Dissertations / Theses: 'School districts Teaching Education'

1

Hicks, Ann Marie. "Factors Influencing the Teaching of Instrumental Music in Rural Ohio School Districts." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1275443334.

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

Mavuso, Mzuyanda Percival. "Education District Office support for teaching and learning in schools: the case of two districts in the Eastern Cape." Thesis, University of Fort Hare, 2013. http://hdl.handle.net/10353/d1006259.

Full text

Abstract:

The idea of district support for schools is based on the view that local education offices are best placed to play a critical role in the promotion of quality teaching and learning. In performing this mandate whose characterisation has, over time, moved away from ‘inspection’ and ‘supervision’ both of which are seen as old fashioned and undemocratic, to support, which is seen as developmental. The aim of this study was to understand how three categories of district based officers, Subject Advisors, Integrated Quality Management System Coordinators and Education Development Officers support teaching and learning in schools. This was a case study of two districts in the Eastern Cape Province of South Africa. A total of six district officials and four school based officials participated in this study. In-depth interviews and document analysis were carried out. There were four main findings. First, support for schools by three district based officials was understood and practiced as administrative tasks, mainly consisting of monitoring policy implementation and monitoring resource provision to schools. School Management Teams saw district officers’ visits as focussing on compliance rather than support. Second, some pedagogical support was given by Subject Advisors through training teachers in subject content and methods of teaching that subject. This was done through workshops and demonstration lessons. However Subject Advisors did not at any time observe actual classroom teaching to see if teachers were implementing what they had learnt at workshops. Third, none of the officers mentioned direct support for teaching and learning at classroom level. Visits by officials were not directly linked to influencing teaching and learning classroom level. Fourth, schools saw district officials as working in separate pockets and sometimes sending different signals to them, despite claims by district officials that inter-disciplinary meetings were held among district officials, however, the nature of the coordination and the use to which it is put remains unclear. There were three main conclusions, first that although the district officials’ visits to schools were described as support, they exhibited the trappings of technicism of inspection; supervision and control; and appeared to neglect the developmental aspects implied in the notion of support. Second, the conception and practice of support visits by district officials were characterised by tension between support and control. Third, at district level support to schools lacked coordination among the three categories of officers who visit schools. This has implications for quality management in schools. Given the findings and conclusions of this study; it is recommended that the issue of support for schools be the focus of a survey research for which a probability sample must be drawn in order to generate findings that are generalisable across the participating target population. Other research could focus on investigating mechanisms by which the tension between support and control can be resolved. To improve practice of a framework for the development of a coordinated district support focusing on the core business of teaching and learning is suggested.

APA, Harvard, Vancouver, ISO, and other styles

3

Marks, Lori J., K. Puckett, and M. L. McMurray. "Establishing Assistive Technology Service Centers for Small Rural School Districts." Digital Commons @ East Tennessee State University, 2000. https://dc.etsu.edu/etsu-works/3555.

Full text

APA, Harvard, Vancouver, ISO, and other styles

4

Brown-Cox, Wanda. "Motivating factors that influence African American teaching candidates to seek positions with particular school districts /." free to MU campus, to others for purchase, 1997. http://wwwlib.umi.com/cr/mo/fullcit?p9842579.

Full text

APA, Harvard, Vancouver, ISO, and other styles

5

Hudson, Tina M., and Cathy Galyon-Keramidas. "Leaping over Firewalls! Identifying and Overcoming Barriers with School Districts to Promote Collaboration with Technology." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/4000.

Full text

Abstract:

Institutes of higher education with teacher education programs are increasingly utilizing video technology for field supervision. Many rural school districts, however, are still reluctant to allow the use of video, even when it is required of edTPA. The presenters will discuss recent experiences and propose possible solutions based on research.

APA, Harvard, Vancouver, ISO, and other styles

6

Dufrene, Gini E. "Moving On: A Phenomenological Study on the Experiences of Migrating Teachers in Disadvantaged School Districts." ScholarWorks@UNO, 2018. https://scholarworks.uno.edu/td/2456.

Full text

Abstract:

Teacher migration occurs frequently in public schools across the United States. As teachers transition and move to new schools, this can have implications for student achievement (Adnot, Dee, Katz, & Wyckoff, 2017; Ronfeldt, Loeb, & Wyckoff, 2013), school/family relationships (Simon & Johnson, 2015), and school administrators (Ingersoll, 2003b). The purpose of this phenomenological qualitative study is to better understand the experiences that led teachers to voluntarily migrate to different schools within their district. Data for this study was collected through semi-structured interviews and document analysis. Public district documents were evaluated to better understand specific policies and/or restrictions on migrating teachers. All data was compiled and categorized into four major themes: 1) school characteristics, 2) school-based relationships, 3) professional atmosphere, and 4) leader support. While this study shows that there was no essence to the phenomena of teacher migration, it does make light of the fact that extremely negative relationships with either teaching colleagues or the school principal were important considerations in teacher’s voluntary, intra-district migration decision.

APA, Harvard, Vancouver, ISO, and other styles

7

Smith, Mary Eileen. "Equality of Educational Opportunity for Language Minority Students in Oregon: A Survey of ESL/Bilingual Education Policy in Local School Districts." PDXScholar, 1987. https://pdxscholar.library.pdx.edu/open_access_etds/382.

Full text

Abstract:

Currently there is a national policy debate on the issue of appropriate educational programs for language minority students. This study addresses the issue at the state level, asking: Are ESL/bilingual education policies in Oregon school districts providing equal educational opportunity for language minority students? The purpose of the study is to document ESL/bilingual policies in Oregon school districts, and to analyze them in terms of their contribution to equality of educational opportunity. Policy analysis serves as the theoretical framework for the study because of its potential as a synthesizing paradigm for studies in educational administration. The Policy Process Model (Heflin, 1981), incorporates three stages: (a) policy formulation, (b) policy implementation, and (c) policy impact. The research questions correspond to these three stages, and seek to analyze policy in eight areas pertinent to ESL/bilingual education. (1) Identification and assessment; (2) Instructional programs; (3) Primary language usage; (4) Exiting and mainstreaming; (5) Recognition of minority group cultures; (6) Parental involvement; (7) Personnel requirements; (8) Program evaluation. Survey research was chosen as an efficient method of gathering data from a large number of subjects throughout a widespread geographical area. The design of the survey instrument included an analysis of legal and theoretical bases for educating language minority students, expert input, and field testing. The entire population of 305 Oregon school districts was surveyed. A 93.8 percent response rate was obtained. The analysis of data produced the following conclusions: (1) There is a large and growing population of limited-English proficient (LEP) students in Oregon schools. Although most districts provide some type of programs for LEPs, district policy is rarely mentioned as the reason for doing so. (2) Implementation varies widely from district to district, in the absence of clear statewide standards for effective education for language minority students. (3) Only nine percent of districts reporting LEP students implement ESL/bilingual policies that apparently are in complete compliance with federal and state laws. (4) Only two percent implement policies that concur with basic principles for educating language minority students. (5) A district's level of compliance with the laws and concurrence with basic principles do not correlate with district size; rather with numbers or percentages of LEP students in the district.

