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Dissertations / Theses on the topic 'Secondary general education teachers'

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Published: 7 June 2025

Last updated: 2 August 2025

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1

Francis, Andrew Frank. "Followership among secondary school teachers." Thesis, University of Birmingham, 2016. http://etheses.bham.ac.uk//id/eprint/6760/.

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Today, it is encouraging that followership is regarded as a factor within the leadership equation. However, research attention on followership overall is limited and within the field of education, its study remains firmly in the shadows. Indeed, a search for published followership-centric research carried out in this field revealed just 17 studies worldwide, with Thody’s contribution (2003) the sole point of reference within the UK. This study contributes to this limited body of research by exploring the followership of schoolteachers working in the secondary education sector. Using Gronn’s Ca

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2

Bhandari, Naina Arvin. "Using the Schools and Staffing Survey/Teacher Survey to compare general education teachers' and special education teachers\' perceptions on collaborative themes." Diss., Virginia Tech, 2013. http://hdl.handle.net/10919/50570.

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This paper compared the perceptions of secondary special education teachers (SETs) and general education teachers (GETs) on collaborative themes using the Schools and Staffing Survey/Teacher Survey (SASS/TS, 2007-2008) from the National Center for Education Statistics (NCES). In this study, ANOVAs, independent samples t-tests, and simple linear regression were used to analyze SASS/TS data comparing GETs and SETs on three themes derived from collaboration literature: 1) beliefs and values, 2) roles and responsibilities, and 3) teacher satisfaction. The results showed that there was a statistica

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Sime-Cummins, Pamela. "Perceived Self-Efficacy of Secondary General Education Teachers in the Inclusion Classroom." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/765.

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Teacher self-efficacy (TSE) has been linked to the academic success of students. This association has been found in contexts where teachers have received training relevant to working with the student population being served. In the suburban Pennsylvania school district targeted in this study, there was little district-sponsored professional development (PD) available to general education teachers regarding strategies for teaching students with disabilities in the inclusion setting. The purpose of this quasi-experimental study was to determine whether a difference exists in perceived TSE when i

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Clark, Karen Clark. "Secondary General Education Teachers' Perceptions of Challenges for Inclusion Students with Autism." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2643.

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Many secondary students with autism (SWA) included in the general education (GE) classroom demonstrate academic and behavioral challenges. Most GE teachers who have inclusive SWA in their classes receive little or no training on evidence-based practices to address these challenges. The purpose of this qualitative bounded case study was to explore secondary GE teachers' perceptions of and experiences with the academic and behavioral challenges of inclusive SWA. Theoretical frameworks of the weak central coherence theory for autism and executive dysfunction grounded the study. Data from 6 purpos

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Oliver, Jane C. "Teacher resilience and the perspectives of secondary school teachers on pupils' challenging behaviour." Thesis, University of Sussex, 2010. http://sro.sussex.ac.uk/id/eprint/6282/.

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This research is about the challenging behaviour of pupils in secondary schools and how this behaviour is perceived and experienced by their teachers. The impetus for the research came from my work as a teacher with pupils who had been excluded from school. The spur was the significant rise in permanent exclusions from maintained schools in England and Wales in the decade following the implementation of the 1988 Education Reform Act. The research began in 2000. It is a piece of small-scale educational research, which had a two stage research design. The perspective taken was phenomenological w

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Hintz, Jennifer A. L. "The social skills expectations of general education and special education teachers at the secondary level." Online version, 2002. http://www.uwstout.edu/lib/thesis/2002/2002hintzj.pdf.

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de, Villiers Abraham B. "A qualitative study of general education teachers' perceptions of special education students' attendance at post-secondary education institutions." Thesis, Pepperdine University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10182304.

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<p> This qualitative, phenomenological study will cross-sectionally examine the perceptions of general education teachers through in-person interviews to analyze their personal beliefs for special education students’ attendance at post-secondary education institutions. Data was collected from general education teachers working at different urban high schools in a Southern California charter management organization. Each of the interviewed teachers are currently responsible, or have been responsible, for the instruction of special education students in their classroom. A total of 6 genera

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8

Portwood, Barbara. "Inclusive Special and General Education Secondary Teachers' Attitudes towards the Inclusion of Students with Disabilities in the General Education Setting." Thesis, Lindenwood University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10748483.

