk of school failure; (b) to determine how to improve special educator preparation programs in alternative school settings. Deci and Ryan's self-determination theory, focused on student success provided the study's framework. Twelve semistructured interviews were conducted to examine special educators' perceptions on preparation and practice for student success. Data were analyzed through block coding, code comparison and thematic searches. The study's results included accounts of special educators' perceptions and challenges related to preparation and practice for student success in alternate school settings. Emergent themes included applying classroom structure and technology, as well as individualized student instruction. Participants cited a need for rich teacher/student relationships to advance student success. Included are inferences regarding the development of teacher/student relationships. Also included are suggestions for educational leaders to consider while preparing preparatory methods for special educators who teach within the alternative school setting such as administrator knowledge of what special educators require to teach in the alternate classroom. This study may lead to social change by providing information on special educator preparation coursework meant to develop student success for the alternative school student population.
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Brown, Deborah Reinhart. "A study of components of effective teaching from the perspectives of faculty and students within the College of Food, Agricultural, and Environmental Sciences and the relationship between these perspectives." Columbus, Ohio : Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1185843243.
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Walker, April M. "Exemplary Teaching and Disciplinary Literacy in History and Social Studies." Thesis, University of North Texas, 2020. https://digital.library.unt.edu/ark:/67531/metadc1703342/.
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Disciplinary literacy is an approach to literacy in the content areas that helps students develop thinking and literacy skills that mimic experts in the field. The goal of this study was to explore the instructional practices of history teachers who have been nominated as exemplary and the role of disciplinary literacy in their instructional practices. Exemplary teachers were defined as those with strong content knowledge, experience teaching, and recognition for their teaching. This study used a qualitative multiple-case study research design. Data collection included interviews and classroom observations with nine participants across four school districts. Thematic data analysis was used as the method of analyzing data. In the cross-case synthesis portion of analysis, one of the strongest beliefs expressed by the participants was that teachers need to work to make history relevant for students. The observed teaching practices of exemplary teachers showed that exemplary teachers create strong classroom communities that focus on inquiry, discussion, and student-led learning opportunities. The findings from this study suggest that teachers need to have strong content knowledge (an in-depth knowledge of historical events) and discipline knowledge (understanding of how historians read, write, think, and discuss in their field) in order to build the pedagogical content knowledge (understanding of how to facilitate student growth in both content knowledge and discipline knowledge) needed to be able to facilitate a student-led classroom that engages in inquiry and disciplinary literacy skills.
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Perrault, Tianay. "Effective Instructional Strategies to Support Struggling Elementary School Math Students." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2942.
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In a Northern California elementary school, school personnel were concerned that the math proficiency levels were low for 2011-2014 for low-Social Economic Status, SES, students and math teachers were not using the math professional development strategies provided nor consistently implementing the new math curriculum adopted by the district to support Common Core, CC, state standards. The purpose of this qualitative research study was to explore teacher perceptions regarding the math instruction related to students' performance. Vygotsky's social development theory served as the conceptual framework for this study. The study included interview data from 10 elementary teachers purposefully selected from Grades 2 through 5 who were known to meet the selection criteria of being a math teacher with 2 or more years of experience working with low SES students. Data from interviews, and archival documents were analyzed using inductive analyses and were analytically coded. The results of the analysis showed that the teachers wanted quality professional development that would prepare them to effectively teach math to struggling low-SES students. The identified themes were strategies teachers used to support low-SES students, instructional resources, effectiveness of professional development, and additional factors affecting low-SES students. Thus, the resulting project, Guiding Struggling Math Students Toward Success PD, provides math strategies for working with low-SES students and implementing the new math curriculum. This endeavor may contribute to positive social change by reforming PD opportunities to support teachers' practice and use of modifications during math instruction, ultimately increasing student performance in the elementary campus.
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Ngibe, Nondwe Cynthia Phelokazi. "Teachers' perceptions on the effects of frequent change in curriculum on effective teaching in junior secondary schools at Libode Education District, Eastern Cape." Thesis, University of Fort Hare, 2016. http://hdl.handle.net/10353/5587.