APA, Harvard, Vancouver, ISO, and other styles

8

Harris, Pakethia. "Money Matters: An Examination of Special Education Characteristics in Efficient and Inefficient Texas School Districts." Scholar Commons, 2018. https://scholarcommons.usf.edu/etd/7515.

Full text

Abstract:

This study veers from the traditional perspective of examining school efficiency or productivity as a cost minimizing process, in which educational inputs are minimized to achieve maximum outputs (student performance). Instead, it provides a critical examination of the dominant, cost minimizing assumption associated with efficiency models and suggest schools instead behave similarly to budget maximizers as presented in Niskanen’s (1971) seminal budget maximizing framework. The study examines the relationship between total student expenditures and subsequent student outcomes, establishing the relative efficiency of Texas school districts using stochastic frontier analysis within a budget-maximizing framework. Additionally, the study investigates how special education populations are structured within those districts deemed efficient or inefficient. The results of the study concluded that district efficient type did not result in different educational outcomes for students with disabilities. While analysis revealed that inefficient districts spend almost twice as much as efficient districts, no other significant differences were identified among districts type based on the percentage of students receiving special education or student performance. This study contributes to the growing need to identify more appropriate estimation techniques for measuring school productivity and how students with special needs should be included in the education productivity conversation.

APA, Harvard, Vancouver, ISO, and other styles

9

Deering, Tanya Marie. "A Co-Teaching Program Evaluation in a School District in Missouri." Thesis, Lindenwood University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3682282.

Full text

Abstract:

This study was a program evaluation on the co-teaching model within the Smallville School District (a pseudonym) measuring its effectiveness defined by the perceptions of leaders in the field of special education. This study filled the gap of previous co-teaching studies by investigating a rural school district, across all buildings. The researcher selected the tools of classroom observations; convenience sample interviews; administrator, teacher, student, and parent surveys; and secondary data from High Quality Professional Development (HQPD) and the school budget.

The researcher collected data with surveys, observations, and interviews to determine the perceptions of all stakeholders involved in the co-teaching experiences in the Smallville School District. Results included four essential emerging themes compiled from all interviews and surveys noted by the researcher. These themes were a lack of professional development, lack of common plan time, lack of consistent collaboration, and lack of emphasis on co-teaching due to extensive curriculum writing, during the 2013-2014 school year. When taking the MAP data and applying it to a t-test by two unequal samples at each level, the researcher found significant differences in the general education and special education scores at the elementary Communication Arts 2013 data, secondary Mathematics 2013 data, and the secondary Communication Arts 2013 data. Special education students in the co-teaching setting showed an overall increase in tests scores than their counterparts in the special education setting. The general education students in a co-teaching classroom, maintained or their scores decreased on the MAP and EOC.

APA, Harvard, Vancouver, ISO, and other styles

10

Speelman, Sophia Antoniou. "A Mixed-Methods Study of Academic Achievement and Academic Progress in 9-12 Ohio Public Charter Schools Versus Their Counterparts in Traditional Public School Districts: Identifying Successful Charter School Teaching Practices." University of Findlay / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=findlay1532468906285253.

Full text

APA, Harvard, Vancouver, ISO, and other styles

11

McElfresh, Dwight L. "A comparison of staff acceptance of the Baldrige school improvement model and the types of staff development among four school districts in Ohio." Ashland University / OhioLINK, 2002. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1260970923.

Full text

APA, Harvard, Vancouver, ISO, and other styles

12

Barnard, Rebekah Ellen. "A qualitative study of teachers' perceptions of staff development in three public northeast Tennessee elementary school districts." [Johnson City, Tenn. : East Tennessee State University], 2004. http://etd-submit.etsu.edu/etd/theses/available/etd-0707104-093600/unrestricted/BarnardR072204f.pdf.

Full text

Abstract:

Thesis (Ed.D.)--East Tennessee State University, 2004.
Title from electronic submission form. ETSU ETD database URN: etd-0707104-093600 Includes bibliographical references. Also available via Internet at the UMI web site.

APA, Harvard, Vancouver, ISO, and other styles

13

Haley, Keri. "The Fight Within: Experiences of School District Employees Who Advocate for the Rights of Their Own Children with Disabilities Inside the Districts Where They Work, a Heuristic Case Study." Scholar Commons, 2014. https://scholarcommons.usf.edu/etd/5232.

Full text

Abstract:

Parents of children with disabilities face a daunting task when it comes to advocating for the rights of their children in school districts across the country. Yet, when these same parents also work inside those school districts, the challenge to balance their advocacy within the expectations of their employment may come with barriers. The intent of this study was to understand the experiences of people who are parents of children with disabilities, as well as educators, and have had to advocate for their own children inside the school districts where they work. Using a heuristic case study approach, this study incorporates the author's own experiences of advocating for her son, along with the experiences encountered by three parents of children with disabilities, who are also educators. Findings indicate parents who are also school district employees experience similar difficulties in advocating for their children with disabilities than parents who do not work for the school districts. Tensions rise between these school district employees and their child's school when the parent/educators feel their child's needs are not being met, communication breaks down between the two sides, and when educators on the inside do not understand the child's disability, the needs associated with that disability, and the accommodations which allow the child to be successful in an educational environment. These parents/educators also perceive repercussions regarding their employment within the school district should they need to advocate for the rights of their children.

APA, Harvard, Vancouver, ISO, and other styles

14

Staggs, Barbara Masterson. "Local versus state control a study of the implementation of selected educational policies in northeast Oklahoma school districts /." Access abstract and link to full text, 1986. http://0-wwwlib.umi.com.library.utulsa.edu/dissertations/fullcit/8719427.

Full text

APA, Harvard, Vancouver, ISO, and other styles

15

EIRite, Kimberly Ann, Laura Ann Stanley, Randi Dawn Seligson, and Deborah Ann Trautner. "An integrated approach to teaching history in the middle schools." CSUSB ScholarWorks, 1996. https://scholarworks.lib.csusb.edu/etd-project/1196.

Full text

APA, Harvard, Vancouver, ISO, and other styles

16

Ward, Randall A. "THE BRAID OF TEACHING: Exploring the weave of elementary school contexts in an Appalachian school district." Diss., Virginia Tech, 1999. http://hdl.handle.net/10919/28868.

