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Hawkley, Melissa Noel. "Roles and Relationships in Learning and Teaching: A Case Study of the Development and Worldwide Implementation of a New Religious Curriculum." BYU ScholarsArchive, 2014. https://scholarsarchive.byu.edu/etd/4204.
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This in-depth case study examines perceptions of teacher and learner roles and relationships that were the basis for common understanding in the creation and implementation of the new youth curriculum, Come, Follow Me: Learning Resources for Youth, for The Church of Jesus Christ of Latter-day Saints. The assumptions and beliefs of teachers and learners directly influence each other in their perception of their roles and thus, directly influence the type of teaching and learning they engage in. The curriculum was intentionally designed to help members of the Church teach and learn for conversion. Teachers who understand both their role and that of the learners, can invite this type of learning through their teaching. Reciprocity of roles, living what you teach, and principle-based teaching, all contribute to correct perceptions of roles and relationships. Teacher councils—where participants counsel together, look for the good in each other's teaching, practice, and then reflect— help facilitate a climate where teachers risk and try new things, break out of old paradigms of misperceptions of roles and relationships, and move toward an effective teacher role.
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Zuercher, Friesen Deborah Kae. "Indigenous American Samoan Educators’ Perceptions of their Experiences in a National Council of Accreditation for Teacher Education (NCATE) Accredited Program." Kent State University / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=kent1182301897.
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Yung, Pik-ching. "The establishment of a General Teaching Council in Hong Kong : a policy analysis /." Hong Kong : University of Hong Kong, 1992. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13907049.
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Tkachyk, Leon Michael. "Perceptions of International Teacher Turnover in East Asia Regional Council of Schools." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4568.
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High teacher turnover has become a serious problem globally, in many international schools, and is a growing concern in segments of the East Asia Regional Council of Schools (EARCOS). This persistent problem has a detrimental effect on student learning and upsets the culture of school communities. Herzberg's motivation-hygiene theory served as the framework for this qualitative case study research that examined the perceptions of EARCOS international overseas-hire teachers, to determine their beliefs regarding high teacher turnover in international schools. These questions gave direction to this study: What factors do international teachers in EARCOS member schools believe contribute to high teacher turnover in international schools? What do international teachers in EARCOS member schools believe is the result of high teacher turnover in international schools? What steps do international teachers in EARCOS member schools believe should be taken to reduce high turnover in international schools? Purposeful homogenous sampling was used to identify 8 focus group interview participants from the entire pre-K-12 international overseas-hire teacher population from the 149 EARCOS member schools. Coded data were examined, analyzed, and categorized into themes related to Herzberg's motivation-hygiene theory. Member checking, peer debriefing, and external auditing were used to add validity to the research study. The analysis of the data and findings revealed that lack of effective mentorship, lack of administrative leadership support, and ineffective systems are the major contributors to international teacher turnover in international schools. A white paper was developed and constructed from the themes that emerged from this study and presented to EARCOS member school administrators, to potentially use to address the issue of increasing international overseas-hire teacher turnover rates in international schools. This acquired knowledge could lead to positive social change that can influence the practices, structural procedures, and policies of EARCOS and other international school systems related to teacher turnover.
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Kirk, Gordon. "The Scottish Tertiary Education Advisory Council : a case study in educational policy-making." Thesis, Open University, 1997. http://oro.open.ac.uk/57698/.
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The study has two central purposes: firstly, to undertake the first comprehensive analysis of a particular policy-making process, the Scottish Tertiary Education Advisory Council's work in the mid '80s on the future strategy of higher education in Scotland; and, secondly, to use the STEAC process as a case study to test the validity of three models of the policy-making process. Using the minutes and papers of the STEAC itself, the Scottish Office file on STEAC, institutional archive materials, contemporary press coverage, and official documents, the study examines the STEAC process from its inception to its culmination in ministerial decisions. It establishes the educational and political matrix from which the STEAC sprang, and it analyses the evidence submitted, the transactions of the Council itself, the public and professional reaction to the Council's recommendations, the government's subsequent legislative action, and its aftennath. Through that analytical sequence, the interplay of forces and the key determinants of policy are identified and an assessment made of the strategic significance of STEAC in the development of higher education in Scotland. The STEAC process, given its transparency and the fullness of its evidential base, is taken to be an appropriate context against which to test the validity of three models of the policy-making process: the policy community, incrementalism, and the Humes "revised model". It is concluded that the established notion of a homogeneous policy community, as an elitist alliance in collusion with government, is suspect; that incrementalism should give way to an alternative model for which the term "prudentialism" is proposed; and that, while the Humes model acknowledges the full complexity of social phenomena, its very diffuseness makes it insufficient by itself as a model for interpreting the policy-making process in education.
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Robertson, Melavel Odviar. "Distributing leadership to teachers through a District Level Math Council." Diss., Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC campuses, 2008. http://wwwlib.umi.com/cr/ucsd/fullcit?p3296859.
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Thesis (Ed. D.)--University of California, San Diego, San Diego State University and California State University, San Marcus, 2007.Title from first page of PDF file (viewed March 27, 2008). Available via ProQuest Digital Dissertations. Vita. Includes bibliographical references (p. 184-190).
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Krickovic, Wendy Clark. "An investigation of the National Staff Development Council's standards of staff development." W&M ScholarWorks, 2002. https://scholarworks.wm.edu/etd/1539618468.
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The major purpose of this study was to examine the relationship between teaching practice, student achievement, and the degree to which professional development in low-achieving elementary schools in one suburban Virginia district met the National Staff Development Council (NSDC) standards. Research methods included a self-assessment survey developed by NSDC, teacher interviews, and analyses of student achievement scores using the Virginia Standards of Learning assessments. According to survey results, participating teachers agreed that the NSDC standards were reflected in professional development activities. The standards of Equity and Quality Teaching were reported to be implemented to the greatest degree in professional development activities, while Resources was the standard implemented the least. On both the self-assessment surveys and the interviews, teachers in 100% of the schools reported changes in their teaching of English as a result of professional development. The percentage agreeing that their teaching of mathematics had changed as a result of professional development was much lower (83% according to survey results and 50% according to teacher interviews).;A significant correlation was not observed between the survey results and teacher interviews. Further, a correlation between the level of implementation of the NSDC standards and student achievement as measured by the Standards of Learning assessments was found to be not significant.
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Yung, Pik-ching, and 翁碧菁. "The establishment of a General Teaching Council in Hong Kong: a policy analysis." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1992. http://hub.hku.hk/bib/B31956233.
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Waegerle, Dawn Colleen Johnson. "A national study of professional standards in special education teacher preparation programs using the standards adopted by the National Council for Accreditation of Teacher Education and the Council for Exceptional Children." W&M ScholarWorks, 1990. https://scholarworks.wm.edu/etd/1539618309.
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Teacher preparation programs in special education are responding to demands for quality. Sources inside and outside the field of education have called for change. In 1986, the National Council for Accreditation of Teacher Education (NCATE) accreditation redesign was implemented. The Council For Exceptional Children (CEC) adopted Standards for the Preparation of Special Education Personnel in 1983 and these standards for special education programs have become a part of the NCATE redesign. This study proposes to answer the question of whether these professional standards and the NCATE redesign have had a direct impact on masters level special education teacher preparation program quality and development.;Research was conducted on a national level surveying teacher preparation programs for the mildly and moderately handicapped. The sample of 150 included members of NCATE due for program review in 1987-88 and those in 1990-91, as well as a sample of programs that are non-NCATE members. Analysis viewed differences in NCATE/non-NCATE teacher preparation programs, programs being reviewed for continuing accreditation in 1987-88 and 1990-91, and the extent to which the CEC standards for the Preparation of Personnel and Code of Ethics are addressed when comparing the NCATE and non-NCATE accredited institutions.
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Towey, David Andrew Douglas. "A study of teachers' perceptions of how they teach writing in English language classes at the British council in Hong Kong." Thesis, Click to view the E-thesis via HKUTO, 2009. http://sunzi.lib.hku.hk/hkuto/record/B43241219.
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Stimpson, Virginia C. "Quandaries teachers experience as they work to align their practice with the N.C.T.M. standards /." Thesis, Connect to this title online; UW restricted, 1996. http://hdl.handle.net/1773/7657.
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Markward, David C. Pancrazio Sally B. Dossey John A. "The study of teachers' beliefs concerning the National Council of Teachers of Mathematics curriculum and evaluation standards for school mathematics." Normal, Ill. Illinois State University, 1996. http://wwwlib.umi.com/cr/ilstu/fullcit?p9720810.