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Worldwide educational change has been a topic of discussion. South Africa is among the countries having issues with the implementation of a new curriculum and its impact on effective teaching and learning in junior secondary schools. The country (South Africa) experienced frequent changes in education curriculum. The new curriculum was seen as the means to address poor state of education. It is common knowledge that teachers were and are presently still confused and stressed being unsure on how to apply some techniques to meet the requirements of the new curriculum. That led to underperformance of learners in their work at school. Hence, this study was conducted to explore the perceptions of teachers in South Africa regarding the effects that frequent changes in curriculum has on the effective teaching and learning in junior secondary schools. The change in curriculum is frequent in the sense that, from 1997 to 2016, the curriculum in South Africa was revised four times: Curriculum 2005 (C2005) in 1997, Revised National Curriculum Statement (RNCS) in 2002, National Curriculum Statement (NCS) in 2007 as well as Curriculum and Assessment Policy Statement (CAPS) in 2012. The study does not leave behind some literatures on concept of education, teaching and learning in junior secondary schools, curriculum in South Africa, an overview of curriculum policy in South Africa, curriculum changes to mention a few. Qualitative research methodology was used by the researcher so as interview participants (teachers) in their workplace. The case study was chosen as the design, whereby two junior secondary schools from the population of schools in Libode district were purposely sampled. Data was collected from teachers in these schools, that is, six teachers from each school. Four teachers from each phase were targeted, that is, (four from foundation phase, four from intermediate phase and four from senior phase). Semi-structured interviews were used as the instrument to collect information from the participants. From the study, the researcher found confusion and frustration due to the frequent changes in curriculum; negative influence on effective teaching and learning, by the fact that teachers ultimately do not know what to do to meet the requirements of the curriculum; and not much continuity or links between phases in as far as content and subjects are concerned. The study recommended the appointment of professional facilitators, revisiting of the language policy in GET band (with focus in LOLT in foundation phase), encouraging continuity across phases, actively involvement of teachers in formulating or drafting of any policy that will affect curriculum since they are the implementers of curriculum. The study established that frequent change in curriculum had negative effects on teaching and in junior secondary schools. This is the perception of the majority of participants. As far as literature regarding teachers is concerned, changing curriculum without changing teachers’ understanding and attitude has negative impact on learning especially in South Africa, with special focus on rural schools such as those of Libode district in the Eastern Cape Province.
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Barrentine, Scott Davis. "Analyzing the Online Environment| How Are More Effective Teachers Spending Their Time?" Thesis, Portland State University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10606359.
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<p> Teaching at an online school is so different from classroom teaching that traditional training includes few of the skills necessary to be a successful online teacher. New teachers to an online environment face a steep learning curve in how they’ll use the instructional technology, prioritize their time, and establish relationships with their students. The literature has advice for these teachers about effective online practices, but there has been little research to establish which strategies are most effective in motivating students. This pre-experimental study, conducted at an online 6th-12th grade hybrid school, investigated the practices used more often by the most effective teachers. Teacher effectiveness was measured by the number of assignments their students had not completed on time. Recognizing that the effectiveness of different practices will vary from student to student, the research analysis included two covariates, measured by surveys: the academic identity and motivational resilience of the students, and the students’ self-reported preferences for motivational strategies. More effective teachers were found to make videos more frequently, both of the teacher for motivational purposes and recorded by the teacher to help students move through the curriculum. Quick grading turnaround and updating a blog were also more common with all effective teachers. Distinct differences between middle and high school students came out during data analysis, which then became a major point of study: according to the data, more effective middle school teachers emphasized individual contact with students, but the less effective high school teachers spent more time on individualized contact. The surveys used in this study could be modified and implemented at any online school to help teachers discover and then prioritize the most effective strategies for keeping students engaged.</p><p>
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Ravele, Nthambeleni Peter. "A study of factors of effectiveness in Cape Town secondary schools." Master's thesis, University of Cape Town, 1997. http://hdl.handle.net/11427/17527.
