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Dissertations / Theses on the topic 'Policy in teacher education in Jamaica'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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1

Jacobs, Patricia. "Graduates' Perceptions of an Early Childhood Education Teacher Training Program in Jamaica." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2733.

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Teacher training institutions in Jamaica have been introducing, developing, and revamping undergraduate degree programs. There is, however, little evaluation of these efforts. The purpose of this phenomenological study was to examine The Mico University College's early childhood education undergraduate degree program by exploring the lived experiences of its graduates. The research questions elicited from the participants their views about how changes were being implemented in the program, and how they impacted the institution's development and improvement, how major policy shifts related to c

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Dempster, Monica. "Teacher Educators' Perception of Character Education in Jamaica." Diss., Temple University Libraries, 2018. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/501109.

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Educational Leadership<br>Ed.D.<br>This was a multi-case qualitative study, designed to investigate teacher educators’ perception of character education in Jamaica and how they enact character education in their classrooms. The study provided a localized version to the vast amount of research that has been conducted on character education in developed countries. Against the background of the significant role of teacher education, the study provided important insights regarding how teacher educators perceived, and enacted character education. Given the abstract nature of character education, a

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Chunnu, Winsome M. "Whither Are We Drifting? Primary Education Policy in Jamaica." Ohio : Ohio University, 2009. http://www.ohiolink.edu/etd/view.cgi?ohiou1242393465.

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Thesis (Ph.D.)--Ohio University, June, 2009.<br>Title from PDF t.p. Release of full electronic text on OhioLINK has been delayed until June 1, 2014. Includes bibliographical references (leaves 280-293)

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4

Allen, Megan Marie. "Teacher Leadership in State Education Policy." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/3015.

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There is a national call for teacher leadership, which has occurred after many education reforms have struggled due to a perceived lack of teacher involvement. The purpose of this study was to examine whether teachers felt that their involvement in education policy had impact and whether there is ample teacher expertise in education policy. The overarching research question was to appraise educator perceptions of teacher impact on state education policy. The study revealed a perceived lack of teacher impact and education expertise. The conceptual framework was based on theories of adult learni

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5

Robinson, Euphemia Sophia. "Science Content Knowledge: A Component of Teacher Effectiveness in a Primary School in Jamaica." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4019.

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Empirical evidence from the National Education Inspectorate suggested that teachers at the primary school in this study in an island country in the Caribbean have inadequate science content knowledge. Students' average performance on the science Grade Six Achievement Test (GSAT) has been below 40% for the last 5 years. The purpose of this bounded case study, guided by Shulman's conceptual framework, was to understand teachers' science subject matter knowledge (SMK). The guiding questions focused on teachers' abilities to demonstrate components of Shulman's SMK during science teaching and lesso

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Llewellyn, Joan. "Teacher Efficacy and Instructional Attentiveness| Exploring Perspectives of Academic Advising at a Tertiary Institution in Jamaica." Thesis, Temple University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10690661.

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<p> The purpose of this study was to explore the perspectives of academic advising at a tertiary institution in Jamaica and how it has influenced teacher-efficacy and instructional attentiveness among student teachers. The participants included twelve student teachers and four lecturers who have been intimately involved in academic advising. The student teachers selected have been engaged in academic advising for two to four years while the lecturers have been advising for ten to sixteen years. </p><p> This qualitative study explored how academic advising is related to teacher efficacy and i

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7

Mastrippolito, Liza Moritz. "Addressing Teacher Shortage: A Historical Policy Study on Teacher Credentialing in California." Digital Commons at Loyola Marymount University and Loyola Law School, 2019. https://digitalcommons.lmu.edu/etd/887.

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Teacher education enrollment has decreased 74% since 2013. Simultaneously, attrition rates have increased, with 20-50% of new teachers quitting within the first five years. These combined factors have brought California into a new teacher shortage, necessitating fast-track pathways to credentialing. Fast tracks and lowering of requirements often result in teachers not being prepared to teach as they begin their careers, and as data illustrates, children in high-poverty communities of color are those who are predominantly taught by non-credentialed teachers. This dissertation is a historical po

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Moran, Renee Rice. "The Changing Face of Teacher Evaluation: Teacher Perceptions of One Policy Implementation." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/3604.