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Thesis (Ed. D.)--Illinois State University, 1996.Title from title page screen, viewed May 31, 2006. Dissertation Committee: Sally B. Pancrazio, John A. Dossey (co-chairs), Dianne Ashby, Harold E. Ford, Ronald S. Halinski. Includes bibliographical references (leaves 151-160) and abstract. Also available in print.
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Thomas, Jean Elizabeth. "Deaf Education Teacher Preparation: Similarities and Difficulties in Council on Education of the Deaf Certified Programs." Ashland University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1618917606391922.
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Foster, Gayla Catherine. "The history of the Artist-in-Residence Program of the State Arts Council of Oklahoma /." Full-text version available from OU Domain via ProQuest Digital Dissertations, 1995.
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Bullock, Erika C. "An Archaeological/Genealogical Historical Analysis of the National Council of Teachers of Mathematics Standards Documents." Digital Archive @ GSU, 2013. http://digitalarchive.gsu.edu/msit_diss/110.
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Since the mid-20th century in the United States, there have been several reform movements within mathematics education; each movement has been subject to its own unique socio-cultural and -political forces. The National Council of Teachers of Mathematics’ (NCTM) Standards documents—Curriculum and Evaluation Standards for School Mathematics (1989), Professional Standards for Teaching Mathematics (1991), Assessment Standards for School Mathematics (1995), and Principles and Standards for School Mathematics (2000)—not only represent the most recent of these reform movements but also the most enduring. Collectively, these documents have formed a discourse (cf. Foucault, 1969/1972)—Standards-based mathematics education—that has guided mathematics education through the 1990s and beyond. This study uses Foucaultian archaeological and genealogical methods (cf. Foucault, 1969/1972, 1975/1995) to explore Standards-based mathematics education as a “discursive formation” (Foucault, 1969/1972) and the complex power relations (cf. Foucault, 1976/1990) that made it possible for the formation to become The discourse of school mathematics, making others impossible. Data for the exploration includes the Standards documents, earlier histories of the NCTM Standards moment, scholarly and policy literature surrounding the NCTM documents, and oral history interviews with several of the writers of the NCTM documents. The study presents a historical narrative of mathematics education in the 20th century that both contextualizes Standards-based mathematics education and problematizes NCTM’s efforts; a key focus is the strategy that NCTM deployed to maintain the viability of Standards-based mathematics education as a discourse. Foucault’s (1984) “author function” is used to address the ways that the writers, externalities, and NCTM as an organization “authored” the Standards documents. The study concludes arguing that perpetuating the discursive formation of Standards-based mathematics education is neither good nor bad but only dangerous; therefore, it requires mathematics educators to maintain a sense of pessimistic activism related to present and future reform efforts (cf. Foucault, 1983/1997).
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Chambers, Cynthia R. "How to Join the Student Leadership for the International Council for Exceptional Children." Digital Commons @ East Tennessee State University, 2008. https://dc.etsu.edu/etsu-works/3903.
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Francis, Joshua C. "Diversity and Social Justice in Teacher Education Accreditation Standards: 1995 to 2013." University of Toledo / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1446284320.
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Stoll, Julia A. "An Exploratory Study of Preschool Teachers' Perceived Knowledge, Behaviors and Attitudes/Beliefs Regarding the National Council of Teachers of Mathematics (NCTM) Process Standards." Kent State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=kent1426761388.
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Muckerheide, Paul R. Jones Graham A. "Becoming standards-like changes in elementary preservice teachers through reflective intervention /." Normal, Ill. Illinois State University, 2001. http://wwwlib.umi.com/cr/ilstu/fullcit?p3006624.
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Thesis (Ph. D.)--Illinois State University, 2001.Title from title page screen, viewed April 20, 2006. Dissertation Committee: Graham A. Jones (chair), John A. Dossey, Cynthia W. Langrall, George Padavil, Carol A. Thornton. Includes bibliographical references (leaves 226-240) and abstract. Also available in print.
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Babcock, Donna M. "An analysis of professional education course content specific to classroom management and student motivation within selected NCATE accredited teacher preparation programs." Doctoral diss., University of Central Florida, 2011. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4732.
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The focus of this research was to complete a micro-examination of professional education course content related to classroom management and student motivation in approximately 24 traditional teacher preparation programs (TTPP) drawn from the eight of the 10 largest teacher-producing states. Programs of study, course descriptions from the school catalogs, course syllabi, and student teaching handbooks or field guides for professional education courses were analyzed to determine what, if any, knowledge voids existed within selected programs designed to serve preservice teachers. Specifically, the researcher investigated materials to discover the depth and breadth of the professional education course content related to classroom management and student motivation offered to preservice teachers during their higher education undergraduate experience. The findings of the study have documented that a common practice in the programs reviewed was to infuse the content of each key topic, classroom management or student motivation, into other professional education course work. This practice serves to diminish the depth and breadth of the professional course content presented to the preservice teachers which, in turn, dramatically increases the risk of the development of a knowledge void.ID: 030646237; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Thesis (Ed.D.)--University of Central Florida, 2011.; Includes bibliographical references (p. 191-205).
Ed.D.
Doctorate
Educational and Human Sciences
Education
Educational Leadership
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Nygren, Thomas. "UNESCO and Council of Europe Guidelines, and History Education in Sweden, c. 1960-2002." Umeå universitet, Institutionen för idé- och samhällsstudier, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-43766.
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In this study, international recommendations for history education issued by UNESCO and the Council of Europe are compared with the construing of history in national guidelines, teachers’ perceptions and the results of students’ work in history in Sweden. The study shows how history education from the 1960s onwards could be critical and oriented towards minorities in a global world, clearly in line with the recommendations of UNESCO. International understanding, unity in diversity and safeguarding the local heritage in many ways became part of students’ historical consciousness.History Beyond Borders; Historia utan gräns
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Brizendine, Laora Dauberman. "The effects of teaching in a professional development school and the National Council of Teachers of Mathematics Professional standards." Morgantown, W. Va. : [West Virginia University Libraries], 1999. http://etd.wvu.edu/templates/showETD.cfm?recnum=1175.
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Thesis (Ed. D.)--West Virginia University, 1999.Title from document title page. Document formatted into pages; contains viii, 114 p. Vita. Includes abstract. Includes bibliographical references (p. 84-87).
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Giberson, Gregory A. "Institutionalized on the Margins: An Organizational History of the Preparation of Teachers of College Composition." [Tampa, Fla.] : University of South Florida, 2004. http://purl.fcla.edu/fcla/etd/SFE0000374.
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Brand, Frederik Floris Johannes. "Perceptions of the effectiveness of a public service bargaining council in the fulfilment of its statutory functions : a case study of the Western Cape Provincial Chamber of the Education Labour Relations Council." Thesis, Stellenbosch : Stellenbosch University, 2005. http://hdl.handle.net/10019.1/50416.
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Thesis (MBA)--Stellenbosch University, 2005.ENGLISH ABSTRACT: Collective bargaining has gained more prominence within the industrial relations system as the latter is undergoing a worldwide transformation process. None of the effects of this transformation process is potentially more important to workers than the impact on dispute resolution. Changes in world markets furthermore necessitate a renewed emphasis on quality of products and services. Within this context labour conflicts in the public service have potential crucial consequences for the South African government's ability to promote economic development and service delivery. The Education Labour Relations Council (ELRC) with its nine provincial chambers provides the infrastructure for collective bargaining in the public education sector and plays an important role in managing conflict and disputes within this sector. The goal of this research is to determine whether the Western Cape provincial chamber of the ELRC (PELRC) is effective in the fulfilment of its statutory functions, with specific reference to its collective bargaining and dispute resolution functions. Data has been collected by conducting interviews using an interview schedule. The research indicated that the PELRC does perform its statutory collective bargaining and dispute resolution functions. The PELRC, however, is more active in terms of dispute resolution than collective bargaining. The research established that the PELRC does not measure its effectiveness. Results were inconclusive regarding the PELRC's effectiveness in terms of its service delivery. The research, though did manage to identify those factors that contribute to effectiveness as well as those that counter it. It furthermore indicated that when effective, the PELRC's service delivery has a positive impact on the said statutory functions.