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Bibliography: pages 167-184.<br>Through this study I will be able to focus on how school effectiveness factors as identified in school effectiveness literature operate in relation to the individual circumstances of a particular school. This is an element that signifies a point of departure from the school effectiveness paradigm that sought to generalize or view such factors as operating similarly in all schools with similar outcomes. Through this study I intend to understand that factors of effectiveness identified in school effectiveness literature operate differently in different schools.
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Bassette, LaTasha Price. "Characteristics of Effective Reading Language Arts Teachers in Closing the Achievement Gap." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/3221.
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This study examined an urban school district in the southern United States that continued to experience student achievement gaps despite the implementation of initiatives as the African American Success Initiative. The school leadership needed a deeper understanding regarding what strategies were successful with closing the achievement gap. Using Gay's theory of cultural responsive pedagogy, the purpose of this study was to identify inward attributes, outward strategies, and professional development perceptions of teachers with no achievement gap among ethnically diverse students. Employing an instrumental case study design, 8 middle school reading teachers who closed the reading achievement gap were interviewed; these narratives were supplemented with classroom observations and archival data of district-administered students' surveys for the teachers, professional development plans, and teacher lesson plans. Data were analyzed using comparative and inductive analysis and were thematically coded. Findings indicated that teachers who closed the achievement gap shared culturally responsive characteristics and behaviors, including a caring attitude, high expectations, content relevance, and a belief that their existing Professional Development (PD) was not specific to the needs of teachers working in high-minority, low-socioeconomic urban school environments. A 3-day PD was designed to produce positive social change by reframing the beliefs, responses, and approaches to teaching minority students, allowing teachers to develop stronger teacher-student relationships, tolerance, and strategies, to ultimately increase student motivation and achievement.
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Young, Whitney Nash. "Supporting Elementary Teachers In Effective Writing Instruction Through Professional Development." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1637.
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Common Core State Standards (CCSS) for writing have created a challenge for teachers at an urban elementary school as they struggled to provide effective writing instruction to support the rigorous expectations of the standards. The purpose of this study was to explore elementary teachers' lived experiences of instruction and better understand instructional writing procedures and strategies. The conceptual framework of this study was based on Dennick's work for incorporating educational theory into teaching practices, which combined elements of constructivist, experiential, and humanist learning theories. Research questions investigated how teachers perceived the impact of the CCSS writing standards on their practice and what kinds of support they needed in order to effectively support writing instruction. A phenomenological design was selected to capture the lived experiences of participants directly associated with CCSS writing instruction. The study included 6 individual teacher interviews and a focus group session of 6 teachers who met the criteria for experience in Grades 3-5 at the elementary school. Data were coded and then analyzed to determine common themes that surfaced from the lived experiences of teachers including the need for training in writing instruction, the impact of common core standards on the increased rigor of current writing instruction, a lack of PD at the local school, and instructor challenges with differentiated writing instruction. A job-embedded professional development model was designed to support teachers with effective writing instruction and improve teacher practice at the local school, the district, and beyond. When fully implemented, this professional development may provide elementary teachers with research-based writing strategies that will support the rigor of CCSS standards and college and career readiness.
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McDowall, Sophie. "An investigation into which forms of early teacher learning are most effective with respect to retention, motivation, commitment and job satisfaction for new entrants to the school teaching profession." Thesis, University of Birmingham, 2014. http://etheses.bham.ac.uk//id/eprint/4860/.
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This research project explores which forms of early teacher learning (ETL) are most effective to secure the retention, motivation, commitment and job satisfaction of new entrants to the teaching profession in the United Kingdom (UK). It was inspired by concern over the high drop-out rate of teachers new to the profession expressed by Michael Gove (UK Secretary of State for Education) in The White Paper “The Importance of Teaching” (2010). A survey methodology was used and the method was that of semi-structured interviews with twenty teachers from three secondary schools in the West Midlands of England. It was found that ETL was effective when interactive, shared, school based, well mentored and related to teaching in the classroom. It was also found that effective ETL took place when teachers were learning through their engagement in projects, responsibility roles and extra-curricular activities. It was further found that this was so because such activities developed professional identity; self-efficacy; a psychological contract with the school and mastery of the craft of teaching. Links to the processes of acculturation, assimilation and actualisation were indicated. The significance of this research project is that it points to strategies which can help retain new entrants in the profession.