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The call for teacher improvement has recently moved into the realm of policy with the implementation of Race to the Top. RTTT challenged states to raise the bar of teacher effectiveness through the implementation of more rigorous evaluation procedures, which are tied in part to student achievement. Tennessee was one of the first states to implement this type of teacher evaluation policy. Therefore, the purpose of this study was to examine teacher perception and to explore the role of the teacher in policy implementation and the relationship to instructional decision making in the classroom. Re

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9

Berg-Jacobson, Alexander D. "Do Expenditures Excluding Teacher Salary Relate To Teacher Turnover? An Evaluation of this Relationship in New York City." Thesis, Georgetown University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=1554469.

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<p>Many people recognize inequity in educational resource allocation as a problem. It has been suggested this inequity stems from the consolidation of experienced teachers in low-poverty schools and higher teacher turnover rates at high-poverty schools. This paper uses an ordinary least-squares (OLS) regression to examine the relationship between school-level expenditures excluding teacher salary, and teacher turnover in New York City. The results of the analysis suggest that these expenditures have a statistically significant association with teacher turnover, and that, for the majority of th

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Ferris, Deborah Melchers. "Missed Opportunities and Connections in Teacher Learning." Thesis, Florida Atlantic University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10300323.

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<p> The current qualitative study focused on understanding the process of learning to teach. Using interviews of teacher educators, the study explored the importance of a set of teaching activities developed as part of the Teacher Self Efficacy Survey (Tschannen-Moran & Woolfolk Hoy, 2001) as well as the inclusion of instructional and assessment strategies for the teaching activities and the quality of beginning teacher performance of the activities. </p><p> Data were collected from interviews of 15 teacher educators. A process of open, axial, and substantive coding was applied to the da

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11

Foutch, Dustin R. "Teacher Perceptions of PERA| Influences on Teacher Morale, Satisfaction, and Motivation." Thesis, Southern Illinois University at Edwardsville, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10268172.

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<p> This is a qualitative phenomenological study that examines teacher perceptions of the Performance Evaluation Reform Act (PERA). The purpose of this research was to analyze how educators’ perceptions of PERA influenced their workplace satisfaction and willingness to grow and improve. The study explores PERA in the context of neoliberal reform ideology and also through the lens of self-determination theory. Fourteen teachers from Central and Southern Illinois were interviewed and PERA, like other neoliberal education reforms, was shown to have a demotivating influence on the profession

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12

Benjamin, Elissa M. "Response-to-Intervention: Understanding General Education Teacher Knowledge and Implementation." Digital Archive @ GSU, 2011. http://digitalarchive.gsu.edu/eps_diss/78.

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The new IDEIA (2004) mandates regarding the implementation of Response-to-Intervention (RtI) present challenges for general education teachers. The law dictates the implementation of Response-to-Intervention, which requires the application of a pyramid of interventions for students failing to make adequate yearly progress in response to general education programs. Response-to-Intervention regulations redefine general education teacher roles, increase responsibilities regarding instructional interventions for at-risk learners, and change the process used to determine qualification for specific

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Johnson, Amy F. "Preparing for changes in teacher preparation program accountability| Evaluating the factors that influence job placement of teacher preparation program graduates." Thesis, University of Southern Maine, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3740382.

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<p> Teacher preparation programs are facing increased pressure to report on the outcomes of their graduates, including their job placement rates. Prior research on job placement for teachers establishes that a variety of factors are related to whether or not individuals apply for and receive jobs. This research study explored these factors through quantitative analysis of three cohorts of teacher preparation program completers within the institutions of the University of Maine system, using logistic regression to identify the individual and contextual characteristics that are most predictive o

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Rennie, David Edward. "Mind the Gap: A Crosswalk Analysis of California Teacher Preparation Standards and Public K-12 Local Teacher Evaluations." Thesis, California State University, Los Angeles, 2022. http://pqdtopen.proquest.com/#viewpdf?dispub=28029323.

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This study utilizes an alignment-crosswalk of metro-Los Angeles public K-12 school districts’ teacher evaluation items and the California Teacher Performance Expectations to determine which local school district evaluation items do not align with pre-service preparation course work standards, and which pre-service preparation course work standards are not assessed by local school districts. Findings initially indicated that many districts utilize the California Standards for the Teaching Profession, a set of standards defined by the same California regulatory body which responsible for develop

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Nardone, Sara Elizabeth. "HIGH SCHOOL DISCIPLINE POLICIES AND THE TEACHER-STUDENT RELATIONSHIP." Cleveland State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=csu156700673853885.

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Belcher, Kimberlee A. "Policy reservations| Early childhood workforce registries and alternative pedagogy teacher preparation." Thesis, Indiana University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3732804.

