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Dissertations / Theses on the topic 'Teacher Skills and Knowledge'

Author: Grafiati

Published: 11 December 2022

Last updated: 31 July 2025

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1

Walk, Alexandra Elizabeth. "Traumatic Brain Injury: Teacher Knowledge and Skills." University of Dayton / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1312572728.

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Vingsle, Charlotta. "Formative assessment : teacher knowledge and skills to make it happen." Licentiate thesis, Umeå universitet, Institutionen för naturvetenskapernas och matematikens didaktik, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-91247.

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Several studies have demonstrated that substantial learning gains are possible when teachers use formative assessment in their classroom practice. At the heart of most definitions of formative assessment lies the idea of collecting evidence of students’ thinking and learning, and based on this information modifying teaching to better meet students’ needs. Such regulation of learning processes would require skills to elicit the thinking underlying students’ oral and written responses, and the capacity to make suitable instructional decisions based on this thinking. When the continuation of the

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Miles, Erin. "In-Service Elementary Teachers' Familiarity, Interest, Conceptual Knowledge, and Performance on Science Process Skills." OpenSIUC, 2010. https://opensiuc.lib.siu.edu/theses/266.

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The purposes of this research study were to determine (a) in-service elementary teachers' familiarity, interest, conceptual knowledge of , and performance on science process skills and (b) how in-service elementary teachers' familiarity with, interest in conceptual knowledge of and performance on science process skills relate to each other. The science process skills include the basic skills [observation, classification, measuring, predicting, inferring, and communication,] and the integrated skills [hypothesizing, experimenting, identifying and controlling variables, formulating models, inter

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Burmaster, Patricia S. Lugg Elizabeth T. "Teacher perceptions of the value of knowledge and skills-based pay systems." Normal, Ill. : Illinois State University, 2006. http://proquest.umi.com/pqdweb?index=0&did=1273094281&SrchMode=1&sid=5&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1181241768&clientId=43838.

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Thesis (Ed. D.)--Illinois State University, 2006.<br>Title from title page screen, viewed on June 7, 2007. Dissertation Committee: Dissertation Committee: Elizabeth Lugg (chair), Norman Durflinger, Dianne Gardner, John Rugutt. Includes bibliographical references (leaves 137-145) and abstract. Also available in print.

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Augspurger, Bobbie Anita. "Teacher Perceptions of Effective School Leadership Using Twenty-first Century Skills and Knowledge." Thesis, Lindenwood University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3611750.

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<p> This quantitative study was conducted to examine the primary components of school leadership for 21st-century skills and knowledge integration. With the passing of the National Educational Technology Standards (NETS) for students, teachers, and administrators, the need for administrative leadership within the realm of technology is continually evolving and growing. The NETS based survey required teachers from three varying sized school districts, who have implemented a 1:1 student device initiative, to answer statements, using a Likert scale, about themselves and their principal. Survey

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Dávila, Angel María. "CONSTRUCTION OF EFL TEACHER EDUCATORS’ KNOWLEDGE BASE IN A TEACHER EDUCATION PROGRAM IN NICARAGUA." OpenSIUC, 2018. https://opensiuc.lib.siu.edu/dissertations/1614.

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AN ABSTRACT OF THE DISSERTATION The purpose of this qualitative phenomenological study was to understand and describe the sources of Nicaraguan EFL teacher educators’ knowledge base, the types of knowledge and skills that constructed their knowledge base, and the relationship of this knowledge base and classroom practices in a teacher education program at a Nicaraguan University. This study presents a literature review on the sources of knowledge and knowledge base of EFL teacher educators in the field of language teacher education. I used a purposeful sampling technique to select both the

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7

Tambara, Cosmas Toga. "Unpacking teachers' pedagogical content knowledge and skills to develop learners' problem solving skills." Thesis, Stellenbosch : Stellenbosch University, 2015. http://hdl.handle.net/10019.1/96772.