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McAninch, Melissa Joan. "A qualitative study of secondary mathematics teachers' questioning, responses, and perceived influences." Diss., University of Iowa, 2015. https://ir.uiowa.edu/etd/1691.
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The purpose of this study was to examine secondary mathematics teachers' questioning, responses, and perceived influences upon their instructional decisions regarding questioning and response to students' ideas. This study also compared the questioning practices, responses, and influences of beginning teachers to more experienced teachers. Previous studies on teacher quality in mathematics education have focused on general characteristics of mathematics teachers' instructional practice including a broad range of instructional strategies. Little is known about mathematics teachers' questioning practices and responses to students' ideas that research has repeatedly reported are critical to student mathematics learning in secondary classrooms. Furthermore, it is not clear how different novice teachers are in questioning and responding to students from experienced teachers. This understanding can provide significant insights into teacher education programs for mathematics teachers. With those issues in mind, this study was designed to answer the following questions: (1) What similarities and differences exist in questioning patterns between novice and experienced teachers when guiding a classroom mathematical discussion? (2) What similarities and differences exist in responses to students during pivotal teaching moments between novice and experienced teachers when guiding a classroom mathematical discussion? (3) What perceived factors impact the responses teachers give to students' ideas, and how are these factors of influence different among novice and experienced teachers?
This study employed a multiple case study research design to compare the questioning practices and responses of three beginning teachers and three experienced teachers. Multiple sources of data were collected, including two interviews (i.e., initial interview and follow-up interview) for each teacher, five days of classroom video footage for each teacher, and field notes by the researcher for each interview and observation. The researcher conducted initial interviews with each teacher to gain a general sense of the teacher's philosophy and use of questions in guiding classroom discussion. Five instructional days of observation followed the initial interview, and then the researcher conducted a follow-up interview by use of video-stimulated response. All interviews were transcribed verbatim for analysis. The data was analyzed mainly using the constant comparative method to identify regularities and patterns emerging from the data. Results showed differences between beginning and experienced teachers in the frequency and variety of questions asked. Although all teachers showed the largest number of questions in the Socratic questioning category, differences were prominent in the semantic tapestry and framing categories. Results regarding teacher responses to pivotal teaching moments showed that four teachers favored a procedural emphasis in their responses to students, and two teachers used responses to direct students to make clear connections within or outside of mathematics. Perceived influences identified include: (1) reflection on experience and mathematical knowledge for teaching, (2) time, and (3) relationship with students, teachers, and parents, and knowledge of student background.
Practicing teachers can expand the types of questions they use in the classroom, making particular efforts to include those areas that this study showed to be most lacking: semantic tapestry questions that help students build a coherent mental framework related to a mathematical concept, and framing questions that help frame a problem and structure the discussion that follows. The comparison between beginning and experienced teachers also shed light on important practices for teacher education. The beginning teacher participants from this study had no trouble noticing pivotal teaching moments in their lessons but were less developed in their responses to them. Recommendations for mathematics teacher education programs are to provide opportunities to develop content, pedagogical knowledge including specific instruction on questioning strategies, and also to provide parallel field experiences where pre-service teachers can apply the knowledge and skill they are learning.
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Tipton, Caleb C. "Developing Effective Classroom Environments in a High School Looping Program: A Narrative Research Study." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etd/3185.
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This study captures the narrative of the lived experiences of four teachers as they developed effective classroom environments in a high school looping program in an Eastern Tennessee school district. The study examined the stories and reflections of the participants in order to discover teacher perception, behaviors, and attitudes that help to establish teacher-student relational involvement which produces positive academic, behavioral, and socio-emotional student outcomes. The stories collected during the narrative study provide real-life, contextual data with which other practitioners might reflect upon their own teaching experiences and practices. The study also adds to the discussion on the potential impact of looping programs as a structure for improving student-teacher relationships and maximizing responsive teaching in secondary schools in order address student engagement and motivation.
