To see the other types of publications on this topic, follow the link: Foreign experience in the field of education.
Dissertations / Theses on the topic 'Foreign experience in the field of education'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 dissertations / theses for your research on the topic 'Foreign experience in the field of education.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.
1
Burant, Theresa Jean 1958. "Early field experience: Four perspectives." Diss., The University of Arizona, 1998. http://hdl.handle.net/10150/288890.
Full textAbstract:
Early field experiences (EFEs) are common in teacher education; yet, there is conflicting evidence regarding their value as educative experiences. As the need for preparing prospective teachers for diversity becomes more urgent, research that attends to the context, content, and experiences of preservice teachers in EFEs in diverse schools is necessary. In this study, qualitative case study methodology was used to understand the experiences of preservice teachers, and the meanings they constructed of these experiences, in a reconceptualized EFE in teacher education. The EFE consisted of a team-taught, integrated combination of a general methods course (with a classroom, school, and community-focused field experience), and a foundations of education course, situated in the context of an urban middle/elementary school with a diverse student population. The sample consisted of four preservice teachers: a Mexican-American woman, an American Indian man, and two White women. Data were collected over a period of five months using participant observation, document analysis, interviews, and focus groups. Constant comparison and analytic induction were used to analyze data. Cases of the experiences of the participants revealed three major themes: (a) participation in varied communities; (b) use of multiple literacies to make sense of experience; and, (c) transformations in practices, understandings, and voice. Implications for teacher education from these cases address curriculum and pedagogy in EFEs, experiences that follow EFEs, admissions criteria, and recruitment of members of under-represented groups into teaching.
2
Kim, Irene J. "Early Field Experience in Choral Methods." Diss., The University of Arizona, 2013. http://hdl.handle.net/10150/293547.
Full textAbstract:
The purpose of this study was to identify the value of early field experience (EFE) in choral methods courses, examine participants' likelihood to include EFE practice in choral methods courses, and determine the rationale for incorporating EFE. The study also explored the participants' preferences for activities related to early field experience, investigated possible relationships between EFE activities and participants' teaching experience or primary responsibility and perceived student outcomes of such participation. A survey instrument was distributed to choral music educators identified through the College Music Society. A total of 100 (after adjustments) responses were collected and analyzed employing descriptive and inferential statistics. The result displayed a high consensus among participants on the value and future implementation of EFE practice in choral methods. Participants declared that educational philosophy, personal experience, and requirements influenced their reason for implementing EFE, with personal experience receiving the highest positive response. The survey listed four categories of EFE activities--teaching, observation, evaluation methods, and other EFE activities. Highest rated activities from each categories were as follows: micro teaching at an elementary, middle, or high school; individual observation at an elementary, middle, or high school; reflection/self-evaluation and instructor feedback; and university choral ensemble participation. The result of Two-Way MANOVA to determine significant relationship between EFE activities and participants' teaching experience or primary responsibility reported no correlation in general with the exception of one activity. A significant difference was observed between attending choral seminars and conferences and participants' primary responsibility (p = .01, p<.05). Expected student outcome was measured through five skill types: personal, content, pedagogical, administrative, and communication skills. Of these, all participants agreed on personal skill (100%) followed by communication (95%), content (94%), and pedagogical skills (94%) as their highest expected EFE student outcome. Early field experience has gained notable recognition among music teacher educators in the past three decades. Numerous studies have verified the benefits of EFE and national organizations have actively supported the practice. The results of this study echoed the results of previous research with an overwhelming percentage of participants displaying a high enthusiasm for EFE practice in choral methods courses.
3
Gavrilko, Tatiana Alexandrovna, and Andrey Sergeevich Kushnir. "Endomement funds in higher education institutions: foreign and domestic experience." Thesis, National Aviation University, 2021. https://er.nau.edu.ua/handle/NAU/53769.
Full textAbstract:
1. Economic Strategy of Ukraine 2030. Ukrainian Institute for the Future. URL: https://strategy.uifuture.org/ (accessed 01 October 2021).
2. Development Fund of the Institute of International Relations. URL: http://iirfund.org/about/history/ (accessed 04 October 2021).
3. Endowment. University of Banking. URL: https://ubs.edu.ua/spilnota-ubs/fundraising/endaument/ (accessed 05 October 2021).<br>The essence of endowment funds, their place in the practice of functioning of foreign and domestic higher education institutions was considered. Problems of endowment development in Ukraine and conditions for their solution were identified.<br>Розглянута сутність ендаумент-фондів, їх місце в практиці функціонування зарубіжних та вітчизняних закладів вищої освіти. Визначені проблеми розвитку ендаументу в Україні та умови їх вирішення.
4
Nakata, Yoshiyuki. "Motivation and experience in foreign language learning /." Oxford ; Bern Berlin Bruxelles Frankfurt am Main New York Wien : Lang, 2006. http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&doc_number=015442386&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA.
Full text
5
Riekki, M. (Maritta). "Navigating change:nexus-analytic explorations in the field of foreign language education." Doctoral thesis, Oulun yliopisto, 2016. http://urn.fi/urn:isbn:9789526214108.
Full textAbstract:
Abstract The purpose of this study is to navigate the complexity of change in the field of foreign language education. The study follows ethnographic guidelines. Thus, it aims at analysing various learning and teaching situations and, additionally, at offering possibilities for new reflections and practices. The empirical cases of the study have been analysed with nexus analysis. The multiple data include, for example, answers to online surveys, videos, various presentations, papers and learning journals by students as well as ethnographic observation. The study will map the main development of foreign language education in Finland, the major views on learning and on the related research in the field. In addition, the study presents five nexus-analytic explorations within foreign language education and discusses the findings of these cases. The five nexus-analytic cases were conducted during four years. The research participants were pupils, language students and teachers as well as education authorities of foreign language education. The research cases aimed at answering two research questions: (1) “What kinds of motives do the research participants ascribe for foreign language learning and teaching?” and (2) “What kinds of discourses, interaction order and historical bodies emerge in the research cases?” These questions provided answers to the main goal of the research; to gain understanding about factors which contribute to the complexity of change in foreign language education. The findings of the research suggest that change is challenging both in formal education and in teacher education. However, some changes are needed in order to have innovative new language teachers who can motivate young foreign language learners in the spirit of life-long learning and plurilingualism in the future, too. The study has implications for language teacher education, material and curriculum design and for language teachers’ practical work. Additionally, the study presents examples of working methods, which may be used in designing new teaching practices. Finally, the study offers insight of the use of nexus analysis as a concrete research tool<br>Tiivistelmä Tämän väitöstyön tarkoitus on kartoittaa muutoksen monimutkaisuutta vieraiden kielten koulutuksessa. Työ noudattaa etnografisia suuntaviivoja. Näin ollen se pyrkii analysoimaan erilaisia oppimis- ja opetustilanteita sekä tarjoamaan mahdollisuuksia uusille reflektioille ja käytänteille. Työssä esitetyt empiiriset osatutkimukset on analysoitu neksusanalyysin avulla. Monipuolinen aineisto sisältää esimerkiksi