Full text

Abstract:

This dissertation examines how elementary school teachers in a small rural district set between two state universities talked about the contextual elements that interacted with their teaching roles. The school district served a predominantly European American population, socio-economic ranging from middle-class to working class and some families living in poverty. Fieldnotes collected during a year of teaching third grade in a small rural school, artifacts in the form of paper material collected in schools (e.g. memos, newsletters, handouts, etc.) as well as news articles, and interviews with twenty six participants, provided the data for this study. The interviews, mostly with elementary school teachers, were the focus of the research. Findings make problematic the way most research conducted on elementary schools makes sense of school environments. Teachers described how processes within and external to their school environments entwined in a constantly changing manner. This inquiry raises questions about the impact of innovative programs, technology, the commodification of teachers’ time and space and the hierarchical distribution of power in schools on teachers’ work. It also reveals a lack of fit between the organization of schools and how they function. Finally, it shows problems with inquiry done by researchers positioned between public schools and research settings.
Ph. D.

APA, Harvard, Vancouver, ISO, and other styles

17

Sedique, Alex N. "School District Technology Awareness| A Descriptive Study Identifying Implications for the 21st-Century Teaching and Learning." Thesis, Pepperdine University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10823761.

Full text

Abstract:

Preparing students for 21st-century learning is a great responsibility and a challenge for many school districts across the country. A large body of research suggests that a school district’s level of awareness with regards to education technology and particularly those technologies that are on a positive trend correlates with a successful technology implementation program. District Administrators that lead the charge of developing technology policies and oversee the various aspect of the technology implementation must possess a solid awareness of modern education technologies and their interplays with curriculum and pedagogy. In addition, district Administrators must have the technological skill to overcome network infrastructure capabilities constraints as well as the leadership skill to prioritize technology.

This study used a survey as its main method of data collection; the survey was guided by three research questions that helped gain valuable insight about California K12 school district Administrators’ familiarity with most relevant modern technologies and strategies for educating students in the 21st-century, knowledge of intermediation between (technology, pedagogy, curriculum), as well as what Administrators perceive as constraints that impede effective technology implementation. The data shows that majority of district Administrators reported to having insufficient knowledge of modern and emerging technologies or digital strategies that are most reliant on technology, in addition, the data suggest that district Administrators are finding funding, training, and infrastructure as main factors that impede implementation of technology appropriate for a 21st-century education. The results of this study propose recommendations that have implications for K12 school districts’ technology awareness, knowledge acquisition for technology preparedness, district technology plan, and minimum technology readiness requirement for school district Administrator positions for the 21st-century.

APA, Harvard, Vancouver, ISO, and other styles

18

Bracewell, Jonathan Matthew. "Attitudes of Males About Teaching Grades K-12 in a Public School District." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/1993.

Full text

Abstract:

According to the National Education Association, the number of teachers in the United States has decreased over the last 100 years and only 25% are currently male. Finding effective ways to increase the number of male teachers has remained challenging at the local level. This study compared the perceptions of male teachers and non-teachers regarding their motivation for entering their current professions and their perceptions of gender equivalence in the workplace. Popper's post positivism and Schutz's social constructivism were used as the theoretical frameworks. The study instrument was first piloted at a liberal arts university where a sample of 187 male participants answered questions about motivation and gender equivalence in the workplace. Once validated, the instrument was completed by a sample of 272 male teachers and non-teacher participants in the local school district. The responses were analyzed using descriptive statistics and chi square analysis. As a result of chi-square analyses comparing the survey responses between teachers and non-teachers, it was found that there were no statistically significant associations between the survey responses and group, and the majority of respondents in both teaching and non-teaching occupations believed that their current job was reasonably paid. Furthermore, both educators and non-educators believed that workplace gender equivalence was not necessary, but the vast majority of respondents indicated that teacher quality is a necessity. Implications for positive social change include providing research findings to the local administration on male employee perceptions and recommendations for continued research on workplace equivalence.

APA, Harvard, Vancouver, ISO, and other styles

19

Asip, Michael Patrick. "Program evaluation of a school district's multisensory reading initiative." W&M ScholarWorks, 2012. https://scholarworks.wm.edu/etd/1539618666.

Full text

Abstract:

The purpose of this study was to conduct a formative program evaluation of a school district's multisensory reading initiative. The mixed methods study involved semi-structured interviews, online survey, focus groups, document review, and analysis of extant special education student reading achievement data. Participants included elementary special education teachers of high incidence students with disabilities, elementary assistant principals, central office special education leaders, and contracted training partners. Facilitating conditions that supported multisensory reading instruction included supportive school administrators, professional learning communities, intensive initial professional development, plentiful instructional materials, and supportive central office personnel. Constraints included school master schedules, limited time for small group specialized reading instruction, inconsistent frequency and duration of multisensory instruction, reading instruction not aligned to student needs, inconsistent progress monitoring, isolation of multisensory skills without application, and inconsistent levels of administrative support. A correlation between hours of multisensory instruction and gain scores on the Developmental Reading Assessment (DRA2) showed no statistically significant relationship. Recommendations to strengthen the implementation of multisensory reading instruction included: providing additional and effective follow-up professional development, developing required progress monitoring tools, exploring assessments more aligned with multisensory instruction, fostering school-based reading PLCs, building accountability procedures that assist school administrators in supervising teacher implementation, and developing a comprehensive curriculum with more detailed lessons and pacing guides. Recommendations for continued program evaluation are included with an annual process of review, including formal summative evaluation.

APA, Harvard, Vancouver, ISO, and other styles

20

Davidson, U. S. Baker Paul J. Lomeli Ramona A. "Exemplary teaching practices in high schools utilizing the block schedule." Normal, Ill. Illinois State University, 2001. http://wwwlib.umi.com/cr/ilstu/fullcit?p3006617.

Full text

Abstract:

Thesis (Ed. D.)--Illinois State University, 2001.
Title from title page screen, viewed April 25, 2006. Dissertation Committee: Paul Baker, Ramona Lomeli (co-chairs), Dianne Ashby, Al Azinger. Includes bibliographical references (leaves 154-159) and abstract. Also available in print.

APA, Harvard, Vancouver, ISO, and other styles

21

Feola, Frank J. "Culturally Responsive Professional Development through Conceptual Change: A Case Study of Substitute Teachers in Urban School Districts." Cleveland, Ohio : Cleveland State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=csu1247838651.

Full text

Abstract:

Thesis (Ph.D.)--Cleveland State University, 2009.
Abstract. Title from PDF t.p. (viewed on July 29, 2009). Includes bibliographical references (p. 376-390). Available online via the OhioLINK ETD Center and also available in print.

APA, Harvard, Vancouver, ISO, and other styles

22

Jeffers, Corinne. "Special Education Teachers' Voices on Co-Planning in a Suburban School District." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4737.