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<p> The passage of The No Child Left Behind (NCLB) Act (2002), formerly known as the Elementary and Secondary Education Act, sparked a significant rise in the number of students with disabilities receiving their instruction in the inclusive setting. While previous legislation mandated that students with disabilities be included in standardized testing, NCLB called for closing the achievement gap between students with disabilities and their nondisabled peers. Research indicated the success of students with disabilities in the general educational setting was influenced by teacher attitude. This

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9

Winters, Marcella Harris. "High school general education and special education teachers' use of portfolios for students with learning disabilities." Thesis, Argosy University/Chicago, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3648627.

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<p> This study was designed to investigate (a) the factors that influence the development of portfolios among students with learning disabilities, (b) the type of support, accommodations, and modifications students with learning disabilities receive while creating portfolios, and (c) the characteristics of portfolios developed by students with learning disabilities. Using a multiple case study approach, the researcher collected data through individual interviews with 14 general education and special education teachers regarding their use of portfolios with their students with learning disabili

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Butroyd, Robert. "The values and teaching experiences of secondary school teachers." Thesis, University of Huddersfield, 2003. http://eprints.hud.ac.uk/id/eprint/4605/.

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11

Krones, Mary Patricia. "High school general education English teachers' perception of IEP accommodations for students with Asperger Syndrome." Thesis, Illinois State University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10130854.

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<p> The purpose of this qualitative design study was to better understand the experiences of high school general education English teachers who have students with Asperger Syndrome in their classes. More specifically, this researcher wanted to better understand the teacher’s perception of the IEP-denoted accommodations the general education teachers are responsible for implementing. Data collection consisted of semi-structured interviews, classroom observations, journal entries and collection of artifacts. Findings of this study include: the IEP document and IEP process from the lens of

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12

Bouer, Sarah E. "Is inclusion really beneficial for students with mild to moderate disabilities? A examination of perspectives from secondary general education teachers, special education teachers and administrators." Thesis, California State University, Fullerton, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3577925.

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<p> The perceptions of general education teachers,' special education teachers,' and site administrators' regarding the benefits of <i>inclusion </i>, or <i>mainstreaming</i>, for students with mild to moderate disabilities at the secondary level were examined using the lenses of psychological benefit, academic benefit, behavioral benefit, and overall benefit. This quantitative study utilized a survey methodology using a random sampling from among seven school districts in Southern California.</p><p> The statistically significant results indicated that none of the groups perceived an overall

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13

Moorehead, Tanya. "ROLES AND INTERACTIONS OF GENERAL AND SPECIAL EDUCATION TEACHERS IN SECONDARY CO-TAUGHT TEAMS." Doctoral diss., University of Central Florida, 2010. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4351.

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This study focused on identifying the components that contribute to instructional delivery in co-taught secondary classrooms in hopes of enhancing the understanding in the field of co-teaching in various secondary content areas. Employing a non-experimental mixed method research design, the study integrated qualitative and quantitative methods to gain insight into general education teachersÂ roles in solo-taught and co-taught classrooms and special educatorsÂ roles in co-taught classrooms. Instrumentation included the use of the Teacher Roles Observation Schedule (TROS), the Colorado Assessm

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Campbell, Jeffery R. "High school teachers' knowledge of legal parameters regarding church/state issues." Diss., The University of Arizona, 2002. http://hdl.handle.net/10150/280132.

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This study considered the nature of a disconnect that appears to exist between high school teachers' understanding of church/state legal parameters and actual church/state legal parameters in the public school context. A survey was given to the 175 high school teachers in a Southwestern high school district. 115 teachers (approximately 66%) from each of the two high schools in the district responded. The survey described thirty-three church/state scenarios in the public school context and teachers were asked to indicate whether they thought scenarios characterized situations that were constitu

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Anglin, Marie Simone. "Technology Integration by General Education Teachers of English Language Learners." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4267.