AFRIKAANSE OPSOMMING: Kollektiewe bedinging het in vernaamheid binne die arbeidsverhoudinge sisteem toegeneem soos wat laasgenoemde 'n wêreldwye transformasie proses ondergaan. Geen van die gevolge van hierdie transformasie proses is vir werkers moontlik belangriker as die invloed wat dit op dispuut oplossing het nie. Veranderinge binne wêreld markte het verder 'n hernuwe klem op die kwaliteit van produkte en dienste genoodsaak. Binne hierdie verband het arbeidskonflik in die staatsdiens potensieel kritieke gevolge vir die Suid-Afrikaanse regering se vermoë om ekonomiese ontwikkeling en dienslewering te bevorder. Die Raad van Arbeidsverhoudinge in die Onderwys (RAVO) met sy nege provinsiale kamers verskaf die infrastruktuur vir kollektiewe bedinging in die openbare onderwys sektor en speel 'n belangrike rol in die bestuur van konflik en dispute binne hierdie sektor. Die doel van hierdie navorsing is om te bepaal of die Wes-Kaap provinsiale kamer van die RAVO (PRAVO) effektief is in die uitvoering van sy statutêre funksies met spesifieke verwysing na sy kollektiewe bedinging en dispuut oplossing funksies. Data is ingesamel deur onderhoude te voer waartydens 'n onderhoud skedule gebruik is. Die navorsing het aangetoon dat die PRAVO wel sy statutêre kollektiewe bedinging en dispuut oplossing funksies uitvoer. Die PRAVO is egter meer aktief in terme van dispuut oplossing as kollektiewe bedinging. Die navorsing het vasgestel dat die PRAVO nie sy effektiwiteit meet nie. Resultate was onoortuigend betreffende die PRAVO se effektiwiteit in terme van sy dienslewering. Die navorsing het wel daardie faktore wat tot effektiwiteit bydra sowel as dié wat dit teenwerk geïdentifiseer. Dit het verder aangetoon dat wanneer effektief, die PRAVO se dienslewering 'n positiewe invloed op die genoemde statutêre funksies het.
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Stockwell, Rose Ann. "An exploratory study investigating the factors which explain Abu Dhabi Education Council's (Adec) English curriculum choice in grade 10/11 public high schools and the challenges its implementation poses for teachers." Thesis, University of Exeter, 2015. http://hdl.handle.net/10871/17338.
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This study focuses on the factors which explain Abu Dhabi Education Council’s (Adec) English curriculum choice in grade ten and eleven public high schools in the United Arab Emirates (UAE). It investigates the challenges its implementation poses for teachers personally and professionally. The study is exploratory and interpretive and is based on the perceptions of 12 male teachers; 6 Arab teachers of English and 6 “native” English speaking teachers at 3 boys’ public high schools in the Abu Dhabi emirate. Data were gathered through lengthy semi-structured interviews with teachers, analysis of Adec curriculum and assessment documentation as well as open, non-participant classroom observations. The findings show the current curriculum, modelled on that used in NSW mainstream schools in Australia up until the end of 2014 is an inappropriate choice for students learning English as a foreign/second language in a school environment where all other subjects are taught in Arabic. This in turn provides a range of challenges for teachers who are unable to implement the course content as it was intended or the learner / learning-centred pedagogical approaches promoted by the curriculum and assessment documentation. The study recommends a realistic assessment of students’ language needs be undertaken as a top priority and, based on these findings, English classes streamed according to students’ language proficiency; with curriculum and assessment designed to reflect the various stages of learning. Ability grouping would enable specialist teachers to target areas of strength and weakness, thus countering the boredom and frustration currently experienced by many students. The study also recommends future stakeholder consultation, an in-depth orientation for newly hired teachers and professional development for incumbent teachers in scaffolded language instruction.
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McKenzie, Jon W. "Assessment requirements for school personnel in NCATE institutions." Online access for everyone, 2005. http://www.dissertations.wsu.edu/Dissertations/Summer2005/J%5FMcKenzie%5F062305.pdf.
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Lopes, Ana Margarida Palmela de Almeida. "A supervisão nos conselhos de turma: retrato traçado por professores e diretores de turma num agrupamento de escolas." Master's thesis, Universidade de Évora, 2020. http://hdl.handle.net/10174/30149.
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O cargo de Diretor de Turma é determinante na organização escolar. Compete ao Diretor de Turma (DT) a promoção de um trabalho cooperativo, entre professores e alunos com a finalidade de adequar e diversificar estratégias e metodologias de trabalho, com caráter curricular e avaliativo, com base nas especificidades de cada aluno.
A supervisão desempenhada pelo Diretor de Turma, é um processo que potencia as experiências educativas e a aprendizagem dos alunos, professores e de escola enquanto comunidade educativa aprendente, colaborativa e democrática.
Pretendemos, com este estudo, analisar a Supervisão e centrá-la no campo das práticas e dos processos que se desenvolvem ao nível do conselho de turma.
A abordagem teórica foi determinada por uma revisão da literatura que permitiu enquadrar o tema e partir para a obtenção de dados que permitiram clarificar a problemática, através de uma metodologia de carácter quantitativo, com recurso a inquéritos por questionário aplicados a Diretores de Turma e Professores de um Agrupamento de Escolas.
A análise dos dados permitiu-nos concluir que os docentes reconhecem que o DT é uma figura de gestão intermédia da escola, com grande importância na comunicação entre a escola e a família. É também reconhecido o papel do DT no sucesso escolar dos alunos e na regulação das aprendizagens.
O presente estudo revela que é fundamental que o DT mantenha um bom relacionamento com os alunos, que favorecerá, não só a relação de ensino e aprendizagem, mas também a formação pessoal e social dos alunos no Conselho de Turma; Supervision in class councils: portrait drawn by Teachers and Class Directors of a Group of Schools
ABSTRACT:
The job of a Class Director is a determining factor in the school organization. The Class Director (DT) is responsible for promoting cooperative work between teachers and students, with the purpose of adapting and diversifying work strategies and methodologies, with a curricular and evaluative character, based on the specificities of each student.
The Supervision performed by the Class Director is a process that amplifies the educational experiences and learning of all the students, teachers and the school as a learning, collaborative and democratic educational community.
With this study, we intend to analyze Supervision and focus it on the subject of practices and processes that are developed at the class council’s level.
The theoretical approach was determined by a literature review that allowed us to approach the theme and starting to obtain data that clarified the problem, through a quantitative methodology, using questionnaire surveys applied to Class Directors and Teachers of a Grouping of Schools.
The analysis of the data allowed us to conclude that the teachers recognize that the DT is a figure of middle school management, with great importance in the communication between the school and the families. The role of DT in student's school success and in the regulation of learning is also recognized.
The present study reveals that it is essential that the DT maintains a good relationship with the students, which will favor, not only the teaching and learning relationship, but also the personal and social formation of the students in the Class Council.
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Sloan, Stella. "A two and three dimensional high school geometry unit implementing recommendations in the National Council of Teachers of Mathematics curriculum and evaluation standards." CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/647.
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Conger, Karen I. "A content analysis study of Portable Assisted Study Sequence mathematics curricular materials for migrant students using the National Council of Teachers of Mathematics Standards." ScholarWorks, 1996. http://scholarworks.waldenu.edu/hodgkinson/8.
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The need for change in the mathematics curricula in our public schools has been well documented (Kirwan, 1990; National Commission on Excellence in Education, 1983; National Research Council, 1989; Overby, 1993). Testing surveys show low overall performance at every age throughout the K-12 levels. The Curriculum and Evaluation Standards for School Mathematics, (Standards) issued by the National Council of Teachers of Mathematics (NCTM) in 1989 are designed to move mathematics curricula forward to meet the needs of students for the future. The analysis of new curricular materials is essential in order to produce materials that meet recommended standards.
Migrant students represent one segment of the student population with deficiencies in mathematics training at the K-12 level. The Portable Assisted Study Sequence (P.A.S.S.) Program serves migrant students in 165 schools in California, and must provide materials which comply with the Standards. This study analyzed and compared this compliance in two mathematics courses written in 1989 and 1995 for P.A.S.S. An evaluative instrument was designed to measure the extent to which reform ideas in the Standards are represented in the curricular materials. Content analysis procedures were used to analyze the curricula with the assistance of Nud*Ist software. Research design for the instrument included procedures for content validation and interrater reliability. The results of this study showed the 1995 P.A.S.S curricular materials measurably improve upon the 1989 curricular materials with respect to the Standards. The evaluative instrument was found to effectively and reliably measure the extent to which curricular materials meet the Standards.
This study provides guidance and direction for teachers, students, curriculum developers, and future researchers at local, state, and national levels. Standards are a major component of education, and this study represents a pioneering effort to quantify the changes that can hopefully help our society meet these goals. This process can be replicated in other disciplines, which increases the potential for social change. Significant curricular reform will have significant social impact.
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Omar, Yunus. "Discourses of professionalism and the production of teachers' professional identity in the South African Council for Educators (SACE) Act of 2000 : a discourse analysis." Master's thesis, University of Cape Town, 2002. http://hdl.handle.net/11427/7410.