Full text

Abstract:

Limited co-planning between special education and general education co-teaching partners has been documented in professional literature as a significant problem. Special education teachers do not adequately co-plan for the implementation of accommodations for students with disabilities educated in the general education classroom. The purpose of this study was to collect and analyze the perceptions of special education teachers in one suburban elementary school district in the United States regarding co-planning with regular education teachers. The theory of self-efficacy was utilized as the conceptual framework to understand how teachers' beliefs and experiences influenced planning and goal setting for special education students. Research questions were designed to capture the perceptions of elementary school special education teachers by documenting their roles, beliefs, and self-efficacy for co-planning. In this qualitative case study, 8 elementary school special education teachers currently holding co-teaching assignments in a public school district were interviewed. Interview data were analyzed using thematic analysis. School documents were also analyzed as a method of triangulation. Results were reflective of the theoretical framework in that special education teachers' believed that their co-planning experience influenced their general teaching efficacy, but not their personal teaching efficacy. They felt more prepared to teach general education students, but maintained their personal expertise in teaching special education students. The implications for social change include enhanced morale for teaching in inclusive classrooms for special education teachers, enhanced social interaction between co-teachers and students, and enhanced learning for all students including those with disabilities that might result in opportunities for educational and career advancement.

APA, Harvard, Vancouver, ISO, and other styles

23

Kindwall, Kristina. "Action research investigation into teaming in one school district." Diss., Columbia, Mo. : University of Missouri-Columbia, 2007. http://hdl.handle.net/10355/4769.

Full text

Abstract:

Thesis (Ed. D.)--University of Missouri-Columbia, 2007.
The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on February 14, 2008) Vita. Includes bibliographical references.

APA, Harvard, Vancouver, ISO, and other styles

24

Dugger, Chele L. "Stages of Implementation of Block Scheduling: Perceptions of School Climate in High Schools in the First Tennessee Regional District." Digital Commons @ East Tennessee State University, 1997. https://dc.etsu.edu/etd/2906.

Full text

Abstract:

A descriptive study was conducted to identify teachers' and principals' perceptions of school climate in four stages of a change to block scheduling: Initiation, the first year of Implementation, the second year of Implementation, and the third year of Implementation or Institutionalization. Data were collected from 442 teachers and principals in nine high schools in the First Tennessee Regional District in a stratified purposeful random sample using the Organizational Health Index (OHI), a 44-item survey, and a demographic information sheet. The survey has seven dimensions: Institutional Integrity, Initiating Structure, Consideration, Principal Influence, Resource Support, Morale, and Academic Support. These dimensions and the Total Climate scores were analyzed in the four stages of the change process. Demographic variables included gender, job title, age, level of education, years of experience, and subject assignment. The data were analyzed with a t-test or an analysis of variance (ANOVA) to determine significant differences between and within groups, and a post-hoc test determined specific significant groups. There were no significant differences found in Total Climate scores or the Consideration dimension. There were also no significant differences in perceptions based on gender or education. There were significant differences found in all other dimensions and demographic variables. Block scheduling was found to have no effect to some positive effect on student learning and the way teachers teach. Block scheduling was not found to negatively affect school climate, and there is a need for continual professional development at each stage of the change process to address concerns revealed in this study.

APA, Harvard, Vancouver, ISO, and other styles

25

Winstead, Robert A. "The Road from Paraprofessional to Certified Teacher: A State, School District, and University Partnership." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etd/2297.

Full text

Abstract:

Over the past few decades thousands of special education teachers have been teaching students with disabilities on emergency or temporary certificates (Barnes, Crow, & Schaefer, 2007). The majority of these teachers entered the field of education with little to no preparation. Most of these under qualified teachers were hired in rural areas. Prior to the establishment of the cohort between the Tennessee Department of Education and East Tennessee State University-Sevier County Schools in 2000, there had been little to no planning in addressing the challenge of teacher shortage, specifically teacher attrition, in East Tennessee for special education teachers (East Tennessee State University, 2009; State of Tennessee, Office of Research and Education Accountability, 2006). The challenge of teacher shortage is secondary to teacher attrition for many school systems. Reasons teachers leave the profession are family or personal reasons, school staffing issues including layoffs, school closings, reorganizations, and retirement (Shakrani, 2008). The cost of high teacher attrition is felt in many ways. Examples include loss of outlays from states and local school districts, the challenge school districts face searching for replacements; and most of all, the cost to the student (Carroll, 2007). This qualitative study investigated the experiences of 12 paraprofessionals who completed the first East Tennessee State University-Sevier County Special Education Cohort to earn special education teaching certification. The 2000 ETSU-Sevier County Cohort started with 16 3 members. Currently 13 are teaching in special education, one cohort member is deceased, and two cohort members moved so that the other members do not know of their status. Cohort members received a 100% grant subsidy to participate in the program of study. The goal of the grant was “to improve the quality of instruction to students with disabilities from birth to 21 by increasing the number of appropriately endorsed special education teachers in Tennessee” (ETSU Special Education Institute, 2010, p. 2). The most dominant findings were the experience and background of paraprofessionals as they made their way to becoming certified teachers. These experiences were helpful in a variety of ways. Examples include completing course work, developing instructional strategies, behavior management, coteaching, and providing training for their paraprofessionals. Another finding and a major theme was group bonding among the cohorts. This bonding provided a support group in meeting the course work demands. Having access to local administrators who were their instructors and mentors was a consistent theme. Members of the cohort were supported by a 100% grant that provided the financial support necessary to make their journey possible; the necessity of that support was a common theme. The increased stress level, additional paper work, and responsibilities of being a certified teacher were other emerging themes. Time management was a prevalent theme throughout their experience. Finally, the support and admiration from their colleges, professors, and family members were major themes in their completing the cohort and becoming certified teachers.

APA, Harvard, Vancouver, ISO, and other styles

26

Bronstein, Adam Samuel. "Teacher collaboration in the age of teaching standards| The study of a small, suburban school district." Thesis, University of Pennsylvania, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3592251.

Full text

Abstract:

In the wake of new teaching standards and evaluation systems introduced in the United States, teacher collaboration has emerged as a common theme. However, despite these recent changes, teaching is still largely a private act, in which teachers are often secluded from their colleagues. This study investigated the range and variation of the characteristics of teacher collaboration and their impact in a small, suburban school district in Westchester County, NY. These data were initially gathered through a survey and later through interviews and focus groups. The results were analyzed through a mixed methods lens, using both quantitative and qualitative approaches. This study found that district teachers have some of the structural and many of the interpersonal characteristics favorable to collaboration, the impact of which has led to a strong sense of efficacy and some instructional change. In terms of teacher groups, there was a positive association between the structural and interpersonal characteristics of teacher collaboration and a positive correlation between teacher collaboration and its impact on sense of efficacy and instructional change. It was concluded that the District should enhance the structural characteristics favorable to teacher collaboration in order to impact further instructional change.

APA, Harvard, Vancouver, ISO, and other styles

27

Lemons, Theresa. "Factors That Influence Special Education Teachers' Career Decisions in a Rural School District in Southern Indiana." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/1085.

