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Risen, D. Michael Riegle Rodney P. "Teacher incentive programs an analysis of terms, metaphors, and policy concerns /." Normal, Ill. Illinois State University, 1989. http://wwwlib.umi.com/cr/ilstu/fullcit?p8918622.
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Thesis (Ph. D.)--Illinois State University, 1989.<br>Title from title page screen, viewed October 10, 2005. Dissertation Committee: Rodney P. Riegle (chair), Mary Ann Lynn, Ronald Laymon, Chris Eisele, Thomas Nelson. Includes bibliographical references (leaves 185-196) and abstract. Also available in print.
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Dillon, Randy Errol. "Teacher of the year awards and their effect upon peer relationships /." free to MU campus, to others for purchase, 1996. http://wwwlib.umi.com/cr/mo/fullcit?p9809680.
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Jeremiah, Andrew. "The effect of employee rewards on staff morale in Western Cape public TVET colleges." Thesis, Cape Peninsula University of Technology, 2018. http://hdl.handle.net/20.500.11838/2861.
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Thesis (DTech (Human Resource Management))--Cape Peninsula University of Technology, 2018.<br>The purpose of this study was to investigate the impact of intrinsic and extrinsic rewards on the job satisfaction and morale of educators in Western Cape Public Technical Vocational Education and Training (TVET) institutions. The study endeavoured to determine factors that contributed to public TVET educators’ dissatisfaction with intrinsic and extrinsic rewards offered by public TVET institutions in the Western Cape. In addition, the study investigated the job satisfaction of public TVET educators as well as the resultant morale, attrition and absenteeism brought about by educators’ dissatisfaction with rewards offered. The study was also expected to present findings and make recommendations to public TVET institutions and the Department Higher Education and Training (DHET). Recommendations were supposed to be made to bring about an improvement in the job satisfaction and morale of public TVET educators in the Western Cape. A stratified purposive sampling procedure was utilised in drawing up the sample from some population of 1535 educators in the Western in 2013. The Research Advisors (2006) and Krejcie and Morgan (1970) Sample Size Tables were utilised. However, out of 308 JDI questionnaires that were initially distributed 265 were returned duly completed. The two hundred and sixty-five JDI questionnaires were processed using SPSS Version 23. As suggested by statistical analysis, the overall conclusion drawn from the research was that extrinsic and intrinsic rewards significantly predicted the job satisfaction and morale of educators in a sample of 308 derived from some population of 1535 educators in Western Cape public TVET institutions. This study revealed that extrinsic and intrinsic rewards had a significant influence or impact on the job satisfaction and morale of public TVET educators in the Western Cape. It was discovered that beside extrinsic rewards such as pay and bonuses, intrinsic rewards such as the job itself were important in the job satisfaction and morale of educators. Beside the above it was also discovered that supervision, career progression opportunities and relationships among principals and staff, and among educators and learners were instrumental in enhancing the job satisfaction and morale of educators. Beside the above mentioned, it was discovered that learners’ grades after assessments also played a major role in the motivation of public TVET educators. It was confirmed that extrinsic and intrinsic rewards complimented each other in fostering and enhancing the job satisfaction and morale of public TVET educators in the Western Cape. The results of this study showed that job satisfaction among public TVET educators in the Western Cape could be explained by the type of rewards (extrinsic and intrinsic) offered by public TVET institutions as previously indicated. In other studies, mentioned in this study it was confirmed that beside extrinsic rewards, intrinsic rewards such as the job itself and the educational institution enhanced the educator’s job satisfaction and morale. When an employer fulfils the educator’s intrinsic and extrinsic reward expectations, an educator’s affective commitment, job satisfaction and morale is enhanced.
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Ballew, M. Jean. "Teachers’ perceptions of the influence of awards received for excellence in teaching early in their careers." Diss., Kansas State University, 2012. http://hdl.handle.net/2097/14848.
