Dissertations / Theses: 'Teacher's guide'

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Speer, Mimi Zimmerman. "A teacher's guide and student workbook in operational Bible usage." Theological Research Exchange Network (TREN), 1986. http://www.tren.com.

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Murray, Deanna Alice 1956. "A singer's and teacher's guide to the Lieder of Joseph Marx." Diss., The University of Arizona, 1997. http://hdl.handle.net/10150/288773.

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This document examines the use of the Lieder of Joseph Marx for voice teachers and performers. The main thrust of the research, pedagogical use, leads to a study of Post-Wagnerian requirements for the voice and the use of Marx Lieder in developing vocal technique for the operatic literature of the late nineteenth and twentieth century. Influence of contemporary movements upon Marx such as the Jugendstil and the Lieder tradition are studied to help reveal artistic merit and pedagogical use. Marx's harmonic language is analyzed in relationship to artistic merit. The eight songs studied are: "Bitte," "Der bescheidene Schafer," "Waldseligkeit," "Valse de Chopin," "Errinerung," "Und gestern hat er mir Rosen gebracht," "Hat dich die Liebe beruhrt," and "Der Ton." A connection is drawn between pedagogical use, artistic merit and the performance of this literature in the song recital. An appendix is presented which suggest the possible programming ideas for relatively unknown Marx lieder.

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Lee, Shirley. "The Suzuki beginner : a teacher's guide to the Suzuki principles of violin /." Thesis, Connect to this title online; UW restricted, 1992. http://hdl.handle.net/1773/11383.

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Furey, Douglas John. "A learning resources teacher's guide to the production of Internet multimedia curriculum units." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ36122.pdf.

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Hydbom, Kristina. "Utvecklingsmöjligheter för Malmö Högskolas lärarguide : Opportunities for improvement of Malmö University's teacher's guide." Thesis, Uppsala universitet, Institutionen för teknikvetenskaper, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-324766.

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The aim of the study has been to examine how Malmö University’s teachers guide for student introduction can improve and become more useful to teachers during student introduction periods at the university. Through an online survey and semi structured interviews data has been collected and has been the foundation when addressing the three research question; 1. To what extent is the teacher’s guide used by the programme coordinators during the introduction? 2. How does the programme coordinators experience the teacher’s guide regarding availability, content and ease of use? 3. How can the teacher’s guide develop in order to improve the intercommunion between the resources teacher’s guide and teachers?The results show that at present time, the teacher’s guide is known to 67% of the responding programme coordinators (33 of 49), of which 71% have used the guide at least on one occasion. The most common use of the guide was as a checklist. Other findings where that there are room for improvements regarding how the teacher’s guide is introduced and communicated. Regarding the content only few adjustments where desired and the teacher’s guide’s ease of use was non-problematic. The study has resulted in four improvement proposals linked directly to the teacher’s guide, and an additional four improvement proposals linked to the future development of the teacher’s guide and its intercommunion with teachers.
Studiens syfte har varit att undersöka hur Malmö högskolas lärarguide för studentintroduktion kan förbättras och göras mer användbar för lärare under studentintroduktionsperioder vid högskolan. Utifrån en webbaserad surveyundersökning och semistrukturerade intervjuer har data samlats in för att besvara studiens tre frågeställningar; 1. I vilken utsträckning används lärarguiden av programansvariga under studenternas introduktionstermin? 2. Hur upplever programansvariga lärarguiden i hänseende till tillgänglighet, innehåll och användarvänlighet? 3. Hur kan lärarguiden utvecklas så att samverkan mellan resurserna lärarguiden och lärare förbättras?Resultat från studiens visade att guiden i dag är känd bland för 67% av de svarande programansvariga (33 av 49), av dessa hade 71% använt guiden vid minst ett tillfälle. Det vanligaste användningsområdet för guiden var som en checklista. Studien visar även att det finns mycket utrymme för förbättring rörande hur lärarguiden förmedlas och kommuniceras ut. Gällande guidens innehåll önskades enbart några få förändringar och användarvänligheten för guiden var oproblematisk. Studien har resulterat i fyra förbättringsförslag kopplat direkt till lärarguidens utformning. Ytterligare fyra förbättringsförslag kopplat till lärarguidens framtida utveckling och samverkan med lärare har även tagits fram i studien.

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Rotundo, Angela Rita. "A teacher's soulful inquiry, exploring professional development using The divine comedy as a guide." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/NQ58907.pdf.

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Corrigan, Caitlin. "How to help a teacher's guide to helping grieving elementary students in the classroom." Honors in the Major Thesis, University of Central Florida, 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/836.

