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Dissertations / Theses on the topic 'Teachers and learners'

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Published: 4 June 2021

Last updated: 25 July 2025

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1

Drouilhet, Louise Marie Rhodes Dent. "Teachers as adult learners using adult learner characteristics to design in-service programs for teachers /." Normal, Ill. Illinois State University, 1985. http://wwwlib.umi.com/cr/ilstu/fullcit?p8514769.

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Thesis (Ed. D.)--Illinois State University, 1985.<br>Title from title page screen, viewed June 7, 2005. Dissertation Committee: Dent Rhodes (chair), John Heissler, Frank Lewis, William Piland, Robert Rumery. Includes bibliographical references (leaves 205-230, 261-263) and abstract. Also available in print.

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Wienand, Merna Adeliade. "Empowering teachers to render learner support to learners who experience reading barriers." Thesis, Nelson Mandela Metropolitan University, 2011. http://hdl.handle.net/10948/1353.

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In this qualitative study the researcher provided proposed guidelines to empower teachers to render learner support to learners who experience reading barriers. A literature study was undertaken to investigate the importance and consequences of inclusive education, the need for a systematic approach, reading problems and its causes and remediation thereof. The empirical study includes interviews with important stakeholders and observations. The results of the empirical study culminated into proposed guidelines to empower teachers to render learner support to these learners. Recommendations wer

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3

Gallo, Elena. "University language teachers as autonomous learners." Diss., Ludwig-Maximilians-Universität München, 2012. http://nbn-resolving.de/urn:nbn:de:bvb:19-176884.

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The present empirical study investigates how university language teachers approach their own professional development (PD) and which forms their development can take. Research into teacher professional development largely tends to concentrate on school teachers, whereas in this study university language teachers are the focus of interest. Furthermore, the role of teachers’ personal contributions to their own professional learning is the main concern of the study rather than which features of teacher programmes might have a positive impact on teachers’ development. The way the teachers proce

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Aitken, Marjorie A. Fisher Robert L. "Preparing monolingual teachers to teach English language learners." Normal, Ill. Illinois State University, 2004. http://wwwlib.umi.com/cr/ilstu/fullcit?p3172874.

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Thesis (Ed. D.)--Illinois State University, 2004.<br>Title from title page screen, viewed November 17, 2004. Dissertation Committee: Robert L. Fisher (chair), Fabiola Ehlers-Zavala, Barbara Meyer, S. Rex Morrow. Includes bibliographical references (leaves 192-208) and abstract. Also available in print.

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Tse, Kwok Keung Ernest. "Preservice teacher planning : a study of the journey from learners to teachers." Monash University, Faculty of Education, 2004. http://arrow.monash.edu.au/hdl/1959.1/5329.

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6

Cameron, Sandra Ellen. "Teachers as learners: Professional learning in the lives of teachers." Thesis, Australian Catholic University, 2011. https://acuresearchbank.acu.edu.au/download/fc30c83344b3be126197aadd1f6c36e0bce96a49fd822c04e43f401e5af32df6/3996679/64811_downloaded_stream_36.pdf.

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This interpretative study explored the professional learning practices of teachers in a range of Queensland State schools. While teacher learning is regarded as cornerstone of school reform, our knowledge of the role professional learning plays in changing teacher practice is scant. Therefore, the purpose of this research was to listen to the voices of practitioners in order to better understand the situated worlds of teacher-learners and how to support them and their learning in this time of constant and inescapable change and to answer the question: What experiences foster teacher learning t

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Collinson, Vivienne Ruth. "Teachers as learners : exemplary teachers' perceptions of personal and professional renewal." The Ohio State University, 1993. http://rave.ohiolink.edu/etdc/view?acc_num=osu1239895263.

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Larson, Carrie Susan. "Bilingual Teachers' Experiences: Being English Learners, Becoming Teachers, and Bilingual Education." PDXScholar, 2018. https://pdxscholar.library.pdx.edu/open_access_etds/4412.