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<p> Due to narrowly defined quality measures, teacher preparation in Montessori, Waldorf, Reggio and LifeWays pedagogies is not recognized in many state ECE professional development systems. The problem is compounded by Quality Rating and Improvement System’s child care program ratings, which rely on teacher qualifications as a component of program ratings. Limitations, due to philosophical dissimilarities pertaining to the spirit of the child, ill-fitting measurements of quality, and policy exclusion make it difficult for alternative pedagogy communities to meet qualifications or to obt

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Peng, Xiao Art. "Three essays in teacher value added| Teacher assignments from the self-contained classroom to the subject-specific classroom." Thesis, Vanderbilt University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3584412.

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Llewellyn, Joan Maxine. "TEACHER EFFICACY AND INSTRUCTIONAL ATTENTIVENESS: EXPLORING PERSPECTIVES OF ACADEMIC ADVISING AT A TERTIARY INSTITUTION IN JAMAICA." Diss., Temple University Libraries, 2017. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/481063.

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Educational Leadership<br>Ed.D.<br>The purpose of this study was to explore the perspectives of academic advising at a tertiary institution in Jamaica and how it has influenced teacher-efficacy and instructional attentiveness among student teachers. The participants included twelve student teachers and four lecturers who have been intimately involved in academic advising. The student teachers selected have been engaged in academic advising for two to four years while the lecturers have been advising for ten to sixteen years. This qualitative study explored how academic advising is related to t

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Hirano, Yuka. "EFL in-service teacher education in Japan : policy and practice." Thesis, University of Southampton, 2009. https://eprints.soton.ac.uk/73334/.

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This study investigates current English as a Foreign Language (EFL) in-service teacher education (INSET) programmes at national universities in Japan. In particular, it examines these programmes in light of the needs of experienced EFL teacher trainees and considers implications for Japan’s proposed new system: the Teacher Licence Renewal System (TLRS). The study generates an in-depth snapshot of current EFL INSET programmes at Japanese universities, revealing serious potential problems with the proposed reform. It employs a qualitative methodological paradigm and a needs analysis technique, c

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Thomas, Christopher D. "An Education Revolution: Student Protests, Teacher Strikes, and the Future of Education Policy." The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1586280009153337.

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Fowler, Heather Audrian. "Missed opportunities| Examining one district's implementation of Washington State's Teacher Evaluation Program." Thesis, Washington State University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10139591.

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<p> This qualitative study explored the implementation of Washington State’s Teacher Principal Evaluation Program in one school district. Previously determined locally, the new evaluation system was a state mandated reform implemented during the 2013–2014 school year. This research was guided by four research questions based on the theoretical framework communities of practice. The research questions examined participants’ description of the practice of the new evaluation, opportunities for mutual engagement, boundary objects, and brokers. </p><p> Using case study methodo

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Lim, Kyungeun. "An Inquiry of How Art Education Policies are Reflected in Art Teacher Preparation| Examining the Standards for Visual Arts and Art Teacher Certification." Thesis, Indiana University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10635268.

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<p> Policy changes influence various aspects of art education such as K-12 art education curricula, state licensure systems, and contexts of art teacher preparation. Despite strong relationships between art education policy and practical fields, few studies have attempted to understand art education from the perspective of policy analysis. This study explores the connections between art education policy and the field of art education through a focus on art teacher preparation in Indiana. Additional attention was paid to perceptions of the appropriateness of alternative licensure routes in rela

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Basich, Christopher William. "Teacher Leadership: Effects on Job Satisfaction and Teacher Retention." Youngstown State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1525452300333868.

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24

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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Downing, Pamela Risner. "Effects of Teacher Evaluation on Teacher Job Satisfaction in Ohio." University of Findlay / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=findlay1461861842.

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Berger, Rebecca H. "Teacher capacity and assessment reform assumptions of policy, realities of practice /." [Bloomington, Ind.] : Indiana University, 2005. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:3200638.

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Thesis (Ph.D.)--Indiana University, School of Education, 2005.<br>Source: Dissertation Abstracts International, Volume: 66-12, Section: A, page: 4279. Adviser: Cary Buzzelli. Title from dissertation home page (viewed Oct. 11, 2006).

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Kelley, Jerry D. "Teacher's and Teacher Leaders' Perceptions of the Formal Role of Teacher Leadership." Digital Archive @ GSU, 2011. http://digitalarchive.gsu.edu/eps_diss/70.

