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Dissertations / Theses on the topic 'Elementary School Teacher Education'

Author: Grafiati

Published: 5 June 2025

Last updated: 2 August 2025

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1

Lai, Han-lan. "Evaluating teacher education to determine teachers' readiness for change /." Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk/hkuto/record.jsp?B24702080.

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Chambers, Dyna M. "Elementary School Teacher Perceptions of Factors Influencing Teacher Morale." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1582.

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The 28th annual MetLife survey of 1,001 American teachers in the United States indicated that low teacher morale is a common problem faced by many public schools. In one public elementary school located in a Southern state, the teacher attrition rate increased from 30% to 40% within 2 years. The purpose of this mixed method study was to investigate teachers' perceptions of morale and their perceived factors that influence low morale at the school. Maslow's theory of motivation was used to understand the impact of teacher satisfaction on teachers' morale and self-motivation for leading change.

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3

Ngai, Kam-tao. "An evaluation of course effectiveness by final-year teacher trainees pursuing an in-service teacher education course for primary school teachers in Hong Kong." Hong Kong : University of Hong Kong, 1986. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18035450.

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4

Latham, Nancy Moss Rita Kay. "The effects of teacher preparation model on persistence in elementary education employment." Normal, Ill. Illinois State University, 2004. http://wwwlib.umi.com/cr/ilstu/fullcit?p3196670.

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Thesis (Ed. D.)--Illinois State University, 2004.<br>Title from title page screen, viewed May 23, 2006. Dissertation Committee: R. Kay Moss (chair), Mary Murray Autry, Deborah J. Curtis, W. Paul Vogt. Includes bibliographical references (leaves 72-80) and abstract. Also available in print.

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Leung, Chung-man Luke. "Course effectiveness evaluation by in-service teachers in an in-service primary school teacher education program in Macau." Click to view the E-thesis via HKUTO, 1992. http://sunzi.lib.hku.hk/HKUTO/record/B38626160.

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6

Serna, Antonio G. "Personal, teacher training, teacher experience, and system factors associated with sense of efficacy of teachers of limited English proficient students." Scholarly Commons, 1990. https://scholarlycommons.pacific.edu/uop_etds/3402.

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Purpose. Teacher sense of efficacy refers to teachers' belief in their ability to motivate students to learn. The purpose of this study was to examine the relationship of selected personal characteristics, training variables, experience factors, school system variables, and principal leadership behaviors to the sense of efficacy of a group of teachers of LEP students. Procedures. A sample of 44 elementary school teachers of limited English proficient students was selected from school districts in Northern California with large numbers of LEP students. Questionnaire data were collected using an

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7

Peña, Luis Rene. "How elementary school teachers think about and support parent involvement in an urban Latino elementary school." Diss., Restricted to subscribing institutions, 2008. http://proquest.umi.com/pqdweb?did=1481676701&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.

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Knecht, Anke. "Action research and reflection in preservice teacher education /." Connect to resource, 1997. http://rave.ohiolink.edu/etdc/view.cgi?acc%5Fnum=osu1250705468.

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9

Friedman, Paul Travis. "Elementary school principals' perceptions of teacher evaluation practices." Scholarly Commons, 2007. https://scholarlycommons.pacific.edu/uop_etds/675.

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The purpose of this study was to examine the perceptions,)[ elementary school principals of teacher evaluation practices in the Los Angeles Unified School District. Specifically, the current study was guided by the following research questions: 1) What are the perceptions of elementary public school principals regarding the effectiveness of teacher evaluation in public elementary schools? and 2) To what extent do elementary school principals' perceptions of the effectiveness of teacher evaluation vary by selected demographic variables (e.g. socio-economic status (SES), Academic Performance Ind

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10

Marcum, Jimmy. "Parent and Teacher Perceptions of Elementary School Homework." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etd/3377.

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The purpose of this qualitative study was to examine the perceptions of parents and teachers of elementary school students regarding homework. Specifically, the researcher examined parent and teacher perceptions, perceptions of teachers in kindergarten through fifth grades, and parents of elementary students in kindergarten through fifth grades. In this qualitative study, the researcher analyzed feedback obtained from two focus groups: a group of three parents and a group of three teachers. One-on-one in-depth interviews of seven parents or guardians and seven elementary school teachers were u

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11

Gayles, Pamela L. "Title I Elementary School Principals' Perspectives on Teacher Preparedness: University-Based Alternative Teacher Preparation for Urban Schools." Digital Archive @ GSU, 2011. http://digitalarchive.gsu.edu/eps_diss/83.