internet-kyselyn vastauksia, videoita, erilaisia opiskelijoiden tekemiä esityksiä, tutkielmia ja oppimispäiväkirjoja sekä etnografisia havaintoja. Väitöstyössä luodaan katsaus vieraiden kielten koulutuksen kehitykseen Suomessa, kielenopetuksen taustalla vaikuttaneisiin oppimisteorioihin sekä alan tutkimukseen. Lisäksi esitellään väitöskirjan viisi neksusanalyyttistä osatutkimusta ja analyysin tuottamat johtopäätökset. Työssä esitetyt viisi neksusanalyyttistä tutkimusta suoritettiin neljän vuoden aikana. Tutkimuksiin osallistui oppilaita, kieltenopiskelijoita ja -opettajia sekä viranomaisia kielikoulutuksen alalta. Tutkimusten avulla pyrittiin vastaamaan kahteen tutkimuskysymykseen: (1) Millaisia motiiveja tutkimukseen osallistujat tuottavat vieraiden kielten oppimiselle ja opettamiselle? ja (2) Millaisia diskursseja, vuorovaikutusjärjestyksiä ja henkilöhistorioita nousee esiin osatutkimuksissa? Näiden kysymysten avulla saavutettiin tutkimuksen päätavoite eli kartutettiin ymmärrystä siitä, millaisia tekijöitä muutoksen monimutkaisuuteen liittyy vieraiden kielten koulutuksessa. Tutkimuksen tulokset osoittavat, että muutos on haasteellista sekä formaalissa koulutuksessa että opettajankoulutuksessa. Muutoksia kuitenkin tarvitaan, jotta meillä olisi innovatiivisia kieltenopettajia motivoimaan nuoria kielten opiskelijoita elinikäisen oppimisen ja monikielisyyden hengessä myös tulevaisuudessa. Työn tuloksia voidaan hyödyntää kieltenopettajien koulutuksessa, oppimateriaalin sekä opetussuunnitelmien suunnittelussa. Tämän lisäksi työssä on esimerkkejä työmuodoista, joita voi soveltaa vieraiden kielten opetuksessa. Lopuksi, työssä esitetään, kuinka neksusanalyysi toimii konkreettisena tutkimustyökaluna sekä muutoksen edistäjänä
6
Evans, Elizabeth Julie. "Managing the foreign language classroom: reflections from the preservice field and beyond." Diss., University of Iowa, 2012. https://ir.uiowa.edu/etd/2867.
Full textAbstract:
Each day, foreign language teachers are faced with issues that render the control of the K-12 classroom challenging, at best, and virtually impossible at worst. Even preservice foreign language teachers, those going through a teacher education program towards K-12 licensure, understand that no content can be taught or learned if there is mayhem in the classroom environment. Effective classroom management practices are often what consume these teachers' time and energy, even before the first page of the textbook is turned. However, it would be an error to over-generalize foreign language teachers' challenges with classroom management in an effort to introduce possible solutions without first considering the uniqueness of this particular teaching and learning environment.
It was the researcher's contention that the foreign language classroom is unlike any other, and thus thrusts its teachers, both preservice and in-service, into management situations that are rare or non-existent in the classrooms of other subject areas. The purpose of this longitudinal study, therefore, was to describe five foreign language teachers' experiences with classroom management and to identify the distinct issues they have faced, both during their student teaching semester and currently as in-service teachers. The data gathered from the five subjects' weekly reflective journals and teaching philosophies, their observations of other classrooms, responses to a questionnaire, interviews, and observational field notes were analyzed qualitatively using a case study approach. The study confirmed that these foreign language teachers often contended with issues that were exclusive to their teaching field. Target language usage, the systemic lack of respect for the study of foreign language, and the inclusion of students who were heritage speakers of the language being taught were among the issues most commonly cited by these five teachers, and were shown to have a significant impact on student behavior, motivation, and attitude. Many teacher education programs already offer courses that explicitly present appropriate classroom management strategies. However, data from this study suggest that a further breakdown of how foreign language classroom management may differ from other subject areas may ultimately enable foreign language teacher educators to better prepare and better support both their preservice and in-service teachers.
7
Robertson, Jeanette Suzanne. "Addressing professional suitability in social work education : the experience and approach of field education coordinators." Thesis, University of British Columbia, 2010. http://hdl.handle.net/2429/23031.
Full textAbstract:
The purpose of this research is to better understand the experience and approach of field education coordinators/directors in addressing student professional suitability in social work education so their insights can inform ongoing conversations within professional education programs on how to exercise ‘gatekeeping’ responsibilities. The study begins with a critical reflection of my five year experience as a coordinator, which leads into a comprehensive review of the literature, followed by an analysis and discussion of information collected from a focus group with eight coordinators from across Canada, and an extensive web-based survey questionnaire administered to all current, and some former social work field education coordinators in Canada.
In brief, the results of this study reinforce the perception found in social work literature that gatekeeping predominantly falls to the field component of social work education. Field education coordinators report regularly encountering cases in which student’ behaviours call into question their suitability for the profession. They perceive the field to hold the highest expectation of them to assess and address student professional suitability, followed by faculty, administration, the accreditation body, and students, and they assign a high level of importance to having an approach to addressing such concerns within their practice. They report employing a number of pre- and post-placement measures to addressing suitability concerns. However, current perceptions of gatekeeping as potentially oppressive and contrary to social work values creates tension in their experience that is exacerbated by workload pressures, and by the lack of clear criteria for determining suitability within school policies and accreditation standards.
Respondents emphasized that more opportunities for dialogue between coordinators, faculty, administration, and field educators is needed. Also, although the majority reported relative satisfaction with their skills and knowledge, they suggested that further training and education would be beneficial, and strongly recommended that faculty, field, and administration participate in this education. Finally, a number of respondents also expressed the need for more support for their role and the field program in general within their school, and expressed concern for an apparent lack of institutional support for addressing professional suitability.
8
Townsend, Peter 1952. "The development of intercultural capability : a comparative analysis of the student international education experience." Monash University, Faculty of Education, 2004. http://arrow.monash.edu.au/hdl/1959.1/5442.
Full text
9
Bowman, Connie Louise. "The effect of peer coaching on the preservice teacher education early field experience program /." The Ohio State University, 1995. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487865929455593.
Full text
10
LaMaster, Kathryn J. "Preservice Teachers as Mentors During an Early Field Experience Through Electronic Communication (E-Mail) /." The Ohio State University, 1996. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487934589974324.
Full text
11
Krause, Jennifer M., and Kason M. O'Neil. "Implementing Synchronous Video-based Field Experience Supervision: Steps for Success." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/4026.
Full text
12
Hearder, Lee-Ann. "Secondary teachers' conceptions of the out-of-class experience." Thesis, Queensland University of Technology, 1994.
Find full textAbstract:
Teachers have used the out-of-class experience for many years and in many different ways and this may pose a question. How do teachers, who utilise the out-of-class experience as a teaching strategy view the experience? DO they have broad or narrow conceptions and do teachers of various curriculum areas and teaching philosophies conceive of the out-of-class experience in differing ways? Whilst research studies have demonstrated the various impacts and
value of out-of-class expe1iences little research has been conducted to investigate teachers' conceptions of the nature and purpose of such activities.
The purpose of this study was to identify the varying conceptions of the nature of out-of-class experiences possessed by teachers who regularly undertake such
strategies within their teaching of geography and science at both junior and senior secondary levels. The research question can be expressed as 'What conceptions of the out-of-class experience do secondary teachers hold?'
An understanding of teacher's conceptions of the out-of-class experience holds implications for teachers, teacher educators and educational researchers alike. Conducting out-of-class experiences requires different skills to classroom based teaching and therefore needs different emphasis in pre and in-service teacher education. In conducting effective pre and in-service teacher education, student
teachers hold certain conceptions which the teacher educator attempts to change, modify or replace. It is therefore advantageous to have some form of description of conceptions available to the instructor.
Teachers conducting out-of-class experiences need to understand the experience in order to conduct those that are both worthwhile and valuable. Therefore any study that adds to the body of knowledge that exists concerning
the out-of-class experience will be valuable. Any further research would benefit from the researchers understanding the underlying assumptions and biases of practising teachers. In this area this research is of value.
A qualitative design was used and a phenomenographic approach adopted. Phenomenography is a research method used to map the 'qualitatively different ways in which people experience or think about various phenomenon' (Marton,
1986: 3 1 ). The subjects were interviewed individually and the transcripts analysed. The result of this research is the compilation of categories of descriptions (including a label, description and illustrative quotes from individual interview transcripts) and an outcome space (graphic illustration of the relationships or structural linkages between the various categories of description).
It was found that secondary teachers appear to view the out-of-class experience in six qualitatively different ways. The six ways in which teachers view the
out-of-class experiences are:
• as an educational activity beyond the regular classroom,
• as an adjunct to learning,
• as an essential educational component,
• as a discipline risk,
• as an administrative exercise and
• as a type of teaching/learning experience.
The conceptions tend to fall into one of two distinct approaches to the out-ofclass
expe1ience. These are student centred and teacher centred.
When reviewing the literature concerning the area of out-of-class experiences
in light of the conceptions found in this study, it is possible to associate the
conceptions found in this study, it is possible to associate the conceptions held
by the researchers and authors with one or more of the six conceptions
outlined. It was found that the literature covered a naITow field of views.
Although much has been written there are still large gaps in our knowledge and,
understanding and fmiher diverse research is needed to fill these voids.
13
Eicher, Rachel. "A Study of Pre-Service Teacher Efficacy During a Phonics Field Experience." University of Findlay / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=findlay1493814066018961.
Full text
14
Fant, Gregory Robert 1960. "An investigation of the relationships between undergraduate music education students' early field experience and student teaching performance." Diss., The University of Arizona, 1996. http://hdl.handle.net/10150/290634.
Full textAbstract:
This correlational study examined the relationships between undergraduate music education students' early field experiences and student teaching performance. Subjects were 40 music student teachers from eleven universities. Student teaching performance was determined from video samples using two teacher effectiveness forms, the Rehearsal Effectiveness Scale and the Survey of Teaching Effectiveness. Two independent judges were used and interjudge reliability was found to be .73 on the Survey of Teaching Effectiveness and .69 on the Rehearsal Effectiveness Scale. Reliability between forms is .88. Subjects were interviewed to collect data on both curricular and non-curricular undergraduate field experiences. These data were correlated with each subject's score on
the teacher effectiveness forms. No significant correlations were found between total early field experience and student teaching performance. Significant correlations were found between early field experiences with feedback and student teaching performance (r = .439 and .507; p < .01). A significant negative correlation was found between early field experiences without feedback and student teaching performance (r = -.316, p < .047). No significant correlations were found to exist between the non-curricular index and student teaching performance. Based on their average student teaching performance ranking, five subjects were identified as a subsample for closer analysis. Data on dieir backgrounds, high school experiences, curricular experiences, and non-curricular experiences is presented. Conclusions include the following: 1. Early field experience widi feedback and peer microteaching are positively related to student teaching performance. 2. Early field experience regardless of feedback, non-curricular experience, degree type and student background are not related to student teaching performance. 3. Early field experience without feedback has a negative relationship with student teaching performance. 4. A methods/conducting lab is an effective setting for microteaching experiences. Implications for education and future research are presented.
15
Sadoff, Annabelle. "Understanding the Body-Mind Unification to Promote Foreign Language Learning as a Somatic Experience." Scholarship @ Claremont, 2019. https://scholarship.claremont.edu/scripps_theses/1351.
Full textAbstract:
This paper stems from my positive kinesthetic learning experience and aims to delve deeper into the process of learning a foreign language through understanding the body-mind connection and its benefits. Divided into five chapters, this paper targets foreign language teachers and is meant to change the ways of thinking of traditional educators. It invites both educators and learners to exploit the body-mind unification, hoping to turn foreign language learning into a somatic, first-person experience rather than the more common rote method of learning from a third-person perspective.
16
Dreyer, Shelley L. "Perceptions of trade and technical educators concerning the educational experience and training needed to enter the teaching field." Online version, 1998. http://www.uwstout.edu/lib/thesis/1998/1998dreyers.pdf.
Full text
17
Eldar, Eitan. "The effects of a self-management program on interns behavior during a field experience in physical education /." The Ohio State University, 1987. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487331541708958.
Full text
18
Ramesh, Sharmele. "SRI LANKAN STUDENTS’ LIFE EXPERIENCE IN NORWAY." Thesis, Trondheim : Norwegian University of Science and Technology. Department of Geography, 2008. http://ntnu.diva-portal.org/smash/get/diva2:134312/FULLTEXT01.
Full text
19
Mermagen, Lucy Claire. "Accelerating charter principal development| the dynamic interaction of action-reflection cycles, customization, and developmental partnerships during field experience." Thesis, University of Colorado at Denver, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3621839.
Full textAbstract:
<p> Leaders of charter schools need a unique combination of knowledge and skills to effectively guide their schools. Research shows that internships and residencies offered during pre-service preparation programs to provide aspiring school leaders with supervised practical leadership experience in real school contexts make a crucial contribution to developing these special capabilities. Experts agree however, that most preparation programs fail to deliver really effective field experiences. This is particularly true of traditional university programs taken by these leaders, which, unlike charter-specific programs, are not designed with their particular leadership needs in mind. </p><p> This thesis reports on an inquiry designed to cast light on what influences the effectiveness of development activity during preparatory field experiences and to identify how traditional university programs might improve the efficacy of their offerings for such principals. Using a mixed methods approach to facilitate a contextually sensitive and nuanced understanding of current development practices, this exploratory study used a statewide quantitative survey to identify a group of practicing charter principals who reported effective field experiences. Analysis of transcriptions from in-depth interviews with twelve of them provides a rich picture of the positive impacts of current practices. </p><p> The findings show that effective field experiences are possible for charter principals in traditional as well as charter-specific program pathways, and that these pathways share core characteristics. They are composed of: intense action-reflection cycles performed while engaged in a real job; customized and partly self-directed developmental work; and the exploitation of a range of developmental partnerships formed to deal with immediate challenges that also provide longer-term emotional support and expertise. </p><p> The originality of the thesis lies in identifying and synthesizing these critical dimensions that together lead to accelerated situated learning during field experiences. Practical ideas are put forward for improving the efficacy of traditional university-based programs for aspiring charter principals, proposing they become more principal-centered and self-directed, and take account of the interplay between structural features of a chosen preparatory pathway <i>and</i> the personal characteristics of each principal. It recommends using the more flexible, dynamic, and integrated development processes presented in the thesis to guide field experience design.</p>
20
Sano, Keiko. "Foreign-born doctoral-level counselor supervisors' use and experience of supervision theories/models." Antioch University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1578356496063461.
Full text
21
Epps, Rebekah Barnes. "Cooperating Teacher Effectiveness as Perceived by Student Teachers and Cooperating Teachers in Ohio Agricultural Education." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1280772093.
Full text
22
Wang, Yan Toll Cathy Ann. "International students' educational experience in an American graduate school." Normal, Ill. Illinois State University, 2002. http://wwwlib.umi.com/cr/ilstu/fullcit?p3064527.
Full textAbstract:
Thesis (Ed. D.)--Illinois State University, 2002.<br>Title from title page screen, viewed February 14, 2006. Dissertation Committee: Cathy A. Toll (chair), Beatrice B. Smith, Thomas P. Crumpler. Includes bibliographical references (leaves 137-146) and abstract. Also available in print.
23
Arndt, Katie. "Self-study of a Supervisor Making Connections in an Integrated Instructional Third Space in Elementary Mathematics and Field Experience." Scholar Commons, 2016. http://scholarcommons.usf.edu/etd/6459.
Full textAbstract:
Too often teachers see mathematics as a culturally neutral subject. Teacher educators need to be aware of their own practice and how it impacts the facilitation of preservice teacher learning, in particular in relation to elementary mathematics and culturally responsive teaching. This qualitative self-study focused on understanding a teacher educator’s enactment of an espoused platform in an integrated instructional third space of an elementary field experience and an elementary mathematics methods course in relation to culturally responsive teaching and mathematics. The research questions guiding this self-study were: (1) In the context of the selfstudy, to what extent do I enact my espoused teacher education platform in the integrated instructional third space that exists at the intersection of an undergraduate elementary field experience and an undergraduate elementary mathematics methods course in relation to culturally responsive teaching and mathematics?; with one sub question (a) What facilitators and challenges do I face as I try to navigate living out my espoused platform within this third space?; (2) In the context of the self-study, how do I transform as a teacher educator while engaging in the process of framing and reframing my platform within this integrated instructional third space? The study took place in the unique context of an integrated instructional third space with the same person who served as the instructor of the mathematics methods course and field supervisor.
Data collection included the researcher’s teacher education platform, field notes from observations, and field notes from pre and post conferences with preservice teachers, documents and artifacts from teaching, and a researcher’s journal. The findings pointed to a set of routines of practice for teacher educators to engage in while facilitating preservice teacher learning about culturally responsive teaching and mathematics knowledge for teaching. The routines of practice included: probing questions, utilizing personal connections, offering suggestions, modeling, and targeted activities. The findings also included facilitators and barriers to the process of working with preservice teachers in the integrated instructional third space in relation to their learning of culturally responsive teaching and mathematics; they include: relationships with preservice teachers, relationships with collaborating teachers, and critical conversations. This study has implications for teacher education program design, mathematics course development, field experience course development, and teacher educator professional development.
24
Lee, Hea-Jin. "The nature of the changes in reflective thinking in Preservice Mathematics Teachers engaged in Student Teaching Field Experience in Korea /." The Ohio State University, 1999. http://rave.ohiolink.edu/etdc/view?acc_num=osu1488192960168882.
Full text
25
Allwihan, Ragad Mohammad. "Investigating methods of capturing and sharing learning experience during field trip to support students activity." Thesis, University of Nottingham, 2015. http://eprints.nottingham.ac.uk/30568/.
Full textAbstract:
Field trips provide memorable experiences that help students to understand different aspects of natural sciences. They are considered as essential and effective teaching methods to use in environmental sciences such as geography, biology, and architecture (Rieger and Gay, 1997). Traditional methods for capturing experiences during field trips include documentation in the form of student note-taking and photographs. Whilst these are easy to use in the field, effort is required to convert this information into a format that can be easily shared with others and used to write up reports after the field trip event. Recent developments in digital and mobile technologies provide students with a range of software applications that could be used to facilitate capture and sharing of the field trip experience. These technologies offer additional advantages such as social interactivity, connectivity, individuality, portability and context sensitivity (Klopfer et al., 2002). The focus of this PhD research was to understand the role of smart mobile technology in supporting note taking activities during field trips. In addition, this research aimed to investigate the impact of using these devices to enhance field experiences in different contexts. A series of case studies were conducted with undergraduate students from different disciplines who conduct field studies as part of their coursework (geography and architecture). Consideration was also given to the clinical practice context for nursing students. Previous studies had examined the use of mobile devices in educational field trips but none had assessed the use of generic mobile technologies such as the new generation of smart mobile devices. In recognition of the increasing availability and use of these smart mobile devices, this research identified user requirements for information capture and sharing in field studies as well as the development of generic guidelines for design and implementation of mobile applications and tools in forthcoming years. The research provided an understanding of generic requirements (and context-specific requirements) in order to inform recommendations for use of mobile technologies in field study activities. This required understanding specific goals of the users to perform specified task in specific environments in the context of usability, effectiveness, efficiency and satisfaction toward (Bevan, 1995). In the initial stages of the research, three contexts of use for development of knowledge and practical skills in undergraduate students were considered. Four main studies were conducted, utilising a qualitative approach and applying a variety of methods. The characteristics of the target users, the understanding and meaning of their field experience, the kind of support that the mobile technology could usefully provide in the fieldwork were identified. The later stages of the research focused on the field trip excursions made by geography students and architecture students and considered the applicability of the research outcomes to the nursing students context in order to examine generalisability of the recommendations. The overall outcomes of this research show that current generation of mobile devices such as smart phones and tablets play a positive role in enhancing the capturing and sharing learning experience in undergraduate field trips. However, the enhancement is appeared when the participants are provided with training to familiarise them with use of the mobile devices before going into the field. The contribution of this thesis is the identification of user needs and requirements, and an understanding of what makes mobile technology good to use in the field. Recommendations are provided that could influence the education sector to consider the smart mobile devices as field equipment and to find ways to encourage students to use them in the field.
26
Cavan, Joanna Stoughton. "A cross-cultural narrative inquiry into language, culture, and identity development of three high school female immigrant stduents and their mainstream schooling experience in Atlanta, Georgia." Click here to access dissertation, 2006. http://www.georgiasouthern.edu/etd/archive/spring2006/joanna%5Fc%5Fdawson/cavan%5Fjoanna%5Fs%5F200601%5Fedd.pdf.
Full textAbstract:
Thesis (Ed. D.)--Georgia Southern University, 2006.<br>"A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education." ETD. Includes bibliographical references (p. 243-273).
27
Smith, Helen Barbara, and helen smith4@health sa gov au. "Learning professional ethical practice: The speech pathology experience." Flinders University. Medicine-Department of Speech Pathology and Audiology, 2007. http://catalogue.flinders.edu.au./local/adt/public/adt-SFU20091110.081021.
Full textAbstract:
ABSTRACT
An ethics curriculum is an integral part of most health profession courses. This thesis will explore using a qualitative approach to investigate the learning and application of professional ethical practice by Flinders University speech pathology students. This work will identify factors that may influence students readiness to learn about ethics. The knowledge, skills and attitudes that underpin professional ethical practice which speech pathology students were able to demonstrate at the conclusion of their entry level course will be illustrated. Also described will be the factors, identified by students and academics and field educators, which may influence student learning of this complex area of practice.
To explore this topic, the results of The Defining Issues Test (Rest, 1979b) of moral judgement development, independent and scaffolded case studies, as well as group and individual interviews with students, and individual interviews with academic and field educators have been used.
Results from this study suggest that a significant number of the undergraduate speech pathology students involved in this study found learning and applying ethical principles difficult, as their ability to reason morally remained conventional and rule bound. At the point of graduation, the students applied clinical and ethical reasoning skills, whilst emerging, were not yet well developed. The ability of students to demonstrate the integration of ethical theory and practice appeared limited. This lack of integration may be influenced by the fact that few field educators could report being exposed to formal ethical theories and ethical reasoning approaches during their own undergraduate education. Some of the more generic ethical practice skills reported by academics as being embedded throughout the speech pathology course, such as communication, team work and the seeking of professional support, were more clearly demonstrated by students.
Results of this study suggest that exiting students and newly graduated speech pathologists require ongoing support in the area of professional ethical practice. More explicit embedding of the theoretical underpinnings of the ethics knowledge base throughout the curriculum may be required. To be able to support the integration of professional ethical practice in students and new graduates, speech pathologists currently practising in the field who did not receive formal ethics education during their own degree or since, may require ongoing professional development in the formal knowledge base pertaining to professional ethical practice.
28
Tabart, Michael J., and n/a. "Role expectations for college supervisors in a field experience programme : a study of the perceptions of the participants at a catholic college of education." University of Canberra. Education, 1988. http://erl.canberra.edu.au./public/adt-AUC20061109.120104.
Full textAbstract:
The main purpose of this study was to examine the roles that college
supervisors perform in the Field Experience programme with particular
reference to the Field Experience programme in a Catholic College of
Education. Through clarification of the roles it was expected that
the effectiveness of college supervisors would be improved resulting
in a more efficient and productive Field Experience programme at the
institution concerned.
The overall aims of the study were:
(1) to clarify the roles of college supervisors
(2) to improve the quality of the Field Experience programme
(3) to give the programme more meaning in the teacher education
course at the College concerned and
(4) to make it clear to participants in such a programme that
there is an important role for college supervisors to play.
The study involved the co-operation of 62 student teachers, 45
classroom teachers (country and city) and 10 college lecturers
(totalling 117). A questionnaire was designed on the basis of
discussions with Field Experience participants, on a survey conducted
the previous year, and on an open-ended survey conducted immediately
after the mid-year Block Practicum. The final questionnaire was then
distributed to 82 student teachers (75.5% return), 76 classroom
teachers (58.5% return) and 11 college lecturers (90% return).
The study made use of earlier work by Waters (1973) and also by Duck
and Cunningham (1985). In the study, student teachers, classroom
teachers and college lecturers were surveyed by means of a
questionnaire to rate the frequency with which specific supervisory
tasks (already identified in a pilot study) were performed.
This involved rating each of the supervisory tasks twice; firstly
rating , the 'actual' occurrence of the task and secondly by rating
the 'ideal' occurrence of the task.
Results of the study showed that there are differences of
perception surrounding role expectations for college supervisors and
that these roles require clarification. What were perceived to be
the roles for and the behaviour of college supervisors contrasted
with what was actually exhibited. Students and teachers (country and
city) perceived college supervisors to be actually performing an
Evaluator role; while lecturers perceived a Manager role. The 'ideal'
role for college supervisors was perceived by all respondent groups
to involve the functions and tasks of Manager. The degree of role
conflict present indicates that follow-up measures deserve
consideration and clarification and that orientation and learning
programmes need to be conducted for all Field Experience participants
in order to give the Field Experience programme more significance and
to improve its overall effectiveness.
A result of the study and one which could be emphasised in
order to improve the quality of the programme was the indication
of 'desirable' and 'undesirable' characteristics of college
supervisors who were involved in the Field Experience programme at
the College concerned. These results were similar to the earlier
work of Beer et al. (1983) and were indicated by' the use of openended
comments being included at the conclusion of the
questionnaire. These comments concerned the personal and
professional characteristics of college supervisors and together
with this author's work could form the basis of further study as a
step towards increasing the efficiency of Field Experience programmes.
29
Meier, Catherine Meier. "Online Facilitation of Early Childhood Education Preservice Teacher Field Experiences." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3461.
Full textAbstract:
Researchers have determined that field experience is crucial in education preparation programs, yet little information is available about field experience within online early childhood education (ECE) programs. Educators who work in online ECE programs need to understand how to facilitate field experience effectively. The purpose of this qualitative interview study was to understand the processes, procedures, and experiences of instructors who facilitate preservice teachers' field experience in online ECE programs. A constructivist framework was used to examine facilitation practices. Nine instructors from online ECE programs in the United States participated in 2 semistructured interviews that lasted approximately 1 hour each. A combination of a priori and open coding was used to support inductive analysis. Themes included communication, mentoring, collaboration, parity between online and live facilitation of field experiences, roadblocks, innovations, assessment, and reflection. Participants reported that a constructivist approach was crucial for online facilitation. Four key findings included an intentionality of design for parity between online and live facilitation, active engagement in responding to facilitation challenges, embedded constructivism in curriculum design, and a necessity for online options despite preference for live field supervision. Social change implications for ECE instructors include sharing of best practices to improve facilitation of field experience in online ECE programs and acknowledgement of need for research focused on quality of field experience. Enhancing the quality of field experiences could better prepare teachers, which would benefit young children in ECE classrooms.
30
Wang, Hsin-Yi. "A Qualitative Research Study of How Extended Field Experience Prepares Special Education Teachers of Students with Emotional and Behavioral Disorders." Thesis, University of North Texas, 2005. https://digital.library.unt.edu/ark:/67531/metadc5795/.
Full textAbstract:
A well-prepared and qualified special education teacher is crucial to the performance of students with emotional and behavioral disorders (EBD). The prominent educators and federal government encourage the use of extended field experiences in preparing qualified special education teachers. The study examined the strengths and weaknesses of extended field experience in terms of the perceptions of the prospective teachers and teachers of students with EBD. Both individual interviews and a focus group were used to collect data. The results revealed that extended field experience benefits prospective teachers in showing the reality of the teachers' world, self-motivation assessment, and professional development. However, there were some improvements that could be made, including more placement selections and more practical knowledge.
31
Guaglianone, Curtis LeRoy. "An investigation of the field experience requirement for the Professional Administrative Services Credential in the state of California." Scholarly Commons, 1993. https://scholarlycommons.pacific.edu/uop_etds/2696.
Full textAbstract:
The perceptions of college and university program directors and practicing administrators regarding the university field experience requirement for the Professional California Administrative Services Credential were investigated. The study included the perception of the needs, roles, responsibilities, and dilemmas of the professional administrative services program supervisors and the credential candidates. The results indicate that both groups perceive field experience at the professional level of the credential process to be beneficial. It was determined that collaboration between the university, the school district, and credential candidate was essential to an effective program and that the most beneficial field experiences are those which allow flexible direct "hands on" projects for the candidate. The most significant barriers to effective programs were the amount of time required to complete the field experience and the attitude of the credential candidate toward the two-tier California credentialing requirement. The findings support the continuation of a flexible, collaborative individually designed field experience requirement with the option of professional development activities to substitute for part of the field experience unit requirement.
32
Evanshen, Pamela, and Amy Malkus. "Using Technology for Reflective Learning in the College Classroom: Re-imaging the Field Experience in the 21st Century Classroom Setting." Digital Commons @ East Tennessee State University, 2009. https://dc.etsu.edu/etsu-works/4359.
Full text
33
Malkus, Amy J., and Pamela Evanshen. "Using Technology for Reflective Learning in the College Classroom: Re-imagining the Field Experience in 21st Century Classroom Settings." Digital Commons @ East Tennessee State University, 2009. https://dc.etsu.edu/etsu-works/4308.
Full text
34
Behrendt, Marc E. "It is an Experience, Not a Lesson: The Nature of High School Students' Experiences at a Biological Field Station." Ohio University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1388769652.
Full text
35
Harvey, Loretta Woolum. "Clinical Educators' Perceptions of an Extended Clinical Field Experience: A Mixed Methods Case Study." Ohio University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou153276735684428.
Full text
36
Deeds, Jacqueline Pauline. "Relationships between attitudes of pre-service agricultural teacher education majors and variables related to early field-based experience /." The Ohio State University, 1985. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487260135357919.
Full text
37
Chen, Chun-Hsiu. "Constructivism and mediated learning in designing English-as-a foreign-language instruction." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2744.
Full textAbstract:
Social interaction is the foundation of knowledge construction in a constructivist classroom. This project proposes a mediated instruction that is based on the theory of constructivism and social interaction to help new adult immigrants successfully achieve English competence and adapt quickly to the culture of the United States.
38
Thorley, Wendy. "Employing Bourdieus notion of habitus and capital to investigate student experience within the field of further education provision." Thesis, University of Newcastle Upon Tyne, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.506553.
Full text
39
Bennett, Susan V. "Preservice Teachers’ Developing Understandings About Culturally Responsive Teaching in a Field-Based Writing Methods Course." Scholar Commons, 2010. http://scholarcommons.usf.edu/etd/3577.
Full textAbstract:
I investigated eight preservice teachers’ understandings about culturally responsive pedagogy as they participated in a writing methods course in which they tutored children from different ethnic, socioeconomic, cultural, and linguistic backgrounds in an afterschool program at a local community center. I also investigated how these preservice teachers demonstrated culturally responsive teaching within the writing curriculum. I recognized the need for research relevant to my own personal beliefs and how to strive for more equitable schools. I want to contribute further to the understandings and insights related to culturally responsive pedagogy. According to the literature, it appears teachers remain unprepared to teach children from diverse populations many of whom continue to fall behind academically. Insufficient information exists in the literature regarding attitudes and understandings of preservice teachers about culturally responsive pedagogy. I utilized a qualitative design, in particular an embedded case study to gain an understanding of a smaller part of the larger case. The larger case was the entire community center, preservice teachers, course instructor, and the elementary students. Data included individual and focus group interviews, course documents, reflections, field notes, and a reflexive journal. I chose constant comparison analysis to find themes within all of the data. I then used within-case analysis to more deeply examine the themes found in the data. In order to gain understanding of these discoveries being relevant to other cases, I employed a cross-case analysis. After multiple readings of the data, carefully analyzing the data through coding and categorizing themes, the following five themes emerged: 1) cultural awareness and integration, 2) student-teacher interaction, 3) influence of the field experience, 4) questions and conversations, and 5) best practices for teaching writing. I also recommend effective aspects of the field experience, which facilitated preservice teachers’ development of deeper understandings about culturally responsive pedagogy as they confronted their conscious and unconscious beliefs. The effective facets in the field experience included one-on-one student teacher interaction, scaffolding critical reflection, and use of best practices in culturally responsive writing instruction.
40
Myer, Bettye J. "Relationships among selected measures of auditory foreign language aptitude and achievement, musical aptitude and experience, prior academic achievement, sex, and handedness factors at the secondary school level." The Ohio State University, 1985. http://rave.ohiolink.edu/etdc/view?acc_num=osu1273002085.
Full text
41
Park, Eunjae. "Adventures into the Unknown: The Lived Experience of East Asian International Students as Foreign-Accented Speakers in Australian Higher Education." Thesis, Griffith University, 2021. http://hdl.handle.net/10072/407565.
Full textAbstract:
A large number of international students in higher education speak English as their second (L2) or even third language and their levels of proficiency vary. Much of the focus in higher education research and public attention to these students has been high-stakes language proficiency, implying that the responsibility for declining academic standards is assigned to these students. However, in the dominant language context, where L2 students need to live and study through an unfamiliar language, the problem is not simply how competent they are with the language. They encounter challenges related to being different as they become part of a social minority. In particular, the way they use the language can produce adverse social consequences (e.g., accent stereotypes and linguistic discrimination), creating “walls” that may preclude the students from accessing their fundamental rights to be heard, understood, and endorsed. By shifting attention from L2 students’ language proficiency to their use of language in a new social and cultural context, this study focuses on a specific phenomenon—being a foreign-accented speaker—which is largely missing from scholarly and public discussions.
Concentrating on the largest student cohort in Australian higher education, this study investigates the lived experience of East Asian international students as foreign-accented speakers. These students can encounter accent-related linguistic challenges at two different levels: (a) communication barriers caused by their accented English and that of their interlocutors, and (b) the experiences of stereotypes and discrimination. These challenges are often accompanied by a wide range of emotional distress such as loss of confidence in their linguistic abilities, communication anxiety, depression, social isolation, and so forth. In this sense, being a foreign-accented speaker is a commonly practised social role for these students in the dominant language context. Therefore, this study aims to expose the uniqueness of the students’ study journey as they experience the everydayness of being a foreign-accented speaker and how they come to understand the demands of having a different accent from the native speaker norms.
Using pragmatism as an overarching framework, this study adopted a mixed methods phenomenological research approach. In order to reach a deeper understanding of the essence of being a foreign-accented speaker and to enlarge the interpretation of the students’ experience, this combined a survey of the student group enrolled at the selected university, followed by a series of semi-structured interviews. The quantitative preliminary phase served as a vehicle to develop the phenomenological orientation to make sure the most relevant and interesting phenomenon was chosen for this mixed-methods phenomenological research study. The follow-up interviews developed an in-depth understanding of how participating students constructed the meaning of their experiential world as an accented speaker. Issues ranged from the immediate challenges of being an accented speaker upon arrival in Australia to a survival point where they sought out strategies to be brave and make lasting and meaningful differences in their life at the university.
The initial survey captured the experiences of 306 participants enrolled at the selected university. For close-ended responses, descriptive statistics were used to profile the target group and find out common, interesting, and unexpected experiences of participants. For open-ended responses, thematic analysis was applied to account for strategies deployed to overcome barriers associated with accented English. Interview data collected from five participants were analysed following van Manen’s phenomenological method. The analysis revealed their journey as an L2 accented speaker can be traced through a four-stage process: (a) surprise, (b) anticlimax, (c) learning to survive, and (d) feeling empowered. The first two themes refer to a period wherein participants experienced unexpected turns and high levels of stress and anxiety in an attempt to fit into the new university settings. The last two themes refer to a period where their challenges turned into a deep motivation to develop abilities at a survival point with increased confidence and adaptability and which strongly reflected their new identity as an L2 speaker.
The results of this mixed methods phenomenological research, through the exploration of the lived experience of L2 East Asian students, provide insight that could inform future policy and practice in this area. The increased awareness provided by this study, of this previously under-researched aspect of the linguistic experience of L2 students, is a potentially valuable contribution to higher education policy and management. Enhanced understanding of these students’ transition experiences is crucial in re-developing pedagogies for effective engagement of these students in their learning environments. Further, the research can inform a rethink of university support services and training programs for the assistance of future international students as well as preparation of university staff members to create more equitable and welcoming campus environments. In addition, the findings of this study are of significance as they highlight future research possibilities in international higher education, Teaching English to Speakers of Other Languages (TESOL), intercultural communication, and World Englishes.<br>Thesis (PhD Doctorate)<br>Doctor of Philosophy (PhD)<br>School Educ & Professional St<br>Arts, Education and Law<br>Full Text
42
Granshaw, Frank D. "Designing and Using Virtual Field Environments to Enhance and Extend Field Experience in Professional Development Programs in Geology for K-12 Teachers." PDXScholar, 2011. https://pdxscholar.library.pdx.edu/open_access_etds/280.
Full textAbstract:
Virtual reality (VR) is increasingly used to acquaint geoscience novices with some of the observation, data gathering, and problem solving done in actual field situations by geoscientists. VR environments in a variety of forms are used to prepare students for doing geologic fieldwork, as well as to provide proxies for such experience when venturing into the field is not possible. However, despite increased use of VR for these purposes, there is little research on how students learn using these environments, how using them impacts student field experience, or what constitutes effective design in light of emerging theories of geocognition. To address these questions, I investigated the design and use of a virtual reality environment in a professional development program for middle school Earth science teachers called Teachers on the Leading Edge (TOTLE). This environment, called a virtual field environment, or VFE, was based largely on the field sites visited by the participants during summer workshops. It was designed as a tool to prepare the participants for workshop field activities and as a vehicle for taking elements of that experience back to their students. I assessed how effectively the VFE accomplished these goals using a quasi-experimental, mixed method study that involved a series of teaching experiments, interviews, participant surveys, and focus groups. The principle conclusions reached in this study are as follows: 1. In a field trip orientation experiment involving 35 middle school teachers, 90.6% of the participants stated a preference for VFE enhanced orientation over an alternative orientation that used photographs and static maps to complete a practice field activity. When asked about how the VFE prepared them for their field experience, the participants ranked it as most helpful for visualize the location and geography of the field sites. They ranked it lower for helping them visualize structural and geomorphic patterns, and ranked it as least helpful in developing conceptual links between the geology at individual field sites and regional geologic structure and processes. 2. According to workshop follow-up surveys, 23% of the first year participants and 40% of the second year participants used the VFE with their own classes. While factors cited for not using the VFE provided some information relevant to the larger question of technology use in classroom, individual reports of how teachers used the VFE in their classes provided limited information about student interaction with the virtual environment. 3. Interviews with 85 community college students (novices), geologists (experts), and middle school Earth science instructors (teachers) revealed no significant difference in the features of interest selected from a virtual field site. Though experts tended to ask slightly more complicated and higher order questions than the other two groups, there was no statistically significant difference in the questions asked about these features in regards to topical characteristics, cognitive outcome, or cognitive type. In addition to some insights into cognitive differences between these groups, the interviews also provided information about visual selection, perception, and processing which are valuable to VFE scene design.
43
Bates, Holland V. Lynne. "Learning to Teach, Teaching to Learn: The Lived Experience of International Teaching Assistants at a Midwestern University." Bowling Green State University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1218226885.
Full text
44
Buller, Jean Nanney. "The development of reading instruction competence in preservice teacher candidates during three stages of field experience in a university -based teacher preparation program." Scholarly Commons, 2003. https://scholarlycommons.pacific.edu/uop_etds/2462.
Full textAbstract:
The purpose of this study was to investigate and describe Multiple Subject credential preservice teachers' growth in competence toward reading instruction. Study participants were engaged in full-time student teaching in kindergarten through third grade classrooms. Each of the six participants was videotaped teaching three reading lessons, one each at the beginning, middle, and end of the field experience. Two reading specialists used the Checklist of Reading Instruction Behaviors to verify the use of and level of complexity of thirty-five (35) different reading instruction behaviors. The target behaviors were based upon two documents: (1) the Teaching Tasks, Skills, and Abilities ( TKAs ) adopted by the California Commission on Teacher Credentialing in 1997, and (2) the content specifications of the Reading Instruction Competency Assessment (RICA). Using qualitative software, N4 Classic , all transcripts of the reading lessons and accompanying lesson plans were coded for the same thirty-five (35) target behaviors. A 15-item survey assessed participants' perceptions of program assignments that contributed to their growth toward competency. Finally, scores from the RICA were compared to the levels of competency observed during the videotaped reading lessons. The findings indicate that all thirty-five reading instruction behaviors were used by the participants as a group. Individually, candidates used an average of 58% of the behaviors in only three lessons. Although all preservice teachers in this study were placed in primary grade classrooms, grade level differences were evident in the behaviors that were used and well-developed, with the most variance between grades K–1 and 2–3. The course assignments reported by study participants as most helpful in creating perceptions of competence were regular classroom experience and evaluations by cooperating teachers. No relationship was established between the scores on reading instructional behaviors observed in the classroom and scores on the RICA. Finally, six suggestions for further study are offered to improve the level of competency in preservice teachers to provide reading instruction. Additionally, the researcher recommended that preservice teachers be directly taught the 40 Reading Instruction Behaviors in their reading methods courses, including the developmental levels of reading instruction behaviors described in the Observation Rubric. Also, the Checklist of Reading Instruction Behaviors should be used in systematic observations of preservice teachers with follow-up use recommended in induction programs.
45
Scott, Camille R. "“Outside People”: Treatment, Language Acquisition, Identity, and the Foreign Student Experience in Japan." Ohio University Honors Tutorial College / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ouhonors1400619243.
Full text
46
Alkhboli, Naema Ali Alarabi. "Qualified to teach : the induction experience of English language novice teachers in Libyan secondary schools." Thesis, Liverpool John Moores University, 2014. http://researchonline.ljmu.ac.uk/4549/.
Full textAbstract:
This study is an investigation of Libyan English language novice teachers' experiences during their first three years after qualifying. Its aim is to inform the development of an induction framework for supporting newcomers to the profession in secondary schools. In this mixed methods study I employed a two-pronged approach: quantitative methods for mapping the territory and to see the wider picture, and qualitative methods to gain an in-depth understanding of the teachers' experiences and thoughts during their first three years of teaching. Quantitative data were generated by a survey questionnaire, while qualitative data were derived from open-ended questionnaire items and interviews. The vast majority of novice teachers in this study reported serious shortcomings in the quality of their induction. Two hundred and twenty-seven teachers from Alzawia and Al-Niqat Al-Khams districts were surveyed, including 21 teachers who participated in interviews. One hundred and ten had graduated from Faculties of Arts in universities where the main focus of study was to develop research. One hundred and seventeen had completed a degree at a teacher training institution. Findings from this research indicate that they encountered diverse challenges in relation to curriculum delivery, integration into the school community and communication with students’ parents, as well as financial difficulties. The key issues that emerged from this research were:• Support for novice teachers is limited, inconsistent and inadequate.• Teacher professionalism requires further development.• The concept of mentoring warrants further consideration to be of benefit to novice teachers and their pupils. This study provided evidence that support at school and district level is essential in order to assist novice teachers of English as a foreign language in their transition from student teacher to professional practitioner. With the aim of enhancing the quality of teacher induction in Libyan secondary schools, the findings of this study have been used to inform the development of a set of recommendations for novice teachers, school principals, mentors and senior staff in district education departments.