Full text

Abstract:

Attrition of special education teachers is a national problem resulting in lost monetary resources, school climate discontinuity, and lower student achievement. Within a small, rural district in southern Indiana, special education teacher attrition has risen since 2008 and continues to rise. District administrators want to retain teachers to ensure a continuity of instructional services for students with special needs. To explore this problem, an intrinsic qualitative case study was employed, guided by a research question that investigated the factors that special education teachers and administrators perceived as influencing special educators' career decisions. Herzberg's motivation-hygiene theory and Billingsley's schematic representation of special education attrition and retention comprised the conceptual framework. Data collection included one-on-one semistructured interviews with 7 teachers and 5 administrators and teacher retention documents. Data analysis involved in vivo coding and an inductive process to collapse data into the 3 following themes: (a) daily challenges, (b) retention factors, (c) transfer or leaving factors. A project arose from the study. Using salient interview data, a professional development plan was designed to address teachers' needs of relevant professional development (PD) and collaboration. The PD plan will establish a professional learning community and utilizes free evidence-based online training modules to support reading comprehension of students with special needs. Positive social change may result from improvements in PD support provided by the district to retain its special education teachers, resulting in greater continuity of instruction for students with special needs who depend on high quality, experienced educators.

APA, Harvard, Vancouver, ISO, and other styles

28

Bronson-Pollacks, Soundra L. "The effects of teaching styles on male achievement in single-sex and co-educational classrooms in selected school districts in Georgia." Click here to access thesis, 2009. http://www.georgiasouthern.edu/etd/archive/spring2009/soundra_l_bronsonpollocks/bronsonpollocks_soundra_l_200901_edd.pdf.

Full text

Abstract:

Thesis (Ed.D.)--Georgia Southern University, 2009.
"A thesis submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education." Directed by Yasar Bodur. ETD. Includes bibliographical references (p. 87-101) and appendices.

APA, Harvard, Vancouver, ISO, and other styles

29

Xie, Wei. "Improving Piano Teaching at International Schools in a Suburban District of Beijing." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6708.

Full text

Abstract:

The quality of piano education in international schools in China has been affected by an increasing number of piano students and piano teachers experiencing heavy teaching loads. The research questions in this qualitative case study included both teachers' and parents' perceptions of the quality of teaching and learning in piano classes at multicultural international schools in a suburban district of Beijing. The 4 principles of the Suzuki method provided the conceptual framework for the study. Data were collected through interviews with 10 experienced piano teachers, 10 selected parents of K-12 piano students, and observations of 3 group piano classes, 8 individual lessons, and 3 student recitals. All data were coded and analyzed using the Suzuki principles of character, use of the mother tongue, parental involvement, and positive environment. Findings indicated that school leaders, teachers, parents, and students need to understand each party's expectations to build and maintain a healthy relationship and positive learning environment as promoted by the principles of the Suzuki method. A professional development program, Piano Teaching in a Beijing Suburb: 21st Century Effective Piano Teaching, was created to engage and support local piano teachers' needs and to improve their understanding of various eastern and western teaching approaches, traditional and functional piano teaching, and effective teaching strategies to better prepare them for teaching in diverse classrooms. Implementation of the project might affect social change and benefit the local international community by providing a professional development model for all piano teachers to help international piano students during their transitional years in China.

APA, Harvard, Vancouver, ISO, and other styles

30

eddie, april. "Don't Blame the Help: Calling Out Special Education Malpractice in a Predominantly Black Urban School District." Miami University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=miami1542629615980727.

Full text

APA, Harvard, Vancouver, ISO, and other styles

31

Glass, Lindsey Heather. "A Case Study of an International Baccalaureate School within an Urban School District-University Partnership." Cleveland State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=csu1464870792.

Full text

APA, Harvard, Vancouver, ISO, and other styles

32

Lambert-Melcher, Stacey. "An examination of reported mainstreaming attitudes and practices in San Bernardino City Unified School District." CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/801.

Full text

APA, Harvard, Vancouver, ISO, and other styles

33

Brickey, Ronnie Charles 1947. "Implementation of technology in art classrooms in an Arizona suburban school district." Thesis, The University of Arizona, 1995. http://hdl.handle.net/10150/278514.

Full text

Abstract:

This thesis examines the role that technology may have in art education. It is a case study that describes how the art educators in one Arizona school district are currently using technology and the plans they have to use technology in their classrooms in the future. On site interviews and limited classroom observations were used to collect information. Art educators cooperating in the study were asked a wide range of unstructured questions to gather their views and impressions. Transcripts are included. The case study suggests that there is a high level of support for the introduction of technology into the art classrooms in this school district. However, at this time it seems that the technologies under consideration are limited to the microcomputer and the CD-disk. In addition, in this school district there seemed to be no technical support system available to assist the art educators in their attempts to integrate technology into the art classroom. Their future success might be limited by the lack of support available from outside sources.

APA, Harvard, Vancouver, ISO, and other styles

34

Montgomery, Richard Thomas II. "An Investigation of High School Teachers’ Epistemic Beliefs in an Urban District." University of Toledo / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1408662790.

Full text

APA, Harvard, Vancouver, ISO, and other styles

35

Hardaway, Tawanda. "Stakeholders' Perceptions of Charter Schools in a Large School District in Georgia." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5085.

Full text

Abstract:

Recent charter school enrollment trends suggest that many parents are choosing to enroll students in charter schools instead of traditional public schools, even though data indicate public school achievement is equal to or above charter schools. Guided by Rogers and Maslow's humanistic theory, the purpose of the study was to examine reasons why parents exercised their right to educational choice and chose charter schools instead of traditional public schools for their children. The study focused on two charter schools, the Learning Academy and the School of Excellence (both pseudonyms), which are located in a large urban and suburban school district in Georgia. In this qualitative case study, data collection occurred through focus groups and individual interviews. The information was then coded, and themes were identified. This resulted in rich descriptions of the beliefs and perceptions of 13 classroom teachers, 2 administrators, and 21 parents from the 2 schools studied. Parents interviewed considered student achievement, school climate, and parent involvement opportunities when choosing the charter school. The analyzed data led me to develop a policy recommendation highlighting professional development for teachers and administrators as well as suggestions for increased parental involvement in public schools. This study has the potential to bring about positive social change by providing insights regarding why charter schools are becoming a better choice for parents through the perceptions of parents, teachers, and administrators. School leaders have the option to implement policy recommendations in a way that promotes student learning, positive school climate, and parental engagement, benefiting students within the district.

APA, Harvard, Vancouver, ISO, and other styles

36

Corwin, Jami H. "The Reading Intervention Program Making Connections Intervention and Tennessee Comprehensive Assessment Program Scores in One East Tennessee School District." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etd/3108.