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ABSTRACT TITLE I ELEMENTARY SCHOOL PRINCIPALS’ PERSPECTIVES ON TEACHER PREPAREDNESS: UNIVERSITY-BASED ALTERNATIVE TEACHER PREPARATION FOR URBAN SCHOOLS by Pamela L. Gayles Colleges of education produce the majority of teacher educators in the United States. Additionally, over half of the alternative teacher preparation programs in the United States are administered by colleges of education. However, the literature reveals that few institutions concentrate on urban teacher preparation and that teacher-reform efforts have continuously insisted on high-quality teachers for high-need urban schools

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Meier, Lori T. "Questioning the Problematic Nature of School Culture in Elementary Teacher Education." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/5882.

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This paper explores the role of school culture as embodied by elementary teacher preparation in relationship to humanizing pedagogies. Further, it explores how the school culture of elementary teacher preparation can be experienced as an oppressive force towards identity formation and humanization for students who position themselves outside of the conventional norms of the field and traditionally accepted membership criteria. A brief play in three acts shares anecdotes from students who consider themselvesin the margins of elementary teacher preparation wi

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13

黎杏蘭 and Han-lan Lai. "Evaluating teacher education to determine teachers' readiness for change." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B31256302.

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14

Young, Leslie. "Veteran K-6 Public School Teachers: Remaining Committed and Staying Engaged in Their Careers." Scholarship @ Claremont, 2019. https://scholarship.claremont.edu/cgu_etd/141.

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This phenomenological qualitative study involved 15 veteran K-6 public school teachers – each having taught a minimum of 24 years - from several districts in Southern California. It identified and examined what factors influenced the ongoing commitment and engagement of these teachers over the course of their careers. Factors mirrored the study’s theoretical framework and included: 1) the teacher’s challenges, 2) the teacher’s personal characteristics or attributes, and 3) the teacher’s professional life phases. A majority of the teachers interviewed spoke to the escalation of the environmenta

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Tucker, Gail. "High-stakes testing and teacher burnout in public high school teachers." ScholarWorks, 2009. https://scholarworks.waldenu.edu/dissertations/653.

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Demands associated with the No Child Left Behind Act of 2001 contribute to the risk of teacher burnout; however, the relationship between teacher burnout and specific teaching assignments is unclear. Accordingly, the purpose of this study was to investigate if burnout is greater for high-stakes subject area public high school teachers than for low-stakes subject area public high school teachers and to ascertain teachers' perceptions about difficulties associated with teaching a high-stakes subject area. The job demands-resources model and the multidimensional model of burnout provided the theo

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Meier, Lori. "THE EFFECT OF SCHOOL CULTURE ON SCIENCE EDUCATION AT AN ELEMENTARY SCHOOL: AN ETHNOGRAPHIC CASE STUDY." Doctoral diss., University of Central Florida, 2006. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3666.

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This ethnographic case study investigated one elementary school to understand how the school's culture influenced its science curriculum design and instruction. The main data was formal and informal semi-structured interviews with key teachers to understand their values, beliefs, practices, materials, and problems with science instruction. To triangulate these data, the researcher observed classroom practice, school-wide activities, and collected artifacts and documents. Data were analyzed using a theoretical framework that emphasizes that culture cannot be reduced to beliefs, values, practice

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Roybal, Diana M. "Influence of Culturally Responsive Education on School Climate within a Title School| Case Study." Thesis, University of Phoenix, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10975760.

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<p> Through interviews with the principal, teachers, and parents, the researcher describes how teacher training and implementation of culturally responsive education (CRE) has influenced the climate in a Title I school. Educators teaching in schools that serve racially diverse students from low socio-economic communities face challenges that lead to low teacher morale, high discipline, and low student achievement. The problem is that these indicators often result in a negative school climate. CRE training provides teachers with knowledge and skills to help teachers better connect with and teac

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Wright, Jounice Blackmon. "School Violence and Teacher Resiliency at a Midwest Elementary/Middle School." ScholarWorks, 2015. http://scholarworks.waldenu.edu/dissertations/1512.

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The purpose of this phenomenological study was to investigate, from the perspective of teachers, the possible effect of school violence on teacher resiliency. School violence has been studied with respect to student behavior and academic success, as well as socioeconomic influences, but not with respect to teacher resiliency, as expressed by teachers themselves. Resiliency theory was the conceptual framework. Participants were all teachers of Grades 2-8 at an elementary/middle school in the Midwest. Twelve in-depth interviews were transcribed into text data and analyzed for common themes. Usin

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Norris, Karen S. Wilhelm Ronald Wayne. "Making sense of teaching a holistic approach to teacher reflection about practice /." [Denton, Tex.] : University of North Texas, 2009. http://digital.library.unt.edu/permalink/meta-dc-11018.