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There is a growing population of English language learners (ELLs) in elementary schools across the United States, and a current academic achievement gap between ELLs and non-ELLs. Researchers have found that integration of Web 2.0 tools has benefitted ELLs in language learning settings, outside of the general classroom. The research problem addressed in this study, based on TPACK, explored general education teachers' experiences with integrating Web 2.0 technology to support academic language acquisition by ELLs and revealed the successes and challenges the teachers encountered. The 6 female p

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Feustel, Beth Milhoan. "The Perceptions and Experiences of General Education Teachers Toward Cotaught Inclusion Classes." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/410.

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This project study addressed the low rate of general education teachers volunteering to coteach inclusion classes at a large urban high school in southeastern Georgia. This low volunteer rate caused administrators at this school to assign general education teachers, who did not opt in, to coteach inclusion classes. Teachers' efficacy was negatively impacted when they were required to teach classes that they did not volunteer to teach. The model of cooperative teaching advanced by Bauwens, Hourcade, and Friend's work served as the conceptual framework for this intrinsic case study. The purpose

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Frost, Julianna Ellen. "Recruitment and Retention: The Influence of General Music Teachers Methodology on Secondary Music Ensembles." University of Toledo / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1449848590.

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Karahasan, Burcu. "Preservice Secondary Mathematics Teachers&#039." Phd thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/12612025/index.pdf.

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The main purpose of the study was to understand preservice secondary mathematics teachers&rsquo<br>pedagogical content knowledge of composite and inverse functions. The study was conducted with three preservice secondary mathematics teachers in Graduate School of Education at Bilkent University. The instruments of the study were qualitative in nature and in four different types of data forms: observations, interviews, documents, and audiovisual materials. Observation data came from fieldnotes by conducting an observation of lessons participants taught at Private Bilkent High School. Interview

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Luseno, Florah Kavulani. "An Assessment of the Perceptions of Secondary Special and General Education Teachers Working in Inclusive Settings in the Commonwealth of Virginia." Diss., Virginia Tech, 2001. http://hdl.handle.net/10919/26181.

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One of the major challenges facing special and general classroom teachers stems from the current educational movement towards inclusion, a process that emphasizes providing special education services to students with disabilities within the regular classroom. Studies reviewed indicate that difficulties occur in instituting integrated programs within general classrooms because educators working in inclusive settings lack knowledge of strategies needed to implement such programs effectively. The purposes of this study were to determine whether secondary special and general education teachers w

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MacCarthy, Nicole P. "Attitudes towards inclusion of general education teachers who have and have not taught in an inclusive classroom." ScholarWorks, 2010. https://scholarworks.waldenu.edu/dissertations/803.

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Through the lens of Bandura's social-cognitive theory, which proposes that one's sense of self-efficacy can foster positive beliefs, the purpose of this descriptive, quantitative study was to determine whether the attitudes held by general education teachers have an influence on their perceptions of inclusion. General education teachers' beliefs in their abilities regarding teaching in inclusive classrooms may have an influence on the success of inclusion. This study examined the difference in attitudes toward inclusion between elementary school general education teachers whose previous teachi

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Matsoga, Joseph Thoko. "Crime and School Violence in Botswana Secondary Education: The Case of Moeding Senior Secondary School." Ohio : Ohio University, 2003. http://www.ohiolink.edu/etd/view.cgi?ohiou1070637898.

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Alshibany, Entessar. "Libyan teachers' beliefs about teaching 'English as a Foreign Language' at preparatory and secondary schools : teaching methodology, curriculum and professional development." Thesis, University of Huddersfield, 2018. http://eprints.hud.ac.uk/id/eprint/34604/.

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This thesis aims to develop an understanding and explanation about what Libyan teachers think and believe about teaching English. It examines how they regard themselves as English language teachers, addresses their beliefs about classroom practices and the current curriculum, and what might be regarded as professionalism within the Libyan educational context. This interpretive qualitative case study was conducted in the southern part of Libya and involved fifteen teachers of English from seven public schools who were purposively chosen and then observed and interviewed to generate data. Four i

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Evans, Sabrina Denise. "General Education Teachers' Perceptions About Teaching Students with Autism in Urban Schools." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2481.