Full text

Abstract:

The purpose of this quantitative study was to examine the relationship between the reading intervention program Making Connections Intervention (MCI) and pre-intervention and post- intervention Tennessee Comprehensive Assessment Program (TCAP) reading scaled scores in one East Tennessee school district. Participants included 99 Tennessee students in grade levels six through nine who received reading intervention instruction through MCI and were frequently monitored following the requirements stipulated in the Tennessee Response to Instruction and Intervention (RTI2) Framework. This study assessed pre- and post-intervention data specific to gender, special education classification, Title I classification, and instructor classification through a series of t-tests. Findings indicated that although there were no significant differences in TCAP reading scaled scores for the grouping variables of gender, Title I classification, special education classification, and instructor classification, students’ TCAP reading scaled scores were significantly higher after participating in Making Connections Intervention.

APA, Harvard, Vancouver, ISO, and other styles

37

Gobingca, Zameka. "Strategies employed by primary school teachers to support non-isiXhosa speaking learners in Mthatha education district." Thesis, University of Fort Hare, 2013. http://hdl.handle.net/10353/d1006250.

Full text

Abstract:

The purpose of this research was to investigate strategies employed by primary teachers to support the non-isiXhosa speaking learners of Mthatha Education District. This was the researcher’s observation and concern emanating from the difficulties displayed by her non-isiXhosa speaking learners, as the medium of instruction in these schools is not their mother tongue. The language of learning and teaching (LOLT) is isiXhosa in the school where the research was conducted. The school is composed of non-isiXhosa speaking and isiXhosa speaking learners. The research sought to address the following questions: 1 What strategies are employed by Mthatha district teachers to support non- isiXhosa speaking learners? 2 What challenges do Mthatha teachers face in supporting the non-isiXhosa speaking learners? 3 How do Mthatha teachers overcome the challenges they face in supporting the non-isiXhosa speaking learners? The qualitative design approach was used in this study. The study was a case study of one Mthatha primary school. Face-to-face interviews were used to collect the data from the six female teachers who teach from Grade 1 to Grade 6 and one male teacher who is the principal of the selected school, and who teaches English and Life Orientation from Grade 7 to Grade 9. The interviews were tape-recorded. The data collection process began after all the ethical consideration requirements were fulfilled and approved by the relevant stakeholders of the research. The thematic approach was adopted as data analysis of the study was guided by the responses given to the questions asked of interviewed teachers. The research showed the following results which surfaced from the data provided by the respondents: (i) Teachers employed few teaching strategies to support the non-isiXhosa speaking learners in their multilingual classroom. The interviewed teachers expressed their challenges as stemming from the large numbers of learners in their classrooms; (ii) IsiXhosa as a language of learning and teaching was a challenge for the non-isiXhosa speaking learners. (iii) Absenteeism and indiscipline by non-isiXhosa speaking learners (iv) Limited or non-involvement of parents in the education of children The data also showed that there was limited support to empower teachers to deal with multilingual classrooms. The study made the following and other recommendations based on the results: teachers should use many teaching strategies in linguistically diverse classrooms. The school management teams (SMTs) should admit learners in relation to the number of teachers available in a school. It is also recommended that schools implement the language policy as it relates to the learners in each classroom. The DoE should increase parental involvement in the education of their children and also provide professional support to teachers.

APA, Harvard, Vancouver, ISO, and other styles

38

Casteel, Diann B. "Principal and Teacher Perceptions of School Climate Related to Value-added Assessment and Selected School Contextual Effects in the First Tennessee District." Digital Commons @ East Tennessee State University, 1994. https://dc.etsu.edu/etd/2891.

Full text

Abstract:

The problem related to this study was to develop a clearer understanding of organizational climates in K-8 schools in Tennessee and the relationship that climate has to school performance, as measured through value-added assessment. The purpose of this study was to identify relationships between dimensions of school climate and student achievement as measured by mandated value-added assessment at the third grade level in Tennessee. The study attempted to determine if there was a significant difference between principal and teacher perceptions of school climate and if a relationship existed between the school climate and value-added assessment. The study also endeavored to determine if school contextual effects (demographics) had any effect on the school climate and/or value-added assessment. Superintendents in the 17 school systems in the First Tennessee District were given the opportunity to allow schools to participate in this study. Fifty-five schools agreed to respond to the Profile of a School (POS) survey instrument containing 50 questions. Information regarding value-added assessment for these schools was obtained from the Tennessee State Department of Education. Four research questions were answered, and four hypotheses with subparts stated in null form were tested using the two-sample t-test, Pearson Product Moment Correlation, analysis of variance with omega squared, and multiple regression analysis. All null hypotheses were retained except the hypothesis related to principal and teacher perceptions of school climate. There was a significant difference in principal and teacher perceptions of school climate as measured by the overall POS score, two of the four major areas of the POS (Climate and Leadership), and 7 of the 17 (Decision Making, Communication, Coordination, Influence, Team Building, Work Facilitation, and Encouragement of Participation) primary areas. The correlations did not demonstrate statistical significance between value-added assessment and any of the other variables (POS and/or school contextual effects).

APA, Harvard, Vancouver, ISO, and other styles

39

Clarke, Robert I. "Computers: A guide for the small elementary school district." CSUSB ScholarWorks, 1986. https://scholarworks.lib.csusb.edu/etd-project/333.

Full text

APA, Harvard, Vancouver, ISO, and other styles

40

Bulley-Simpson, Sheril. "Descriptions of Differentiated Instruction in Mathematics in a Title 1 School District." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5543.

Full text

Abstract:

In an urban Title 1 school district, the average number of Grade 3-5 students who scored proficient or advanced on the state standardized assessment was 37.3% below Grade 3-5 students countywide and 19.4% below Grade 3-5 students statewide. Low mathematics scores may indicate a gap in practice that affects student achievement. The purpose of this descriptive case study was to examine teachers' descriptions of instructional strategies implemented to mediate instruction for students who struggle in mathematics. This study was based on the conceptual framework of Tomlinson's differentiated instruction (DI), a means of accommodating the varied ways that students learn. The research questions guided an inquiry into how teachers of students in Grades 3-5 in the school district described DI in practice and explained their professional development on DI strategies. Data were collected from individual interviews with 8 elementary school teachers of students in Grades 3-5 and an instructional coach in the local school district with 3 or more years of experience who considered themselves knowledgeable of DI. I coded the meaningful data collected from the interviews and subsequently formed themes. Themes that emerged from the interviews included defining DI, tools for instruction, classroom set-up and transitioning, assessments, professional development, and grouping strategies. Results revealed that interviewees were confident in defining and facilitating DI grouping strategies for English and language arts but felt the need for more professional development to implement and understand DI in relation to mathematics. The study outcome may impact social change by affecting the gap in practice through professional development that helps teachers implement DI strategies in the classroom to improve student achievement in mathematics.