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Includes bibliography.This study seeks to identify discourses of professionalism and the production of Teachers' professional identity in the South African Council for Educators (SACE) Act of 2000. These identifies are located in the context of their social impact on, and in the actualisalion of the political roles of teachers in post-apartheid South Africa. Central to the study is the conceptualisation that discourses coiistruct identities. The research methodology is derived from Ian Parker's approach to discourse analysis, which is premised to an extent on post-structruralist thought. The author summarises Parker's 'steps' to effect a discourse analysis, and constructs a set of five analytic tools with which no analyse the SACE Act of2000. The study's main finding is that two discursive frames constitute the roles of the post-apartheid teacher in South Africa. The first is a bureaucratic discourse of marketisation that defines a role for teachers in preparing students for participation in a global market economy. A second discourse which is identified in the study is a democratic professional discourse, which delineates a critical, independent professional role for teachers. The study suggests that the two teacher identities are in tension. The two identities are complex and are simultaneously constructed and actualised.
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Roland, Edgar Allen. "The relationship of the NCATE standards to the accreditation decision." Diss., Virginia Polytechnic Institute and State University, 1987. http://hdl.handle.net/10919/49882.
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The purpose of this study was to investigate the National Council for the Accreditation of Teacher Education (NCATE) standards and certain institutional characteristics in the accreditation decision. Nine teacher education programs were investigated: three programs at the baccalaureate level (Elementary Education, Secondary Education, and Special Education), and six programs at the master's level (Elementary Education, Secondary Education, Special Education, Reading, Elementary/Secondary Principalship, and Counselor Education). A three step statistical analysis was conducted for the nine programs. In the first step, the ratings given the standards for each program by the visiting teams were normalized by applying the Van der Waerden normal scores procedure. In the second step of the analyses, the Pearson product—moment correlation coefficient (r) was computed between the accreditation decision and each of the standards and certain institutional characteristics for each program. In the third step, those standards and institutional characteristics which correlated .20 or greater with the accreditation decision were entered simultaneously into a regression model. Those variables that did not contribute significantly to R square (alpha=.l0) were subsequently removed, resulting in a "restricted" regression model containing only those variables which were statistically significant contributors to the accreditation decision.Ph. D.
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Harris, Norman Scott. "Tenure Practices in Christian Higher Education: Policies of Member Institutions in the Council for Christian Colleges and Universities." Thesis, University of North Texas, 2005. https://digital.library.unt.edu/ark:/67531/metadc4873/.
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This study identified tenure policies and practices among Council for Christian Colleges & Universities (CCCU) member schools. A survey of CCCU member schools was conducted; 65 usable questionnaires were received. A response rate of 69% was achieved. Schools also provided portions of their faculty handbooks addressing tenure. The purpose of the study was to determine (a) what CCCU schools grant tenure, (b) why they grant tenure, (c) specific tenure policies and practices, (d) what CCCU schools do not grant tenure, (e) why they do not grant tenure, (f) retention policies used in place of tenure, and (g) how CCCU schools' tenure policies compare with the American Association of University Professors (AAUP) guidelines. The data suggests that (a) the majority of CCCU schools (68%) grant tenure, (b) these schools represent nearly all religious affiliations within the CCCU, and (c) they are large in relation to CCCU schools that do not grant tenure. The predominant reasons given for granting tenure are protection of academic freedom, mutual commitment by institution and faculty, and recruiting / retaining quality faculty. The schools grant tenure based on teaching, scholarship, service, and the integration of faith and learning. Tenure success rates seem high. Thirty-two percent of the CCCU colleges and universities do not grant tenure. These schools are small in relation to CCCU schools that grant tenure. They represent nearly all religious affiliations within the CCCU. The predominant reason given for not granting tenure is tradition / institutional values. The majority of these schools use a gradated contract system while some use an eventual continuous contract system. The CCCU member schools' tenure policies are largely consistent with AAUP guidelines.
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Durante, Marisa Claudia Jacometo. "A participação docente na gestão de uma Instituição de Ensino Superior e sua relação com o comprometimento institucional." Universidade do Oeste Paulista, 2009. http://bdtd.unoeste.br:8080/tede/handle/tede/22.
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Previous issue date: 2009-04-02The purpose of this research was to verify how professors of a private higher education institution perceived their participation in the University Counsel (CONSU) and how they saw the relationship of this participation to their institutional commitment. The specific objectives of this research were: a) to identify the types of decisions made in the CONSU; b) to identify the participation forms of the professors in the CONSU; and c) to verify if the professors´ participation in the CONSU affected their institutional commitment during the period 2005-2006. The choice of the CONSU as object of this study was due to the understanding that it is the responsible for the superior decision making process within the university institution. Nine members of CONSU participated in the research, being seven of them course coordinators and two professors elected by their peers. For the development of the study we chose the case study with a qualitative approach. As instruments of data collection were chosen a semi-structured interview guide and a document analysis of both the meetings minutes realized in 2005 and 2006 and the institutional bylaws and statutes. The data collection was done directly by the researcher and the data were analyzed according to the procedures of analyzes of qualitative data. Among the main results which were found, due to the existence of a superior counsel in the institution, stands out a management based on the collegiate model. Through her bylaws and statutes, she delegates decision making power to the participants of her superior administrative counsel. The information from the meetings minutes and the speeches from the interviews revealed that, in practice, only academic and pedagogical issues were decided by this board and it lacked decision making power on the financial management of the institution. In spite of not deciding on financial issues, all members of CONSU perceived as important the academic decisions they made, since they had effective reflection in the courses quality of the institution. The academicians who were members of the Superior Counsel manifested an affective commitment as support basis of their participation in the management of the institution. In their perception, to be part of this deliberative board made them feel more engaged with the institution. Participation in management led the academicians to a greater commitment to the institution and to the perception that participation in CONSU means the attribution of trust, opportunity and recognition as consequence of the work developed, leading to satisfaction and motivation in the work environment.
A presente pesquisa teve como propósito verificar como os docentes de uma instituição particular de ensino superior perceberam sua participação no Conselho Universitário (CONSU) e como viram a relação desta participação com o seu comprometimento institucional. Foram objetivos específicos da pesquisa: a) identificar os tipos de decisões tomadas no CONSU; b) identificar as formas de participação dos docentes do CONSU; e c) verificar se a participação dos docentes do CONSU tem relação com seu comprometimento institucional, no período de 2005-2006. A escolha do CONSU para ser o objeto de estudo deu-se por se entender que este é o responsável pela tomada de decisão dentro da instituição universitária. Participaram da pesquisa nove membros do CONSU, sendo sete docentes coordenadores de curso e dois docentes eleitos pelos pares. Para o desenvolvimento do estudo optou-se pelo estudo de caso com uma abordagem qualitativa. Como instrumentos de coleta de dados foram escolhidos um roteiro de entrevista semi-estruturada e a análise documental de atas de reuniões nos anos 2005-2006 e do regimento interno da IES. A coleta dos dados foi realizada diretamente pela pesquisadora e os dados foram analisados segundo os procedimentos de análise de dados qualitativos. Entre os principais resultados encontrados, cabe destacar que, pela existência de um conselho superior na instituição pesquisada, ela adota uma gestão embasada no modelo colegiado. Por meio de seu regimento interno, ela delega poder decisório aos participantes de seu órgão superior de administração. As informações das atas de reuniões e as falas dos docentes revelaram que, na prática, somente foram deliberados por esse órgão, assuntos acadêmicos e pedagógicos, havendo completa falta de poder decisório do colegiado sobre a gestão financeira da instituição. Apesar de não tomarem decisões sobre assuntos financeiros, todos os membros do Conselho Universitário perceberam como importantes as decisões acadêmicas tomadas, tendo reflexo efetivo na qualidade dos cursos da IES. Os docentes membros do CONSU manifestaram um comprometimento afetivo como base de sustentação de sua participação na gestão da instituição. Na sua percepção, fazer parte desse órgão deliberativo fez com que se sentissem mais comprometidos com a instituição de uma forma geral. A participação na gestão levou os docentes a um maior comprometimento com a instituição e à percepção de que a participação no CONSU significa atribuição de confiança, de oportunidade e reconhecimento pelo trabalho desenvolvido, proporcionando, nesse sentido, satisfação e motivação no ambiente de trabalho.
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Sparkes, Joanne J. "NCTM's vision of mathematics assessment in the secondary school : issues and challenges /." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0033/MQ47480.pdf.
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Jones, Gregory A. (Gregory Alan) 1960. "The Relationship between Level of Implementation of the National Council of Teachers of Mathematics' Curriculum and Evaluation Standards and 5th Grade Louisiana Educational Assessment Program Math Scores." Thesis, University of North Texas, 1996. https://digital.library.unt.edu/ark:/67531/metadc278954/.