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Snopkowski, Michael David. "Creating cost-effective structures to improve the use of data by math teachers at the secondary level." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 245 p, 2009. http://proquest.umi.com/pqdweb?did=1833621201&sid=9&Fmt=2&clientId=8331&RQT=309&VName=PQD.
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Field, Sally Anne. "An effective science education program can be a deterrent to the drop out of Hispanic females." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2854.
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The purpose of this study is to look at parallel factors between the Hispanic female dropout rate and possible resiliency methods such as retention through inquiry based science education. This type of educational program might provide insight into the many educational possibilities that are open to Hispanic females.
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Johnson, Scott Louis. "Effectively Using Presentation Technology in the History Classroom." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/919.
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In spite of increased use of technology in the history classroom, the impact of technology remains low on student retention and comprehension of historical information. This project study examined the manner in which PowerPoint slides in history classes are formatted and the elements they contain for effective use. The literature related to best methods was reviewed to reveal practices that lead to the highest levels of comprehension and retention and how those practices could be implemented in PowerPoint presentations. This grounded theory study in the field of cognition and instruction centered on a high school that successfully implements technology in the history classroom. Qualitative data were obtained from interviews with 4 history teachers who used presentation technology on a regular basis and surveys that asked for both qualitative data and some limited quantitative data for demographic and background purposes of students and other teachers. Data from the study were viewed through the lens of schema theory. Findings indicated that bullets promoted memorization, and, as a result, information was placed in a narrative format. Findings also suggested the effectiveness of visual images and interactive activities and they were incorporated extensively. The project study's impact and the resulting implications for social change include increased retention and comprehension of history for students.
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Lee, Kwang-Sug. "Concept attainment in mathematics within content-based instruction for secondary English as a second language." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2858.
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The purpose of this project is to provide a useful model, the Concept Attainment Model in Mathematics, which implicates the concept attainment teaching method based on adjunct content-based instruction by using visuals and manipulatives in order to help ESL students be successful for both substantive content areas.
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Murphy, Jill L. "Survey study of the relationship between parents' and teachers' perceptions of what constitutes effective school -to -home communications." ScholarWorks, 2009. https://scholarworks.waldenu.edu/dissertations/655.
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Even though guidelines at a suburban elementary school in Georgia were in place for teachers regarding frequency and methods of parent communication, it was unclear if these methods were being used consistently and effectively. Research has shown that effective communication increases student achievement, but there is a lack of research examining communication preferences of teachers and parents. Therefore, this study evaluated current practices by comparing parents' and teachers' perceptions of what constitutes effective school-to-home communications. The researcher administered questionnaires to a random sample of teachers and parents of 3rd, 4th, and 5th grade students to compare their perceptions of the communication methods currently used between school and home, and to expose any need for modification to current practices. Data analysis using a t-test for independent measures was used to compare the teachers' and parents' mean scores computed from the Likert-scaled survey. Based on the results of the independent samples t-test, there was a significant difference between teachers and parents in communication scores for all parts of the survey instruments. Specifically, teachers rated themselves higher than the parents rated the teachers' practices. The results of this current study will be shared with the school's leadership team to determine the need for modifications to the current practices in order to communicate more effectively. A future qualitative study could examine the particular preferences of parents regarding communication. This study highlights the need to educate teachers about adapting their communication practices to meet parents' needs. The overall implications for social change include using this information to strengthen the partnership between school and home to increase overall student academic performance.
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Brown, William Christopher. "An effective AutoCAD curriculum for the high school student." CSUSB ScholarWorks, 1999. https://scholarworks.lib.csusb.edu/etd-project/1791.
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The instruction of computer assisted drafting (CAD) in the high school classroom presents unique problems and challenges that typical colleges, technical schools, and industry do not address. Including issues such as cross curriculum instruction, beginning and advanced students in the same class, several courses in the same room, CAD and manual drafting taught concurrently.
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Stanek, Tomasz Bogdan. "Applications of the well-educated mind 2003 concept by Susan Bauer in the Southern California history classrooms." CSUSB ScholarWorks, 2012. https://scholarworks.lib.csusb.edu/etd-project/134.