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Doctor of Philosophy<br>Department of Curriculum and Instruction Programs<br>Janice Wissman<br>This study sought to provide insight regarding how novice teachers perceive the influence of receiving an award for excellence early in their careers. The questions guiding this study focus on the perceptions of the respondents regarding whether or not they perceived that the award was motivating; whether the award influenced them personally, professionally, and organizationally; and whether they perceived an increase in commitment to the profession.
This quantitative study gathered data from an on-line questionnaire sent to teachers who received the Kansas Horizon Award from 2003 through 2011. The study used exploratory factor analysis, descriptive statistics, and analysis of variance procedures to ascertain whether or not there was any significance regarding the way awardees responded to 15 Likert items. The data were compared to six demographic variables: year of award; age of winner at the time of the award; level taught – elementary or secondary; location of school – urban, suburban, or rural; gender; and teaching status.
Each of the 15 Likert items were aligned with one of the four factors identified by the factor analysis – internal influence, expectations, external influence, and commitment to the profession. The significant statistics from the factor analysis ranged from .506 through .900. The analysis of variance showed significance for three factors and variables.(1) The most recent awardees (2009-2011) perceived a greater influence from the award regarding expectations (p = .03) than did those teachers who won the award in previous years. (2) Teachers from urban schools perceived a greater significance from the award regarding external influence (p = .05) than those from suburban schools. (3) Females perceived a greater influence from the award than did males regarding commitment to the profession (p = .03).
Recommendations for practice include the need for increased awareness of administrators regarding the importance of awards and recognition for teachers, increased support for teacher attendance at the state conference, and increased leadership opportunities for awardees. Recommendations for further research include studies of how administrators choose nominees for awards and why some never nominate anyone, the relationship between leadership opportunities and awards, and retention of award-winning teachers.
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Pyne, Francis J. "Compensation in the public sector, is a change needed?" Instructions for remote access. Click here to access this electronic resource. Access available to Kutztown University faculty, staff, and students only, 1988. http://www.kutztown.edu/library/services/remote_access.asp.
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Ruff, Nancy Schoettinger. "The successful secondary marketing teacher: case studies of teaching award recipients in marketing education." Diss., Virginia Polytechnic Institute and State University, 1989. http://hdl.handle.net/10919/54406.
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The purpose of this study was to develop a profile of the successful secondary marketing teacher based upon perceptions of teaching award recipients in marketing education. A naturalistic inquiry paradigm using the case study approach was the research design selected for the study. Semistructured, open-ended interviews were conducted with 11 teachers who were recipients of the annually presented, state-level teaching award in marketing education in the states of North Carolina and Virginia.
Data collected from the interviews were analyzed according to tenets associated with the constant comparative method. The perceptions of the participants were organized and coded into the following five core categories established by the research questions: (a) teacher preparation, (b) personal motivations and abilities, (c) students, (d) professional roles and practices, and (e) teaching environment. Conceptual categories which emerged within each core category formed the framework for a perceptual profile of the successful secondary marketing teacher presented in the case report.
Based on the findings from this study, it can be concluded that the successful secondary marketing teacher: (a) approaches the job with enthusiasm and strives to accomplish more than the minimum job requirements; (b) receives satisfaction from watching students experience success and develop positive self-concepts; (c) is professionally committed and involved; (d) is a very caring, student-centered teacher; (e) is most effective when allowed the freedom to work with minimum supervision; (f) performs teaching and other program duties in a somewhat structured, methodical manner; (g) realizes the success of the marketing education program is dependent on his or her ability to maintain good interpersonal relationships; and (h) receives thorough preparation in both technical content and pedagogy.
It is recommended that secondary marketing teachers attempt to improve their performance in teaching, coordination, and other areas of the job through the emulation of the profile produced from this study. Additional recommendations are presented for education policymakers, teacher educators, and future research.<br>Ed. D.
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Kim, Jung-in. "Le « Bon maître » du XIXe siècle : cinq générations d’instituteurs et d’institutrices d’après les dossiers de récompenses honorifiques (1818-1902)." Thesis, Paris 4, 2013. http://www.theses.fr/2013PA040059/document.