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In the United States alone, over 2 million (or a little more than 3%) of children are estimated to face the death of a parent before they turn 18 (Goodman, 2006)! The numbers only grow when the death of a grandparent, relative, sibling, or classmate are included. Death is a very real and lasting event. Most of these children will have to return to life as it was before in some way or another. For most of these children, that means returning to school. Sadly, in a teacher's undergraduate education they receive little or no formal training in how to help a child deal with tragedy or the death of a loved one. This leaves a major gap in a teacher's knowledge of how to help and of what they can do. The aim of this small study was to help bridge those gaps. In the study elementary school teachers, parents or caregivers of students who had lost a loved one while in elementary school and students who were grieving the loss of a loved one while in elementary school were recruited and asked to share about their experiences and personal knowledge of grieving in an elementary school setting. These participants were asked to answer a short survey and share their thoughts and feelings. Through surveys and interviews the researcher found that most students and parents were satisfied with the naturally response of teacher who intervened in students' lives during a time of grief. Communication was reported by all entities to be the most effective way to help; communication between home and school and between the teacher and the grieving student. From the responses of teachers, caregivers and students a quick reference guild was created that teachers can use in the classroom when they have a grieving student.
B.S.
Bachelors
Teaching, Learning and Leadership
Education

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Stone, Rebecca Jean. "A Teacher's Guide to Academic Reading: Focusing on the Academic Reading Demands of ESL Learners." BYU ScholarsArchive, 2013. https://scholarsarchive.byu.edu/etd/3882.

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With over 765,000 English-as-a-second-language (ESL) students studying in the United States, a greater understanding of the academic requirements and demands these students face while studying in the US is needed. Some of the biggest challenges they face include the amount of reading required and the various tasks employed with academic reading. University reading tasks require more than an understanding of the text. These tasks place a strong emphasis on text comprehension, summary, synthesis, and critical analysis. This is problematic as students, especially ESL learners, lack experience with academic tasks, and many additionally struggle with low metacognitive awareness, limited or low reading fluency, limited vocabulary, and difficulty understanding text organization. This article will present a research-informed website, A Teacher's Guide to Academic Reading, designed for teachers preparing ESL learners for the demands and difficulties of university reading. A Teacher's Guide to Academic Reading specifically informs teachers of academic reading demands and provides resources to help their learners develop fluent reading skills, critical reading skills, and general academic skills.

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Glover, Dawn. "The evaluation of environmental learning support materials : a case study of the AAWARE teacher's guide." Thesis, Rhodes University, 2006. http://hdl.handle.net/10962/d1008064.

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This evaluative case study investigates the use of a specific learning support materials (LSMs) package, Animal Awareness for World and Regional Education (AA WARE), in the natural sciences, intermediate phase. Schools with access to the resource were canvassed through questionnaires to assess overall use in relation to distribution via workshop versus hand delivery, class size, availability of alternate LSMs and lastly the level of exposure to the distributing organisation. Three case studies were undertaken at three different schools. Data was generated through observations and interviews with the teacher undertaking the lesson observed. The aim of the case studies was to gain greater insight into AAWARE in practice and the factors that facilitated the use of the resource by these teachers. The research indicates that while AAWARE has overcome some inhibitors of resource use, its potential within Outcomes-Based Education (OBE) and the Revised National Curriculum Statements (RNCS) has not been achieved so far, except in a few isolated cases. Factors enabling the use of the resource are its user-friendly design, availability in all three languages spoken by the majority of Western Cape learners and the integration with education policy. Workshops, although not necessary for the utilisation of AA WARE in part, could enhance the integrated nature of the resource and introduce teachers to the potential of using the resource as an entire unit as opposed to a collection of separate lesson plans. A relationship is seen between exposure to the distributing organisation, the personal interest in wildlife of the teacher and the use of AAWARE. Finally recommendations are provided to increase the use of AA WARE. It is suggested that the resource undergoes a more effective alignment to RNCS content (RNCS policy was not an issue) now that RNCS implementation is completed. Further workshops should be offered in the use of AA WARE. Lastly a long-term strategy should be developed to enthuse schools and teachers about the intentions, goals and appropriateness of the resource.

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Wilson, Wendy Elizabeth. "A case study of an elementary generalist teacher's trial implementation of an art curriculum guide." Thesis, University of British Columbia, 1988. http://hdl.handle.net/2429/28562.

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This study addresses the problem of how an elementary generalist teacher implements unfamiliar material, in this case a draft art curriculum, when provided with assistance from the researcher in the role of consultant. The following question was posed: To what extent are the following factors affecting implementation as outlined by Fullan (1982), evident in the implementation of a draft art curriculum guide by a generalist teacher: characteristics of the change, characteristics at the school district level, characteristics at the school level and characteristics external to the local system A review of literature undertaken on the status of art education reveals a scarcity of information providing a descriptive data base about current art teaching practices in Canada today, and reveals a discrepancy between theory and practice in art teaching. Carefully planned curriculum implementation was cited as one way to effect positive changes in art teaching. A review of literature also undertaken of the factors affecting implementation of new material in classrooms focused on the four areas cited above by Fullan (1982). The research involved a case study and field testing of materials with a Grade 4/5 elementary generalist teacher. Data collection included observation, interviewing and document analysis as part of an individualized research method using many of the techniques associated with participant observation, naturalistic observation, and ethnography. Fullan's (1982) factors affecting implementation were used to provide a structure from which the implementation and aspects of consultation provided could be analyzed. Some changes took place in regards to the teacher's use of the new curriculum and materials but there was not a significant implementation or change in teaching approaches, beliefs or use of new materials.
Education, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate

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Odot-Andersson, Björn. "Questioning Gender : A Teacher's Guide to Raising Gender Awareness in the Classroom - Exemplified through Stephanie Meyer's Twilight." Thesis, Karlstads universitet, Institutionen för språk, litteratur och interkultur, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-31655.