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ABSTRACT TEACHERS’ AND TEACHER LEADERS’ PERCEPTIONS OF THE FORMAL ROLE OF TEACHER LEADERSHIP by Jerry Kelley The accountability and responsibilities of schools have intensified greatly over the past two decades and school improvement has become a strong focus of many schools, thus requiring a greater understanding and use of formal teacher leadership if schools are to meet high standards. This research studied teachers’ and teacher leaders’ beliefs concerning the formal role of teacher leadership in three elementary schools. A qualitative study was conducted, utilizing surveys and interviews t

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Baileygain, Amber N. "School Personnel Perceptions of Safety and Their Abilities to Respond to Active Intruder Incidents." Thesis, McKendree University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10812167.

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<p> The purpose of this study was to determine school personnel’s perceptions of safety in their school building as well as determine their confidence in their abilities to respond to an active intruder incident. The participants of this study were school personnel from a suburban, Southwestern Illinois PreK-12 school district. The study captured perceptions of safety and school procedures within the district’s nine buildings. The sample of participants were obtained through purposeful and convenience sampling. The participants were then assigned into five categories of participant

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Van, Keulen Michael J. "Teachers' Pedagogical Responses to Teacher-Student Sociocultural Differences." Thesis, Capella University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10837378.

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<p> This study employed a model of basic qualitative research which explored teachers’ pedagogical responses to the unique cultural gaps they experienced in schools where most students were of minority cultural identity. Eight teachers who self-identified as majority culture identity formed the sample group for this study. Semistructured interviews were used to collect their insights regarding their pedagogical decision making they used with the students in the school where they were teaching. Additionally, teachers shared what they described were culturally responsive curriculum samples

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Swenson-Chipman, Heidi. "Does today's teacher union fit tomorrow's educator? Perspectives from Millennials." Thesis, California State University, Fullerton, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3582090.

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<p> Throughout the nation, teacher unions are under fire. Their popularity in recent polls shows Americans see teacher unions as a negative influence on public schools; however, the polls also indicate Millennials express favorable opinions of and support for unions.</p><p> The primary objective of this quantitative study was to examine Millennial teachers' perceptions of the California Teachers Association (CTA) and their local unions. Using surveys, interviews, and document analysis from union leaders representing multiple school districts in Orange County, California, this study explored

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Schmidt, Elena S. "Determinants of Beginning Teacher Career Outcomes| Who Stays and Who Leaves?" Thesis, Temple University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10265327.

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<p> Beginning teacher attrition is a problem that exacerbates the inequity of opportunities for all students, especially for those in schools that are already challenged by poverty. This study makes use of the <i>Beginning Teacher Longitudinal Survey</i> (covering the period between 2008 and 2012) and U.S. Census data to identify which teachers leave and to explain why. Beyond that, it also offers a look into the characteristics of those teachers who stay at the same school for five years. The empirical investigation is embedded in a conceptual framework that draws from motivation and identity

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Steward, Maia Christine. "Collective Critical Conversations| Addressing Equity in Teacher Induction Programs." Thesis, San Francisco State University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10743554.

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<p> This case study explored the viability of using a Critical Friends Group (CFG) dialogue protocol within a novice teacher induction program to facilitate dialogue about equity in a diversifying suburban school setting. The study included two research questions: How do novice teachers in a suburban school district with shifting demographic diversity make sense of racial, ethnic, and socioeconomic inequities? How does an equity-focused community of practice using a dialogue protocol affect novice teachers’ praxis through their understanding of how to address issues of student equity in

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Mancinelli, John Lawrence. "What supports do elementary principals need in order to implement teacher evaluation?" Thesis, Washington State University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3640049.

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<p> Both nationally and at the state level, educational reform is focusing on the improvement of classroom instruction. Recently, Washington State enacted the Teacher/Principal Evaluation Pilot (TPEP) to define evaluation criteria intended to measure effective professional practices, including classroom instruction. This exploratory survey study sought to describe the perceptions of Washington State elementary principals regarding their professional development needs for implementation of the new evaluation criteria. The survey consisted of 5 parts totaling 25 questions and was disseminated to

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Srba, Karen V. "Teacher Education Students| To What Extent Do They Consider Salary, Working Conditions, and Preparation." Thesis, University of Pennsylvania, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10823281.

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<p> Severe teacher shortages, caused by high attrition rates, have been the focus of attention for school districts and policy leaders for over two decades. Teacher attrition accounts for approximately 40 to 50% of new teachers leaving in the first 5 years of service. High teacher attrition rates in the United States impact tomorrow’s leaders, innovators, and workers who today are struggling to succeed in math and science in a globally competitive world. By not addressing the reasons teachers leave the profession, or by not conducting further research on preservice teachers to better pre

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Hu, Aihua. "A case study of two pilot universities' teacher education curricula under the context of free teacher education policy in mainland China." HKBU Institutional Repository, 2014. https://repository.hkbu.edu.hk/etd_oa/31.

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The massification and marketization of higher education in the early 1990s, in addition to the termination of free teacher education (FTE) in normal universities in 1997, created three major challenges for teacher education in China—low admission rates of prospective students, a loss of identity as teacher education institution, and the beginning of a bottleneck period for development, all of which served to marginalize teacher education in the higher education arena. In addition, education inequality has always been a problem in China. To address these problems the Government decided to re-im

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Sutherland, Danielle. "New Teacher Induction: A multi-case study of the role support plays in the professional learning of teacher residents." Diss., Temple University Libraries, 2019. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/602351.

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Urban Education<br>Ph.D.<br>A substantial body of literature has examined teacher induction programs. Previous research has highlighted program characteristics, associated activities, and the impact on issues such as retention and student achievement. However, little research has examined the potential for induction activities to go beyond meeting the most basic short-term needs of novices and instead create the meaningful learning opportunities that lead to sustained growth. Drawing on semi-structured interviews, observations, and document analysis, this multi-case study describes the inducti

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Lee, Christopher M. "Principals' Understanding of Teacher Evaluations Connected to the Colorado Student Assessment Program." Thesis, University of Phoenix, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3583291.

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<p> This qualitative grounded analysis involved exploring the knowledge and understanding school principals have on teacher evaluations and the connections to students’ scores on the Colorado Student Assessment Program (CSAP). The problem was that Colorado does not have a comprehensive and consistent standards-based teacher evaluation system managed by highly trained administrative evaluators capable of providing evaluation marks representative of actual teacher performance and competency levels based on student achievement from CSAP results. The purpose of this qualitative grounded anal

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Botman, Beryl Verna. "Educators, praxis and hope : a philosophical analysis of post-apartheid teacher education policy." Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/95899.

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Thesis (PhD)--Stellenbosch University, 2014.<br>ENGLISH ABSTRACT: This dissertation argues that teacher education and development policy lacks an explicit philosophy of education and a responding pedagogy that would promote transformation. Through a conceptual analysis of teacher education and development, the study points to a deficit in philosophical underpinning that calls for an inquiry into ontology − ways of being, and epistemology − ways of knowing to contribute to critical citizenship. I contend that it is in a Freirean philosophy of education and a pedagogy of hope that teacher educat

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Kirk, Gordon. "The Scottish Tertiary Education Advisory Council : a case study in educational policy-making." Thesis, Open University, 1997. http://oro.open.ac.uk/57698/.

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The study has two central purposes: firstly, to undertake the first comprehensive analysis of a particular policy-making process, the Scottish Tertiary Education Advisory Council's work in the mid '80s on the future strategy of higher education in Scotland; and, secondly, to use the STEAC process as a case study to test the validity of three models of the policy-making process. Using the minutes and papers of the STEAC itself, the Scottish Office file on STEAC, institutional archive materials, contemporary press coverage, and official documents, the study examines the STEAC process from its in

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Clark, Ryan Keith. ""Top down" : an analysis of state implementation of a federal teacher accountability policy /." view abstract or download file of text, 2007. http://proquest.umi.com/pqdweb?did=1331413341&sid=1&Fmt=2&clientId=11238&RQT=309&VName=PQD.

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Thesis (Ph. D.)--University of Oregon, 2007.<br>Typescript. Includes vita and abstract. Includes bibliographical references (leaves 132-138). Also available for download via the World Wide Web; free to University of Oregon users.

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Miller, Suzanne B. "The Revolving Door: How Leaders Push Teacher Turnover." Digital Archive @ GSU, 2010. http://digitalarchive.gsu.edu/eps_diss/68.

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THE REVOLVING DOOR: HOW LEADERS PUSH TEACHER TURNOVER by Suzanne Kay Bryant Miller In today’s age of accountability leaders of schools cannot afford to lose quality teachers. The No Child Left Behind Act of 2001 requiring schools to staff all classrooms with “highly qualified teachers” creates a major challenge. Today, more than ever, school systems need to retain their experienced and effective teachers. While many reasons have been attributed to the revolving-door phenomenon known as teacher turnover, this research suggests that school leaders’ behaviors play a major role in the issue. Th

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Owho-Ovuakporie, Kesiena. "Using "teacher moments" as an online practice space for parent-teacher conference simulation in preservice teacher education." Thesis, Massachusetts Institute of Technology, 2017. http://hdl.handle.net/1721.1/111318.