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Les dossiers de récompenses honorifiques d’instituteurs, inexploités par les historiens jusqu’à ce jour, fournissent des renseignements rares et précieux sur les meilleurs instituteurs et institutrices, non seulement de l’époque bien connue de la Troisième République, mais également des époques précédentes, relativement moins étudiées. Un échantillon de dossiers de six départements représentatifs (Creuse, Doubs, Gard, Ille-et-Vilaine, Nord, Seine-et-Oise) de 1858 jusqu’à 1902 est soumis non seulement à un traitement qualitatif mais aussi à un traitement quantitatif, dont les résultats sont figurés par 106 graphiques en 49 séries et 12 tableaux. Complétant ces dossiers de récompenses honorifiques par les dossiers de l’enquête Guizot, ainsi que par d’autres témoignages (auto)biographiques, cette étude retrace tout d’abord l’évolution des critères du « bon maître ». Ces critères, appliqués distinctement aux enseignants urbains et ruraux jusqu’au milieu du siècle, commencent à souligner, dans un contexte de concurrence, les bons résultats obtenus par une bonne organisation pédagogique à partir des années 1860. La réforme scolaire de la Troisième République précipite l’essor du système scolaire laïque et la prospérité de l’école laïque est davantage valorisée dans les deux dernières décennies du XIXe siècle. Les bons maîtres et les bonnes maîtresses de chaque génération entrent en fonction dans une situation socio-politiquement différente, mais ils contribuent, chacun à leur manière, à la consolidation de l’enseignement primaire. Dix portraits de cinq générations d’instituteurs et d’institutrices révèlent comment ils s’adaptent au changement de leur statut, du maître tenant sa propre école au fonctionnaire d’État en passant par fonctionnaire communal, et comment ils ont vécu les difficultés mais aussi les bonheurs de cette profession unique<br>The files of honorary awards for primary school teachers, unexploited by historians to this day, provide rare and precious informations on the best teachers, men and women, not only on those well known of the Third Republic, but also on the teachers of previous eras, relatively less studied. A sample of records of six representative departments (Creuse, Doubs, Gard, Ille-et-Vilaine, Nord, Seine-et-Oise) from 1858 to 1902 is submitted not only to a qualitative treatment but also to a quantitative one, the results of which are represented by 106 graphics in 49 series and 12 tables. By complementing these files of honorary awards by the records of the Guizot investigation as well as by other evidences including (auto)biographys, this study firstly traces the evolution of the criteria of the "good teacher". These criteria, applied separately for urban and rural teachers until mid-century, began to emphasize the good results obtained by a good educational organization from the 1860s, in a context of opposition with congregational schools. The school reform of the Third Republic precipitates the developement of the secular school system, and the prosperity of the secular school is valued more in the last two decades of the nineteenth century. Good masters and good mistresses of each generation take office in a socio-politically different situation, but each of them contributes in her or his own way to the consolidation of primary education. Ten portraits of five generations of teachers, men and women, show how they adapt to their status changing, from the master holding his own school to the civil servant of municipality and finally to that of government, and how they have experienced the difficulties as well as the joys of this unique profession
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Rahilly, Timothy J. "Teacher knowledge in the university classroom : inexperienced, experienced, and award-winning professors' critical incidents of teaching." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape16/PQDD_0022/NQ37015.pdf.
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Ala-Anttila, L. (Laura), and S. (Sanni) Kuutti. "Teacher students’ narratives about their language identities and future as language-aware teachers." Master's thesis, University of Oulu, 2019. http://jultika.oulu.fi/Record/nbnfioulu-201901121052.
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Abstract. This study examined teacher students’ narratives about their language identities and future as language-aware teachers. The importance of the topic arises both from the current educational discussion around the topic, and the lack of research examining the connection between language identity and language awareness.