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In the Swedish school one of the tasks is to work against gender stereotypes and towardsequality between the sexes. The purpose with this essay is to present ways of looking atliterature that teachers can either implement in their classroom or use to better preparethemselves, ways for both teachers and their pupils to gain a critical view towards literaturethat can strengthen the work towards such equality. The tools used in the essays are 1) readingprevious scholars’ analysis of the text, 2) the Bechdel-Wallace-Test, and 3) the Gender Stairs.My example text will be Stephanie Meyer’s Twilight from 2007. The results shows that thebook clearly presents stereotypes of males and females, since the male characters in the bookare strong, protective, and active, while the female characters are beautiful, dependent, andpassive. The novel also defends, preserves, and amplifies patriarchal structures. This analysisplaces Twilight as a minus three in Edwertz and Lundström’s Gender Stairs. The novel is thusa good book for teachers to use if they want their students to see a classical example of howgender myths are presented in literature. Showing a classical example of stereotypes inliterature may in turn help the students detect stereotypes, which is one step towards equalitybetween men and women, which is one of the tasks of the Swedish schools.

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Havert, Katharine Marie. "A teacher's guide and study kit on the Santa Rosa Plateau Ecological Reserve for middle school students." CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1399.

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Nilsson, Anneli. "A Teacher’s Guide to Culture : - Exploring Teacher’s Guides." Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-60555.

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This paper is the result of a critical review of two Teacher’s Guides aimed at English 5 (the first year) in Swedish upper secondary schools. The aim was to investigate, with a pragmatic approach, how cultural representations are epitomised in the guidance materials: Progress Gold and Professional as well as how those representations correlate to the fundamental values of the curriculum for the upper secondary school. In short: how do these Teacher’s Guides uphold the fundamental values of the Swedish curriculum via their cultural representations? The theoretical framework consists of Stuart Hall’s description of what culture and representation are and Claire Kramsch’s ideas on language and culture. The main analytical tool, and underlying theory, for identifying cultural representations are the three understandings of culture identified by Ulrika Tornberg. These cultural understandings are used to categorize and discuss the cultural findings and consists of culture as a fact fulfilled, culture as a future competence and culture as an encounter in an open landscape. The Teacher’s Guides representations of cultures show signs of being static to a great extent as cultures in many instances are defined by nationality, unaffected by time and individuals. Progress Gold A has a strong and clearly expressed connection between language learning and cultural knowledge, both in their selected grading criteria and chapter descriptions, whereas Professional does not explicitly focus on culture in English speaking countries. The guides are in many instances at risk of being stereotyping and in the long run discriminating if left unreflected, which is not in correlation with the fundamental values of the curriculum. The paper is concluded with a discussion on cultural teaching’s role in the English as a foreign language classroom in relation to the fundamental values, and suggestions for further research.

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Peters, Christy Smith. "Resource guide for guided reading." CSUSB ScholarWorks, 1999. https://scholarworks.lib.csusb.edu/etd-project/1854.

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Perkovic, Carolina, and Alexandra Ström. "Litteraturundervisning och elevers litterära identitet : En analys av tre lärarhandledningar till skönlitterära verk med inriktning till årskurs 1-3, utifrån ett läs- och litteraturundervisningsperspektiv." Thesis, Linnéuniversitetet, Institutionen för svenska språket (SV), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-104476.

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Denna studies syfte är att analysera tre bokförlags lärarhandledningar till skönlitterära verk, med anpassning till årskurs 1–3, utifrån ett läs- och litteraturundervisningsperspektiv. Studiens material består av tre utvalda lärarhandledningar som samlats in från tre olika bokförlag. Ett analysverktyg baserat på studiens teori har använts för att granska materialet i syfte att undersöka på vilket sätt lärarhandledningarna förespråkar att skönlitteraturen ska användas, och vilken reflekterande nivå eleverna kan nå i arbetet med skönlitteraturennär lärare använder lärarhandledningar. Vidare undersöks hur förhållandet ser ut mellan läs- och litteraturundervisning i lärarhandledningarna och hur de förhåller sig till läroplanen och särskilt till svenskämnets syftesbeskrivning. Studiens teori grundar sig i Langers litterära föreställningsvärldar som beskriver läsarens sätt att uppleva och förstå ett verk som en process vari läsaren går igenom fem olika faser. Studien grundar sig även i Rosenblatts teori om litteraturläsning och framförallt utifrån begreppen efferent och estetisk läsning. Resultatet som framkommer visar att läsundervisning förespråkas i lärarhandledningarna och att det beror på att materialet består av en betydande del läsförståelsefrågor. Studiens resultat visar även en problematik med användningen av lärarhandledningar om läraren likställer läs- och litteraturundervisning eller är omedveten om dess olika innebörder. En av slutsatserna i denna studie är att lärare bör läsa skönlitteraturen till lärarhandledningarna, för att kunna förhålla sig kritisk till materialets innehåll och således även låta lärarhandledningarna förbli ett stöd och inte vara något som läraren är bunden till i brist på kunskap om det skönlitterära verket.