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The purpose of this study is to discover how courses in world history and United States history are taught in Southern California secondary schools. At this stage of the research the study of the history course instruction will be generally defined as an exploratory and investigative inquiry involving the interviews of the history faculty, analysis of their course offerings and syllabi content, and the overall teachers' course content preparation and knowledge.
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Ochoa, Raul. "An Immigrant’s Educational Journey: Working Toward a More Fair and Just Society in the Classroom." Scholarship @ Claremont, 2019. https://scholarship.claremont.edu/cgu_etd/128.
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In Part A of this ethnography, I explain how my life experiences have shaped who I am and why I want to be a teacher. In Part B, I describe my experience of working with three focus students—an English learner, a student with a 504 Plan, and a student with significant life experience. My work with these students allowed me to learn of their strengths and assets, and areas of need. Based on the knowledge that I compiled over the course of the Fall Semester 2018, I created an action plan to help each student improve his/her academic standing and socio-emotional well-being. In Part C, I identify and evaluate the assets of the school and the community in which my students live, and how such assets help students thrive. I also assess the challenges that both the school and community face, and their continuous efforts to overcome them. In Part D, I reflect on my first year of teaching to assess my instructional practices, and I evaluate the progress made by my whole class, and more specifically my focus students.
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Mkhwane, Fezeka Felicia. "An investigation of teachers’ experiences of a Geoboard intervention programme in area and perimeter in selected Grade 9 classes: a case study." Thesis, Rhodes University, 2018. http://hdl.handle.net/10962/61646.
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The study was undertaken with three Grade 9 teachers at three selected schools which are part of RUMEP’s Collegial Cluster Schools’ programme that I coordinate. Collegial clusters are communities of teachers who aim at improving their practice by working on their own professional development. The purpose of this study was to investigate the selected Grade 9 teachers’ experiences of a Geoboard intervention programme. It also wanted to investigate the role that a Geoboard can play in the teaching and learning of area and perimeter of two-dimensional shapes. The research was a case-study within the interpretive paradigm. A variety of data collection techniques was used. These included baseline assessment tasks, observations during the intervention programme, post intervention assessment tasks and semistructured interviews with the participating teachers and a few learners from each participating school. The collected data was analysed using both the quantitative and qualitative methods. My research findings reveal that a Geoboard, as a manipulative, developed confidence in the participating teachers. In the interviews with teachers, it transpired that teachers’ skills in teaching area and perimeter of two-dimensional shapes had been sharpened. According to the interviews with learners, the use of a Geoboard led to better conceptual understanding of the area and perimeter, as learners no longer had to rely on formulae. Kilpatrick et al. (2001) refer to conceptual understanding as an integrated functional grasp of mathematical ideas. The post intervention assessment task showed a positive shift in learners’ performance. The average learner performance improved from 29% in the baseline assessment task to 61% in the post intervention assessment task. This shows that the use of a Geoboard led to meaningful learning of area and perimeter of two-dimensional shapes. The overall research findings reveal that the use of manipulatives has a positive impact in the teaching and learning of area and perimeter. Learners’ responses to the interview questions showed that there was better understanding of the two concepts, which enabled them to construct their own knowledge. They further said the Geoboard allowed them to be hands-on, which contributed to their active involvement in the lesson.
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Lam, Kwok-wah, and 林國華. "An exploratory study of the conflict approach and analogical approach in fostering student's conceptual change in mechanics." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1997. http://hub.hku.hk/bib/B31959490.
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Mohammad, Abeer. "A Discourse Analysis of Nursing Handoffs: Exploring Nurse-to-nurse Interactions in Two Hospitals in Saudi Arabia." Scholar Commons, 2017. http://scholarcommons.usf.edu/etd/7064.