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This study examined the relationship between levels of implementation of the National Council of Teachers of Mathematics' Curriculum and Evaluation Standards and 5th Grade Louisiana Educational Assessment Program Math Scores with the effects of race of students accounted for. Secondary areas of interest were the relationship between LEAP mathematics scores with the effects of race of students accounted for and the teacher characteristics of years experience and educational attainment and of the relationship between level of implementation of the Standards and teacher characteristics. The population, from which a sample size of 250 was randomly drawn, was comprised of 1994-95 Louisiana public school teachers who taught in a regular 5th grade or departmentalized math class. Survey research was used to place the responding teachers at one of the five levels of implementation. Hierarchical Multiple Regression was used to analyze the question of primary interest. Race of the students was found to have accounted for nearly 9% of the variance in LEAP mathematics scores. This figure was statistically significant. The independent variable Level of Implementation of the Standards produced ambiguous results. Students of Level 1 (non-implementers) teachers were found to have statistically significantly higher LEAP scores than did students of Level 2 teachers. The Level 1 students had scores which were non-statistically significantly higher than did those of Level 3 and 5. Students of Level 4 teachers had scores which were significantly higher than those students whose teachers were at Level 2 and 5. No significant relationship was found to exist between student LEAP mathematics scores and teacher characteristics of years experience and educational attainment nor between levels of implementation of the Standards and the same two teacher characteristics. Despite these findings, in light of the amount of research pointing to their value, implementation of Standards is still highly recommended.
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Popham, Jason Aaron. "Does CAEP Have it Right? An Analysis of the Impact of the Diversity of Field Placements on Elementary Candidates' Teacher Performance Assessments Completed During Student Teaching." BYU ScholarsArchive, 2015. https://scholarsarchive.byu.edu/etd/5562.
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The Council for the Accreditation of Educator Preparation (CAEP) has replaced its predecessors, the National Council for the Accreditation of Teacher Education (NCATE) and the Teacher Education Accreditation Council (TEAC) as the new sole accreditor for educator preparation in the United States. As the new accreditor, CAEP has established a new set of accreditation standards and cross-cutting themes by which it intends to measure educator preparation programs (EPPs) worthiness to received accredited status. These new standards and cross-cutting themes are untested and need to be researched in order to determine the degree to which they constitute valid and reliable measures of an EPP's potential to produce quality teachers. To evaluate one aspect of CAEP's new standards and cross-cutting themes (i.e., diversity), this study used hierarchical liner modeling to regress elementary candidates' student teaching performance assessment scores on school- and classroom-level diversity variables to evaluate the impact that being placed in a diverse field experience might have had on candidates' performance during student teaching. The analysis found that the levels of diversity in the student teaching placements had little to no impact on the elementary candidates' performance on diversity items on their teacher performance assessments completed by university supervisors and mentor teachers during student teaching. A confirmatory factor analysis also determined that the diversity related contextual factors of the schools used in the study could not be reduced to a single diversity score. Diversity is clearly a complex multidimensional construct comprised of a variety of interdependent yet distinct constructs. Developing competency in diversity and multiculturalism clearly requires more than simply being placed in a diverse student teaching placement. This does not discredit the practice of providing candidates a variety of field experiences; however the findings from this study call into question CAEP's assumptions regarding diversity and multicultural education embedded in its standards and cross-cutting themes.
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McLennon, Sean R. "The Music Special Interest Council of the Newfoundland and Labrador Teachers' Association, an historical perspective of its impact on the development of music education in Newfoundland and Labrador." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0004/MQ42178.pdf.
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Moreto, Julio Antonio. "Formação continuada de professores = dos (des)caminhos dos orgãos colegiados de participação, as instancias de gestão das politicas publicas." [s.n.], 2009. http://repositorio.unicamp.br/jspui/handle/REPOSIP/251649.
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Orientador: Charles Richard LyndakerTese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação
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Resumo: O convívio nos coletivos de pessoas, a partir da constituição dos indivíduos em relação uns com os outros - a convivência com ocasiões em que são consideradas as possibilidades de decisões coletivas para a manutenção desta forma de organização - contribui para a consecução da democracia; momentos em que são consideradas as necessidades, aspirações e opiniões de mais pessoas, da coletividade. Neste trabalho, estudamos os órgãos colegiados de participação: os conselhos instituídos na Secretaria Municipal de Educação de Campinas (SP), a fim de compreender como se deram as relações entre eles e os gestores da secretaria, na elaboração de políticas de formação continuada de professores. Estudar esta formação é dizer da importância dos profissionais e da forma como se constituem, a relevância da educação, o papel do Estado, os recursos, projetos, tempos, locais; enfim, como as instituições educacionais lidam com os saberes, as necessidades e as possibilidades dos professores. Todavia esta organização não garante a elaboração de políticas de formação para a área, considerando os encaminhamentos e decisões daqueles coletivos; em muitos casos, são assumidas as orientações político-partidárias, o que implica em responder às exigências mercadológicas à qualificação para atender as necessidades cotidianas. A análise documental e entrevistas compuseram a metodologia juntamente com a análise de conteúdo (BARDIN, 2000); assim como a construção de temas como configuração e interdependência (ELIAS, 1980); semiformação (ADORNO, 1996); e qualificação para o trabalho (SOUZA, 2005 e KUENZER, 2002), foram utilizados para a análise dos dados. O estudo da participação possibilitou-nos apreender a organização, o funcionamento e as ações dos conselhos instituídos na SME, no período de 2001 a 2008, nas gestões aqui denominadas de "do PT" e "do PDT" - respectivamente - em que a representação da sociedade civil organizada - através da constituição da democracia - encontra possibilidades de influir nos desígnios dos desenhos de políticas pública, neste caso, para a área educacional. Juntamente com esse tema, ampliamos o estudo - a partir de uma necessidade de qualificar a pesquisa sobre participação - trabalhando, também, com as políticas de formação continuada dos professores das escolas municipais de Campinas, através da organização da estrutura administrativa do Sistema Municipal de Ensino. A existência de uma estrutura organizacional que sustenta - ao longo de quase trinta anos - as ações de formação continuada de professores nesta secretaria possibilitou consolidar uma cultura da participação em certames de formação continuada, contudo isto não garante que a coloração políticopartidária deixasse de interferir nos desígnios desta política, originando desenhos para atender às necessidades expressas pelos organismos nacionais e internacionais que fomentam a educação.
Abstract: The coexistence in groups of people, from the constitution of individuals in relation to each other - living with times that are considered the possibilities of collective decisions to preserve this form of organization - contributes to the achievement of democracy; times are considered the needs, aspirations and opinions of more people, the community. We studied the collegiate bodies to participate: the councils in the Secretaria Municipal de Educação de Campinas (SP), in order to understand how they have relationships between them and managers from the Secretaria, in developing policies for continuous training of teachers. To study this training is to say the importance of professionals and how they are, the importance of education, the role of the state, resources, projects, times, locations, and finally, as educational institutions deal with knowledge, needs and opportunities for teachers. But this organization does not guarantee the development of training policies for the area, considering the paths and decisions of those collective, in many cases, the guidelines are assumed political party, which implies job market meet the qualification requirements to meet the daily needs. Document analysis and interviews formed the methodology together with content analysis (BARDIN, 2000), as well as construction issues such as configuration and interdependence (ELIAS, 1980); semiformação (ADORNO, 1996) and qualification for the job (SOUZA, 2005 and KUENZER, 2002) were used for data analysis. The study of participation enabled us to grasp the organization, functioning and actions of established councils in the SME from 2001 to 2008, the managements of the denominated "PT" and "PDT" - respectively - in which the representation of civil society - through the establishment democracy - is possible to influence the designs of the designs of public policy in this case to the education sector. Along with this theme, we extend the study - from a need to enhance research participation - working also with the policies of continuing education of teachers in public schools in Campinas, through the organization of the administrative structure of the Municipal Education . The existence of an organizational structure that supports - for almost thirty years - the actions of continuous education of teachers in this office it possible to consolidate a culture of participation in continuing education fairs, but this does not guarantee that color no longer party political interfere with the plans of this policy, resulting in designs to meet the needs expressed by national and international organizations that promote education.
Doutorado
Politicas de Educação e Sistemas Educativos
Doutor em Educação
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Lookabill, Kerri Colleen. "A descriptive study of the impact of planning time on the utilization o fthe national council of teachers of mathematics process standards within the algebra 1 and applied mathematics subhect fields." [Huntington, WV : Marshall University Libraries], 2008. http://www.marshall.edu/etd/descript.asp?ref=.