In the theoretical framework, identity was explored through its flexible and multidimensional nature, as well as its connection to language and language learning. The complexity of multilingual identity and the importance of supporting multilingual identity in a classroom setting were discussed. Language awareness was studied from the societal perspective, and linguistic and critical approaches to the concept were introduced. The linguistic approach was found to comprise metalinguistic and cross-linguistic awareness, while the critical approach emphasized appreciation of multilingualism in the society. Language-aware practices connected to these approaches were examined.
A narrative approach was used to conduct the study. Three narratives were collected in the form of theme interviews and the data was analyzed through thematic narrative analysis. The themes found from the data were divided under three main categories: personal themes, social themes, and themes related to the participants’ future role as language-aware teachers.
The study revealed that language identity was a sensitive issue for the participants and that they saw language awareness essential in supporting students’ language identities. The study emphasized that by supporting students’ language identities and through language-aware practices, equality, learning and the holistic development of students are enhanced.Tiivistelmä. Tutkimuksen tarkoituksena oli tarkastella opettajaopiskelijoiden kertomuksia heidän kieli-identiteeteistään sekä tulevaisuudestaan kielitietoisina opettajina. Aiheen tärkeys nousee esiin ajankohtaisesta kasvatustieteellisestä keskustelusta aiheen ympärillä, sekä vähäisestä tutkimuksesta kieli-identiteetin ja kielitietoisuuden yhteydestä.
Teoreettisessa viitekehyksessä tutkittiin identiteetin joustavaa ja moniulotteista luonnetta, sekä sen yhteyttä kieleen ja kielen oppimiseen. Lisäksi tarkasteltiin monikielisen identiteetin kompleksisuutta ja sen tukemisen tärkeyttä koulukontekstissa. Kielitietoisuutta tutkittiin yhteiskunnallisesta sekä kielellisestä ja kriittisestä näkökulmasta. Kielellisen näkökulman todettiin viittaavan metakielelliseen tietoisuuteen sekä tietoisuuteen kielten välisistä suhteista. Kriittisen näkökulman nähtiin painottavan monikielisyyden arvostamista yhteiskunnassa. Lisäksi tutkimuksessa tarkasteltiin kielitietoisiin käytänteisiin liittyviä näkökulmia.
Tutkimus toteutettiin soveltamalla narratiivista lähestymistapaa. Aineisto koostui kolmesta narratiivisesta teemahaastattelusta, ja sen analyysissä sovellettiin temaattisen narratiivisen analyysin periaatteita. Aineistosta löytyneet teemat jaettiin kolmen pääkategorian alle: yksilöllisiin teemoihin, sosiaalisiin teemoihin sekä teemoihin liittyen osallistujien tulevaisuuteen kielitietoisina opettajina.
Tutkimus osoitti, että kieli-identiteetti oli sensitiivinen aihe osallistujille, ja he näkivät kielitietoisuuden välttämättömänä osana oppilaiden kieli-identiteetin tukemista. Tutkimus painottaa oppilaiden kieli-identiteetin tukemisen tärkeyttä sekä kielitietoisten käytänteiden merkitystä oppilaiden oppimisen ja kokonaisvaltaisen kehityksen sekä tasa-arvon edistämisessä.
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Xu, Xianxuan. "A cross-cultural comparative study of teacher effectiveness: Analyses of award-winning teachers in the United States and China." W&M ScholarWorks, 2011. https://scholarworks.wm.edu/etd/1550154197.
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Dadds, Marion. "Validity and award-bearing teacher action-research." Thesis, University of East Anglia, 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.293229.
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Saidin, Khaliza. "Recipients' perceptions of the Malaysian excellent teacher award scheme." Thesis, University of Strathclyde, 2012. http://oleg.lib.strath.ac.uk:80/R/?func=dbin-jump-full&object_id=17875.