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A new realm of discourse research has started examining medical interactions in the crowded space – hospitals (Iedema, 2007). Beyond clinical settings and dyadic doctor-patient interactions, scholars have begun investigating doctors’ interactions in various hospital settings including Emergency Rooms and hospitals’ wards (e.g., Eggins & Slade, 2012; Slade & Eggins, 2016; Slade et al., 2015). Other investigations have expanded this scope of discourse research to include other health professionals, such as nurses (e.g., Staples, 2015). Drawing on discourse analytic approaches (Critical Discourse Analysis, Halliday’s Systemic Functional Grammar, and Interactional Sociolinguistics), this study examined nurse-to-nurse handoff interactions in two hospitals in Saudi Arabia. Nursing handoff – the transfer of patient information, professional responsibility, and accountability between departing and incoming nursing teams (Manser et al., 2010; Riesenberg et al., 2010; Slade & Eggins, 2016; Wood et al., 2014) – is a critical communicative practice which ensures the continuity and quality of care provided to hospitalized patients. The aim of this study was to provide detailed analyses of the language used in this type of nursing discourse and its impact on the quality of handoffs. The data included 80 nursing handoff interactions, which were observed and audio-recorded in 7 different wards at two sectors (National Guard Hospital and King Fahad General Hospital) in Saudi Arabia including: Intensive Care Units, General-Adult, General- Pediatric, Oncology-Pediatric, Oncology-Palliative, ENT, Urology and Surgical wards. The nurse participants come from various cultural backgrounds including Philippines, Indonesia, India, Malaysia, Morocco, South Africa, Egypt, Jordan, and Saudi Arabia. The analyses provided a detailed description of this type of nursing discourse including the discourse
pragmatic features (i.e., linguistic, interactional, and interpersonal features) which nurses use while delivering and receiving patient information. In addition, the findings provide insights into the various discourse features that contributed either positively (e.g., using discourse markers, presenting complete thoughts, presenting sufficient detailed patient information) or negatively (e.g., producing questions instead of statements, shifting verb tenses, focusing on one patient issue as opposed to providing detailed patient information report) to the nursing handoff practices in this setting. The findings also point to the vital role that head nurses play in this nursing discourse and its impact on enhancing the quality of nursing handoffs.
Additionally, a six-stage nursing handoff model was developed from the data, which could be used for nursing training in the National Guard Hospital and its branches in Saudi Arabia.
Finally, the findings provide further support for Eggins and Slade’s (2012) claim that communicatively effective handovers are achieved interactionally and with the collaboration of both departing and incoming teams. Furthermore, the use of standardized protocols (like SBAR) alone proved to be insufficient in guaranteeing effective nursing handoff.
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Haglin, Andrea Karen. "Instructor's Employment-Level, Instructor-Efficacy, and Knowledge of Effective Classroom Strategies for Emotional Disorders." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2929.
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Community college instructors are responsible for creating learning opportunities for all students, including adult students affected by emotional disorders (ED). Concerns in the literature have grown over how invested part-time instructors are in their teaching; however, limited data were available regarding instructor knowledge of ED, instructor-efficacy, and the impact of employment status. The purpose of this study was to address the gap in the literature and analyze relationships between instructor knowledge of ED strategies (as assessed by Teaching Students with Emotional Behavior Disorders scale) and instructors' efficacy beliefs (as assessed by the Ohio State Teaching Self-Efficacy Scale). It also evaluated the impact of employment status (part-time versus full-time) on instructor-efficacy beliefs and knowledge of classroom management strategies for adult students affected by ED. A convenience sample of 104 community college instructors across 2 colleges in the Midwestern United States with a population of 201 instructors chose to complete either paper or online surveys. This study was guided by Bandura's self-efficacy theory. The data analysis included Pearson correlation, ANOVA, linear regression, Kruskal-Wallis, and LSD post hoc tests. Key findings included a statistically significant association between knowledge and instructor-efficacy scores and a statistically significant difference in ED knowledge between part-time and full-time instructors. The study findings promote positive social change by providing information for use by community college administrators for professional development programs to improve ED instructional practices, improving the quality of instruction and experience for community college instructors, students affected by ED, and the community at large.
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Sijako, Bantu. "The role of principals as instructional leaders in two underperforming senior secondary schools in the King William's Town education district." Thesis, University of Fort Hare, 2017. http://hdl.handle.net/10353/619.