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Duckworth, Debbie Lee. "Transition resource guide for teachers." CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1573.

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Hale, Kimberly D. "Beginning Teachers Need Your Support: A “How to” Guide." Digital Commons @ East Tennessee State University, 2003. https://dc.etsu.edu/etsu-works/7036.

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Tauscher, Bryanna Nicole. "Theatre for Young Audiences and Educational Study Guides: Design, Implentation and Teachers' Perceptions." Thesis, The University of Arizona, 2006. http://hdl.handle.net/10150/193261.

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The purpose of this study was to evaluate a Theatre For Young Audiences (TYA) paper and multimedia study guide and to investigate teachers' perceptions of study guides created for TYA. It used current literature surrounding TYA performances, supplemental materials for the elementary classroom, and multimedia in performance and education, to glean critical elements for creating a useful TYA study guide. These elements provided the framework for creating a rubric to evaluate a TYA study guide's potential success in the classroom. The mixed methods study then used the created rubric to evaluate etc . . .'s (Educational Theatre Company) 2005 Hey Diddle Diddle! The Rhymes and Rhythms of Mother Goose study guide. This data was combined with surveys administered to elementary teachers. The study guide rated high on the rubric and teachers' perceptions were generally positive. Overall the analysis yielded information useful for the creation of future guides and research.

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McLaughlin, Laurie Elaine. "Curriculum writing guide for Mt. San Jacinto College." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/3020.

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Koljonen, Tuula. "Finnish Teacher Guides in Mathematics : Resources for primary school teachers in designing teaching." Licentiate thesis, Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-25806.

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Previous research worldwide has shown that curriculum materials maintain a strong presence and constitute an important tool, artefact, in mathematics classrooms. Yet, there is a vast lack of research on the design and the characteristics of teacher guides. The thesis aims to: 1) investigate the features of the Finnish teacher guides for mathematics at primary school and 2) map the cultural specificities and norms for classroom practices as construed in Finnish teacher guides. The data consist of nine Finnish teacher guides in mathematics (belonging to three textbook series) for Grades 1-6 and comprise almost 90 percent of the teacher guides utilized in Finnish schools for 2008. These teacher guides are examined through three studies. In the first study, we developed an analytical tool based on Davis and Krajcik’s ideas about educative curriculum materials when analysing the teacher guides’ content. In the second study, we analysed a larger sample of the Finnish teacher guides using the same analytical tool, but extending the study to also analyse their form, i.e. their look, structure and voice. This study shows that there is a wide consensus on both the content and the form of the guides. While several educative aspects are weakly presented in the guides, the analysis shows that they offer rich and varied resources for teachers in their everyday work in designing and enacting mathematics teaching and hence, learning in practice. The third study delves more deeply into the characteristics of the support the guides offer to design mathematics classrooms. We characterize the cultural script of the reflected classroom practice by analysing the form and the function of the activities promoted in most of the guides. We found a relatively homogeneous script that promotes differentiation while keeping students in the same mathematical area, opportunities to participate in whole-class interaction that comprises a variety of activities, like mental calculation, games, problem-solving, individual and group work, and small piece of homework after every single lesson. The thesis contributes to the international research discourse on curriculum materials and in particular on teacher guides as resources for design of mathematics classroom in a specific educational context. The study is also of interest for teachers, and for text-book authors in developing teacher guides in line with research.
Tidigare forskning visar att läromedel, så som elevernas lärobok och lärarhandledningar är den resurs som används i huvudsak som grund för matematikundervisning. Finsk forskning visar dessutom att finländska lärare (åk 1-6) i stor utsträckning använder lärarhandledningar i själva undervisningen och även för att planera och organisera sin undervisning. Studiens övergripande syfte är att se vilken typ av resurs de finländska lärarhandledningar utgör för läraren, men också att belysa vilken typ av klassrum som dessa lärarhandledningar verkar främja, då lärarna använder de uppgifter och aktiviteter som presenteras i lärarhandledningarna. Studien är genomförd som en dokumentanalys av tre läroboksserier i matematik för grundskolans årskurser 1, 3 och 6. Det är totalt nio lärarhandledningar som har analyserats. Dessa tre läroboksserier täcker nästan 90 procent av de lärarhandledningar som användes i och på finska skolor under år 2008. Avhandlingen består av tre studier. I den första studien som också betraktas som pilotstudie, utvecklade vi ett fungerande analytiskt verktyg som bygger på Davis och Krajciks idéer om ”lärande läromedel”. I den andra studien fördjupar vi resultaten från pilotstudien genom att analysera ett större urval med samma ramverk. Denna studie visar att det finns en bred enighet om både innehåll och form i lärarhandledningarna och vi identifierade sex återkommande aktiviteter som är närvarande på varje tilltänkt lektion. Vidare visar analysen att egenskaperna hos de finländska lärarhandledningarna erbjuder rika och varierande resurser för lärare i det dagliga arbetet vid både planering och genomförande av matematikundervisning. Den tredje studien är en fördjupning i analysverktygets femte kategori för att finna vilket stöd de erbjuder för att designa undervisning. Där kartlägger och karakteriserar vi det kulturella skript utifrån de finska lärarhandledningarna genom att analysera både form och funktion av de gemensamt föreslagna återkommande aktiviteterna. Vi identifierade en relativt homogen klassrumspraktik som lyfter fram helklassinteraktion, variation med hjälp av olika typer av aktiviteter, möjlighet för alla elever att delta och läxor som en förlängning av lärande av lektionens innehåll. Avhandlingen mynnar ut i en diskussion av resultatens slutsatser och dess praktiska implikationer, vilket kan vara av intresse för forskare, läromedelsförfattare men även för lärare, rektorer och kommuner som vill utveckla och förbättra undervisningen i matematik. Avhandlingen bidrar till den internationella forskningsdiskursen om läromedel i stort och om lärarhandledningar i synnerhet.