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This study explored the role of teachers' incentives in motivating teachers to change their attitudes, teaching practice and contribution to improve the quality in teaching and learning in Malaysian context. This research looked at the Guru Cemerlang Malaysia Award Scheme (GCM) or Excellent Teachers Policy as an incentive in monetary form and teachers' status to increase teachers' work motivation to improve quality in teaching and learning. A qualitative approach was employed where findings were based on interviews with ten Malaysian Excellent Teachers and documentary analysis of Guru Cemerlang Term of Reference produced by the Malaysian Ministry of Education. The participants were Excellent Teachers from the year 2000-2008. Data were analyzed using NVIVO 8 to identify thematic categories derived from the interviews and documents. The findings revealed that teachers reported that GCM award policy resulted in positive impacts on change of teachers' attitudes, teaching strategies and increased teachers' contributions toward promoting the quality in teaching and learning in their classroom. It supports the notion that reward and incentives will motivate teachers to improve the quality of work performance. The study concludes that the implementation of Malaysian Excellent Teacher policy has increased teachers' work motivation and thus promotes quality in teaching and learning. More empirical research needs to be carried out in Malaysia to explore and investigate to what extent Guru Cemerlang Malaysia could improve student outcomes and whether Guru Cemerlang Malaysia meets the standard requirement of excellence as outlined in the Terms of Reference on Excellent Teacher Concept used by Ministry of Education Malaysia. Keywords: Teachers' incentives; Motivation; Excellent Teacher; Quality teacher.
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Roy, Suparna S. "The complex classrooms of three award-winning Ontario high school physics teachers." Thesis, Kingston, Ont. : [s.n.], 2007. http://hdl.handle.net/1974/453.
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Whitman, Gretchen M. "Multiple Perspectives of Good Teaching: A Case Study of Award-winning K-12 Teaching." Kent State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=kent1541598295330033.
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Young, Gerald E. "The Journey to Becoming Constructivist, Presidential Award for Excellence in Mathematics and Science Teaching, Secondary Mathematics Teacher." PDXScholar, 2014. http://pdxscholar.library.pdx.edu/open_access_etds/2065.
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The purpose of this research study is to describe and analyze the self-reported experiences of exemplary high school mathematics teachers who underwent personal and professional transformations in order to develop and use a standards-based, constructivist (SBC) teaching paradigm in their classrooms. These teachers were all past recipients of the Presidential Award for Excellence in Mathematics and Science Teaching (PAEMST), an award that required them to demonstrate that their mathematics instruction was rigorous in the manner described by the NCTM standards.
The following research questions are addressed: (a) What are the paths SBC secondary mathematics teachers who received the PAEMST pursued to become highly effective?, (b) What obstacles and challenges did they encounter and how were these obstacles overcome?, and (c) What sustained them on their journeys? The research methodology used to be a narrative inquiry. Following a wide survey of PAEMST recipients, five volunteer participants were chosen for the study. Data were collected from each participant using a one-to-one interview and the written section of each participant's PAEMST application. A narrative was written for each participant describing the path they had followed to become a highly effective high school mathematics teacher. The narrative was sent to each participant, and a follow-up interview was conducted via telephone amending the narrative to reflect the participant's additions and deletions. From the five amended narratives, eight themes were identified: (a) influences; (b) education; (c) professional development; (d) NCTM standards; (e) teaching style: beginning, current, or end of a career; (f) obstacles; (g) personality traits and personal beliefs; and (h) student influence.
Several of the themes were supported by previous research. However, this research study discovered two new findings. First, the five participants had common characteristics and beliefs: (a) belief in their students, (b) persistence, (c) belief that professional development is vital for teacher growth, and (d) passion about mathematics and about conveying that passion to their students. The second research finding pertained to the influence that their own students had on all of the five participants. All the participants purposely sought out their students' thoughts about the classroom curriculum and about the instruction they received. The teachers considered their students part of the classroom learning community, and they honored and acted on their input.
Finally, in addition to describing the trajectory of five PAEMST winning teachers, this study offers recommendations for students studying to become high school mathematics teachers, teacher educators, and educational researchers. For these students, their teaching preparation courses need to be taught adhering to the four principles of learning: activity, reflection, collaboration and community. According to this research, the model of teacher preparation courses that emphasize the teaching of the above four principles using a traditional teacher-directed method does not prepare future mathematics teachers for the use of SBC teaching in their classrooms. Suggestions about further research are addressed.