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Romanovska-Čepėnienė, Edita. "Specialiojo pedagogo veiklos ypatumai mokyklos vaiko gerovės komisijoje." Bachelor's thesis, Lithuanian Academic Libraries Network (LABT), 2014. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2014~D_20140717_102825-39242.
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Bakalauro darbe analizuojami specialiojo pedagogo veiklos ypatumai mokyklos vaiko gerovės komisijoje.
Tyrime dalyvavo bendrojo lavinimo mokyklos vaiko gerovės komisijos nariai iš Vilniaus rajono (6 specialieji pedagogai, 2 logopedai, 1 psichologas, 1 socialinis pedagogas, 2 pavaduotojos ugdymui).
Teorinė darbo dalis atskleidžia specialiosios pedagoginės pagalbos ypatumus šiuolaikinėje mokykloje, parodo vaiko gerovės komisijos vaidmenį koordinuojant specialiąją pedagoginę pagalbą ir užtikrinant jos veiksmingumą, nustato specialiojo pedagogo funkcijos mokykloje, pristato specialųjį pedagogą kaip vaiko gerovės komisijos komandos narį.
Naudojant interviu metodą, atskleidžiami specialiojo pedagogo veiklos parametrai, bei jo veiklos struktūros komponentai vaiko gerovės komisijoje. Taip pat vaiko gerovės komisijos narių požiūris į specialiosios pedagoginės pagalbos veiksmingumą mokyklos vaiko gerovės komisijoje.
Analizuojant Vilniaus rajono bendrojo ugdymo mokyklų atsakymų kokybinio tyrimo rezultatus, buvo pastebėta, kad vaiko gerovės komisijos nariai specialiojo pedagogo veiklos parametrus vaiko gerovės komisijoje supranta ir apibūdina kaip platų, daugialypį procesą. Apklausti informantai teigia, jog specialiųjų pedagogų veiklos sritis ir pobūdis yra labai platus. Išryškėja tokios veiklos sritys, kaip darbas su SUP mokiniais, mokytojais, tėvais/šeima/įtėviais, darbas komandoje, tai pat išryškėja dar viena veiklos sritis – dokumentų tvarkymas, o kalbant apie specialiojo pedagogo... [toliau žr. visą tekstą]This thesis analyzes the distinctive features of the Special Education Teacher's activities in the School’s Children Welfare Council. The research was made using the interview method. Interviews were conducted with members of Children Welfare Commission from different basic education schools of the Vilnius district (6 special education teachers, 2 speech therapists, 1 psychologist, 1 social educator, 2 deputy directors for educational matters). The theoretical part reveals the features of special educational support within a contemporary school, demonstrates the role of the School’s Children Welfare Commission in coordinating special educational support measures as well as in ensuring their efficiency. It also discusses the functions of the Special Education Teacher within a school, introduces her (him) as a member of the School’s Children Welfare Council. The interviews conducted reveal the parameters of a Special Education Teacher as well as the components being part of the structure of the activity within the School’s Children Welfare Council. They also provide an evaluation of the efficiency of special educational support within the School’s Children Welfare Council by the council members. The results of the qualitative research of the answers made by representatives of schools of the Vilnius district showed that the council members perceive and describe the parameters of the Special Education Teachers within the School’s Children Welfare Council as a broad and... [to full text]
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Pfeffer, Ivanir Maria. "Conhecimento científico e relações pedagógicas: instrumento de trabalho do professor." Universidade Estadual do Oeste do Paraná, 2013. http://tede.unioeste.br/handle/tede/3621.
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This research is about the scientific knowledge (science), which is identified as instrument of the teacher's work. Firstly the study followed the reflection s coming from students approved by some members of Class Council, who belong to the “Colégio Estadual Wilson Joffre – Ensino Fundamental, Médio, Normal e Profissional”, which was developed in the “Programa de Desenvolvimento Educacional”. This way, by cont inuing the study it was understood that the Class Council constitutes a stage of a process involving scientific knowledge expressed in the teacher's work, in the relationship between teacher and student, between the processes of teaching and learning. The n , we realized that the goal of the study was to investigate the scientific knowledge while teacher’s work instrument. So, it was necessary to understand how the knowledge is processed in humans as well, reconsider the work of those involved in this process over space and school time, and elucidate the reasons behind the fact that for so many students the acquisition of knowledge transmitted by teachers does not get to that proposed. In order to develop the problem it was necessary to use the theoretical res earch in primary and secondary sources. It was concluded that school, teacher, student and knowledge result in concrete and imbricate situations the system of production and in the class antagonisms, which makes that teacher teach that student appropriates knowledge, and which embraces knowledge as a social good that should be available in terms of quality and equality for all and emphasized the work with knowledge in a dialectical logic that allows it demonstrate, understand and deal with the reality in di fferent dimensions.
Esta pesquisa reflete sobre o conhecimento científico (ciência), que no decurso do texto é identificado como instrumento de trabalho do professor. Inicialmente a investigação residia na continuidade das reflexões decorrentes da aprovação dos alunos pelos membros do Conselho de Classe, no Colégio Estadual Wilson Joffre – Ensino Fundamental, Médio, Normal e Profissional que foi desenvolvido no Programa de Desenvolvimento Educacional. Entretanto, prosseguindo compreendeu - se que a problemática extrapolava a deliberação dos Conselheiros, pois o Conselho de Classe constitui - se em uma etapa de um processo que envolve o conhecimento científico expresso no trabalho do professor, nas relações entre professor e aluno, entre os processos de ensinar e de aprender. Desta forma, percebeu - se que o objetivo do estudo consistia em investigar o co nhecimento científico enquanto instrumento de trabalho do professor. Para isso, fez - se necessário compreender como o conhecimento se processa no ser humano bem como, repensar o trabalho dos envolvidos nesse processo no espaço e tempo escolar, e elucidar as razões subjacentes ao fato de que para muitos alunos a apropriação dos conhecimentos transmitidos pelos professores não chega ao proposto. Para desvendar a problemática elaborou - se pesquisa teórica em fontes primárias e secundárias. Conclui - se que escola, professor, aluno e conhecimentos resultam de situações concretas imbricados no sistema de produção e nos antagonismos das classes, o que dificulta que professor ensine, que aluno se aproprie do conhecimento, e que se abarque o conhecimento como um bem soc ial que deveria ser disponibilizado em condições de qualidade e igualdade para todos e enfatiza - se o trabalho com o conhecimento sob a lógica dialética por que ela permite demonstrar, compreender e lidar com a realidade nas mais diferentes dimensões.
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Martinho, António Manuel Alves Barroso Carvalho. "O funcionamento de conselhos de turma: conceptualizações e práticas de professores de escolas." Doctoral thesis, Universidade de Évora, 2015. http://hdl.handle.net/10174/17363.
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A perspetiva adotada nesta investigação foi a de que os conselhos de turma são uma estrutura educativa da organização escolar com enorme potencial estratégico para melho-rar as aprendizagens dos alunos, professores e comunidade educativa e cujo funciona-mento é praticamente desconhecido em Portugal.
Foi realizada em quatro escolas, agrupadas e não agrupadas da zona sul de Portugal, e visou construir um modelo integrado de conceptualizações e práticas de funcionamento de conselhos de turma, com o intuito de construir conhecimento novo e útil sobre este fenómeno concreto, através da sua compreensão teórica.
É uma investigação qualitativa e a abordagem metodológica adotada foi a da Grounded Theory (Charmaz, 2008, 2006a).
A recolha e a análise de dados foram feitas em simultâneo e iniciou-se com uma explora-ção que pretendeu produzir conhecimento sobre o contexto de organização e funciona-mento do objeto de estudo e alargou-se posteriormente ao terreno das escolas e conselhos de turma, utilizando como principais instrumentos a análise documental, a observação direta, a entrevista exploratória e a entrevista intensiva semiestruturada.
Partindo das nove categorias que emergiram do processo de construção teórica, identifi-cou-se uma categoria central que apresenta os conselhos de turma como estruturas estra-tégicas na organização escolar, dado que expurgam do seu seio, de uma forma eficiente e eficaz, o questionamento e possíveis focos de conflito, e ao concretizarem este propósito, acolhem e legitimam os discursos e práticas de professores e escolas.
Deste modo, os conselhos de turma desempenham um papel relevante no interior da escola, pelo que fazem e, sobretudo, pelo modo como o fazem, e pelo que representam para o exterior, harmonizando-se a preceitos de política profissional e organizacional, a crenças e mitos, a cerimoniais e rituais de envolvimento, inscritos num processo de cons-trução e legitimação da imagem pública da escola.