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School principals are expected to play a pivotal role in enhancing quality teaching and learning in their schools. As leaders of organisations called schools, where teaching and learning take place, they need to possess particular skills to enable them to effectively deliver on their responsibilities of supporting teaching and learning. This means that a school principal is at the centre of any change that must occur at school level. He/she is expected to create a positive learning space by providing a healthy climate for teaching and learning in the school. However, some secondary schools in the King William’s Town Education District are performing far below the national average when it comes to the Grade 12 results. For this reason, this study sought to explore the views of the school management team members in two such schools on the role of principals as instructional leaders. The case study was premised within the qualitative research approach and the interpretivist paradigm was used as an epistemological base to investigate the views of the school management teams on the role of principals as instructional leaders. Eight school management team members were selected from both schools and the data was collected by means of face-to-face semi-structured interviews and documentary analysis. The data showed that participants had divergent views on how principals play the instructional leadership role. It appeared that principals employed different strategies in supporting teaching and learning in their schools and the focus was on control rather than support. It also emerged from the data that there was a lack of professional support at all levels in the selected schools, and parents were not involved in their children’s academic work. The researcher concludes that there seemed to be no systemic and coherent support strategy focusing on teaching and learning, as there were divergent views on how principals perform their instructional leadership roles. The study therefore recommends that principals be trained on instructional leadership to give them a deeper insight into supporting curriculum implementation in their schools.
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Yildirim, Ahmet. "Analysis Of Academic Learning Time In Physical Education Classes Of Prospective And In-service Teachers." Master's thesis, METU, 2003. http://etd.lib.metu.edu.tr/upload/1067594/index.pdf.
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One of the important characteristics of effective teaching is to devote sufficient time to appropriate physical activity in physical education classes. The purpose of this study was to compare teaching effectiveness of prospective and in-service teachers in relation to student behaviors, course content activities and Academic Learning Time in Physical Education (ALT-PE) scores. Participants were 26 prospective and 28 in-service physical education teachers. Forty-minute regular lessons (n=54) of each teacher were video recorded in their natural settings and observed with the ALT-PE observational instrument. Learner involvement behaviors, context levels and ALT-PE scores were compared for two groups of teachers. MANOVA results have shown significant differences in student behaviors and course content activities between the groups. While prospective teachers spent significantly more time with management content, in-service teachers spent significantly more time with warm-up activities. Students in the classes of prospective teachers spent significantly more time with off-task and interim behaviors, but students in the classes of in-service teachers spent significantly more time with on task behaviors. The results, however, indicated no significant differences between the groups in motor appropriate behaviors of students. ANOVA results indicated that students spent 17.9% (for prospective teachers), and 18.7% (for in-service teachers) of total class time with ALT-PE behaviors. It seems fair to suggest that prospective and in-service PE teachers should decrease the time on management, transition, waiting, and theoretical explanations, while allocating more time on physical activity.
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Saturley, Margaret Hoffman. "Educators' Oral Histories of Tampa Bay Area Writing Project Involvement." Scholar Commons, 2016. http://scholarcommons.usf.edu/etd/6141.
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The purpose of this study was to describe and explain participants’ perceptions of Tampa Bay Area Writing Project (TBAWP) influence on professional learning over time. This study explored Writing Project impact on professional learning by accessing the oral histories of three educators who were involved in TBAWP between 1998 and 2004. The research question was:
• In what ways, if any, has long-term involvement in the Tampa Bay Area Writing Project impacted the teaching practice, career growth, and professional learning of participating educators?
This qualitative study employed constructivism as the theoretical framework. Analysis of study data resulted in specific findings. Educators’ stories revealed Writing Project participation significantly impacted their teaching practice, career growth, and professional learning. The lasting impact of Writing Project involvement was seen in the ways in which educators infused the concept of community into their teaching practice, accepted leadership positions within the profession, and ultimately went on to conduct professional learning experiences for educators.
Data analysis generated a conceptual model that examines the lasting impact of educator professional learning. Implications of this finding are significant for longitudinal inquiry of educator professional learning and for impact studies of long-term Writing Project involvement. In addition to providing exemplars of educator stories of practice over time, the study contributed to development of a fuller understanding of effective professional development, educator professional learning, and the lasting impact of Writing Project involvement.