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Bruce, Franklin A. "Factors influencing grades awarded by teachers : why don't grades reflect achievement only? /." Diss., This resource online, 1995. http://scholar.lib.vt.edu/theses/available/etd-06062008-162056/.
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Machin, Lynnette. "Exploring trainees' learning experiences with an Initial Teacher Education award (Lifelong Learning Sector) at one Higher Education institution in the UK : a case study approach." Thesis, University of Nottingham, 2013. http://eprints.nottingham.ac.uk/27971/.
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This study was borne out of a necessity to discover the best approach to deliver a Diploma in Teaching in the Lifelong Learning Sector (DTLLS) award that would meet the needs of trainee teachers and at the same time meet the demands of political and organisational agendas. The aim of the study was therefore to explore, identify and to gain an increased understanding of the factors that influenced the learning experiences of a group of trainee teachers working in the lifelong learning sector who were enrolled onto a DTLLS award. This award was accredited by a medium sized university located within an urban, high unemployment, Government regeneration area, in the Midlands (UK). It was delivered at five of the university's partnership colleges where trainees were required to attend formal classroom-based training sessions for four hours each week. An interpretative, case study, multi-method approach was used to gather data from 327 trainees, twelve of whom volunteered to be interviewed. Other data was gathered from interviews with eleven teacher educators, questionnaires distributed to all 327 trainees, data drawn from the university's Information Service Department (I.S.) and from the journal entries that I kept during the time of the research. Four themes emerge from the data gathered; diversity, identity, conditions for learning and learner autonomy. It is the interpretation and illumination of the complexity, as well as the plurality, of relationships that exist within and across these themes, that adds to, as well as supports, the field of literature that is already available. The evidence presented within these four themes relates to the variations in trainees' characteristics and backgrounds, support available for the trainees and an over-burdensome, regulated initial teacher education model. Based upon the analysis of the findings, this study suggests that initial teacher education within the Lifelong Learning Sector (LLS) should be modelled around a supportive framework that encourages trainees' professional enquiry and building of own contextualised content. Additionally, (further) acknowledgement of trainees' strong sense of different identities and diversities is required as is an increased focus on processes that support the development of trainees' learning capacities. This thesis contends that doing this would support trainees' growth in becoming more self-organised, autonomous and reflective practitioners - able to take control of their own learning within whatever initial teacher education model is in current existence.
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Benton, Terry. "The Availability and Accessibility of Award-Winning Multicultural Children's and Young Adult Literature in Public Libraries in Northeast Ohio." Kent State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=kent1418075719.
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Young, Gerald. "The Journey to Becoming Constructivist, Presidential Award for Excellence in Mathematics and Science Teaching, Secondary Mathematics Teacher." Thesis, Portland State University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3668811.
