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Dissertations / Theses on the topic 'Sociability of Teachers; Teaching; Education'

Author: Grafiati

Published: 3 June 2025

Last updated: 31 July 2025

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1

Lower, Michael Andrew. "A study of principals' and teachers' perceptions of and attitudes toward the evaluation of teachers." Connect to resource, 1987. http://rave.ohiolink.edu/etdc/view.cgi?acc%5Fnum=osu1261061529.

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2

Swingen, Cynthia Carol. "Elementary preservice teachers' use of dialogic teaching." Thesis, Lewis and Clark College, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3665941.

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<p> This instrumental, collective, targeted case study explores decisions elementary preservice teachers make with respect to culturally responsive teaching through the lens of dialogic teaching. Most candidates currently enrolled in elementary teacher education programs in the United States are young, white, and female. Meanwhile, the population of students in U.S. schools grows increasingly diverse, leading to a widening cultural gap between teachers and many of their students. Many preservice teachers opt not to use culturally responsive instructional strategies, particularly those related

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3

Fleming, Miri. "Teachers' receptivity to teaching models." Diss., The University of Arizona, 1992. http://hdl.handle.net/10150/185807.

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The focus of this study is teachers' receptivity to new teaching models. Traditionally, research has been conducted to assess teachers' implementation of innovations. The stage prior to learning and implementing the model generally has been generally ignored. In this study, the researcher assumed that the level of teachers' receptivity could influence upon whether and to what extent the new teaching model is implemented. This study was designed to identify personal characteristics and environmental variables that affect the degree of teacher receptivity to a teaching model. Four teacher-partic

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4

Kent, Athol Parkes. "Medical education and the importance of teaching medical teachers about teaching." Master's thesis, University of Cape Town, 1994. http://hdl.handle.net/11427/27044.

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This is an overview of medical education today. It deals with tertiary education matters pertinent to medical schools in South Africa, the forces that will inevitably cause medical education to change and the responses of other countries to similar circumstances. These forces are medical, educational and political. The medical forces bringing about changes are concerned with the explosion in knowledge in the fields of medical facts, technologies, therapies and informatics. It is an ongoing educational problem as to how the burgeoning sciences can be balanced with the present call for the retur

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Miller, Catherine Marie 1959. "Teachers as problem solvers/problem solvers as teachers: Teachers' practice and teaching of mathematical problem solving." Diss., The University of Arizona, 1996. http://hdl.handle.net/10150/282150.

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This study investigated the relationship among three high school mathematics teachers definitions and beliefs about mathematical problem solving, their problem solving practices and how they teach mathematical problem solving. Each teacher was interviewed three times and observed once during a problem solving lesson. Data comprised of transcriptions of audio tapes, field notes, and completed problem solving checklists were used to prepare the case studies. While the definitions, practices and teaching of the teachers varied, the findings were consistent within each case. The results suggest th

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6

Park, Sung Choon. "Teachers' perceptions of teaching for social justice." Columbus, Ohio : Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1211568529.

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7

Cruz, Alberto. "Teaching behaviours of primary physical education student teachers." Thesis, University of Leicester, 2002. http://hdl.handle.net/2381/30996.

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The purpose of the study was to examine the teaching behaviours of Hong Kong physical education students teachers. Thirty-two local pre-service and in-service student teachers were videotaped teaching two ball games lessons in their own schools or in the allocated schools during their final practicum. Each videotaped lesson was coded using the Physical Education Teacher Assessment Instrument (PETAI). Data generated by the PETAI were comprehensively described and comparison was made between the two groups' behaviour categories by employing the independent t-test. Results indicated that the in-s

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8

Vail, Teresa M. "Teachers' professional development experiences: Implications for teaching practice." Scholarly Commons, 2011. https://scholarlycommons.pacific.edu/uop_etds/28.

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The purpose of this study was to inquire into the ways in which participation in physical science professional development impacts science teachers' professional learning and ultimately their practice over time. This study strove to provide a greater understanding of teachers' processes as they engage in professional learning and make changes in their practice long after the requirements of the professional development have been met. The six respondents that participated in the inquiry were physical science educators who were teaching in four different high schools in Central California. The g

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9

Opperman, Julianne Radkowski. "Elementary teachers committed to actively teaching science and engineering." Thesis, University of Southern Maine, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3722544.