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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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Hauser, Linda A. "Data management practices used by original beginning teacher support and assessment programs (BTSA) to provide feedback about program quality effectiveness and guide future program decisions /." La Verne, Calif. : University of La Verne, 2002. http://0-wwwlib.umi.com.garfield.ulv.edu:80/dissertations/fullcit/3036899.

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Vito, Cheryl Rita Marie. "Survival guide for preschool teachers in all disciplined areas." CSUSB ScholarWorks, 1994. https://scholarworks.lib.csusb.edu/etd-project/918.

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Houser, Timothy Scott. "Resource guide for the 2002 General Education Development Exam." CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2158.

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Massey, Linda Gatewood. "Pilgrims and guides a phenomenological study of Montessori teachers guiding and being guided by children in public Montessori schools /." College Park, Md.: University of Maryland, 2007. http://hdl.handle.net/1903/7643.

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Thesis (Ph. D.) -- University of Maryland, College Park, 2007.
Thesis research directed by: Dept. of Education Policy and Leadership. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.

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McGowan, Jessica E. "Training and resource guide for beginning teachers of TESOL." Muncie, Ind. : Ball State University, 2009. http://cardinalscholar.bsu.edu/452.

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Eyber, Carola, Dorothy Dyer, and Ruth Versfeld. "Resisting racism: a teachers' guide to equality in education." TLRC, 1997. http://hdl.handle.net/10962/73690.

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While South Africa's new democracy has meant that schools are now open to all, there is still racism in our schools. The changes in schools have in some cases exacerbated racial tensions and mistrust. Teachers everywhere are struggling with the changing dynamics of their classrooms and schools. There is much talk about how to work against racism. Various programmes and schools have developed different ways of dealing with it. All have particular ideas about how best to counter it. Resisting Racism aims to discuss and understand the beliefs and assumptions underlying many of these approaches. We look at the theories behind the different practices, present a range of ideas to illustrate them and consider their limits and possibilities. The book is a starting point for teachers and schools to reflect on their practices and help them to work out new strategies in the classroom and school. The approaches described will probably work best if they are used together, specially adapted to the specific context in which they are to be used. In the first part of the book we look at psychological and sociological explanations of why people are racist. Four different ways of looking at the issues are described. Each suggests practical ways of dealing with racism in the classroom and in the school. Chapter Three, on multi-cultural and anti-racist education, covers similar ground but from a slightly different angle, looking at curriculum debates about race, culture and equality. The final section looks at the concerns that many teachers have every day, such as "How can I deal with the language problem?" and "How can I involve parents in these issues?" In discussing these questions we have tried to use current theory to inform the practical ideas suggested. You will discover that this book is not neutral. It does have a point of view. It seeks to explain the limitations of assimilating students into a status quo and asks that schools take a critical look at their policies and practices. There are no easy answers or quick solutions. However thinking about and understanding the issues of racism and the ways in which it may be resisted can only bring us closer to positive change.

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Carrasco, Mary Epperson. "Kindergarten Teachers' Perspective on Guided Reading." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2525.

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Within a Southwestern school system, deficits in early literacy skills exist as is illustrated by kindergarten students not meeting the requirements on the Phonological Awareness and Phonics Inventory (PAPI). To address this deficit in early literacy skills, the school system instituted the use of the Guided Reading Approach (GR); however, it was unknown how the kindergarten teachers were implementing GR. The purpose of this study was to investigate the experiences and challenges of kindergarten teachers who implement GR. Vygotsky's sociocultural theory of learning and constructivist theory provided the conceptual framework. Research questions explored the thoughts, attitudes, and beliefs teachers hold about GR as well as the challenges teachers face when incorporating GR. A case study methodology was used to investigate 6 kindergarten teachers' experiences with implementing GR through the use of interviews and document analysis. Analysis of data revealed that teachers believed that GR was a necessary component of teaching and increased student success. However, teachers did not have enough training, collaboration, or time to invest in GR. A professional training was developed for teachers as a result. The 3-day training will provide teachers with an overview of GR, opportunities for the participants to collaborate with colleagues, and time for the development of GR lesson plans that can immediately be transferred to the classroom. Positive social change may result by helping teachers better understand GR (components and implementation), which may result in an improved reading program, higher student performance, and information to influence others to improve reading programs.