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Wall, Timothy J. "Evaluation of the impact of participation in the T.E.S.T. examination preparation program on elementary education teacher candidate C-BASE and PRAXIS-II performance." Diss., Columbia, Mo. : University of Missouri-Columbia, 2008. http://hdl.handle.net/10355/5609.

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Thesis (Ed. D.)--University of Missouri-Columbia, 2008.<br>The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on July 31, 2009) Includes bibliographical references.

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Smith, Barbara Elizabeth. "A study of the relationship of territoriality and teacher sense of efficacy to job satisfaction of elementary school teachers." W&M ScholarWorks, 1992. https://scholarworks.wm.edu/etd/1539618374.

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Purpose. The purpose of this study was to investigate the relationship of teachers' perceptions of territoriality and sense of efficacy to job satisfaction.;Method. A sample of 350 public school elementary teachers teaching in Virginia was selected to complete four instruments. The Teacher Territory Questionnaire was used to measure three factors, including control of resources, responsibility for students, and openness of teaching. The Teacher Efficacy Scale measured two efficacy factors, personal efficacy and teaching efficacy. Job satisfaction was measured by the facet scores of the Job Des

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Ampel, Jason Alex. "Character education examining the perceptions of elementary, middle, and high school teachers in a Central Florida school district /." Orlando, Fla. : University of Central Florida, 2009. http://purl.fcla.edu/fcla/etd/CFE0002556.

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Molden, Sandra A. "Teacher and parent perceptions and preferences regarding effective school to home communication." Thesis, Holy Family University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10100537.

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<p> Effective school to home communication encourages positive relationships that support student achievement. This study examines perceptions and preferences of teachers and parents to understand what constitutes effective communication between teachers and parents. Research questions examine the frequency of communication between teachers and parents, modes of communication, and the field and tenor of effective school to home communication. Data was gathered from teachers and parents of students in first through third grades, in a Southeastern Pennsylvania suburban school district. Two surve

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Nuñez, Abigail Catherine. "Beginning teacher development and mandated reading programs a context for integrated teacher preparation and support between a university's teacher education program and a local school district /." Diss., Restricted to subscribing institutions, 2008. http://proquest.umi.com/pqdweb?did=1619402621&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.

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25

Erickson, Deborah Elaine. "Teacher induction: A case study of the Lodi New Teacher Project." Scholarly Commons, 1996. https://scholarlycommons.pacific.edu/uop_etds/2771.

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The purpose of this study was to provide a descriptive case study of the implementation of a school-based new teacher support program and its relationship to the existing culture and norms at the individual school sites. The study also investigated significant factors characteristic to new teacher support programs and their interactions, and the study analyzed a program as it evolved over a four-year period within the Lodi Unified School District. There were eighty-four subjects, of whom forty-nine responded to a survey. Eleven subjects from three school sites were interviewed in-depth followi

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Parks, Kimberly L. "The Perceptions of Elementary School Principals and Teachers Regarding Retaining Teachers in a Large Urban School System." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2017. http://digitalcommons.auctr.edu/cauetds/65.

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This qualitative study examined principals’ and teachers’ perceptions regarding retaining teachers in a large urban school system. This study was based on the premise that once teachers are recruited into an urban school, genuine support (conceptual and instructional) is needed for them to be retained in that type of setting. Retaining highly qualified teachers in urban schools is integral for student achievement and can relieve the financial strain for school districts. Studies have found that when teachers reach their fifth year of teaching, many leave the profession for various reasons, and

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Clayton, Dawn Palmore. "Teacher expectancies and culturally relevant pedagogy| A study of an urban school." Thesis, University of Pennsylvania, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10158571.

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<p> This exploratory study examines the ways that teachers think about expectations they set for their students. It explores what influences teachers to form judgments about their students and the subsequent ways they communicate expectations to students. This study also explores whether there is a relationship between “high-expectations teachers” and culturally responsive teaching methods. This qualitative study utilizes ethnographic research measures, including inquiry group interviews, field notes, and individual teacher interviews to investigate the problem of understanding the

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28

Colson, Sharon Renea. "Elementary teacher mentoring in a rural Georgia school system the impact on teacher retention and the implication for elementary school principals /." Click here to access dissertation, 2007. http://www.georgiasouthern.edu/etd/archive/fall2007/sharon_r_colson/colson_renea_200708_edd.pdf.