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<p> Committed elementary teachers of science and engineering, members of a professional learning community called Collaborative Conversations in STEM, were studied to elicit their perceptions of experiences that influenced their commitment to, and their pedagogical content knowledge of, STEM teaching and learning. The hermeneutic phenomenological interviews enabled the teachers to express their beliefs in their own words. Data analysis employed a theoretical framework that investigated teacher epistemology and knowledge in light of their experiences. Findings revealed a web of lifelong experie

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10

Campbell, Jacqueline L. "Teaching interns' level of proficiency of the MoSTEP quality indicators at the beginning and completion of the teaching internship." Diss., Columbia, Mo. : University of Missouri-Columbia, 2005. http://hdl.handle.net/10355/4305.

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Thesis (M.S.)--University of Missouri-Columbia, 2005.<br>The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file viewed on (July 13, 2006) Vita. Includes bibliographical references.

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Low, Janie Chinami Matsumoto. "Classroom management inservice for beginning teachers." Scholarly Commons, 1989. https://scholarlycommons.pacific.edu/uop_etds/3325.

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The purpose of this study was to expand and clarify the understanding of how an inservice training program which incorporated research-based classroom management principles and practices combined with coaching techniques would enable new teachers to reduce class rates of off task behavior and feel more self-efficacious about their classroom management skills. Data on the occurrence of three categories of off task behavior for students in 6 classrooms in a single school district in central California were collected during pre-treatment and post-treatment conditions and during a maintenance cond

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12

Papastamatis, Adamantios. "Teaching styles of Greek primary school teachers." Thesis, University of Manchester, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.278909.

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13

Dupree, Kami M. "Secondary Mathematics Teachers’ Responses to Pivotal Teaching Moments." DigitalCommons@USU, 2019. https://digitalcommons.usu.edu/etd/7535.

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This study used a multiple case study design to explore the occurrence of pivotal teaching moments, teachers’ responses to these moments, and teachers’ own perceptions of the impact of these moments on their own knowledge development. The participants were six practicing secondary mathematics teachers. The researcher collected data from teacher created lesson plan outlines, observations of the same lesson delivered to two different classes, participant interviews, and teacher reflection journals. The researcher reviewed the lesson plan outlines prior to observations to understand teachers’ ant

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14

McLaughlin, Glenn Denis. "Teaching the teachers of teaching : tertiary teacher education in Papua New Guinea." Thesis, University College London (University of London), 1991. http://discovery.ucl.ac.uk/10019312/.

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This thesis is centred upon the development, implementation and evaluation of the Bachelor of Education (Tertiary) BEd T. program at the University of Papua New Guinea, which aims to promote quality teacher educators. The program has its in rationale cognitive development theory, research on approaches to learning and the literature concerning adult and teacher development in the Melanesian context. The theoretical position adopted is that teacher development is a form of adult development and the promotion of quality teacher educators, a function of higher stages of development. Consequently,

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15

Liefshitz, Irene Anastasia. "When Teachers Speak of Teaching, What Do They Say? a Portrait of Teaching From the Voices of the StoryCorps National Teachers Initiative." Thesis, Harvard University, 2015. http://nrs.harvard.edu/urn-3:HUL.InstRepos:16461032.

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There is a significant lack of educational research in which teachers’ talk about teaching is not mediated by researchers. In the public sphere, teachers’ voices rarely reach us unfiltered by the media, union and school district representatives, education reformers, and policymakers. What if we could listen to teachers talk about teaching unconstrained by any topic or agenda, in a conversation initiated by them? The StoryCorps National Teachers Initiative (SCNTI) provides an unparalleled opportunity to answer this question. In 2011-2012, hundreds of teachers talked about teaching with some

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Brockway, John S. "Culturally responsive teaching a resource guide for teachers /." [Denver, Colo.] : Regis University, 2005. http://165.236.235.140/lib/JBrockway2005.pdf.

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17

Mittelberg, Julia A. "Challenges elementary teachers face when teaching military-connected students." Diss., Kansas State University, 2014. http://hdl.handle.net/2097/18127.