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Hudson, Jill Sophia. "Facilitator's guide to critical friends group work /." Thesis, Connect to this title online; UW restricted, 2003. http://hdl.handle.net/1773/7860.

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Bixler, Karen J. "Five dimensional literacy strategies a guide for elementary classroom teachers /." [Denver, Colo.] : Regis University, 2006. http://165.236.235.140/lib/KBixler2006.pdf.

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Hollis, Alaina L. "A teachers's [sic] guide to understanding attention-deficit/hyperactivity disorder (ADHD)." [Denver, Colo.] : Regis University, 2006. http://165.236.235.140/lib/AHollis2006.pdf.

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Tolliver, Shane H. "A tour guide of the book of Daniel for Bible teachers." Theological Research Exchange Network (TREN), 1986. http://www.tren.com.

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Merrilees, Cindy Gissy. "The Problem of Child Sexual Abuse: A Guide for Elementary Teachers." UNF Digital Commons, 1987. http://digitalcommons.unf.edu/etd/15.

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This project presents a six-hour inservice component for elementary teachers dealing with the sexual abuse of children. The program focuses on the three pertinent areas of: the effects on the child; detection, reporting and intervention; and counseling strategies. The program presents content knowledge followed by exercises to build confidence. Exercisesinclude case studies, small and large group discussion, question and answer task sheets and small group activities. The review of related literature includes the effects of sexual abuse on the child; detection, reporting and intervention procedures; and counseling strategies.

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Carder, Lou Anne. "A teachers' guide to integrating middle-grade science into language arts." CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/646.

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Slack, Amy Bradfield. "Preservice science teachers' experiences with repeated, guided inquiry." unrestricted, 2007. http://etd.gsu.edu/theses/available/etd-04122007-190145/.

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Thesis (Ph. D.)--Georgia State University, 2007.
Lisa M. Martin-Hansen, committee chair; Julie Dangel, Amy Lederberg, Edward Lomax, committee members. Electronic text (204 p.) : digital, PDF file. Title from file title page. Description based on contents viewed Oct. 23, 2007. Includes bibliographical references (p. 189-199).

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Slack, Amy B. "Preservice Science Teachers' Experiences with Repeated, Guided Inquiry." Digital Archive @ GSU, 2007. http://digitalarchive.gsu.edu/msit_diss/18.

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The purpose of this study was to examine preservice science teachers’ experiences with repeated scientific inquiry (SI) activities. The National Science Education Standards (National Research Council, 1996) stress students should understand and possess the abilities to do SI. For students to meet these standards, science teachers must understand and be able to perform SI; however, previous research demonstrated that many teachers have naïve understandings in this area. Teacher preparation programs provide an opportunity to facilitate the development of inquiry understandings and abilities. In this study, preservice science teachers had experiences with two inquiry activities that were repeated three times each. The research questions for this study were (a) How do preservice science teachers’ describe their experiences with repeated, guided inquiry activities? (b) What are preservice science teachers’ understandings and abilities of SI? This study was conducted at a large, urban university in the southeastern United States. The 5 participants had bachelor’s degrees in science and were enrolled in a graduate science education methods course. The researcher was one of the course instructors but did not lead the activities. Case study methodology was used. Data was collected from a demographic survey, an open-ended questionnaire with follow-up interviews, the researcher’s observations, participants’ lab notes, personal interviews, and participants’ journals. Data were coded and analyzed through chronological data matrices to identify patterns in participants’ experiences. The five domains identified in this study were understandings of SI, abilities to conduct SI, personal feelings about the experience, science content knowledge, and classroom implications. Through analysis of themes identified within each domain, the four conclusions made about these preservice teachers’ experiences with SI were that the experience increased their abilities to conduct inquiry, increased their understanding of how they might use SI in their classroom, increased their understanding of why variables are used in experiments, and did not increase their physics content knowledge. These conclusions suggest that preservice science teachers having repeated, guided experiences with inquiry increase their abilities to conduct SI and consider how inquiry could be used in their future science classrooms.

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Knight, Juanita M. "Effects of Bulimia Nervosa on the Voice: A Guide for Voice Teachers." Scholarly Repository, 2011. http://scholarlyrepository.miami.edu/oa_dissertations/537.