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<p> The purpose of this research study is to describe and analyze the self-reported experiences of exemplary high school mathematics teachers who underwent personal and professional transformations in order to develop and use a standards-based, constructivist (SBC) teaching paradigm in their classrooms. These teachers were all past recipients of the Presidential Award for Excellence in Mathematics and Science Teaching (PAEMST), an award that required them to demonstrate that their mathematics instruction was rigorous in the manner described by the NCTM standards. </p><p> The following research questions are addressed: (a) What are the paths SBC secondary mathematics teachers who received the PAEMST pursued to become highly effective?, (b) What obstacles and challenges did they encounter and how were these obstacles overcome?, and (c) What sustained them on their journeys? The research methodology used to be a narrative inquiry. Following a wide survey of PAEMST recipients, five volunteer participants were chosen for the study. Data were collected from each participant using a one-to-one interview and the written section of each participant's PAEMST application. A narrative was written for each participant describing the path they had followed to become a highly effective high school mathematics teacher. The narrative was sent to each participant, and a follow-up interview was conducted via telephone amending the narrative to reflect the participant's additions and deletions. From the five amended narratives, eight themes were identified: (a) influences; (b) education; (c) professional development; (d) NCTM standards; (e) teaching style: beginning, current, or end of a career; (f) obstacles; (g) personality traits and personal beliefs; and (h) student influence. </p><p> Several of the themes were supported by previous research. However, this research study discovered two new findings. First, the five participants had common characteristics and beliefs: (a) belief in their students, (b) persistence, (c) belief that professional development is vital for teacher growth, and (d) passion about mathematics and about conveying that passion to their students. The second research finding pertained to the influence that their own students had on all of the five participants. All the participants purposely sought out their students' thoughts about the classroom curriculum and about the instruction they received. The teachers considered their students part of the classroom learning community, and they honored and acted on their input. </p><p> Finally, in addition to describing the trajectory of five PAEMST winning teachers, this study offers recommendations for students studying to become high school mathematics teachers, teacher educators, and educational researchers. For these students, their teaching preparation courses need to be taught adhering to the four principles of learning: activity, reflection, collaboration and community. According to this research, the model of teacher preparation courses that emphasize the teaching of the above four principles using a traditional teacher-directed method does not prepare future mathematics teachers for the use of SBC teaching in their classrooms. Suggestions about further research are addressed.</p>
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ALSHAHRI, ALI. "THE EXTENT TO WHICH ELEMENTARY SCHOOL MATHEMATICS TEACHERS IN TABUK CITY ARE AWARE OF AND USE PROFESSIONAL STANDARDS IN MATHEMATCS." OpenSIUC, 2016. https://opensiuc.lib.siu.edu/dissertations/1242.
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The purpose of this study is to examine the awareness and use of professional standards in mathematics by elementary mathematics teachers in Tabuk City, Saudi Arabia. The researcher used a mixed-method (survey and focus group discussion), which consisted of three main questions for the survey and eleven questions for the focus group. The group sampling consisted of 137 male elementary math teachers in Tabuk City for the survey and 10 male elementary math teachers in Tabuk City for the focus group discussion. The research focused on eight professional standards in the study: lesson planning, teaching, learning environment, assessment, interaction, enrichment, innovation, and creativity. In addition, the researcher looked at 31 sub-standards of the general eight standards. The survey results showed that the elementary mathematics teachers in Tabuk City ranked quite low in all eight standards. In addition, the focus group discussions revealed that the elementary mathematics teachers lacked an awareness of the importance of using professional standards and that they did not use the standards in their teaching. There were no statistical significant differences among the responses of the teachers based on their years of experience in the classroom. There were also no significant statistical differences among the responses of the teachers based on their educational levels.
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Olson, Derek Jon. "Exemplary Teachers' Perspectives on Effective Teaching Elements in Danielson's Framework for Teaching." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1799.
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Reforms in teacher evaluation are enacted to increase student achievement. Although there is research on teacher evaluation and teacher quality, there is little that addresses effective teaching as conceptualized in Danielson's Framework for Teaching, a commonly used evaluation tool. The purpose of this quantitative study was to determine which of the 4 domains and 76 elements of Danielson's framework are viewed by award-winning teachers as having the greatest impact on effective teaching and learning. Constructivism formed the theoretical basis for this study. The research questions examined to what extent state and national teachers of the year perceive differences in the importance to effective teaching and learning across each of Danielson's 4 domains and across the elements within those domains. A quantitative single-factor within-subject design was utilized. Framework for Teaching Survey importance ratings obtained from state teachers of the year for the past 6 years (N = 350) were compared using repeated measure one-way analysis of variances). Significant F values were followed by the Fisher Least Significant Difference Test to determine the domains or elements that significantly differ from one another. Significant differences in the importance ratings were obtained across each of the 4 domains. The instruction domain was rated most important followed by classroom environment, planning and preparation, and professional responsibilities. Findings may facilitate positive social change by enabling schools, districts, and states to more accurately evaluate teachers and devote limited professional development resources to domains and elements with the greatest potential for improving teacher quality.