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Bilingual students are the fastest growing demographic group in U.S. P-12 public schools and offer promise and hope to our increasingly global workforce. However, many bilingual students are lagging behind in school, too many do not complete high school, and their schooling experiences are overshadowed by racial and linguistic segregation, low-academic tracking, and subtractive educational experiences. There is a growing body of literature that recognizes the importance of bilingual and bicultural teachers and leaders who can include students' linguistic, cultural, and community assets in scho

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Alfonzo-Reyes, Luzeana. "Effective methods of parent-teacher communication for teachers of english language learners." Honors in the Major Thesis, University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/650.

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Families from all over the world come to the United States for a new beginning. More often than not, these families speak little or no English. A challenge that teachers face every day is trying to communicate with children and their families who speak little or no English. Following a review of the various forms of communication and types of parental involvement, a survey was created. This survey was completed by elementary teachers in a local lower socioeconomic area elementary school with a high mobility rates and high levels of English Language Learner (ELL) students. The results of this s

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Zeelie, Shani Antoinette. "Exploring the relationship between teacher profiles, professional development and learners’ reading literacy achievement." Diss., University of Pretoria, 2020. http://hdl.handle.net/2263/80428.

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This study, drawing on the Progress in International Reading Literacy (PIRLS) Literacy 2016 learner achievement data, aimed to examine the relationship between teacher profiles in terms of teachers’ age, years of experience and formal qualification, teachers’ participation in formal and informal professional development activities and South African Grade 4 learners’ reading literacy achievement when controlling for the socio-economic status of the learners. To accommodate all the variables used in the study, a new conceptual framework was developed. This study was initiated as a result of the

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Scherler, Kathy L. "Elementary music teachers instructing English language learners: Reflection on practice." Thesis, University of North Texas, 2005. https://digital.library.unt.edu/ark:/67531/metadc4933/.

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This qualitative study investigated four monolingual, English-only speaking Caucasian elementary music teachers and their reflections regarding instruction of English language learners (ELL). The purpose of this multiple case study was to investigate the teaching practice and curricular decisions of elementary music teachers who instruct Hispanic ELL students. The investigation was conducted during a nine-week period, and data collection included classroom observations, phenomenological interviewing, and teacher audio journals. None of the teachers had prior education or pre-service preparatio

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Shopshear, Jennifer Lynne. "21st century skills for 21st century learners." CSUSB ScholarWorks, 2007. https://scholarworks.lib.csusb.edu/etd-project/3264.

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The purpose of the project was to develop and implement a survey for the purpose of better understanding how teacher's attitude affect their ability to achieve success and overcome challenges associated with the implementation of a 1 on 1 Learning Program. This project was intended to increase awareness as to how teachers currently use technology, their attitudes about the technology they use, and their perceptions as to how students will use technology. Research in this study affirms this can improve teacher/student achievements; promote creativity and motivation through effective communicati

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Hall, Valerie Joyce. "Observations : a vehicle for enabling learner voice and developing expert learners." Thesis, Staffordshire University, 2014. http://eprints.staffs.ac.uk/1943/.

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When we watch an expert perform, how does that inform our own knowledge and skills in that subject, or establish what our potential might be to become a ‘better’ learner? There is much policy and rhetoric around the development of this ‘expert’ learner through ‘Learner Voice’ initiatives, yet this is a sparsely researched area. Mainly anecdotal, with poorly documented methodology, it is also heavily biased towards compulsory-aged education. This study, set within Further Education, adds to knowledge by providing evidence of how learners can improve the quality of teaching, and their own learni

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Nag, Anindita. "Teachers as Learners: Impacts of Graduate Teachers Education Programs? Features on In-Service Teachers? Practices." Thesis, North Dakota State University, 2017. https://hdl.handle.net/10365/28544.

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Significant research efforts have addressed the need for pursuing graduate teacher education to improve in-service teachers? teaching practices. On contrary, empirical knowledge about the impacts of structural and process features of graduate teacher education on in-service teachers? teaching practices is underdeveloped. This proposed study was designed to contribute to an empirically driven knowledge about the degree to which graduate teacher education programs support in-service teachers? classroom needs and guide them diligently to deal with professional challenges. Mixed methodology approa

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Gabillon, Zehra. "L2 Learners' and L2 Teachers' Stated L2 Beliefs." Thesis, Nancy 2, 2007. http://www.theses.fr/2007NAN21010/document.