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The purpose of this essay is to compile a list of symptoms to aid voice teachers in the early detection of vocal problems resulting from bulimic behavior. Bulimia nervosa (BN) is an eating disorder characterized by bingeing and purging and has a high rate of occurrence among the college population. Entertainers form a high risk group for development of BN yet the effects of BN on the voice are largely ignored in vocal literature. The study begins with a literature review which links several factors that can influence the development of BN with "the singer’s personality." The two main character traits that appear most frequently are perfectionism and anxiety. The study continues with a narrative presentation of interviews by the author with three voice specialists in different fields of voice research and treatment. The research questions on which the interview portion of the study were based are: 1) Are otolaryngologists seeing an increase in vocal problems associated with eating disorders?; 2) Is there a belief among voice specialists that singer-actors are a high risk group for the development of eating disorders?; 3) What vocal symptoms should voice teachers watch and listen for if they suspect a student is bulimic?; 4) How should the voice teacher approach the recommendation of treatment, care, and use of the bulimic voice? This portion of the paper includes a clear and concise list of symptoms associated with BN that are easily identifiable by sight or sound. The paper concludes with a summary of the study results, suggestions for voice teachers training singers with the disorder, and ideas for further research.

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Stevens, Troy A. "Classroom management techniques for ADHD students a teaching guide for secondary teachers /." [Denver, Colo.] : Regis University, 2009. http://adr.coalliance.org/codr/fez/view/codr:159.

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Doty, Angela L. "Standards based integrated mathematics activities a resource guide for second grade teachers /." [Denver, Colo.] : Regis University, 2006. http://165.236.235.140/lib/ADoty2007.pdf.

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Mims, Pamela J., and Bree Jimenez. "Using Data to Guide Instruction: Training Teachers of Students with Significant Disabilities." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/207.

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Jimenez, Bree, and Pamela J. Mims. "Using Data to Guide Instruction: Training Teachers of Students with Significant Disabilities." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/204.

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Turner, Donna Michele Smith. "Teacher Perception of Pacing Guide Use in the Secondary Classroom." Cleveland State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=csu1435593110.

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Prewitt, Spencer. "A Comparison of Teacher-Guided Instruction and Self-Guided Student Practice Strategies." Bowling Green State University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1362852359.

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Spiess, Deborah Strickland. "THE EFFECTS OF THE TEACHER'S USE OF GUIDED INQUIRY IN THE FIFTH GRADE CLASSROOM." Master's thesis, University of Central Florida, 2004. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2246.

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THIS STUDY INVESTIGATED THE EFFECTS OF THE TEACHER'S USE OF GUIDED INQUIRY IN A FIFTH GRADE SCIENCE CLASSROOM. INQUIRY IS SUPPORTED BY THE NATIONAL RESEARCH COUNCIL(2000), AND INDICATES THAT ALL STUDENTS SHOULD DEVELOP THE ABILITIES NECESSARY TO DO SCIENTIFIC INQUIRY AND DEVELOP UNDERSTANDINGS ABOUT SCIENTIFIC INQUIRY (P.21). THIS STUDY WAS A QUALITATIVE ACTION RESEARCH DESIGN, FOCUSING ON SEVENTEEN STUDENTS AND THEIR RESPONSES TO A GUIDED INQUIRY METHOD OF SCIENCE INSTRUCTION ON MATTER, ENERGY AND MOTION, AND EARTH AND SPACE. AN ANALYSIS OF STUDENTS' PERFORMANCE AND STUDENTS' ATTITUDES ABOUT SCIENCE IN THE CLASSROOM WAS CONDUCTED ABOUT EACH UNIT OF INSTRUCTION. THE 5-E MODEL OF GUIDED INQUIRY WAS USED TO ELICIT MEANINGFUL UNDERSTANDINGS WHILE COMPLETING THE UNITS OF MATTER, ENERGY AND MOTION, AND EARTH AND SPACE. STUDENTS WORKED IN COOPERATIVE GROUPS TO SUPPORT LAB ACTIVITIES, WHICH REQUIRED EACH MEMBER TO PARTICIPATE IN THE INVESTIGATIONS, PROJECTS, AND PRESENTATIONS. STUDENTS KEPT JOURNALS, RECORDED THEIR FINDINGS, AND WROTE RESPONSES ABOUT THEIR FINDINGS AND FEELINGS ON THE ACTIVITIES IN WHICH THEY WERE ENGAGED. STUDENTS' ATTITUDES WERE AFFECTED POSITIVELY BY THE USE OF GUIDED INQUIRY IN LEARNING SCIENCE. STUDENTS' PERFORMANCE FOR LAB ACTIVITIES WAS ALSO POSITIVE AND WAS SUPPORTED BY STUDENTS' RESPONSES IN JOURNALS, TEACHER OBSERVATIONS, AND PERFORMANCE TASKS. THIS STUDY SUPPORTS GUIDED INQUIRY IN THE SCIENCE CLASSROOM FOR IMPROVING STUDENTS' ATTIDUES AND STUDENTS' PERFORMANCE DURING CLASSROOM ACTIVITES.
M.Ed.;
Department of Teaching and Learning Principles
Education
Elementary Education

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Williams, Shirley Ann. "Understanding and using multicultural literature in the primary grades: A guide for teachers." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/2087.

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Many studies have shown that an overwhelming number of classroom teachers are encountering increasing diversity issues in both the content of what they teach and among the students they are teaching The purpose of this project is to provide elementary teachers with a resource of multicultural literature that can be integrated into any curriculum, whether it is Language Arts, Social Studies, or story time.