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Thesis (PhD)--Stellenbosch University, 2015.<br>ENGLISH ABSTRACT: In this study, the pedagogical knowledge of Foundation Phase teachers is explored (and unpacked) in order to obtain insight into their understanding of the teaching and learning of mathematics. The teacher’s knowledge is explored, as it is one of the most important variables that impacts on what is done in the classroom. The exploration is undertaken against the background of the very poor overall achievement of learners in the national systemic evaluations and in international assessment studies, which is currently a cause for

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8

Dunmill, Merryn. "Secondary music teachers' content knowledge and skill bases : implications for teacher education." Thesis, University of Canterbury. School of Educational Studies and Human Development, 1999. http://hdl.handle.net/10092/2095.

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This thesis investigates nine student teachers' pre-course, through-course, and postcourse beliefs about the teaching of secondary school music. The study considers the nine student teachers' own experiences and views, and bases the points of reflection around their contextual experiences in schools during their one year post-graduate course of study at the Christchurch College of Education. It examines the skills and knowledge bases that the selected cohort of student teachers and their respective associate (supervising) teachers view as being essential for effective teaching and learning to

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Kinley. "Beliefs, knowledge and skills of pre-service mathematics teachers when learning calculus through a technology-enhanced inquiry." Thesis, Queensland University of Technology, 2021. https://eprints.qut.edu.au/213589/1/_Kinley_Thesis.pdf.

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This research explored the beliefs, knowledge and skills of Bhutanese pre-service mathematics teachers and their preparedness to teach a reformed mathematics curriculum. Data were collected when the participants joined a series of inquiry-oriented, technology-enabled calculus workshops. These data analyses revealed many inconsistencies between the participants’ espoused and enacted beliefs and misalignments between their mathematical knowledge and skills when compared to the intentions of the newly reformed curriculum. From this, implications have been drawn about the preparedness of the soon-

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Fjordevik, Johanna. "Musik och kunskapsskillnader : En studie om musiklärares upplevelser kring kunskapsskillnader inom musiken." Thesis, Linnéuniversitetet, Institutionen för kulturvetenskaper, KV, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-24222.

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ABSTRACT Music and differences in knowledge – a study of music teachers experiences with differences in musical knowledge. The purpose of this paper is to, out of a music teacher’s perspective, see if the differences in music abilities between 7th grade students are at all, or in some ways connected to the previous schools they’ve attended. I will also research in what areas, in the subject of music, students are differing more, as well as less, in their knowledge. The analysis is based on interviews with six 7th grade music teachers working in the Swedish nine-year compulsory school system.

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Rahman, Mohammed Atiqur. "Job satisfaction among teachers : an exploration of the effects of perception of professional knowledge, instructional skills, and teacher education program quality /." The Ohio State University, 2000. http://rave.ohiolink.edu/etdc/view?acc_num=osu1302882555.

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Ortaliz, Marie. "Impact of preceptor training on effectiveness of preceptors in delivery of knowledge and skills to nurse orientees." Thesis, New England College, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3702622.

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<p> Nursing shortage in the United States has led to difficulties in the orientation of new nurses in critical care units. Preceptors are experienced nurses who possess the necessary skills in the care of patients with complex problems but do not necessarily posses the required teaching skills. </p><p> New graduate nurses are hired to bridge the gap in staffing shortage and look upon preceptors as role models and mentors. When preceptors assume the role of teacher and mentor they need to demonstrate the necessary characteristics for effectively imparting knowledge and skills to new nur

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Jiearatrakul, Tamrongsin. "Knowledge and Skills for the Adult Educator in Thailand." Thesis, North Texas State University, 1987. https://digital.library.unt.edu/ark:/67531/metadc330785/.

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The purpose of this study was to identify and specify knowledge and skills needed by adult educators in Thailand. This study provided information for establishing a guide to be used in professional training and in graduate programs in adult education. A three round Delphi technique was used to develop the consensus of findings. The first round solicited open-ended responses from twenty panelists. One hundred and twenty-five knowledge and skill statements, the responses from the first round, were developed into a five-point rating scale questionnaire. This questionnaire was utilized in both Rou

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Coffman, Vonda G. "THE PERCEIVED TECHNOLOGY PROFICIENCY OF STUDENTS IN A TEACHER EDUCATION PROGRAM." Kent State University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=kent1371730581.

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Lange, Alissa A. "Preschool STEM Explorations that Build on and Build Up Children’s Curiosity, Knowledge, and Skills." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/4179.

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Science, technology, engineering, and math (STEM) learning experiences can fascinate and challenge preschool children to think critically about their worlds. What material should we use to wipe up the spill when we can’t find the towel? How many crackers do we need so everyone has the same number? Opportunities to explore STEM are all around us, and children are already asking these questions. In this session, we will define each domain, discuss ways to support children to make sense of STEM in preschool, and to make connections - across STEM domains, throughout the curriculum, and over the pr

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Alemtairy, Ghader M. A. S. B. "Instructional Considerations to Promote Technology Integration Skills and Knowledge Transfer from Instructional Technology Courses at Kuwait University into Classroom Teaching: A Design and Development Study." Diss., Virginia Tech, 2020. http://hdl.handle.net/10919/97917.

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In order to address the problem of newly hired teachers' failure to transfer technology integration knowledge and skills, this study used a developmental research approach in which, factors of knowledge transfer were operationalized through using The First Principles of Instructions (Merrill, 2002) to form a set of instructional considerations to promote the transfer of technology integration knowledge and skills from the learning setting to the application setting. A panel of expert reviewers from Kuwait and United states validated these considerations and led the revisions process. This stud

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Mitakos, Dimitrios. "Computer literacy among Greek primary school teachers : knowledge, skills and attitudes." Thesis, University of Bath, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.311362.

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Ruettgers, Mary Margaret. "A Content Analysis to Investigate the Evidence of 21st Century Knowledge and Skills within Elementary Teacher Education Programs in the United States." Thesis, Lindenwood University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3556902.

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<p> Are graduates of teacher preparation programs adequately prepared with the skills and knowledge to teach in the 21st century classroom? This study consisted of a quantitative content analysis to investigate the presence of 21st century knowledge and skills within a stratified random sample of teacher preparation programs in the United States as measured by the 21st Century Learning Framework. Based on the current literature, the researcher identified 21st century competencies: global awareness; digital competencies; critical thinking; collaboration; cross-cultural; communication; and probl

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Willis, Elizabeth. "An Extended Validation and Analysis of the Early Childhood Educators' Knowledge of Self-Regulation Skills Questionnaire: A Two Phase Study." FIU Digital Commons, 2015. http://digitalcommons.fiu.edu/etd/2228.

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The Early Childhood Educators’ Knowledge of Self-Regulation Skills Questionnaire (ECESRQ) was devised to measure current teacher knowledge and implementation of pedagogical tools that enhance self-regulatory skills in the early childhood classroom. The purpose of the first phase of this study was to conduct test validation on the ECESRQ. The purpose of the second phase of this study was to (a) assess if teacher knowledge of self-regulation skills predicted teachers’ attitudes and beliefs in the classroom, and if (b) the results from the ECESRQ predicted knowledge of instruction of self-regulat

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Traxler, Donald Leroy. "Media knowledge and skills required for an initial teaching certificate or license /." The Ohio State University, 1987. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487586889186435.

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Andrich, Christelle. "Grade R teachers’ subject knowledge of visual perceptual skills for early reading." Thesis, Cape Peninsula University of Technology, 2014. http://hdl.handle.net/20.500.11838/1873.

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Full thesis Submitted in fulfilment of the requirements for the degree Master in Education in the Faculty of Education and Social Sciences at the CAPE PENINSULA UNIVERSITY OF TECHNOLOGY 2014<br>This study investigates the quality of Grade R teachers’ subject knowledge of Visual Perceptual Skills (VPS). This knowledge includes their competence in visual-training design, which they need in order to give their learners access to early reading. Literature reviewed covers areas pertaining to the knowledge specialization required by Grade R teachers in order to impart VPS to young learners

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Heineken, Kathy Rae Olberding. "Preservice teachers' knowledge, skills and perceptions using reciprocal teaching in an elementary school." [Pensacola, Fla.] : University of West Florida, 2008. http://purl.fcla.edu/fcla/etd/WFE0000112.

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Horn, Brian K. "The perception of English language arts teachers about instructional changes following the implementation of the Texas Assessment of Knowledge and Skills test." Thesis, University of North Texas, 2009. https://digital.library.unt.edu/ark:/67531/metadc12134/.

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Accountability in education has been expanding for the past twenty years. As standards for curricular areas continued to develop, educational shareholders desired a way to measure student achievement contextualized by the established standards. Since 1964, policies expanded federal involvement with education, and with the No Child Left Behind Act in 2001, high-stakes testing became a significant part of public education. In Texas, testing transitioned in 2003 to the Texas Assessment of Knowledge and Skill (TAKS) test, an assessment that determines grade advancement for students, ratings for sc

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Newton, William Frazier. "An Investigation of Relationships Between Teacher and Administrator Knowledge and Perception of the Texas Assessment of Academic Skills and Student Performance." Thesis, University of North Texas, 2001. https://digital.library.unt.edu/ark:/67531/metadc5812/.

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The purpose of this study was to (1) gather information regarding knowledge of TAAS and perceptions (attitudes) about TAAS (excluding the current battery of End of Course Tests) from teachers and administrators; (2) relate teacher and administrator knowledge and perceptions of the test to student test performance as reported in the Academic Excellence Indicator System (AEIS) Reports. Answers to the following questions were sought: 1. To what extent do teachers and administrators possess different levels of knowledge regarding TAAS, and different attitudes toward TAAS about its purpose and use

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Barnes, Barbara (Principal). "Impact of Teacher and Student Ethnicity on Student Assessments." Thesis, University of North Texas, 2016. https://digital.library.unt.edu/ark:/67531/metadc849641/.

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The purpose of the study was to answer the questions: Do students show greater academic success in English language arts/reading as measured by the Texas Assessment of Knowledge and Skills (TAKS) exam scores in secondary education when their teachers are the same ethinicity? Do students show greater academic success in math as measured by the TAKS exam scores in secondary education when their teachers are the same ethnicity? Minority students' success on the TAKS test was compared to the assessment scores of White students from the 2010-2011, 2011-2012, and 2012-13 school year in thre suburb

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Lau, Kwok–chi. "Knowledge and skills that science teachers need for teaching the nature of science." Thesis, University of Leicester, 2011. http://hdl.handle.net/2381/9172.

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Nature of science (NOS) has long been a highly valued element of science education, but it remains largely ignored in science classrooms despite decades of efforts in promoting it. Past research mostly focuses on curricular efforts and NOS understanding of teachers and students to the exclusion of in depth examination of NOS teaching in actual classrooms. The studies targeting NOS teaching, however, often put heavy emphasis on the intentions and beliefs of teachers to account for whether or not NOS aspects are addressed in the classrooms. These types of studies still treat NOS teaching as a bl

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Leggio, Joseph C. "Perspectives on the qualities, knowledge, and skills of effective emotional/behavioral disorders teachers." Thesis, The University of North Dakota, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3714129.

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<p> This study explored the perceptions of six teachers of students with emotional and behavioral disorders (EBD) in one school district. In individual interviews, the teachers shared their perceptions of the qualities, knowledge, and skills necessary for EBD teachers to be effective. Five of the teachers gathered for a focus group to discuss the findings from the analysis of the interview data. </p><p> An analysis of the data yielded three themes. First, effective EBD teachers develop unconditional teacher-student relationships. No matter how many setbacks a student with EBD may experienc

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Reed, Melisa A. "Functional behavior assessment knowledge and skills of e/bd teachers in West Virginia /." Morgantown, W. Va. : [West Virginia University Libraries], 2001. http://etd.wvu.edu/templates/showETD.cfm?recnum=2160.

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Thesis (Ed. D.)--West Virginia University, 2001.<br>Title from document title page. Document formatted into pages; contains v, 147 p. : ill. Vita. Includes abstract. Includes bibliographical references (p. 85-96).

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Wilson, Christine M. "Determining the effects of a foundations of education / diversity preparation class on the multicultural knowledge, skills and depositions of preservice teacher applicants /." View online ; access limited to URI, 2006. http://0-digitalcommons.uri.edu.helin.uri.edu/dissertations/AAI3239912.

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Wicks, Darren. "Voices of learning: teacher knowledge, skill and development in secondary school singing." Thesis, The University of Sydney, 2014. http://hdl.handle.net/2123/11792.

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Singing can be an immensely positive experience for secondary school students and can impact their lives on many levels: musically, intellectually, physically, socially, emotionally and spiritually. More than just an enriching experience, singing is fundamental to music education and to the acquisition of musical skills. Therefore, confidence in using one’s singing voice and in working with student voices is core to the skillset of effective music educators. Without effective teachers, a student’s experience of singing is likely to be less than positive or non-existent. Evidence gathered by

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Finkle, Sheryl L. "The relationship of English studies to the knowledge, attitudes, and skills of English teachers /." The Ohio State University, 1990. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487678444257825.

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Acar, Omer. "Argumentation Skills And Conceptual Knowledge Of Undergraduate Students In A Physics By Inquiry Class." The Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=osu1228972473.

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Kutame, Mark Anthony. "Teacher knowledge and its relationship to student success in learning a gymnastics skill /." The Ohio State University, 1997. http://rave.ohiolink.edu/etdc/view?acc_num=osu14879450156166.

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Ashton, Graham R. "Got ‘em on a String: The Collective Skills, Knowledge and Attributes of Group String Teachers in Queensland." Thesis, Griffith University, 2015. http://hdl.handle.net/10072/365725.

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There appear to be considerable differences in the outcomes of group string teaching programs in Queensland. Some teachers appear to be able to generate, manage and administrate highly efficacious programs; others seem to experience difficulty transferring the knowledge and skills required for students to become successful string players. This study investigates the collective skills, knowledge and attributes apparent in group string teaching. As a case study with multiple participants, the investigation documents the reflections of group string pedagogues, observes the outcomes of their progr

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Alkahtani, Adel Abdullah. "Evaluating Saudi Teachers’ Knowledge and Skills in Teaching Primary School Students to Read in Arabic." Thesis, Griffith University, 2015. http://hdl.handle.net/10072/365247.

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Expectations placed on the expertise of teachers and how this expertise should be utilised in the classroom is highly variable in different countries. This study explored these expectations on teachers of Arabic reading in upper grades of primary schools in Saudi Arabia, in three keys stages of reading instruction: the planning stage, the presentation stage, and the evaluation stage. The study was conducted in the province of Asir in Saudi Arabia, as Arabic reading instruction has been identified as problematic in some Saudi provinces. The purpose of this study is to reveal the knowledge and s

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Anderson, Nancy Lynn. "Teaching ESL/EFL: The Role of Cultural and Intercultural Knowledge, Skills, and Competence." Scholarly Commons, 2009. https://scholarlycommons.pacific.edu/uop_etds/727.

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In this ever-changing world of 201 0, we are more closely interconnected than ever before. English plays a key role in this world's communication as a global or international language- making intercultural connections and bridging differences in the process. It is critically important and challenging for people to learn skills for interacting in this global society. ESL/EFL teachers, educators, and administrators become key resources for learning and transmitting the knowledge, skills, and strategies for using English in a variety of social, business, or academic interactions. Immigrants, refu

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Osantowski, Teddy Brodie Bowen Mack L. "Effects of inservice training on teachers' knowledge and applied skills related to identification of learning disabilities." Normal, Ill. Illinois State University, 1993. http://wwwlib.umi.com/cr/ilstu/fullcit?p9323740.

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Thesis (Ed. D.)--Illinois State University, 1993.<br>Title from title page screen, viewed February 16, 2006. Dissertation Committee: Mack L. Bowen (chair), Lanny E. Morreau, William C. Rau, Paula J. Smith, Kenneth H. Strand. Includes bibliographical references (leaves 92-100) and abstract. Also available in print.

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Martinez-Cantu, Veronica A. Rodeheaver Daniel Gilbert. "Inequality and school performance the effect of the No Child Left Behind Act on the Texas Assessment of Knowledge and Skills Test /." [Denton, Tex.] : University of North Texas, 2007. http://digital.library.unt.edu/permalink/meta-dc-5146.

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Jones, Lewis C. R. "An investigation into the knowledge and skill requirements for effective teaching of technology in English secondary schools." Thesis, Loughborough University, 2016. https://dspace.lboro.ac.uk/2134/21101.

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This thesis is concerned with the knowledge and skill requirements to teach technology education. Technology education has an important part to play in the UK economy. There is great demand to produce a technologically skilled workforce and secondary school technology education is a key element in the supply of skilled engineering technicians and graduates. Whilst there have been improvements in the number of pupils choosing to study mathematics and science there has been a decline in those studying technology. The work in this thesis has focused on the subject of Design and Technology as it p

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Pugh, Eamonn Victor. "The role of emotional knowledge in learning to teach : a framework for student teachers and their mentors on school placements." Thesis, University of Cumbria, 2017. http://insight.cumbria.ac.uk/id/eprint/3729/.

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Emotional aspects of teaching impact on classroom relationships, as well as on teacher burnout and resilience. The research reported here contributes towards understanding emotional knowledge in initial teacher education. Using particularly Boyatzis and Goleman’s ideas of emotional competence, a four-quadrant framework was constructed, showing emotional knowledge as categories of self- and social awareness and self- and relationship management. This framework was tested in an inquiry to support student teachers during their work-based learning in classrooms. The research aimed to find the mean

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Powell, Kathryn M. "Kindergarten Teachers’ Knowledge and Perceptions of Early Learning-Related Skills and Their Relationship to Academic Achievement." Digital Archive @ GSU, 2012. http://digitalarchive.gsu.edu/cps_diss/82.

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ABSTRACT KINDERGARTEN TEACHERS’ KNOWLEDGE AND PERCEPTIONS OF EARLY LEARNING-RELATED SKILLS AND THEIR RELATIONSHIP TO ACADEMIC ACHIEVEMENT by Kathryn Powell Historically, the kindergarten curriculum emphasized social-emotional development including interpersonal and learning-related skills (Logue, 2007). Researchers have confirmed that teachers valued social-emotional development, particularly learning-related skills, as foundational skills to school readiness and future academic achievement (e.g., Heaviside & Farris, 1993). Since the implementation of No Child Left Behind (NCLB, 2002), the foc

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Mashiapata, Makidiidi Blantina. "Self-evaluation of perceived knowledge and skills of economic and management sciences teachers in South Africa." Diss., Pretoria : [s.n.], 2006. http://upetd.up.ac.za/thesis/available/etd-09162008-124639/.

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Almethen, Mazen Abdurhman. "SAUDI SPECIAL EDUCATION TEACHERS’ KNOWLEDGE, SKILLS, AND PROFESSIONAL DEVELOPMENT NEEDS OF ASSISTIVE TECHNOLOGY IN THE CLASSROOM." CSUSB ScholarWorks, 2017. https://scholarworks.lib.csusb.edu/etd/448.

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This project assesses Saudi Arabian special education teachers’ perceptions about their competencies and professional development needs on assistive technology (AT). The researcher developed an online self-administrated 27 question survey in order to evaluate special education teachers’ perceived knowledge regarding AT, as well as to investigate their needs for professional development. The survey webpage link was sent via email to 110 special education teachers at General Directorate of Education in Unaizah, Saudi Arabia. A total of 37 teachers participate in this study for a 33.6% response r

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Ilieva, Vessela. "Transforming Teachers’ Knowledge and Skills: Lesson Study In Mathematics Instruction Sensitive For Diverse Learners at Middle Level." DigitalCommons@USU, 2008. https://digitalcommons.usu.edu/etd/23.