Todas estas conjeturas se encontram consubstanciadas num modelo teórico que propiciou uma compreensão ampla e simultaneamente aprofundada do fenómeno em estudo.
Palavras-chave: conselho de turma, conceptualizações de professores, práticas educativas e organização escolar; The Class Councils working.
Conceptualizations and Practices of School Teachers.
Abstract:
The perspective adopted in this research was that the class councils are an educational structure of school organization with huge strategic potential to improve student, teachers and educational community learning and whose working is virtually unknown in Portu-gal.
The research was conducted in four schools, grouped and not grouped in the south of Portugal, and aimed to build an integrated model of conceptualizations and class councils working practices, in order to bring up new and useful knowledge on this concrete phe-nomenon, through its theoretical understanding.
It is a qualitative and exploratory research, and the methodological approach adopted was that of the grounded theory (Charmaz, 2008, 2006a).
The collection and the analysis of the data were simultaneous and began with an explora-tion that sought to achieve knowledge about the context of the organization and the working of the study object, and then it was widened to schools and class councils, using as main instruments the document analysis, the direct observation, the exploratory inter-view and the semi-structured intensive interview.
From the nine categories that emerged from the theoretical construction process, it was identified a central category which presents the class councils as strategic structures in school organization, as they purge from their midst in an efficient and effective manner, the questioning and possible outbreaks of conflict, and achieving this purpose, they wel-come and legitimate the discourses and practices of the teachers and schools.
Thus, the class councils play an important role in the school, by what they do and, above all, by the way they do, and by what they represent to the outside, harmonizing to the professional and organizational policy precepts, to beliefs and to myths, and harmonizing to the ceremonial and rituals of involvement, inscribed in a process of construction and legitimation of the school's public image.
All these conjectures are formalized in a theoretical model that provided a broad and simultaneously depth understanding of the phenomenon under study.
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Scott, Michael R. "Administrator and faculty support for assessment at Virginia public colleges and universities." Diss., This resource online, 1991. http://scholar.lib.vt.edu/theses/available/etd-07282008-134434/.
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Gardner, Angelette. "Characteristics of Faculty Evaluation Formats for Promotion, Tenure, and Annual Review." TopSCHOLAR®, 2008. http://digitalcommons.wku.edu/theses/19/.
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Johnston, Elisabeth. "Preschool Mathematics: An Examination of One Program's Alignment with Recommendations from NAEYC and NCTM." Thesis, University of North Texas, 2010. https://digital.library.unt.edu/ark:/67531/metadc33174/.
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The purpose of this study was to determine the extent to which a preschool program followed the recommendations outlined by the National Association for the Education of Young Children (NAEYC) and the National Council of Teachers of Mathematics (NCTM) in their joint position statement "Early Childhood Mathematics: Promoting Good Beginnings." Six teachers were randomly selected from three of the preschool program's six locations that are situated in an urban city in North Texas. Two parts of this program's approach to mathematics were investigated: the teachers' instructional practices and the program's curricular materials. Data came from observations using the Classroom Observation of Early Mathematics-Environment and Teaching (COEMET) protocol and field notes. Each teacher participated in three interviews over the course of this research. Analyses of these sources provided insights into teachers' instructional practices for mathematics. Reviews of curricular documents and lesson plans for mathematics instruction provided information pertaining to the math curriculum used at this preschool program. All of these data sources were analyzed using the framework presented in NAEYC and NCTM's position statement. Analysis of the data indicated that, although teachers did not have any knowledge of these guidelines, teachers followed some of these recommendations; such as presenting children with daily developmentally appropriate mathematics activities and connecting mathematics to classroom routines. Other practices did not align with NAEYC and NCTM's suggestions, such as offering children few opportunities to engage in problem-solving situations and providing an inconsistent integration of mathematics into meaningful activities related to other content areas. Several possible factors may have influenced teachers' use of these recommendations. Teachers' prior educational opportunities, the program's curriculum materials, and the teachers' prior experiences with mathematics all may have contributed to the teachers' understandings of high quality mathematics instructional practices. Results from this research help to provide the foundation for future investigations of how teachers of young children follow NAEYC and NCTM's recommendations.
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Kabaum, Marcel. "Jugendkulturen und Mitgestaltung in westdeutschen Schulen der 1950er und 1960er Jahre." Doctoral thesis, Humboldt-Universität zu Berlin, 2019. http://dx.doi.org/10.18452/19760.
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Die Arbeit rekonstruiert jugendliche Mitgestaltung und jugendkulturelle Artikulationen in westdeutschen Schulen entlang eines umfassenden Bestandes an Schülerzeitungen. Zur Mitgestaltung der Schulgemeinschaft und zum Erlernen demokratischer Handlungsweisen wurden Schülerzeitungen von den Alliierten zusammen mit der Schülermitverantwortung (SMV) insbesondere an Gymnasien eingeführt. Erstmals wird hier auch die Entwicklung der Schülerzeitungen in der ersten Hälfte des 20. Jahrhunderts nachgezeichnet. Schülerzeitungen zeugten gegenüber der Schülermitverantwortung (SMV) von deutlich unproblematischer und erfolgreicher zu etablierenden Mitgestaltungs- und Artikulationsmöglichkeiten und trugen zur Entwicklung von stärker durch Liberalisierung und Partizipation geprägte Schulkulturen bei. Dies wird für prägende Themen in der behandelten Zeit dargestellt: mit Blick auf (1) die Diskussion von Technik und naturwissenschaftlich-technischen Entwicklungen während des Kalten Krieges, (2) auf die Beschäftigung mit den USA und ihrem kulturellen Einfluss sowie (3) auf die Auseinandersetzungen mit jugendkulturellen Entwicklungen. Die zunehmende Öffnung der Schule für jugendkulturelle Ausdrucksweisen wird sowohl thematisch als auch auf materieller Ebene untersucht. Dazu wird u. a. die symbolische Kommunikation auf Titelblättern von Schülerzeitungen analysiert. Die dargestellten produktiven Bemühungen um Meinungsfreiheit in der Schule verdeutlichen auch die Bedeutung von Schülerzeitungen für das Lehrer-Schüler-Verhältnis. Die Arbeit bekräftigt die Relevanz von Schülerzeitungen für die Rekonstruktion von Jugendkulturen bzw. peer cultures im schulischen Raum sowie als ertragreiche Quelle für die Jugend- und Schulforschung. Schülerzeitungen sind darüber hinaus ein internationales und auch transnationales Phänomen. Für weitere Forschungen wird daher zudem ein erster umfassender Forschungsbericht zu Schülerzeitungen in Westeuropa, in der DDR und in den USA gegeben.This doctoral thesis reconstructs youth participation and youth-cultural articulations at West German secondary schools. After 1945, the Allies introduced student newspapers along with student councils in order to foster the acquisition of democratic behaviors and codetermination of the school community. This project first offers a thorough documentation of the development of student newspapers in the first half of the 20th century, and then focuses on their development in the 1950s and 1960s. By the mid-1950s, the editors of the student newspapers had claimed independence vis-a-vis student councils. Student newspapers, meanwhile, bespoke far less problematic, and more successful, potentials for participation and youth-cultural articulation. They thereby contributed to school cultures more strongly influenced by liberalization and participation. The following defining themes from the era are presented in these articles: (1) the discussion of technology and natural science/technical developments during the cold war, (2) engagement with the USA and its cultural influence, and (3) involvement with youth-cultural developments. The increasing opening of schools for youth-cultural forms of expression is examined on both thematic and material levels. In addition, newspaper elements such as the symbolic communication in title pages will be analyzed. The productive efforts toward freedom of opinion in schools show the importance of school newspapers in terms of the teacher-student relationship and the development of participatory structures in schools. This project underlines the relevance of school newspapers for the reconstruction of youth cultures and peer cultures in schools in addition to being sources for youth research and school research. Moreover, school newspapers are an international and transnational phenomenon. Areas for further research are indicated in a literature review for Western Europe a consideration of the GDR and the USA.