APA, Harvard, Vancouver, ISO, and other styles

41

Felix, Alan Alistair. "Dominant pedagogies used in three rural geography primary school classrooms in the west coast district." Thesis, Cape Peninsula University of Technology, 2015. http://hdl.handle.net/20.500.11838/2133.

Full text

Abstract:

Thesis (MTech (Education))--Cape Peninsula University of Technology, 2015.
The question arose whether the teaching of primary school Geography teachers could be a factor for the declining Grade 12 pass rate in Geography. It is within this context that the researcher decided to investigate the quality of Geography teaching and learning in three rural primary schools in Grades 4 – 6. The theories of Shulman’s (1987) Pedagogical Content Knowledge (PCK) and Koehler and Mishra’s (2009) Technological, Pedagogical and Content Knowledge (TPACK) framed this research. Although the Intermediate Phase curriculum provides a general education experience, the teacher needs to adopt teaching strategies that will deliver geographical knowledge, skills and values, which will enable all learners to function effectively and responsibly in space-place and time. A qualitative research design was employed for this study using interviews and observations. Six teachers were purposively selected for this study. These schools are in high poverty rural communities and the medium of instruction is Afrikaans. The data was both inductively and deductively analyzed. The findings indicate that the most used pedagogy by these six teachers was the Lecture Method in combination with the Question and Answer Method. It was found that teachers do not have adequate content knowledge about the different pedagogies. This research was an exploratory investigation into the pedagogies used in Geography and offer three recommendations: recommendations for teaching Geography in rural multi-grade classrooms, recommendations for WCED and further research.

APA, Harvard, Vancouver, ISO, and other styles

42

Kirkland, Rosemary Dunkley. "Developing a fitness program for Summit Intermediate School." CSUSB ScholarWorks, 1996. https://scholarworks.lib.csusb.edu/etd-project/1136.

Full text

Abstract:

This project is a plan whereby Summit Intermediate School will implement a new fitness and health oriented curriculum. The Prudential Fitnessgram will be utilized as the change vehicle through which students will face a variety of fitness activities, assessments, and goal setting opportunities during physical education class.

APA, Harvard, Vancouver, ISO, and other styles

43

Mtengwane, Yolisa. "An investigation into whether the use of funds by section 21 schools improves the quality of teaching and learning in Mthatha District of Education in the eastern Cape Province." Thesis, Walter Sisulu University, 2011. http://hdl.handle.net/11260/d1006645.

Full text

Abstract:

This study investigated whether the funding of section 21 schools improves the quality of teaching and learning in six schools in the Mthatha Education District, in the Eastern Cape Province of South Africa. Despite the large funds that are pumped into schools by the Department of Education, the schools appear to be under resourced, underdeveloped and therefore underperforming. The researcher used the theories of school improvement to ground this study and to investigate whether the schools improve or not, and are offered support where necessary, as they are continuously being funded by the Department of Education. The study had these objectives: To investigate how the funds are spent by Section 21 schools in the Mthatha district of Education: to assess whether the SGB manages the spending of funds and whether there is any collaboration between the Principal and the SGB in financial issues and: to evaluate whether Procurement procedures are followed when purchasing. Systematic random sampling, amongst 6 schools, has been conducted. A questionnaire was administered to the school Principals, 2 Finance committe members, 1 Educator and 1 learner and SGB chairpersons from each of the 6 schools. Thus, both qualitative and quantitative methods of inquiry were used in this study. 3 Junior Secondary and 3 Senior Secondary schools were considered in the sample. The findings that emerged were a lack of capacity, on the part of SGBs to monitor recurrent allocations as stipulated in the South African Schools Act (No 84 of 1996). Another factor that emerged was that schools still need training and workshops on procurement procedures. Also evident was that there appeared to be little evidence of collaboration between principals and SGBs, especially in financial matters. Finally, recommendations and suggestions were made that schools need to be provided with a series of workshops on procurement procedures and policies. SGBs were to be capacitated so that they could be on board on financial management. The principals were to be encouraged to cooperate and be transparent on financial matters especially since, as stipulated in SASA, as an official of the Department of Education, the principal has a responsibility to advise the governing body when they issue instructions or act in a manner that contravenes departmental instructions or policy.

APA, Harvard, Vancouver, ISO, and other styles

44

Kalumba, Evaristo. "Improving the quality and relevance of environmental learning through the use of a wider range of preferred teaching methods: a case of primary schools in Mufulira District in the Copperbelt Province in Zambia." Thesis, Rhodes University, 2012. http://hdl.handle.net/10962/d1003453.

Full text

Abstract:

The study was conducted to investigate whether the use of a wider range of teaching methods can improve the quality of environmental learning in five Zambian primary schools. Nine teachers from five schools were involved in the preliminary stage of answering of questionnaires, interviews and focus group discussions about the use of dominant teaching methods and new teaching methods; while only four were involved in the observations of four lessons. The study is a contribution to the on‐going debate on the investigation of whether teaching methods used by teachers can be one of the factors that can influence the quality of education. Definitions of quality and educational quality in particular, are not easy to establish and no agreed upon framework for educational quality exists at present. This study reviews the debates on educational quality, and identifies three major paradigms or discourses on educational quality; and considers the human rights, social justice and capabilities approaches and educational quality frameworks as being relevant to environmental learning and education for sustainable development in the Southern African Development Community context. This, together with a review of research on teaching methods in environmental education, provides the theoretical framework for this study. Using action research and an interpretative methodological framework, a series of research activities were undertaken to generate research data because the study was investigating the teachers’ practice with a view to probe change and to analyse the findings. Nine teachers participated in the preliminary stage of answering questionnaires and focus group interviews reflecting on existing teaching methods. In stage two of this study, teachers went through a planning workshop during which they planned lessons using new preferred teaching methods. The third stage was lesson observations of planned lessons. The final stage was the reflection workshop during which the teachers shared their experiences with the use of new teaching methods. The teaching practices of teachers using the new teaching methods were the subject of further analysis. In order to find out how the use of a wide range of teaching methods can improve quality of environmental learning in primary schools nine teachers were observed teaching lessons with new teaching methods. The Nikel and Lowe (2010) fabric of dimensions of educational quality was adapted and used to find out if teachers included dimensions of quality in the teaching process. Additional socio‐cultural and structural quality dimensions, identified through a review of southern African research, were used to find out if teachers included contextualized regional dimensions of educational quality. This was done to investigate whether the process of teaching and learning was relevant to the learners. Teachers involved in the research reflected that when they used a wider range of teaching methods the result was that the learning opportunities for learners were enhanced and that the methods added value to their teaching, improving the quality of their teaching. The use of a wider range of teaching methods showed the presence of several indicators of dimensions of educational quality, as reflected in the quality analysis tool. Teachers indicated that the use of a wider range of teaching methods led them to include the socio‐cultural dimensions such as the use of local languages and structural dimensions such as informal seating arrangements or group work that they would otherwise neglect if they used the traditional narrow range of teaching methods. A wider range of teaching methods provided learners with an enjoyable learning atmosphere during the lesson. The research also identified that this study can be taken further through broader observations, and that the educational quality dimensions tool is useful for different levels of the education system, and that it has potentially productive uses in teacher education, particularly for observations during teaching practice.