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Thesis (Ed.D.)--Georgia Southern University, 2007.<br>"A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education." Education Administration, under the direction of Linda M. Arthur. ETD. Electronic version approved: December 2007. Includes bibliographical references (p. 108-114) and appendices.

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Osbourn, Jerold C. "Factors that Influence K-8 Educators in Regard to Teacher Retention." Thesis, Lindenwood University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13425867.

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<p> The purpose of this study was to contribute to the understanding of teacher retention by researching factors that influence veteran teachers to remain in Missouri’s K-8 school districts. School districts all across the nation face the daunting task of improving student achievement in the face of teacher shortages, especially in rural areas and in hard-to-staff content fields such as math and science (Carver-Thomas & Darling-Hammond, 2017; Harrington, 2017). Utilizing a mixed-methods approach, the researcher sought to articulate the core perceptions of superintendents and veteran

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Thompson, Jerald Lynch William F. Porter Abioseh Michael. "Teacher and administrator perceptions of East Stroudsburg University's professional development school model /." Philadelphia, Pa. : Drexel University, 2006. http://hdl.handle.net/1860/1774.

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Meader, Kurt R. "A Shortage of Male Elementary School Teachers: Exploring the Perceptions of Male Teachers Using Q Methodology." Youngstown State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1515846258151611.

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Mesher, Pauline. "Documentation in an elementary classroom : a teacher-researcher study." Thesis, McGill University, 2006. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=103151.

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Accompanying materials housed with archival copy.<br>The purpose of this study is to research the role of documentation in a cycle-two, year one classroom (Grade 3) in a suburban community in Quebec. As the teacher-researcher, my overarching question is to come to a better understanding of how documentation is carried out in the classroom. There are several questions that guide this research: (1) What kinds of documentation are used and what purposes do they serve? (2) What role(s) does the teacher play in the documentation process? (3) What role(s) do the children play in documentation? For t

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Houston, Fantara J. "Teacher perceptions of the factors which influence teacher attrition in three elementary schools in a metropolitan Atlanta school system." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2009. http://digitalcommons.auctr.edu/dissertations/173.

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This study examined teacher perceptions of the factors which influence teacher attrition in a Metropolitan Atlanta school system. The nine factors examined in the study were : principal behavior, school climate, teacher responsibilities, teacher preparation, gender, salary, years teaching, discipline referrals, and relationships with colleagues. The study was based on the premise that teacher perceptions would provide a comprehensive understanding of how the factors attribute to teachers’ decisions to leave or move within the school system. A mixed method (quantitative and qualitative) design

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Stapelton, Kelly, and Lori T. Meier. "Elementary Teachers’ Expectations and Perceptions of School Counselors." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/5886.

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This qualitative study explores the expectations and preceptions elementary teachers have of school counselors. Participants were current or past students in an elementary education graduate progrma at a southeastern university. The participants responded to an open-endd online survey that consisted of questions that focused on the demographics of their schools and the expectations and perceptions they had of the school counselor's roles and responsibilities pertaining to both academic achievement and student behavior. Although responses varied, the data suggests that there was substatntial co

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Romero, Merced Jr. "The impact of educational policy changes upon elementary school teachers' instructional practices." Scholarly Commons, 2015. https://scholarlycommons.pacific.edu/uop_etds/53.

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To maintain a sense of identity and self-confidence, humans rely on cognitive structures that allow individuals to identify similarities between prior experiences and new ones brought about by change. Educators are subjected to work environments that are in a state of constant change brought about by continuous series of new educational policies that teachers are tasked to implement within their classrooms. The purpose of this phenomenological study was to examine how five elementary school teachers experienced and responded to educational policy changes that influenced their instructional pra

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Speak, Lynda Overton. "A Study of Relationships Between Teachers' Knowledge of and Attitude Toward Selected Teaching Strategies and Their Implementation in the Elementary Classroom." Thesis, North Texas State University, 1987. https://digital.library.unt.edu/ark:/67531/metadc332248/.

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The purpose of this study was to explore the variables of content knowledge, individual attitude, and span of time from initial training with regard to implementation of selected teaching practices in the elementary classroom. The sample consisted of thirty-two elementary classroom teachers who teach reading or mathematics in a large suburban school district in the Dallas Metropolitan Area. After completion of the second day's training in an inservice program on teaching strategies, the teachers were given a test to measure content knowledge of and attitude toward the teaching strategies. The

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Quattlebaum, Simon F. "Designing Professional Development for Elementary School Teachers." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1549.