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Many children with autism spectrum disorder (ASD) are included or mainstreamed in general education classrooms, yet general education teachers receive little, if any, formal training for working with children with ASD. The conceptual framework for this study was differentiated instruction, which is a best practice intended to improve educational experiences for children diagnosed with ASD. The purpose of this research study was to explore general education teachers' perceptions of providing differentiated instruction to these students. The research questions examined teachers' perceptions of b

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Reese, Chauncey Dante. "Latino English Language Learners in Middle School and the Effect of General Education Teachers' Use of the Lesson Study Collaborative Model." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/992.

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General education content teachers in an urban middle school are responsible for the academic performance of Latino English language learners (ELLs) but lack specialized training in language acquisition. The purpose of this qualitative case study was to investigate content teachers' use of the lesson study collaborative model in teaching Latino ELLs. The theoretical framework of cooperative learning and the lesson study planning model guided this study. The research questions addressed the specific English as a second language (ESL) conversations and planning that occurred in interdisciplinary

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Eloquin, Xavier. "The container contained : biography and role as factors in managing stress for secondary head-teachers : a psychosocial analysis." Thesis, University of Essex, 2018. http://repository.essex.ac.uk/21740/.

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This research explored the experiences of three secondary headteachers and the way in which role conception, informed by unconscious processes, functions as a mechanism for managing the stresses and demands of said role. The research was underpinned by a psychosocial framework and used an explicitly psychoanalytic epistemology. The research used semi-structured interviews to explore influential biographical factors, which were then explored using a psychoanalytic lens. This produced a series of themes used to thematically analyse their accounts of their jobs and the stresses and strains within

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Chagger, Ranbir K. "An investigation into the reasons why deputy head teachers either decide/not decide to take the journey to headship." Thesis, University of Birmingham, 2013. http://etheses.bham.ac.uk//id/eprint/4150/.

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There has been a significant increase in interest in the recruitment crisis in the United Kingdom. Many schools have had to re-advertise jobs for head teachers. This study therefore focuses on why headship roles are proving to be so difficult to fill. What are the possible drivers or barriers that deputy head teachers face on their journey to headship? It also considers the support and guidance that head teachers give their deputies. The study produced data that described the reasons why some deputies want to progress to headship (described as drivers) and why some do not (described as barrier

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Pawling, Kimberly. "INTEGRATING UNIVERSAL DESIGN FOR LEARNING CONCEPTS INTO SECONDARY GENERAL EDUCATION INSTRUCTIONAL METHODS COURSES." Doctoral diss., University of Central Florida, 2010. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3302.

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Because many general education teachers feel unprepared to provide students with disabilities with appropriate instruction, changes to teacher education programs are needed (Burdette, 2007; Smith et al., 2010). Teacher education programs need to integrate content regarding instructional methods for teaching and accommodating students with disabilities in secondary, general education classrooms (Burdette, 2007; Smith et al., 2010). The results of the research should provide insight (1) to determine if integrating instruction on UDL into preservice SGE students' instructional methods courses wil

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Yiu, Si-in Sianna, and 姚思言. "Education for sustainable development in liberal studies : perceptions from teachers in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2015. http://hdl.handle.net/10722/209468.

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The period 2005-2014 was the United Nations Decade of Education for Sustainable Development. Many countries, especially those in European and North America have been implementing or looking for ways to implement education for sustainable development (ESD) in their education system. In Hong Kong, Liberal Studies (LS) is an important new channel for ESD. It is the only compulsory subject in secondary schools which required students to learn about sustainable development (SD). There are a lot of similarities between LS and ESD in terms of goal, perspectives, values and attitudes, pedagogy and the

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McCrum, Elizabeth M. "Teaching history in postmodern times : history teachers' thinking about the nature and purposes of their subject." Thesis, University of Sussex, 2010. http://sro.sussex.ac.uk/id/eprint/6266/.

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This thesis investigates how secondary school history teachers at the start of their teaching careers view the nature and purposes of their subject and how they think these views impact on their practice. Data were collected through in depth individual qualitative interviews with eleven teachers completing their initial training. These focused on: how these beginning teachers conceived of the nature of their discipline; the rationale they presented for the purposes of their subject in the school curriculum; the origins of their views on the nature and purposes of history; and how they are mani

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Wong, Bing-kwan Francis. "A comparison of the strategic teaching frameworks perceived by environmental pressure groups and secondary school teachers concerned with environmental studies in liberal studies." Click to view the E-thesis via HKUTO, 1992. http://sunzi.lib.hku.hk/HKUTO/record/B38626330.

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Lickteig, Amanda D. "“I think I use them, but I’m not sure what each one is called”: integration of multiple literacies in secondary social studies and science classes." Diss., Kansas State University, 2015. http://hdl.handle.net/2097/20336.

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Doctor of Philosophy<br>Curriculum and Instruction<br>F. Todd Goodson<br>In the past, literacy was viewed solely as the basic, functional skills of reading and writing. However, with the New London Group’s (1996) proposal of multiliteracies and the more recent push for a plurality of literacies (NCTE, 2011), teachers have been urged to expand their definitions of literacy. This qualitative study explores how secondary-level social studies and science teachers perceive literacies and identifies their instructional literacies practices. Data were collected through a pre- and post-questionnaire,

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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.

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Mettler, Edwina Michelle. "Science teachers' experience of the transition process from general education and training to further education and training : a multiple case study." Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/86568.

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Thesis (MEd)--Stellenbosch University, 2014.<br>ENGLISH ABSTRACT: This qualitative multiple case study explored the subjective experiences of four science teachers during the transition process from Natural Sciences in the General Education and Training (GET) band to Life Sciences in the Further Education and Training (FET) band. The study was guided by one main research question and four sub-questions. Data were collected using simple observation, an open-ended questionnaire, semi-structured interviews and photographic evidence. The study revealed that the experiences of the teachers ar

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Look, Wing-kam, and 陸詠琴. "Using variation theory to study teachers' understanding of the new senior secondary liberal studies curriculum." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2009. http://hub.hku.hk/bib/B44390701.

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Barco, Margaret Jackson. "The Relationship Between Secondary General Education Teachers Self-Efficacy and Attitudes As They Relate To Teaching Learning Disabled Students In The Inclusive Setting." Diss., Virginia Tech, 2007. http://hdl.handle.net/10919/26648.

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The purpose of this study was to examine the relationship between teacher efficacy and attitudes of secondary general education teachers towards teaching learning disabled students in the inclusive classroom setting. An online survey, along with a telephone interview was conducted with secondary teachers as a means to gathering data regarding teacher attitudes and efficacy toward inclusion. Results from the online survey suggested that secondary teachers have both positive and negative attitudes toward inclusion. These attitudes varied when it came to issues of making accommodations and modi

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Rice, Diane. "Elementary General Education Teachers' Knowledge of and Experience Teaching Students with Disabilities in Science and Social Studies." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2100.

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In Grades 3 to 5 at a suburban southeastern elementary school, the percentage of students with disabilities (SWDs) who do not meet state standards in science and social studies is greater than that of their nondisabled peers. To address this disparity, district administrators required that proficiency ratings increase for SWDs without providing general education (GE) teachers with training. A qualitative bounded case study was used to understand how GE teachers constructed their knowledge of and met SWDs instructional needs and to understand GE teachers' needs as they worked toward meeting the

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Peiser, Gillian. "The significance of intercultural understanding in modern foreign languages Key Stage 3 curriculum : the perspectives of policy makers, teachers and pupils." Thesis, Liverpool John Moores University, 2012. http://researchonline.ljmu.ac.uk/6160/.

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This study focuses on the significance of Intercultural Understanding (IU) in the Key Stage 3 Modem Foreign Languages (MFL) curriculum. It investigates the perspectives of the three key stakeholders: policy makers, teachers and pupils. The research is situated against the backdrop of the 2008 National Curriculum revision which placed a new emphasis on Intercultural Understanding in MFL. At the macro level, it examines the drivers for this curriculum change and the extent to which the new terminology for the cultural dimension (which was previously called "cultural awareness") overlaps with the

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Ho, Man-shek, and 何文石. "History teacher's beliefs in their interpretation of NSS liberal studies curriculum: how do the teachingbeliefs of history teachers affect their interpretation of the NSS LScurriculum?" Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2012. http://hub.hku.hk/bib/B50178362.

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This research aims at finding out the effects of teaching beliefs of History teachers in interpreting NSS Liberal Studies curriculum. Using autoethnography as the research methodology, the researcher, as a novice History teacher, reflected on his curriculum interpretation in comparison to other LS teachers in his context. This self-narrative is then compared with another History teacher's curriculum interpretation in its respective context. The findings of the research identified some common features between the two History teachers in LS curriculum interpretation. They are more likely to

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Christiaans, Daleen Joan. "Empowering teachers to implement the life orientation learning area in the senior phase of the General Education and Training Band." Thesis, Stellenbosch : University of Stellenbosch, 2006. http://hdl.handle.net/10019.1/2979.

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Thesis (MEd)--University of Stellenbosch, 2006.<br>When CURRICULUM 2005, hereafter C2005 (Department of Education [DoE], 1997b), was implemented in Grade 7 in 2000 none of the in-service teachers were sufficiently trained to teach Life Orientation. Higher Education Institutions had only then started to adapt teacher-training programmes to meet the needs of an outcomesbased curriculum for all aspiring teachers. Some in-service teachers had been trained as subject specialists in some of the focus areas contained within Life Orientation, like Physical Education, Guidance and Religious Educa

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Ho, Cheuk-pun, and 何卓彬. "An exploratory study on teacher beliefs in value education in relationto new senior secondary liberal studies." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hub.hku.hk/bib/B48366158.

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This research investigated the teacher beliefs and the important aspects of value education in relation to the New Senior Secondary Liberal Studies (NSS LS) curriculum in Hong Kong. The NSS LS curriculum was first introduced to schools in the academic year 20092010. It emphasises the cultivation of knowledge, skills, and attitudes. Therefore, it is suggested that value education should be an important element in this new core senior secondary curriculum. The focus of this study is to explore the beliefs which are held by the NSS LS teachers in value education and to identify the important as

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Ng, Kar-wai Vivien, and 吳家慧. "Teachers' conceptions of liberal studies teaching in a case study school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2013. http://hdl.handle.net/10722/209524.

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This study is a qualitative case study which aims to investigate teachers’ conceptions of Liberal Studies teaching in a case study school after Liberal Studies became compulsory in the Senior Secondary curriculum. A list of aspects of teaching were compiled based on previous research studies and were used to identify teachers’ conceptions. Data were collected from three participating teachers with two research tools, namely, lesson observations and semi-structured interviews. The teachers came from different educational backgrounds but they taught students at the same secondary level. The find

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Burgin, David L. "Facilitators and Barriers to Incorporating Students with Disabilities in the General Education Classroom at the Secondary Level: A Study of Teacher Perceptions." [Johnson City, Tenn. : East Tennessee State University], 2004. http://etd-submit.etsu.edu/etd/theses/available/etd-0802104-115954/unrestricted/BurginD081304f.pdf.

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Thesis (Ed.D.)--East Tennessee State University, 2004.<br>Title from electronic submission form. ETSU ETD database URN: etd-0802104-115954 Includes bibliographical references. Also available via Internet at the UMI web site.

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Jeyacheya, Fungai. "Teachers' attitudes to, and the challenges of, establishing an effective and fully-fledged community of practice : the experiences of six secondary schools in the east of Zimbabwe." Thesis, University of Huddersfield, 2015. http://eprints.hud.ac.uk/id/eprint/27843/.