APA, Harvard, Vancouver, ISO, and other styles

45

Ballard, Kelly Marie. "Elementary Teachers' Support of Positive Development of Immigrant Africans in an Urban School District." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2141.

Full text

Abstract:

The Walter Pope School District (WPSD), a predominantly African American district, has experienced a new wave of immigrant students arriving from African nations such as Liberia and Sierra Leone. Many students arrive with little or no formal education, and they are not achieving academic success. This purpose of this study was to discover successful instructional strategies that academically, socially, and culturally support the immigrant students. Guided by Portes and Rumbaut's segmented assimilation theory, this study examined the experiences of WPSD African immigrant learners and explored instructional approaches to reinforce their learning. The research questions focused on teachers' perceptions of factors that influence immigrant students' success and of their effectiveness in working with this population. The participants were teachers in the district with two or more years of teaching experience. A case study design was used to capture the insights of seven participants through individual interviews. Emergent themes were identified from the data through open coding and findings were developed and validated. The key results were that teachers have a desire to engage with their peers to create collaborative learning opportunities, literacy rich environments, and positive peer interactions and that they desire meaningful and relevant professional development to support instruction for African immigrant learners. Findings indicated that teachers need to receive resources, recognition, and appreciation for their efforts to positively impact their immigrant students. Implications for positive social change are that African immigrant students will benefit from teachers being provided with improved instructional strategies that align with best teaching practices.

APA, Harvard, Vancouver, ISO, and other styles

46

Moloi, Sello Winston Fraser. "Exploring the role of school management developers (SMDS) as providers of in-service education and training (INSET) to SSE / Sello Winston Fraser Moloi." Thesis, North-West University, 2010. http://hdl.handle.net/10394/4785.

Full text

Abstract:

The first democratic elections held in South Africa in 1994 brought about many changes in the South African education system. Among the new policies and legislations introduced to transform the education and training system was the introduction of Outcomes-Based Education (OBE), commonly known as curriculum 2005 to accommodate the needs of all learners and society as a whole (Williams 2002:2). As a result of these changes, many educators, especially those at secondary schools found themselves in the state of uncertainty about the relevance of their skills in the classroom situation. These educators found themselves in need of skills and knowledge that would enable them to cope with the educational challenges. Ravhudzulo (2004: 1) notes that if SSEs are to move with changes and provide quality education, they need INSET and should be involved in it throughout their careers. After all, educators and principals are a school's most important resource and continual investment in their professional development contributes to raising the quality and standards of learners' learning and achievement. In the Free State Province, for example, School Management Developers (SMGDS) have the responsibility to establish what knowledge, skills and abilities are essential to enable SSEs to perform their jobs competently. Based on the foregoing, an exploratory research study was conducted to investigate the role function of the SMGDS as providers of INSET for SSEs in the Thabo Mofutsanyana Education District (TMED) of the Free State Province. The research was conducted by means of a literature study and an empirical investigation. The literature review explored various definitions of INSET and related concepts as used in the United Kingdom (UK) and South Africa. The empirical study investigated the role of SMGDS as providers of INSET for SSEs in TMD of the Free State Province by using questionnaires administered to fifty-two secondary schools in the TMD. The research findings indicated that there is a need for SMGDS to provide vigorous INSET programmes in order to improve SSEs' knowledge and skills. The type of INSET provided to SSEs becomes relevant only if their needs are addressed. Based on the literature- and empirical research findings, recommendations were made for the Department of Education regarding the need for SMGDS to provide INSET to SSEs. Further indications are that INSET provided by SMGDS improves educator performance in the classroom.
Thesis (Ph.D. (Education Management))--North-West University, Vaal Triangle Campus, 2010.

APA, Harvard, Vancouver, ISO, and other styles

47

Willis, Renee T. "The Effect of a Dropout Prevention Program for Black High School Males in the Cleveland Metropolitan School District." Cleveland State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=csu1340288622.

Full text

APA, Harvard, Vancouver, ISO, and other styles

48

Jones, Gregory A. "The Efficacy of Charter Schools in the San Bernardino City Unified School District Meeting the Needs of Students with Disabilities." CSUSB ScholarWorks, 2014. https://scholarworks.lib.csusb.edu/etd/66.

Full text

Abstract:

Abstract The aim of charter schools is to provide equal learning opportunities for all children, particularly those with disabilities; the results, though, are mixed. Some charter school students fare better than traditional school students, while others do worse. The exception is students with disabilities, where they excel and outperform in the charter school environment. This is not the case with San Bernardino City Unified School District charter school students with disabilities. Not only do they not outperform their regular education peers, but actually regress in their academic performance.

APA, Harvard, Vancouver, ISO, and other styles

49

Paulmann, Greg G. "Master Teachers’ Critical Practice and Student Learning Strategies: A Case Study in an Urban School District." Antioch University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1263657018.

Full text

APA, Harvard, Vancouver, ISO, and other styles

50

Fairfield, Robin. "Early Childhood Educators Teaching and Learning in Professional Learning Communities: A New Approach to Professional Development for Preschool Teachers in a Southern California School District." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/928.

Full text

Abstract:

Early childhood education teachers have been challenged with the demands for accountability in literacy and English language development, as well as kindergarten readiness skills of preschool children. Researchers have studied professional learning communities (PLCs) as a framework for professional development and student achievement. However, few have studied the effects of PLCs in preschool. The purpose of this qualitative case study was to explore how PLCs support preschool teachers in Head Start and other preschool programs. The research questions involved understanding teaching and learning opportunities for early childhood education (ECE) that can produce positive child outcomes. Using social constructivist assumptions, data collection began with interviews of the leadership team that oversees the ECE services within a suburban Southern California school district. Additional data was gathered from archival records, field observations, and interviews of 20 teachers clustered into 4 PLC groups. Observational data were coded from video recordings via checklists derived from the review of the literature. Interview data were coded for a priori themes based on the literature, were continually reviewed for additional emergent themes, and discordant data separated for later consideration. Coded data were analyzed thorough the sequential method outlined by Janesick, yielding 7 factors related to increasing teacher learning and 4 related to increasing student learning. These results were employed to create a district-wide PLC professional development plan for ECE teachers. The study has implications for social change by supporting collaborative cultures of teacher leadership that continually improve ECE instruction and student learning.

APA, Harvard, Vancouver, ISO, and other styles

Dissertations / Theses on the topic 'School districts Teaching Education'

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles