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Relevant bibliographies by topics / Teacher pedagogy

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Dissertations / Theses

Academic literature on the topic 'Teacher pedagogy'

Author: Grafiati

Published: 4 June 2021

Last updated: 20 February 2023

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Dissertations / Theses on the topic "Teacher pedagogy"

1

Jantz, Allen W. "Enhancing teacher preparation: first-year teacher use of culturally relevant pedagogy." Diss., Wichita State University, 2010. http://hdl.handle.net/10057/3650.

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While the cultural landscape of society is becoming more diverse, the teaching population continues to remain largely white and female. Teacher preparation programs must prepare future teachers for the diversity with which they will work and training in culturally relevant pedagogy provides teachers with skills necessary for working with diverse student populations. This qualitative case study investigated how two cohorts of students from Bethel College, a small, liberal arts college on the plains of Kansas, implemented the constructs of culturally relevant pedagogy in their classrooms. The co

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2

McSheehy, Slade R. "Elementary school teachers and students living in poverty teacher understanding and pedagogy /." Pullman, Wash. : Washington State University, 2009. http://www.dissertations.wsu.edu/Dissertations/Spring2009/s_mcsheehy_030209.pdf.

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Caresio, Denise Ann Adler Susan A. "Teachers' perspectives of pedagogy in a learning community Critical Friends Group /." Diss., UMK access, 2005.

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Thesis (Ph. D.)--School of Education and Social Sciences Consortium. University of Missouri--Kansas City, 2005.<br>"A dissertation in education and social sciences consortium." Advisor: Susan A. Adler. Typescript. Vita. Title from "catalog record" of the print edition Description based on contents viewed May 31, 2006. Includes bibliographical references (leaves 174-195 ). Online version of the print edition.

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4

Gutierez-Schmich, Tina. "Public Pedagogy and Conflict Pedagogy: Sites of Possibility for Anti-Oppressive Teacher Education." Thesis, University of Oregon, 2016. http://hdl.handle.net/1794/20490.

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Lesbian, gay, bisexual, transgender, and queer (LGBTQ) students, students of color, and students with disabilities are failing school and being pushed out at much higher rates that majority populations students while also experiencing high rates of bullying, harassment, and physical violence in school. This study explores efforts to reduce the violent experiences and academic disparities for these students through teacher practice at the classroom level. It examines public pedagogy and conflict pedagogy as curricular strategies in a preservice teacher education course over 5 years. The course

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5

Chen, Wan-Chen. "Toward Designing a Chinese Language Teacher Training Program: An Analysis of Teachers' Motivations." The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1369914665.

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Baker, Amanda A. "Pronunciation Pedagogy: Second Language Teacher Cognition and Practice." Digital Archive @ GSU, 2011. http://digitalarchive.gsu.edu/alesl_diss/16.

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Over the past few decades, increasing research has examined the cognitions (knowledge and beliefs) of second language (L2) teachers. Such efforts have provided insight into what constitutes teachers' beliefs and knowledge about teaching, how these cognitions have developed and how they are reflected in classroom practice (see Borg, 2006). Although numerous studies have been conducted into the curricular areas of L2 grammar and, to a lesser extent, L2 literacy, far fewer have examined L2 teachers' cognitions concerning L2 pronunciation instruction. The purpose of the present study, therefore, w

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Hayler, Mike. "The self-narrative character of teacher educators pedagogy." Thesis, University of Brighton, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.506470.

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Nguyen, Huyen. "Authentic assessment in pedagogy-related modules in teacher education : Vietnamese student teachers' perspective." Thesis, University of East Anglia, 2017. https://ueaeprints.uea.ac.uk/67135/.

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Vietnam is undergoing comprehensive educational reform, and teacher training plays a vital role in providing qualified teachers to support this reform. Assessment is expected to act as a mean to close the gap between university training and the demands of teaching in school. Against the backdrop of these changes, this study adopted qualitative approach to investigate student teachers’ perceptions of authentic assessment in pedagogy-related modules in teacher education. Based on the main characteristics of authentic assessment and some popular authentic assessment methods in higher education an

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9

Vratulis, Vetta Kimon. "Exploring literacy pedagogy with digital technologies in teacher education." Thesis, University of British Columbia, 2010. http://hdl.handle.net/2429/23710.

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Despite current emphasis in teacher preparation programs on developing pre-service teachers’ comfort and competence with digital learning technologies (DLT), research suggests that pre-service teachers struggle to transfer innovative applications of technology into their eventual teaching practice. In particular, they resist change from traditional constructs of teaching and learning. In this dissertation, I suggest that disrupting pre-conceived notions of teaching and learning is a requisite step to facilitating change in classroom practice. Neuman (1990) observed that classroom practice is “

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James, Carolyn McCaffrey. "Development of Middle School Teachers' Knowledge and Pedagogy of Justification: Three Studies Linking Teacher Conceptions, Teacher Practice, and Student Learning." PDXScholar, 2016. http://pdxscholar.library.pdx.edu/open_access_etds/2955.

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Justification and argumentation have been identified as important mathematical practices; however, little work has been done to understand the knowledge and pedagogy teachers need to support students in these ambitious practices. Data for this research was drawn from the Justification and Argumentation: Growing Understanding in Algebraic Reasoning (JAGUAR) project. JAGUAR was a multi-year research and professional development project in which 12 middle school math teachers and a group of researchers explored the knowledge and pedagogy needed to support student justifications. This dissertation

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