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Before independence, in 1980, the education system of Zimbabwe was organised along racial lines. This organisation of education along racial lines disadvantaged Black Africans in the context of both access to and quality of education experience. The transition of the Black Africans from primary to secondary school appeared to be capped for both academic and non-academic vocational secondary school programmes. Upon attaining independence, the government of Zimbabwe embarked on educational reforms and rapid expansion of the education system. These reforms aimed at establishing equitable provisio

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Lawson, Martyn. "An investigation into the process of teacher assessment Of ICT capability in a sample of schools in the North West Of England." Thesis, University of Huddersfield, 2010. http://eprints.hud.ac.uk/id/eprint/9670/.

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This small-scale study into the summative assessment practices in ICT of schools in the North West of England identifies a lack of consistency in teacher assessment at the end of KS3. Central to the research is a consideration of what is meant by ICT capability. This phrase is important in this research because it is the term used in Government policy documents to indicate what schools are to assess in ICT at the end of KS3. Hence, if ICT assessment is to be consistent, there should be a shared understanding of this term. The research explores the lack of common understanding of the term in li

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Wong, Bing-kwan Francis, and 黃秉坤. "A comparison of the strategic teaching frameworks perceived by environmental pressure groups and secondary school teachers concernedwith environmental studies in liberal studies." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1992. http://hub.hku.hk/bib/B38626330.

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McDowall, Sophie. "An investigation into which forms of early teacher learning are most effective with respect to retention, motivation, commitment and job satisfaction for new entrants to the school teaching profession." Thesis, University of Birmingham, 2014. http://etheses.bham.ac.uk//id/eprint/4860/.

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This research project explores which forms of early teacher learning (ETL) are most effective to secure the retention, motivation, commitment and job satisfaction of new entrants to the teaching profession in the United Kingdom (UK). It was inspired by concern over the high drop-out rate of teachers new to the profession expressed by Michael Gove (UK Secretary of State for Education) in The White Paper “The Importance of Teaching” (2010). A survey methodology was used and the method was that of semi-structured interviews with twenty teachers from three secondary schools in the West Midlands of

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Brewer, Sally. "School plays in secondary schools : an exploration of student and teacher perspectives." Thesis, Cardiff University, 2012. http://orca.cf.ac.uk/37717/.

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This research aimed to explore the perceptions of students and teachers involved in school plays in secondary schools. The main aims of the study were to investigate teachers’ and students' motivation to participate and to explore their perceptions regarding the potential benefits, challenges and positive and negative impacts of involvement in this activity. Given the limited amount of research investigating this area, literature relating to the arts in education, drama and theatre in education, youth theatre groups and extra-curricular activities have been included in the rationale for studyi

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Naidoo, Premnandh. "Collaborative teacher participation in curriculum development : a case study in junior secondary general science (January 1991-November 1991)." Thesis, Rhodes University, 1993. http://hdl.handle.net/10962/d1003332.

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This research report describes an investigation that involved the collaborative participation of teachers in the redevelopment of parts of the Junior Secondary General Science syllabus. The redevelopment tried to implement environmental education as an innovation. There are two central assumptions that the investigation has made. The first assumption is that the the present Junior Secondary General Science syllabus lacks environmental relevance and therefore the pupils are inadequately prepared to deal with environmental problems. The introduction of a curriculum innovation like environmental

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Sorensen, Nicholas Trevor. "Improvisation and teacher expertise : a comparative case study." Thesis, Bath Spa University, 2014. http://researchspace.bathspa.ac.uk/5128/.

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This thesis reports on an enquiry into the nature of teacher expertise which pays particular attention to its improvisatory nature. The study draws on three main areas of literature and theory: critical studies in improvisation; expertise and expert practice and organisation theory. These are used to present a model of teacher expertise that is derived from grounded theory. The data is taken from a series of comparative case studies of seven experienced teachers working in secondary schools in the South West of England and who have been identified as being expert within their school setting. C

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Beard, Karen Stansberry. "An Exploratory Study of Academic Optimism and Flow of Elementary School Teachers." The Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=osu1217020480.

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