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Ce mémoire est une étude exploratoire des représentations d'un groupe d'étudiants universitaires, relatives à l'apprentissage de l'anglais. Dans cette étude, les apprenants sont des étudiants de DUT dont la vocation est de devenir techniciens en Réseaux et Télécoms. L'étude s'est déroulée à l'IUT de Mont de Marsan qui fait partie de l'université de Pau et des Pays de l'Adour. Dans ce travail, nous nous sommes également attachés à étudier les représentations des enseignants dans le but de détecter des inadéquations entre les représentations des apprenants et celles des enseignants. Dans le but

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Gabillon, Zehra Duda Richard. "L2 Learners' and L2 Teachers' Stated L2 Beliefs." S. l. : Université Nancy 2, 2007. http://cyberdoc.univ-nancy2.fr/htdocs/docs_ouvert/doc279/2007NAN21010.pdf.

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MacIntosh, Jolene. "Teachers' experiences of teaching learners diagnosed with autism." Diss., University of Pretoria, 2013. http://hdl.handle.net/2263/40461.

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The purpose of the study was to explore teachers’ experiences of teaching learners diagnosed with autism. In particular, information was obtained regarding the assets that learners with ASD have and how these assets can be utilised within classrooms. Teachers also gave insight about the challenges that they encounter while teaching learners with ASD. Current classroom practices were investigated and information obtained about the type of support that teachers provide to learners with ASD. This was done in an attempt to provide guidelines on how to improve classroom practices within various

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Lee, Jooyoung. "EFL textbooks for young learners from the perspectives of teachers, parents and young learners." Thesis, Queen's University Belfast, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.602358.

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In the last decades the number of English language teaching materials for young language learners on the market has increased substantially. Even though there has been considerable research about ELT materials, little is known about textbooks for young language learners in the EFL context. The objectives of this study were to explore and compare the perceptions of EFL textbooks from the viewpoints of parents, teachers and young learners. The present study employed mixed methods in an exploratory sequential design. Data collection and analysis consisted of two phases. Data were gathered from se

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Prut-Maler, Miriam. "Attitudes of physical education teachers and preservice teachers to disadvantaged learners in Israel." Thesis, Anglia Ruskin University, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.321981.

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Onat-Stelma, Zeynep. "Moving from teaching older learners to young learners : cases of English language teachers in Turkey." Thesis, University of Leeds, 2005. http://etheses.whiterose.ac.uk/11273/.

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This thesis explores the experiences of four English language teachers in Turkey who moved from teaching in either high schools or language schools to teaching English to young learners. The study follows these teachers in their first year of teaching in primary school, describes the changes they went through in their approach to teaching English, and identifies the influences on these changes. The background to this research was an educational reform which introduced English into the primary curriculum. After this reform, there was a shortage of English teachers at the primary level. A common

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Clayton, Courtney McHugh. "Whatever It Takes: Exemplary Teachers of English Language Learners." Thesis, Boston College, 2008. http://hdl.handle.net/2345/614.

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Thesis advisor: Maria E. Brisk<br>This dissertation analyzed how exemplary mainstream teachers of English Language Learners (ELLs) taught these students across contexts--English monolingual immersion and bilingual. The research for this study was grounded directly in the teaching practices of exemplary teachers for English Language Learners (ELLs). Teacher participants undertook inquiry into their own practices to provide the knowledge and information needed to assist other teachers in improving their practices with ELLs. The research in this case drew upon previous research in the area of pro

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De, Waal Neil-Owen. "Teachers' understanding of their learners' behaviour in the classroom." Thesis, Stellenbosch : Stellenbosch University, 2002. http://hdl.handle.net/10019.1/53080.

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Thesis (MEdPsych)--University of Stellenbosch, 2002.<br>ENGLISH ABSTRACT: Despite the fact that a large proportion of learners in schools today is seen as displaying behavioural problems / difficulties, the area of teachers understanding the learners' needs to behave in a certain way is underresearched. A review of traditional psychological literature also suggests that the area of teachers' understanding of their learners' behaviour in the classroom is a marginalised subject. It is generally postulated that teachers have a profound influence on learners and how they behave. A teacher'

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Nthitu, Justus Mackenzie. "Teachers' perspectives on inclusion of disabled learners in Botswana." Master's thesis, University of Cape Town, 2011. http://hdl.handle.net/11427/13443.

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Includes bibliographical references (leaves 93-105).<br>This study investigated teachers' perspectives on inclusion of disabled learners in Botswana. The study sought specifically to understand teachers' perspectives through: (1) their conceptualisation of disability and inclusion; (2) their views on educational placement for disabled learners; and (3) their views on the types of support necessary to facilitate inclusion of disabled learners. Participants were drawn from two mainstream primary schools with special education units. Both schools were from the southern region of Botswana. Using

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Jackson, P. Pualani. "Teachers' Perceptions of English Language Learners and Reading Instruction." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2662.

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The growing population of English language learners (ELLs) in an urban school district in the southwest United States has maintained low achievement scores in the K-5 grades. Students who do not attain reading proficiency at least by the end of 3rd grade are at risk of continued academic failure through high school. Research shows that teachers' knowledge and preparedness to teach reading has an influence on student performance. The purpose of this qualitative study was to explore the readiness of mainstream classroom teachers to teach reading to ELLs. Guided by the sociocultural frameworks of

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Ferguson, Betsy Lynn. "The Nature and Function of Professional Support Networks for Teachers of English Language Learners." BYU ScholarsArchive, 2015. https://scholarsarchive.byu.edu/etd/5682.

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The English learner (EL) population in the United States continues to grow. To improve their pedagogy in working with this population, many educators have received training in English as a Second Language (ESL), but the gap between ELs and their native English speaking peers persists. When teachers engage as members of professional support networks, they are more likely to successfully implement the strategies learned in their ESL professional development (Echevarria, Richards-Tutor, Chinn, & Ratleff, 2011). This study considered the nature and function of the professional support network of

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Ellman, Basil. "The experiences of teachers in including learners with intellectual disabilities." Thesis, Stellenbosch : Stellenbosch University, 2004. http://hdl.handle.net/10019.1/50152.

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Thesis (MEd)--University of Stellenbosch, 2004.<br>ENGLISH ABSTRACT: In South Africa,' including learners with disabilities has been a concern in education since 1994. With children with disabilities, including intellectual disabilities, being increasingly included in mainstream schools, consideration needs to be given to the experiences of teachers in inclusive classrooms. Since an understanding of teachers' experiences can lead to the development of support strategies, this study sets out to explore teachers' experiences. The research design of this research is qualitative in nature a

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Strawsine, Megan Frisby Craig L. Flores Lisa Y. "Teaching English language learners scale (TELLS) initial development /." Diss., Columbia, Mo. : University of Missouri--Columbia, 2009. http://hdl.handle.net/10355/6649.

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Title from PDF of title page (University of Missouri--Columbia, viewed on March 10, 2010). The entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file. Thesis advisor: Dr. Lisa Flores & Dr. Craig Frisby. Includes bibliographical references.

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Sari, F. "An exploration of Indonesian EFL trainee teachers' beliefs and their teaching practice about facilitating learners' willingness to communicate (WTC)." Thesis, University of Exeter, 2019. http://hdl.handle.net/10871/36302.

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The main purpose of this research is to investigate the beliefs of trainee teachers regarding generating English language learners' Willingness to Communicate (WTC), the relationship between their beliefs and practice and the influence of teaching practicum to their beliefs. This study took place in the Indonesian context in which EFL trainee teachers' belief-practice relationships regarding learners' WTC is still an understudied domain. Thus, this study was designed to fill this gap in current research. Three Indonesian EFL trainee teachers participated in this study during their teaching pra

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Strydom, Carina. "Two class teachers' experiences of group music therapy for intellectually impaired learners in Namibia." Diss., University of Pretoria, 2011. http://hdl.handle.net/2263/30600.

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This research study explored the impact of group music therapy at a school for intellectually impaired learners in Namibia. The research project generated qualitative data through individual interviews of two teachers at a school for intellectually impaired learners. Interviews were conducted with each teacher before and after participating in ten group music therapy sessions with their learners. The data was compared and discussed in terms of the teachers’ experience of the impact of group music therapy on (i) their perceptions of their learners and how this influenced their teaching approach

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Lowe, Nicole Marie. "Creating Professional Learning Programs that Recognize Teachers as Adult Learners." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/416.

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According to recent research, approximately 40-50% of teachers leave the profession within the first 5 years, creating a constant need for teachers. There is evidence that creating a supportive working environment through effective professional learning, drawing on adult learning theory, may reduce teacher turnover and increase student performance. This study explored teachers' perceptions about the professional development offerings available to them, how these perceptions influence their decisions to remain at the school, and what types of professional learning experiences teachers want to e

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Hutchinson, Eunice G. "What do teachers and learners actually do with textbooks? : teacher and learner use of a fisheries-based ELT textbook in the Philippines." Thesis, Lancaster University, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.337343.

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Brown, Patrick L. "Investigating science teacher knowledge of learners and learning and sequence of science instruction in an alternative certification program." Diss., Columbia, Mo. : University of Missouri-Columbia, 2008. http://hdl.handle.net/10355/5601.

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Thesis (Ph. D.)--University of Missouri-Columbia, 2008.<br>The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on July 22, 2009) Includes bibliographical references.

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Mathis, Janelle Brown. "Preservice teachers' perceptions of themselves as learners, readers, and teachers in a children's literature classroom." Diss., The University of Arizona, 1994. http://hdl.handle.net/10150/187014.

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Preservice teachers' perceptions of their learning, reading, and teaching in an experientially designed course, Children's Literature in the Classroom, is the focus of this study. Qualitative methods included data sources such as initial student surveys, written early literacy memories, audiotaped and transcribed discussions of children's and adolescent literature, mid-term and final self-evaluations, audiotaped and transcribed exit interviews, and various written artifacts created throughout the semester. Several levels of data analysis were used to discover answers to the following questions

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Che, Mustafa Mazlina. "Supporting Asian immigrant English language learners : teachers’ beliefs and practices." Thesis, University of Canterbury. School of Educational Studies and Leadership, 2015. http://hdl.handle.net/10092/10382.

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This phenomenological study explores the beliefs and practices of New Zealand early childhood teachers in supporting English acquisition for Asian immigrant English language learners (ELLs). The focus of the study is on the analysis of early childhood teachers’ beliefs about how they can support English acquisition among Asian immigrant ELLs and how these beliefs influence the teachers’ practices in early childhood education (ECE) settings. The theoretical framework of this research draws on a range of sociocultural perspectives, including (i) the sociocultural positions initially defined by

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Meyer, Bronwin Colleen. "The equal sign: Teachers’ specialised content knowledge and Learners’ misconceptions." Thesis, Cape Peninsula University of Technology, 2016. http://hdl.handle.net/20.500.11838/2369.

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Thesis (MEd (Education))--Cape Peninsula University of Technology, 2016.<br>Numerical and algebraic equations require understanding of the equal sign as an equivalence relation. Teachers and learners, however, often have an operational, rather than a relational, understanding of the equal sign. This conception is viewed as a misconception. This study investigates the extent to which Grade 6 learners at a particular school have this and other misconceptions regarding equality, with the equal sign as focus. It also investigates this school’s Grade 1 to 6 teachers’ specialised content k

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Gueneau, de Mussy Crorkan Andrea. "Teachers as Learners| Perspectives from Latina Immigrant Early Childhood Educators." Thesis, Mills College, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10813868.

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<p> The quality of educators’ teaching practices is a crucial aspect of children’s learning. This is why researchers, policy makers, teacher educators and educational leaders have focused their efforts on developing methods and programs to support educators’ teaching practices. Although teachers are the ones who actually apply the contents and skills learned in professional development programs, there is little research that considers their perspectives. The purpose of this study was to explore Latina immigrant early childhood teachers’ professional identity and perspec

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Verwey, Johanna Cornelia (Hanlie). "Investigating the interaction of mathematics teachers with learners' mathematical errors." Diss., University of Pretoria, 2010. http://hdl.handle.net/2263/24743.

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This study investigated the interaction of mathematics teachers with learners’ mathematical errors. The teachers’ verbal interaction with learners’ errors during learning periods and their written interaction in assessment tasks were explored. The study was contextualized in grade 9 secondary school classrooms in the Gauteng province of South Africa. The investigation was epistemologically underpinned by constructivism/socio-constructivism. The investigation was qualitatively approached through four case studies. Structured and semi-structured interviews, classroom observations and learners’ w

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Bodone, Françoise M. "Enabling or disabling all learners : teachers discuss standards-based education /." view abstract or download file of text, 2000. http://wwwlib.umi.com/cr/uoregon/fullcit?p9978248.

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Thesis (Ph. D.)--University of Oregon, 2000.<br>Typescript. Includes vita and abstract. Includes bibliographical references (leaves 221-235). Also available for download via the World Wide Web; free to University of Oregon users.

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Pegram, Mary E. "Teachers' Perceptions of Implementing Differentiated Instruction for English Language Learners." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6944.

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Administrators and teachers are concerned that English Language Learners (ELLs) in an urban elementary school in a southern part of the United States are not meeting required state standards in reading. Teachers have indicated that they do not always know how to differentiate instruction for ELLs. The purpose of this qualitative case study was to investigate teachers' implementation of differentiated instruction for ELLs. This research study was guided by the conceptual framework of Vygotsky's zone of proximal development and Tomlinson's theory of implementing differentiated instruction. The r

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Butiko, Rachel Butiko O. "Middle School Teachers' Perceptions of Long-Term English Language Learners." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4273.

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Increasing numbers of English-language learners (ELLs) with limited literacy skills in middle schools have resulted in a high percentage of long-term English-language learners (LTELLs). The problem of LTELLs, ELLs who have attended school in the United States for more than 6 years and have not met the state ESL exit criteria, is addressed in this study. Cummins' concept of second language acquisition and Vygotsky's zone of proximal development theoretical frameworks were used in this qualitative case study to explore the perceptions of 6 Title I middle school teachers. The purpose of this stud

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Nelson, Elaine Michelle. "Teachers' Perceptions on English Language Arts Proficiency of English Learners." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3253.

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English learners (ELs) at a middle school in California were not meeting federal accountability requirements in English language arts (ELA). ELs lacking proficiency in ELA often drop out of high school and live in poverty as adults. The purpose of the study was to examine teachers' perceptions of their self-efficacy to implement effective pedagogical strategies to help ELs develop ELA proficiency. A case study design was used to investigate the problem through the lens of second language acquisition theory. The purposeful sample included 11 middle school language arts teachers. Participants co

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Anglin, Marie Simone. "Technology Integration by General Education Teachers of English Language Learners." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4267.

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There is a growing population of English language learners (ELLs) in elementary schools across the United States, and a current academic achievement gap between ELLs and non-ELLs. Researchers have found that integration of Web 2.0 tools has benefitted ELLs in language learning settings, outside of the general classroom. The research problem addressed in this study, based on TPACK, explored general education teachers' experiences with integrating Web 2.0 technology to support academic language acquisition by ELLs and revealed the successes and challenges the teachers encountered. The 6 female p

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Lakey, Rebecca. "Young bilingual Swedish learners in the English classroom : A study comparing the learners and teachers language use." Thesis, Stockholms universitet, Institutionen för språkdidaktik, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-146748.