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Doctor of Philosophy<br>Curriculum and Instruction Programs<br>Paul R. Burden<br>Military-connected students are a highly mobile population who undergo a great deal of stress in their lives. These factors can overflow into life in the elementary classroom, causing challenges for teachers. This study looked at the percieved challenges elementary classroom teachers face when working with military-connected students in one public school district with schools located on a military base and other schools near it. A Likert-type survey of questions was created and administered to teachers using an o

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18

Ryan, Patricia Mary. "Teacher candidate knowledge about effective teaching research /." The Ohio State University, 1986. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487323583621542.

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19

Perry, Robin K. "Influences of co-teaching in student teaching on pre-service teachers' teacher efficacy." Scholarly Commons, 2016. https://scholarlycommons.pacific.edu/uop_etds/7.

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Teacher education researchers and policy makers recognize field experience, particularly student teaching, as a critical component of pre-service teacher learning and development. The co-teaching model of student teaching, in which cooperating teachers and student teachers jointly plan and deliver instruction, has been adopted by university-based teacher education programs across the United States. The purpose of this study was to examine the relationship between elements of the co-teaching model of student teaching and teacher efficacy outcomes for student teachers. Research suggests that tea

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Forbes, Helen. "Clinical teachers’ experiences of nursing and teaching." University of Sydney, 2007. http://hdl.handle.net/2123/2060.

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Doctor of Philosophy (PhD)<br>Abstract Clinical teachers’ experiences of nursing and teaching Clinical nurse teachers’ experiences of nursing and teaching undergraduate nursing students on clinical placement are explored in this thesis because of concerns about the quality of nursing students’ learning outcomes. The aim was to identify variation in clinical teachers’ conceptions of nursing and their conceptions of, and approaches to teaching undergraduate nursing students. The study was significant because clinical teachers’ conceptions of nursing and approaches to clinical teaching have not b

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21

Pike, Freddie Raymond. "Designing a Bible teaching skills course for adult teachers." Theological Research Exchange Network (TREN), 2003. http://www.tren.com.

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22

Gallimore, Laurene Elizabeth. "Teachers' stories: Teaching American Sign Language and English literacy." Diss., The University of Arizona, 2000. http://hdl.handle.net/10150/284188.

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Educators have long recognized that the average deaf high school graduate achieves only a third to fourth grade level education. Because of the low achievement of deaf children in America, there has been a growing interest in the concept of educating deaf children bilingually, acknowledging the value of American Sign Language (ASL) and English in the classroom. In recent years, there has been a move in the field of deaf education in Europe, Canada, and the United States toward the adoption of a bilingual-bicultural (BiBi) model for language and literacy instruction for deaf students. However,

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Good, J. Daniel. "Preservice teachers' motivation for choosing teaching as a career /." The Ohio State University, 1993. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487843314696912.

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24

Zhang, Jizhi. "Teacher Education and Beginning Teachers' Teaching Practices:An Observational Study of First-year Teachers." Diss., The University of Arizona, 2007. http://hdl.handle.net/10150/195283.

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The purpose of this study was to examine whether first-year teachers' teaching practices improve across time and to identify whether school level (elementary, middle, and high) influences new teachers' teaching practices as measured by the observation instrument. Also, the study examined the relationships between first-year teachers' teaching practices, teacher education, school level, and school SES.The current research included two studies. Study One was carried out in the academic year 2003-2004, and Study Two in year 2004-2005. Both studies involved collecting teaching practices data throu

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Akankwasa, Richard Rwagalla. "Teachers and national development in Uganda." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/nq21543.pdf.

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26

Majewska, Izabela Agata. "College Teachers' Perceptions about Teaching Global Competency." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5750.

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National and international organizations emphasize the importance of teaching global competence in American higher education as a way of preparing students for the rigors of a globalized workforce. Lack of nation-wide educational initiatives aimed at providing institutional guidelines for assessing international relations (IR) courses for this skill acquisition requires colleges to rely on their own resources and ingenuity. Presently, no course assessment methods for gauging global competency attainment exist at Florida College. The purpose of this study was to investigate faculty perceptions

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27

Boyd, Michelle. "Co-teaching: Perceptions of Urban, Secondary Co-Teachers." W&M ScholarWorks, 2013. https://scholarworks.wm.edu/etd/1539618511.