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This study investigated the learning of middle school mathematics teachers as they worked in a student-sensitive lesson study group. Three mathematics teachers collaborated to develop and teach student-sensitive math lessons. The original Japanese lesson study model was extended to involve a diversity consultant with experience and expertise in providing student-sensitive instruction. Collaboratively, the members of the lesson study group tailored their mathematics lessons to provide enhanced mathematics instruction to the diverse groups of students in their classrooms. The lesson study team h

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Keith, Joe Allen. "Perceptions of school leadership capacity and student achievement." To access this resource online via ProQuest Dissertations and Theses @ UTEP, 2009. http://0-proquest.umi.com.lib.utep.edu/login?COPT=REJTPTU0YmImSU5UPTAmVkVSPTI=&clientId=2515.

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Sikhavhakhavha, Philemon Marubini. "Didactic-professional inservice training and development needs of secondary school teachers in a region of the Northern Province / Philemon Marubini Sikhavhakhavha." Thesis, Potchefstroom University for Christian Higher Education, 1999. http://hdl.handle.net/10394/8744.

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For effective teaching to take place in secondary schools, teachers need to be adjusted positively towards reality and need to possess a thorough knowledge of the learning material which they offer. Teachers can be helped to adjust positively towards reality and also possess a thorough knowledge of the learning material if their didactic professional needs are being satisfied through in-service education and training. ln-service education and training aims at improving teachers' competence and performance in the classroom situation. This study aims at identifying the didactic-professional in-s

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Hardie, Alison. "Eating disorders, body image and weight control life orientation teachers' knowledge, attitudes and behaviours." Thesis, Nelson Mandela Metropolitan University, 2006. http://hdl.handle.net/10948/394.

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The apparent increase in the incidence of both anorexia nervosa and bulimia nervosa worldwide has resulted in a surge of interest in effective treatment, prevention programmes and health promotion. Health promotion and the primary prevention of eating and body image problems among young people, and in particular adolescents, is emerging as one of the most desirable achievements in contemporary health and nutrition education. Eating disorders usually have their origin during the teenage years, and as such, high schools provide useful sites for the implementation of prevention programmes. Educat

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Rajnapong, Ranee. "A Delphi Investigation of Staff Development Knowledge and Skills Needed for Primary School Principals in Thailand." Thesis, University of North Texas, 1991. https://digital.library.unt.edu/ark:/67531/metadc332654/.

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This study sought to determine the staff development knowledge and skill needs of school administrators as perceived by primary school principals in Thailand. This study posed the following questions for investigation: what specific knowledge and skills do primary school principals in Thailand perceive as necessary for them to perform the role of staff developer in their schools, and which competencies are perceived to be the most important?

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49

Duncan, Tisha Admire Day Barbara. "An analysis of the T.E.A.C.H. Early Childhood Project factors related to perceptions of teachers' knowledge, skills and confidence /." Chapel Hill, N.C. : University of North Carolina at Chapel Hill, 2008. http://dc.lib.unc.edu/u?/etd,1667.

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Thesis (Ed. D.)--University of North Carolina at Chapel Hill, 2008.<br>Title from electronic title page (viewed Sep. 16, 2008). "... in partial fulfillment of the requirements for the degree of Doctor of Education in the Department of Curriculum and Instruction, the School of Education." Discipline: Education; Department/School: Education.

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50

Jones, Phyllis. "Making meaning with teachers of pupils with profound and multiple learning difficulties : reflecting on identity and knowledge." Thesis, Northumbria University, 2002. http://nrl.northumbria.ac.uk/2391/.

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This thesis analyses a complex process of meaning making. It centres upon the meaning making of a group of fourteen teachers who teach pupils with profound and multiple learning disabilities (pmld). The nature of the meaning making changed as the research progressed. It moved from my meaning making of the teachers to my meaning making with the teachers. Integral to this was a process of personal meaning making and critical self reflection. The qualitative paradigm of research methodology offered a framework that informed my methodological decisions. The influence of symbolic interaction, criti

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