47
Brogden, Deborah I. "Factors that facilitate a meaningful cultural immersion experience and personal and professional growth." Virtual Press, 2001. http://liblink.bsu.edu/uhtbin/catkey/1221295.
Full textAbstract:
Cultural diversity is affecting every aspect of society today and nurses need to be able to provide culturally competent care to remain relevant, and useful, within the current climate. Cultural immersion experiences are one of the teaching strategies that have been incorporated in an attempt to prepare nurses to be culturally competent in practice. However, there are only a few research studies that have been conducted, within the discipline of nursing, to empirically document the process and outcomes of a cultural immersion experience. Thus, the purpose of this study was to examine factors that facilitate a meaningful cultural immersion experience during a nursing program, as well as the short-term effects of such experiences on personal and professional growth and cultural awareness. The theoretical framework for the study was Leininger's theory of Culture Care Diversity and Universality.This study identified factors that were relevant and important in facilitating a meaningful cultural immersion experience within the categories of situational predetermining factors, modifying factors, and transitional factors (adjustment strategies). Situational predetermining factors identified as relevant included prior personal and professional experiences, prior attitudes and values, preparation before departure, andprior cultural knowledge. Modifying factors identified as relevant included the perception of living in another world, and being "stuck there," as well as the type of location, type of nursing experience, and people met on site. Transitional factors identified as relevant included social support from classmates and the use of coping responses such as humor, self-reliance, personal strength/faith, as well as adjustment of communication style to be able to talk with host-nationals. Finally, personal and professional growth and changes in cultural awareness were identified as outcomes of the immersion experience. Further research on the process and outcomes of cultural immersion is needed to continue to generate a base of nursing knowledge related to cultural immersion, and to assist nurse educators in the planning and execution of such experiences.<br>School of Nursing
48
Felts, Mark T. "Perceived Impacts of a Study Abroad Experience on In-Service Teachers' Practices." Thesis, University of North Texas, 2018. https://digital.library.unt.edu/ark:/67531/metadc1248464/.
Full textAbstract:
This phenomenological multiple case study provides the details, reasoning, and discussion of the role of study abroad experience and its perceived impact(s) on three in-service teachers. Two research questions were posed: What are the perceived impacts on in-service teachers' practice of a study abroad program experience and how does the in-service teacher's perception of impact change over time within a teacher's career? Results of this study suggest that the teaching practice of in-service teachers who study abroad would benefit, especially in the area of intercultural competence, if this experience is structured in a way where the curriculum of the study abroad program aligns with the content of their future teaching assignment i.e. curricular bridging. Case evidence further suggests that long-term impact of a study abroad experience upon a teacher's practice is related to providing the future teacher an opportunity for to develop and maintain pedagogical relationships with students while abroad. The term ‘submersion' is introduced to help articulate depth of impact during a study abroad program experience.
49
Matthews, Blair. ""I wouldn't imagine having to go through all this, and still be the same person. No way" : structure and agency in the international student experience." Thesis, University of Stirling, 2017. http://hdl.handle.net/1893/26829.
Full textAbstract:
Research on the experience of international students often suffers from conflation, in that it uses culture (or nationality as a proxy for culture) as a categorising agent, thereby granting causal powers to cultural differences, and contributing to a deficit model of international students. In this research, I will argue that, while culture and structure both provide new sets of constraints and opportunities for international students, participants are active agents in shaping their own experiences, as they think, reflect and act in response to their situational context. Drawing on Archer’s concept of reflexivity, this thesis demonstrates that because international students are often not immediately able to exercise agency through conversation (thought and talk), they find a need to reflect on their experiences and develop a course of action based on greater autonomy (that is, they become more independent). However, while some students make the transition to independence relatively smoothly, for others, it is not so easy, and some participants may find it difficult to convert thoughts into effective action (or displaced reflexivity). Participants in the international student experience confront a situational context marked by four specific features: first, a lack of a sympathetic interlocutor (that is, they find themselves on their own); second, contextual incongruity (commonly conceptualised as culture shock); third, shared experiences, which leads to congruity; and fourth, troublesome events, which blocks agential action. This research provides empirical evidence of specific generative mechanisms which contribute to the shaping of agency in the international student experience.
50
Lewko, Candace P., and University of Lethbridge Faculty of Education. "Migrating through Currere : a narrative inquiry into the experience of being a Canadian teacher." Thesis, Lethbridge, Alta. : University of Lethbridge, Dept. of Education, 2009, 2009. http://hdl.handle.net/10133/2466.
Full textAbstract:
The research questions of this thesis, “Migrating Through Currere: A Narrative Inquiry
Into the Experience of Being a Canadian Teacher,” are three-fold: What is the experience
of being a Canadian teacher? How do personal and trans/national migration histories
influence this experience? How does being a teacher of English-as-a-Second/Additional-
Language of adult immigrant and refugee students affect this experience? The aim of this
thesis is to better understand how auto/biographical migration stories are connected to a
pedagogical life and how this connection influences a teaching praxis. The following
quotation sets the teacher in migration: “What is the experience of being…a stranger in a
land not one’s own” (Pinar, 1975a, p. 399)? Curriculum reconceptualist theory asks the
teacher to engage in processes of self-reflexivity in social, historical, and pedagogical
contexts. The experience of being a Canadian teacher is reflected in my family’s and
others’ migration stories during the first wave of migration of immigrants to Alberta.
Four narratives of my own arose out of self-reflection on topics of identity, culture,
home, location, and ethnicity. Each narrative is developed using William F. Pinar’s
(1975a) method of currere. The narratives are interspersed throughout the thesis from the
regressive to the synthetical moments of currere; they are juxtaposed against
autobiographies written by first and second generation Canadians. A review of the
literature illuminates the works of educational philosophers such as Maxine Greene and
contemporary curriculum scholars including Ted T. Aoki, Dwayne Huebner, Janet L.
Miller, Leah Fowler, Erika Hasebe-Ludt, and Cynthia Chambers, in addition to Pinar.
The inquiry reveals how a historical return to the self can inform the teacher of the
meaning of the teaching experience found in the pedagogical, lived, and historical
v
circumstances of the self and other. A new awareness of the teaching self emerges in the
foreign and familiar of the classroom. Tensions found in dichotomies of language,
culture, and ethnicity become generative spaces to reflect on the experience; home
becomes a portal through which the teacher views the world with empathy. The teacher
lives perceptively in a culturally diverse classroom and amongst the complexities of
another’s life circumstances.<br>ix, 157 leaves ; 29 cm