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Co-teaching has been used to address access and accountability mandates for students with disabilities. Despite research regarding elements needed for co-teaching success, research shows mixed results regarding co-teaching effectiveness as it relates to student achievement. Given that teachers are the most influential school-related factor vis-a-vis student achievement, this quantitative study, utilizing a cross-sectional survey design, was employed to gain additional information regarding urban, secondary co-teacher perceptions of co-teaching. to that end the Co-teacher Perceptions Survey was

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Uludag, Nazan. "Teaching for understanding exploring preservice science teachers' beliefs and practices /." Related electronic resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2005. http://wwwlib.umi.com/cr/syr/main.

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29

Olson, Derek J. "Exemplary Teachers? Perspectives on Effective Teaching Elements in Danielson?s Framework for Teaching." Thesis, Walden University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3739205.

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<p> Reforms in teacher evaluation are enacted to increase student achievement. Although there is research on teacher evaluation and teacher quality, there is little that addresses effective teaching as conceptualized in Danielson’s Framework for Teaching, a commonly used evaluation tool. The purpose of this quantitative study was to determine which of the 4 domains and 76 elements of Danielson’s framework are viewed by award-winning teachers as having the greatest impact on effective teaching and learning. Constructivism formed the theoretical basis for this study. The research que

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Cattini-Muller, Stella. "A different way of being supply teaching in special schools /." London : Mandaras Pub, 2004. http://www.mirandanet.dial.pipex.com/ftp/differentwayofbeing.pdf.

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31

Romano, Molly Elizabeth. "Practicing and preservice teachers' reflections on "bumpy moments" in teaching." Diss., The University of Arizona, 1999. http://hdl.handle.net/10150/283981.

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The following study addresses the present theories on reflection in teaching, and attempts to locate this reflection in practice. Through analysis of "bumpy moments" in teaching, the study describes teacher reflection as it actually occurs in the classroom context. The following research questions were designed to examine practicing and preservice teachers' perceptions and reflections on "bumpy moments" in teaching and determine the similarities and differences between the two: (1) What do teachers and preservice teachers consider to be "bumpy moments" in their teaching or observation of teach

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Mumpower, Lee F. "College Teaching in Four States: An Examination of Teaching Methods Received and Needed by New College Teachers." Digital Commons @ East Tennessee State University, 1993. https://dc.etsu.edu/etd/2953.

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The purpose of the study was to examine what teaching methods new college teachers received and which ones they believed were important. New college faculty were asked questions on teaching methods to determine which, if any, were made available to them before they entered college teaching. The research questions under study were: (1) What type(s) of methodological preparation do/does higher education faculty receive? (2) What methodological preparation would be beneficial to new higher education faculty? (3) How do new higher education faculty learn methodological preparation?

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Canipe, Martha Murray. "Preservice Elementary Teachers' Actual and Designated Identities as Teachers of Science and Teachers of Students." Diss., The University of Arizona, 2016. http://hdl.handle.net/10150/612575.

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Preservice elementary teachers often have concerns about teaching science that may stem from a lack of confidence as teachers or their own negative experiences as learners of science. These concerns may lead preservice teachers to avoid teaching science or to teach it in a way that focuses on facts and vocabulary rather than engaging students in the doing of science. Research on teacher identity has suggested that being able to envision oneself as a teacher of science is an important part of becoming a teacher of science. Elementary teachers are generalists and as such rather than identifyi

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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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35

Reighart, Penelope Rucker. "A questionnaire to assess preservice teacher beliefs about teaching /." The Ohio State University, 1985. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487260859495854.

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36

Butler, Abigail. "The relationship among preservice music education teachers' conceptions of teaching effectiveness, microteaching experiences, and teaching performance." Diss., The University of Arizona, 1999. http://hdl.handle.net/10150/289016.