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Thesis: S.M. in Technology and Policy, Massachusetts Institute of Technology, School of Engineering, Institute for Data, Systems, and Society, Technology and Policy Program, 2017.<br>Thesis: S.M., Massachusetts Institute of Technology, Department of Electrical Engineering and Computer Science, 2017.<br>Cataloged from PDF version of thesis.<br>Includes bibliographical references (pages 71-75).<br>The aim of this thesis is to investigate and improve the suitability of Teacher Moments as an online practice space for parent-teacher conference simulation in preservice teacher education. We evaluate

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Van, Prooyen Traci L. "Examination of a dispositional system in a teacher education program| A mixed methods case study." Thesis, Illinois State University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3574640.

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<p> This mixed methods, case study research examined the teacher education program at Illinois State University (ISU-Normal, Illinois) as related to the views and assessment practices of the dispositions of its teacher candidates. Five years of quantitative and qualitative data from ISU’s Disposition Concern form was collected and analyzed currently and formulated the basis for a sequential qualitative study through interviews in order to gain a more holistic picture of dispositions and the dispositional process at this university. In teacher education, content knowledge and pedagogical

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Roberson, Winfred Bowie Jr. "Cumulative Salary Indexes (CSIs)| A New Way to Look at Teacher Salaries." Thesis, University of California, Davis, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13421006.

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<p> The Davis Teachers Association has asserted that the Davis Joint Unified School District’s (DJUSD’s) beginning salary steps are lower than the starting salary steps of districts that the district competes against for the same pool of qualified teachers, and that, as a result, the DJUSD is unable to recruit high-quality teachers. Complicating this matter, the 2007–2012 recession significantly decreased the number of college graduates entering the teaching profession in California; the resulting teacher shortage makes the recruitment and retention of teachers very competiti

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Mahlaela, Kedibone I. "Teacher assessment for teacher professional development." Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/71703.

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Thesis (MEd)--Stellenbosch University, 2012.<br>Bibliography<br>This study is an investigation of the link between the current South African Integrated Quality Management System (IQMS) as an assessment process and teacher professional development in South Africa. A review of literature confirms that teacher assessment should and could facilitate teacher professional development. However, how teacher assessment affects teacher professional development has not been fully recognized. There is, however, little empirical research available on how teacher assessment affects teacher professional deve

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Kortman, Wendy. "Teachers as policy actors an exploration of teacher actions to negotiate the policy demands of inclusive education /." View thesis, 2008. http://handle.uws.edu.au:8081/1959.7/37127.

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Thesis (Ph.D.)--University of Western Sydney, 2008.<br>A thesis presented to the University of Western Sydney, College of Arts, Education and Social Sciences, School of Education and Early Childhood Studies, in fulfilment of the requirements for the degree of Doctor of Philosophy. Includes bibliographies.

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Ressa, Virginia A. "A Tale of Two Policies: The Role of a Teacher-Based Team in School Reform." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1503304860765587.

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Miller, Chris Michael. "Factors Affecting Job Satisfaction and Teacher Retention for North Texas Secondary Science Teachers." Thesis, Dallas Baptist University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10792070.

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<p> The current mixed method study explored the job satisfaction perceptions and retention plans of 241 secondary science teachers from seven North Texas school districts. For the current study, an email questionnaire was sent to seven districts across 83 secondary campuses, which included 51 middle schools and 32 high schools. The current study intended to find reasons why secondary science teachers continue to teach or decide to leave the profession. The participants’ perceptions and intentions to continue teaching were gathered through an online survey which gathered data across seven

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Martin, Michael. "School Choice and Teacher Efficacy." Ashland University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1365258175.

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Sundstrom, Krystal. "Rhizomatic Resistance: Teacher Activism and the Opt-Out Movement." Thesis, University of Oregon, 2019. http://hdl.handle.net/1794/24223.

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High-stakes testing has grown in scope and impact in recent years, as accountability decisions regarding funding, school sanctions, and teacher evaluations often depend on standardized test results. The shift toward more stringent and punitive testing mandates has not gone unchallenged however, as pockets of resistance have emerged among teachers, parents, and scholars, and a growing "opt-out" movement has picked up steam nationwide. Teachers in particular have played a critical role in resistance to high-stakes testing, even while adhering to these same policies in their professional roles. T

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