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Herin, Gail. "Promoting lifelong learning through the use of self-regulated learning a guide for immediate educators /." [Denver, Colo.] : Regis University, 2007. http://165.236.235.140/lib/GHerin2007.pdf.

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Gunnarsson, Charlotte, and Nathalie Thunqvist. "Matematiklärarhandledningens potential att främja lärarnas lärande : En kvalitativ studie om lärarnas användning, upplevda stöd och begränsningar med lärarhandledningar." Thesis, Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-42721.

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Genom att analysera två valda lärarhandledning har vi en förhoppning om att öka förståelsen för på vilket sätt lärarhandledningen kan ses som en resurs för att ge läraren support att utforma och genomföra matematikundervisning av hög kvalité. Undersökningen är en kvalitativ studie med syftet att undersöka vad lärarna upplever för stöd i en lärarhandledning och vilka begränsningar som läraren upplever vid användandet av den. forskningsfrågorna som ligger till grund för studien är följande: Vilket stöd upplever lärare att lärarhandledningen ger? Vilka begränsningar upplevs av lärarna vid användandet av en lärarhandledning? För att kunna besvara de här forskningsfrågorna valdes semistrukturerade intervjuer med lärare som undervisade i läromedlen Favorit matematik eller Rik matematik. Intervjuerna genomfördes på olika skolor samt genom en telefonintervju i mellersta Sverige med sex lärare i grundskolans tidigare år 1-3. Studien förhåller sig till två teoretiska ramverk: Davis och Krajcik (2005) och Brown (2009). Resultatet visade att lärarna utnyttjar lärarhandledningens olika delar på olika sätt i sin matematikundervisning. Antingen ses det som ett recept, verktygslåda där olika delar utnyttjas eller ses som en inspirationskälla där läraren improviserar utan att låta läromedlet styra undervisningen. Begränsningar som framkom av studiens resultat var bland annat att respondenterna upplevde lärarhandledningarna som stressande om materialet följs som ett recept.
By analyzing two chosen teacher tutorials, we hope to increase understanding of how the teacher guides can be seen as a resource to provide the teacher with the support of designing and implementing high quality mathematics education. The study is a qualitative study aimed at investigating what kind of support teachers experience in a teacher's guide and what constraints the teacher experiences when using it. The research questions underlying the study are as follows: What support do teachers experience from the teacher's guide? What constraints are experienced by the teachers in the use of a teacher's guide? In order to answer these research questions, semi structured interviews were chosen with teachers who used the teaching materials Favorit Matematik or Rik Matematik. Interviews were conducted at different schools and through a telephone interview in central Sweden with six teachers in primary school's earlier years 1-3. The study relates to two theoretical frameworks: Davis and Krajcik (2005) and Brown (2009). The result showed that teachers utilize the different parts of the teacher guides in different ways in their mathematics teaching. Either it is seen as a recipe, a toolbox where different parts are utilized or viewed as an inspiration source where the teacher improvises without letting the teaching device control the teaching. Restrictions found by the result of the study were, among other things, that the respondents experienced the teacher guides as stressful if the material is followed as a prescription.

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Jording, Cathy S. "Management Guide for Early Childhood Programs." TopSCHOLAR®, 1988. http://digitalcommons.wku.edu/theses/1723.

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Relying upon many years of experience as an early childhood educator and consultant, and utilizing examples of programs and forms during the past thirteen years while serving as the Director of Peace Lutheran Preschool/Kindergarten in Owensboro, Kentucky, and as a regional/national early childhood consultant. The author has proposed a manuscript whose purpose is to assist early childhood professionals in the development and implementation of quality, needs-appropriate preschool programs. The eleven chapters are divided into seven areas of concern: program survey, development, purpose, regulation requirements, administration, financing, enrollment, curriculum and day-care. (Within each area are varied appropriate methods of implementation relating to specific outcomes of each desired program.) Curriculum is discussed with emphasis given to programs which are both age and developmentally appropriate for the early childhood area. Day-care materials are discussed in detail in the final chapter, although there are references throughout the manuscript that help explain overlaps in the two types of programs. Since the entire manuscript is based on experiences of the author and was developed from working programs, materials are of a research basis, but they have also been used and tested. Therefore it will be useful to professionals in their existing or planned programs. The author hopes the experiences within this manuscript prove invaluable to the novice in developing and implementing quality early childhood programs. This manuscript’s purpose is to assist those who dedicate their lives to meeting these needs of the young by providing a working guide for early childhood program development.

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Lau, Wing-chi Margaret. "Kindergarten teachers' rating of children's social competence and strategies they use to guide appropriate behavior." Hong Kong : University of Hong Kong, 1997. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18810858.

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Barnes, Kristen Marie. "A guide of predesigned lesson plans to help teachers integrate technology into their curriculum." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1731.

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Succesful computer technology use can be achieved through teachers, students, and support from staff members, administrators, and even parents. Technology needs to continue to be a standard that all teachers and students strive to meet as they do all other standards in school. Innovative and sucessful teachers use technology in their daily lesson plans, lesson implementation, and use it as motivation for their students.

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Dissertations / Theses on the topic 'Teacher's guide'

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