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This paper investigates and identifies patterns of classroom languages use by both learners and teachers in the English learning classroom. In order to answer the research questions guiding the present study, data were collected both from learners (n= 36) and their teachers (n= 3). The instruments employed in the data collection were two, namely a questionnaire (administered to the learners), and a classroom observation grid (used with the teachers). The questionnaire is a survey, and as such a quantitative method. And, the observations are however qualitative. One of the main findings in the

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Anderson, Elsa Maria Van Tassell Frances S. "Teacher change the effect of a professional development intervention on middle school mainstream teachers of English language learners /." [Denton, Tex.] : University of North Texas, 2009. http://digital.library.unt.edu/ark:/67531/metadc12074.

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Nilsson, Pernilla Driel Jan H. van. "Learning to teach and teaching to learn : primary student teachers' complex journey from learners to teachers /." Norrköping : Linköping University, Department of Social and Welfare Studies, 2008. http://www.bibl.liu.se/liupubl/disp/disp2008/sste19s.pdf.

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Disputats, Linköpings universitet, 2008.<br>PCK: Pedagogical content knowledge. Serien udg. af: Nationella forskarskolan i naturvetenskapernas och teknikens didaktik, FontD. Med litteraturhenvisninger.

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Montalvo, Ricardo. "Preservice Special Education Teachers' Sense of Preparedness to Instruct English Learners with Disabilities." Thesis, University of North Texas, 2018. https://digital.library.unt.edu/ark:/67531/metadc1248396/.

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This study examines the sense of preparedness of preservice special education teachers (PSETs) to instruct English language learners. Pre- and post-survey measures were analyzed using the Wilcoxon signed-rank tests for a group of PSETs as they engaged in their second semester of student teaching experience. To explore emerging themes, a post-qualitative analysis was performed using focus groups. Quantitative results revealed no statistical difference except for the Self-Efficacy subscale. Focus group data showed increased confidence levels resulting from the student teaching experience. A Mann

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Lundström, Anna. "Processbarhet i ett läromedel : Why don’t learners learn what teachers teach?" Thesis, Linnéuniversitetet, Institutionen för svenska språket (SV), 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-34410.

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Den här studien undersöker processbarhetsprogressionen i ett läromedel i svenska för nybörjare. Analysen tar sin utgångspunkt i den processbarhetshierarki som utarbetats av Pienemann & Håkansson (1999:404). Studien belyser i vilken utsträckning läromedlet följer processbarhetsprogression, hur stort utrymme de fem PT-nivåerna får i läromedlet och hur dessa nivåer tränas i läromedlets övningsuppgifter. Undersökningen visar att grammatiska strukturer från de flesta PT-nivåerna förekommer redan i läromedlets tidigaste texter. Boken följer processbarhetsprogression på en morfologisk nivå,

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Sahin, Mehmet. "Synchronous computer-mediated communication between foreign language learners and prospective teachers." [Ames, Iowa : Iowa State University], 2007.

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Alharthi, Thamer. "Vocabulary attrition of Saudi EFL learners graduating at Jeddah Teachers College." Thesis, University of Essex, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.572892.

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Although several studies have investigated the attrition of lexical items by second language learners of English, none has been a longitudinal study of a population of graduate teachers of English. The current study therefore sought to investigate the extent of vocabulary attrition by Saudi EFL graduate teachers at Jeddah Teachers College UTC) in a longitudinal study. This thesis investigated the rate/amount of vocabulary attrition, the initial lexical proficiency/achievement at the onset of attrition, the difference in attrition between their receptive and their productive knowledge of words,

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Thobela, Nompapa Regina. "The perceptions of principals and teachers of learners with HIV/Aids." Thesis, Stellenbosch : University of Stellenbosch, 2009. http://hdl.handle.net/10019.1/1909.

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Thesis (MEd (Educational Psychology))--University of Stellenbosch, 2009.<br>ENGLISH ABSTRACT: The HIV/AIDS pandemic presents many challenges to education in South Africa. The National Department of Education declared itself a central player in addressing the many challenges presented by HIV/AIDS. An important challenge relates to an increase in learners that experience barriers to learning and development in schools and classrooms. Education White Paper 6 of 2001 (Department of Education, 2001) emphasised that the implementation of inclusive education in schools should take the incidence

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