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Fifteen undergraduate music education majors enrolled in an introductory music education course at a major university in the Southwestern United States participated in this study. Students constructed concept maps on the topic teacher effectiveness as a measure of their cognitive schemata. They completed two microteaching lessons in two different settings which were videotaped and subsequently analyzed using the Survey of Teaching Effectiveness and a time sampling procedure using criteria from teacher intensity research. Following their microteachings students constructed a second concept map

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Elster, Elana Beth. "Students of teaching : the professional development of the teachers of the nineteenth century /." Access Digital Full Text version, 1993. http://pocketknowledge.tc.columbia.edu/home.php/bybib/11354161.

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Thesis (Ed.D.)--Teachers College, Columbia University, 1993.<br>Typescript; issued also on microfilm. Sponsor: A. Harry Passow. Dissertation Committee: Karen K. Zumwalt. Includes bibliographical references (leaves 188-198).

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Pratschler, Marianne. "Effects of mentoring preservice teachers on inservice teachers in professional development school environments." ScholarWorks, 2009. https://scholarworks.waldenu.edu/dissertations/694.

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Colleges and universities collaborte with P-12 public schools in professional development school (PDS) partnerships to improve teacher training, provide professional development for inservice teachers, improve student achievement, and promote action research. Most research has been done on advantages for preservice teachers and for students in classrooms. The purpose of this qualitative study was to better understand inservice teachers' mentoring experiences in order for a local college to support and enrich the professional lives of inservice teachers. Research questions addressed inservice t

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Greene, Brenda Lyons. "Teachers' Attitudes toward Inclusive Classrooms." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3445.

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Abstract Some teachers have negative attitudes toward teaching students with learning disabilities in the regular classroom. The purpose of this quasi-experimental study was to determine the attitudes of regular classroom teachers regarding several aspects of inclusive education (IE), as well as how teacher education, training, and experience contributes to the teachers' attitudes towards IE. The research was guided by Cooper and Fazio's (1984) reformulation of the theory of cognitive dissonance. A sample population of 135 classroom teachers was used. The participants completed the Scale of Te

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Benuzzi, Stacey. "Preparing future elementary teachers with a STEM-rich, clinical, co-teaching model of student teaching." Thesis, California State University, Long Beach, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3708290.

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<p> By 2018, STEM occupations are projected to grow twice as fast as all other occupations combined (Olson & Riordan, 2012; Craig Thomas, Hou, & Mathur, 2012). The need to educate and produce more STEM graduates is eminent, and research shows that the pipeline to prepare students for STEM fields begins in elementary school. Research also shows that many elementary teachers lack the pedagogical content knowledge (PCK) and confidence to teach STEM subjects (Dorph, Shields, Tiffany-Morales, Hartry, & McCaffrey, 2011). Meanwhile, opportunities for elementary teachers to develop thei

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Morrison, Marlene. "Teaching to time : supply teachers' lives and work." Thesis, University of Warwick, 1995. http://wrap.warwick.ac.uk/109194/.

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The central focus of the thesis is a sociological exploration of the lives and work of supply teachers who fill the temporal gaps whenever regular teachers are absent from school. Time permeates the thesis at three levels of analysis: the substantive, the theoretical, and the methodological. The interpretative, and to a lesser extent, the critical and normative traditions in sociology are applied to time in education. Time is used both as a parameter to explore links between educational structures and action as they relate to supply teachers and teaching, and to locate supply teachers' lives a

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Duignan, Gerard Joseph. "Teaching International Teachers: How Saudi Arabian teachers experience learning about teaching during a New Zealand professional development course." Thesis, University of Canterbury. School of Educational Studies and Human Development, 2012. http://hdl.handle.net/10092/7309.

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Tertiary teachers who travel to another country for professional development encounter difficulties studying in different cultural and educational contexts. This research study investigated how Saudi Arabian teachers of adult learners experience learning about teaching during a New Zealand professional development course. It is part of a larger investigation into ways to improve curriculum design for in-service teacher education short courses for international teachers. A single case study was undertaken to investigate the views of a group of male Saudi Arabian teachers from tertiary technic

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Berg, Eileen E. "Perceived effects of teachers' unions on administrators' and teachers' roles and morale." ScholarWorks, 2009. https://scholarworks.waldenu.edu/dissertations/650.