Cette thèse reconstruit la participation des jeunes et les articulations culturelles des jeunes dans les écoles ouest-allemandes à travers une collection de plus de 7 500 journaux scolaires archivés à la Bibliothek für Bildungsgeschichtliche Forschung (BBF) de Berlin. Afin d'aider à façonner la communauté scolaire et d'apprendre à agir de manière démocratique, les journaux scolaires ont été introduits après 1945 par les Alliés en collaboration avec le conseil des élèves, en particulier dans les écoles secondaires. Ce faisant, certaines préformes réussies du passé ont été poursuivies. Pour la première fois, cet ouvrage retrace l'évolution des journaux scolaires dans la première moitié du XXe siècle, puis se concentre sur les développements des années 1950 et 1960. A partir du milieu des années 1950, les rédacteurs en chef des journaux de l'école ont revendiqué avec succès leur indépendance vis-à-vis du conseil des élèves, dont les possibilités de codécision ont été désillusionnées à un stade précoce. Contrairement au conseil des élèves, les journaux scolaires ont témoigné de possibilités de co-design et d'articulation à établir nettement moins problématiques et plus fructueuses et ont ainsi contribué au développement de cultures scolaires plus fortement influencées par la libéralisation et la participation. Il est présenté dans le présent document pour les thèmes de formation au cours de la période couverte : en vue (1) de la discussion sur la technologie et les développements scientifiques et techniques pendant la Guerre froide, (2) de l'occupation avec les Etats-Unis et son influence culturelle, et (3) des confrontations avec les développements culturels des jeunes. L'ouverture croissante de l'école aux expressions culturelles des jeunes est examinée tant au niveau de la thématisation que sur le plan matériel sous la forme d'une analyse des artefacts. A cet effet, la communication symbolique sur les pages de titre des journaux scolaires sera analysée. Les efforts productifs présentés pour la liberté d'opinion dans les écoles illustrent également l'importance des journaux étudiants pour la relation enseignant-élève et le développement de structures participatives dans les écoles. Les travaux confirment la pertinence des journaux scolaires pour la reconstruction des cultures des jeunes ou des cultures des pairs dans les écoles et en tant que source productive pour les jeunes et la recherche scolaire. Les journaux scolaires sont également un phénomène international et transnational. Pour des recherches plus approfondies, ce document fournit un premier rapport de recherche complet pour l'Europe occidentale ainsi qu'une présentation pour la RDA et les Etats-Unis.
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Machado, Maria Luiza Franco Nery. "Participação da comunidade no contexto escolar: expectativas e entendimento das diretores, professores e funcionários de escolas públicas estaduais de Franca - ciclo I." Pontifícia Universidade Católica de São Paulo, 2008. https://tede2.pucsp.br/handle/handle/16380.
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Previous issue date: 2008-05-27This research aimed at investigating, through the education professionals point of view, how parents/guardian are participating at school, what professionals expect from this participation and which factors could damage or help its promotion. Two auxiliary canals at Public State Schools: Parent and Teacher Associations (PTAs) and School Councils were approached as they are in force and guaranteed by law. Fourteen subjects (directors, teachers and employees), from seven Elementary Schools - Cicle I, in Franca-SP, took part in the research. A questionnaire and an interview were used to collect data. Results showed that school professionals recognize the importance of parents/guardian at school, but they also recognize the difficulty to promote it. The study revealed that Parent and Teacher Associations (PTAs) and School Councils could not be firmed yet as effective auxiliary canals for the Education Institutions. On the contrary, the participants consider these canals as formal, bureaucratic spaces: the first, giving priority to the finance dimension, without any connection with the pedagogic dimension; the latter, it is showed through reports, have little performance in the everyday school life. About both Parent and Teacher Association (PTAs) and School Councils it was detected a lack of clearness on the part of the school professionals as for the aims, rights and owes that these canals point, discrediting, thus, the power of decision and participation on them, in the sight of improving education. On the other hand, it was observed a change, at least in the discourse, going towards the recognition that the school is not self-sufficient to take decisions and it needs the parents/guardian to achieve the goal of a school with better quality
O trabalho que aqui se apresenta teve como objetivo investigar, na visão dos profissionais da educação, como está acontecendo a participação dos pais/responsáveis na escola, que expectativas têm os profissionais sobre tal participação e quais os fatores que prejudicariam ou auxiliariam sua promoção. Foram focalizados dois canais auxiliares existentes no Sistema de Ensino Público do Estado de São Paulo: as Associações de Pais e Mestres (APMs) e os Conselhos de Escola, ambos em vigor nos dias atuais e garantidos por lei. Participaram do presente trabalho 14 sujeitos (entre diretores, professores e funcionários) pertencentes a sete escolas de Ciclo I do Ensino Fundamental do município de Franca SP. Para a coleta dos dados foram utilizados o questionário e a entrevista. Os resultados indicaram que os profissionais da escola reconhecem a importância da participação dos pais/responsáveis na instituição escolar, mas reconhecem, também, a dificuldade em promovê-la. Revelou-se que a APM e o Conselho de Escola ainda não conseguiram se firmar como canais auxiliares efetivos para a instituição escolar. Pelo contrário, os participantes percebem tais canais como espaços formais, burocráticos: o primeiro priorizando a dimensão financeira, sem que esta apresente ligação com a dimensão pedagógica; quanto ao segundo, evidencia-se, a partir dos depoimentos, a pouca atuação do mesmo no cotidiano escolar. Em relação aos dois APM e Conselho de Escola detecta-se a falta de clareza por parte dos profissionais da escola quanto às finalidades, direitos e deveres que esses canais apontam, desprestigiando o poder de decisão e participação nos mesmos com vistas à melhoria educacional. Em contrapartida, observa-se uma mudança, pelo menos no discurso, em direção ao reconhecimento de que a escola não é auto-suficiente para tomar as decisões e necessita dos pais/responsáveis para concretizar a meta de uma escola com maior qualidade
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Wentzel, Zurina. "The effectiveness of senior students as tutor assistants in the English special project for academic development at UWC." University of the Western Cape, 1992. http://hdl.handle.net/11394/8477.
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Magister Educationis - MEdSince the inception of the University in 1960 under the Apartheid regime and up until a few years ago Afrikaans had dominated both as educational and as communication medium. However, political change - at the University and in South Africa - has brought about a change in language patterns. According to the HSRC Work Committee on Languages and Language Instruction (1981), a high percentage (40%) of Afrikaans-speaking people classified as coloured and living in the Cape Peninsula choose English as the medium of instruction and also regard it as the most important language to be learnt at schools (also 40%). As a result of this, and the enrolment of a large percentage of Xhosa speaking students, who generally prefer English to Afrikaans as an educational medium, English has become the language most commonly used both inside and outside the classroom. The homogeneity of preference has, however, not been matched by mastery of the language. For approximately 70% of all first-year students English is a second or even a third language. Though University entry is based on at least ten years of the study of English, standards of proficiency differ quite considerably as a result of inequalities in education. Because students need to improve their level of English proficiency I investigated the effectiveness of using senior students as tutor assistants in an academic development programme, the English Special Project, at UWC. This study aims at revealing that the tutor assistantships in the English Special Project can alleviate problems that occur with annual increases in student numbers under certain conditions. These are that: 1 prospective tutor assistants undergo proper tutor assistant training; 2 tutor assistants are committed to the course of academic development; 3 tutor assistants have the time available that is necessary for the task. In Chapter 1 give an insight into what this study is about, the reasons for conducting it and what my personal involvement with the ESP has been. In Chapter 2 I review some of the overseas and local literature on TA systems. In Chapter 3 I describe a case-study to evaluate the success of the TA system in the ESP with reference to academic development. I emphasize the intensive, individual care of and attention to first-year students. In an attempt to address the problem, the effectiveness of senior students as tutor assistants to assist in tutorial sessions is described. In Chapter 4 I discuss the value of TA intervention in the ESP at personal and social levels. Chapter 5 contains the general conclusions and my recommendations to improve the ESP.
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Senate, University of Arizona Faculty. "Faculty Senate Minutes May 1, 2017." University of Arizona Faculty Senate (Tucson, AZ), 2017. http://hdl.handle.net/10150/625406.
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Moss, John Colin. "Parent advocacy : a private role in a public institution." Thesis, 2002. http://hdl.handle.net/2429/13202.
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Parental involvement in schools has been contested for decades. Although it is
clear that parents have a responsibility to care for and nurture their children, the legislated
role of schools to educate children leaves somewhat ambiguous the role of parents.
Using Hannah Arendt's notions of public and private and the emergence of a
social sphere this conceptual research examines the complex relationship of parents to
schools. Using the British Columbia Confederation of Parent Advisory Councils
(BCCPAC) Parent Advocacy Project as one model, this study illustrates how parents can
play an important role in the public school education of their children.
Parental involvement and legislated governance of schools have emerged as major
educational issues in Canada. The struggle for control in education has its roots in the
history of public education, legislation, the emergence of unions and the postindustrial
global production/consumption market place economy. These issues reveal the
emergence of a "social" sphere blurring the public/private distinctions, dominated by
bureaucracy and alienating citizens from their political responsibilities to determine a
good life.
The emerging role of parents as advocates for their children in the schools may
restore some balance to the public/private relationship, however, it may also reveal some
of the problems of power and control within the system.