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Within a Northeast urban school, there is little empirical evidence to indicate the effectiveness of the district professional development (PD) program. Elementary teachers at the study site reported that they encountered problems accessing professional development programs applicable to their needs. The purpose of this case study was to examine teacher perceptions of district PD programs and to discover teacher perceptions of PD best practices. Knowles' adult learning theory provided a frame of reference for this study. The research questions assessed teachers' perceptions of the format, cont

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Perry, Lorraine J. "Student-teacher relationships behavior the impact of students' relationships with teachers on student school engagement, academic competence, and behavior /." Related electronic resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2009. http://wwwlib.umi.com/cr/syr/main.

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Moore, Beth Ann. "The perceptions and effects of one school district's teacher induction program." [Bloomington, Ind.] : Indiana University, 2007. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3280740.

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Gross, Betsy Holley. "Mentor Perspectives on Effective Mentoring for Beginning Elementary School Teachers." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2928.

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The attrition of beginning teachers is an ongoing problem for public schools as it impacts campus moral, results in economic losses, and maintains the number of newly-hired teachers. Although induction programs for beginning teachers have been found effective in reducing novice teacher attrition, funding for many induction programs have been eliminated due to budget constraints, leaving local school systems with limited support of the mentors and no consistency as to expectations or outcomes. Compounding this problem is that little research has examined what is most successful and supportive f

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Mendez, Carolyn Jeanne Huber. "A study of teacher thinking in an elementary Spanish immersion school /." The Ohio State University, 1995. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487868114113919.

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Ngo, Fung-ping. "An investigation of teacher stress in the use of ICT in Hong Kong primary schools." Click to view the E-thesis via HKUTO, 2003. http://sunzi.lib.hku.hk/hkuto/record/B40039870.

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Nochumson, Talia Clare. "An Investigation of Elementary Schoolteachers' Use of Twitter for Their Professional Learning." Thesis, Teachers College, Columbia University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10743437.

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<p> This mixed methods study explored how elementary school teachers who use Twitter extensively use it to support their professional learning and development. Four research questions guided this study: 1. How are teachers using Twitter for their professional learning and development? 2. What do teachers report learning from their use of Twitter? 3. What do teachers say they do with the information they have learned from using Twitter? 4. What support do teachers have when they want to implement what they have learned from Twitter? </p><p> An online survey was distributed via Twitter targeti

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Campbell, Deborah M. "Case Study: Entry-year elementary teachers' perceptions of their professional development." [Kent, Ohio] : Kent State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=kent1227047465.

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Thesis (Ph.D.)--Kent State University, 2008.<br>Title from PDF t.p. (viewed Jan. 4, 2010). Advisor: Richard Ambrose. Keywords: entry-year teachers, professional development, teacher perception. Includes bibliographical references (p. 226-242).

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Ngai, Kam-tao, and 魏錦圖. "An evaluation of course effectiveness by final-year teacher trainees pursuing an in-service teacher education course for primary schoolteachers in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1986. http://hub.hku.hk/bib/B31955599.

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Popp, Rosanne. "Teacher assessment of elementary school students' conflict resolution skills, an action research case study." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0015/MQ58496.pdf.

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Embrey, Lynnette F. R. "A physical education student teacher in an elementary school : a case study /." The Ohio State University, 1986. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487268021750122.

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48

De, Jong Stephanie Lyn. "Practicing teacher perceptions of technology and technology integration in K-12 education." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2680.

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This cross-sectional study assessed participants' perceptions of classroom technology integration and compared them to variables such as years of teaching experience, age, gender, computer access, technology training and level of technology adoption in the classroom.

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Mackey, David R. "Niebuhr, Dewey, and the Ethics of a Christian Pragmatist Public Elementary School Teacher." Miami University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=miami1291375868.

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Huarng, Yih-Yuung. "Analysis of Relationships Between Selected Requirements for Admission to Elementary Teacher Education and Teaching Performance." Thesis, North Texas State University, 1985. https://digital.library.unt.edu/ark:/67531/metadc331280/.

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The problem of this study is concerned with the relationships between selected requirements for admission to elementary teacher education and teaching performance. The purposes of this study were (1) to investigate the relationships between teaching performance, as evaluated by a principal, and five selected admission criteria (the GPA at the time of admittance to teacher education; achievement test scores in reading, language, mathematics; and instructor appraisal of the student during the first education course); (2) to determine whether or not the five selected admission criteria used singl

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