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Bill 160 in Ontario removed administrators from teachers' federations creating an unhealthy gap between groups and a lowering of morale for both. The purpose of this study was to determine if there is a relationship between perceived effects of teachers' union actions on administrators' and teachers' roles and morale. Learning and organizational theories provided a theoretical framework for this quantitative study. Voluntary participants included teachers and administrators from Canadian Education Association and administrators from Ontario Principals' Council. Questionnaires addressed three h

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Ho, Suk-ping Angela. "Changing teachers' conceptions of teaching as an approach to enhancing teaching and learning in tertiary education /." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B20263508.

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Couch, Kathryn. "Math Teachers' Experiences Learning and Teaching Math." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2280.

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Abstract In a charter school in the Southwest United States, elementary students were struggling to attain proficiency in math and have been failing to meet the standards in math on the Arizona Instrument to Measure Standards test. As a result, these students may not have been prepared for more advanced math courses as they continued their schooling, and this failure to attain proficiency in math may continue to impact the school's ability to make adequate yearly progress. The purpose of this explanatory case study was to explore the perspectives of elementary math teachers toward teaching mat

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Pardieck, Sherrie Chan Rhodes Dent Lenski Susan Davis. "Principals' perceptions of job search teaching portfolios." Normal, Ill. Illinois State University, 2000. http://wwwlib.umi.com/cr/ilstu/fullcit?p9986728.

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Thesis (Ed. D.)--Illinois State University, 2000.<br>Title from title page screen, viewed May 11, 2006. Dissertation Committee: Dent Rhodes, Susan Lenski (co-chairs), Susan Nierstheimer, Robert Dean. Includes bibliographical references (leaves 156-163) and abstract. Also available in print.

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Aubrey, Richard H. "Moral Purposes of Successful Teachers." Digital Commons @ East Tennessee State University, 1998. https://dc.etsu.edu/etd/2879.

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The purpose of this study was to describe the moral purposes of successful teachers. Moral purpose was defined as the values and beliefs associated with serving society and serving individuals other than oneself Key informant interviews were conducted with the 18 finalists for Tennessee Teacher of the Year. Interviewees, were asked four basic questions: (1) Why did you choose teaching as a career? (2) How would you describe your moral purpose in teaching? (3) Has your moral purpose changed over time? (4) How would you describe the teacher's role in society? Data were analyzed qualitatively. De

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Bleecker, Heather A. "South Dakota Middle School Mathematics Teachers' Perceptions of Teaching Competencies." Thesis, University of South Dakota, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10599451.

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<p> This quantitative research study investigates South Dakota middle school (grades 5-8) mathematics teachers’ perceptions of teaching competencies including general pedagogical knowledge (GPK) and mathematical pedagogical content knowledge (MPCK). The study also considered how teacher characteristics relate to teacher competencies. The study examined middle school teacher perceptions because of the importance of the mathematics concepts being taught. Teacher participants completed a voluntary 50 question electronic survey within a three-week time period. Data analysis findings include

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Garrett, Francene Ramon. "Teachers' Perceptions of Professional Development Benefits for Teaching in Inclusive Classrooms." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3298.

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There is a correlation between the professional development that teachers receive and student academic success. It has been shown that knowledgeable teachers have a profound impact on student achievement. Many general and special educators enter the field of education and are placed to teach in inclusive environments with little to no professional development related to inclusion. This placement often adversely impacts the success of students with disabilities on state tests. However, there is limited information on the types of professional development necessary for teaching in inclusion. Gui

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Olson, Derek Jon. "Exemplary Teachers' Perspectives on Effective Teaching Elements in Danielson's Framework for Teaching." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1799.

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Reforms in teacher evaluation are enacted to increase student achievement. Although there is research on teacher evaluation and teacher quality, there is little that addresses effective teaching as conceptualized in Danielson's Framework for Teaching, a commonly used evaluation tool. The purpose of this quantitative study was to determine which of the 4 domains and 76 elements of Danielson's framework are viewed by award-winning teachers as having the greatest impact on effective teaching and learning. Constructivism formed the theoretical basis for this study. The research questions examined

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