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Frost, David. "Teacher-led school improvement : the development through action research of a school-based, award-bearing form of support." Thesis, University of East Anglia, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.323472.
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Chavis, Ben. "THE TEACHER-STUDENT RELATIONSHIPS AS PERCEIVED BY LUMBEE INDIANS (AWARE, ACCEPT, SHARE, CHOOSE)." Diss., The University of Arizona, 1986. http://hdl.handle.net/10150/188181.
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This investigation focused on selected members of the Lumbee Indian tribe and sought to ascertain the recollected perceptions of their teacher-student relationships. A theoretical framework was chosen which emphasized the personal process, including the following categories: (1) aware, (2) accept, (3) share, and (4) choose. A search of related literature in each category was then conducted. An interview schedule was designed around the theoretical framework, which consisted of 14 questions from the four categories of aware, accept, share, and choose. It was administered to 44 members of the Lumbee Indian tribe. The participants were divided into two groups of 22 each, those who had attended an integrated school system and those who had attended a predominantly Indian school system. They were then qestioned regarding their recollections of the teacher-student relationships that they experienced in school. The data derived from the questions were then analyzed based on a theory of personal processes. A case study was presented in which a brother and sister who are members of the Lumbee Indian tribe shared their recollections of teacher-student relationships as they perceived them in an Indian school at the elementary level and an integrated school at the secondary level. From the data of the 44 interviews, a summary was presented, followed by recommendations for implementing a theory of personal processes in schools that serve Native American Indians. Based on the findings, Lumbees who attended the Indian schools felt that their teachers were aware of them and provided them the opportunity to experience freedom in their schools. Lumbees who attended the integrated schools were in less agreement that they experienced the personal process in school.
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Yu, Hui Yen. "Connecting classroom English to real-world English : Taiwanese teachers' and students' perspectives on ELF-aware pedagogy." Thesis, University of Southampton, 2015. https://eprints.soton.ac.uk/386456/.
Full textAbstract:
There has been considerable research on the global spread of English and its impact on English language use. In particular, there is extensive interest in how the fluid nature of the lingua franca use of English is impacting on real world communication and the consequent pedagogical implications for English language teaching (ELT) and acquisition. However, to date there has been limited research on the ways in which ELT teachers can adapt their teaching strategies to ensure that learners are equipped to use English in the real world. This study involves conducting a critical education inquiry using a Critical Pedagogy informed approach to observe Taiwanese teachers and undergraduate students of English, with the aims being to, firstly, identify the principles being employed by teachers and, secondly, to discover students’ understanding regarding learning English as a lingua franca (ELF) for real-world communication. To these ends, I posit the following research questions: 1. What learning/teaching theories and concepts inform Taiwanese teachers of English who teach for real-world communication? 2. What are students’ perceptions of learning English for the purposes of the real-world communication within the framework of Taiwanese English language education? I collected data from respondents in three universities and subsequent analysis revealed that the majority of classroom practice was geared towards teaching English as a foreign language rather than as a lingua franca that could be used in real life settings to communicate with a range of English speakers. Specifically, observation of classroom practice and interviews revealed that imitation and repetition strategies are commonly used to reproduce native English-speaking (NES) related linguacultural inputs, whereas critical, interactive, alternative and integrating approaches that are associated with lingua communication, although evident in some cases, were less engaged with. Albeit all of these strategies can serve a purpose in classroom teaching and learning, my evidence suggests that a rebalancing is needed, whereby teachers are more critical and flexible about the resources and approaches they use so as to ensure that these are suitable and context appropriate. In need of theoretical and practical support, teachers still endeavoured to explore ideas and activities for teaching and learning that were feasible in their instructional contexts in order to transcend the NES linguacultural dominance and provide lingua franca insights into classroom practices. Nevertheless, in most cases, students passively accepted the status quo. This highlighted the importance of students taking active roles in developing their own powers to be able to critically evaluate linguacultural resources and achieve balanced views on their own language acquisition and proficiency. This calls for opportunities to be created for students to legitimate their use of resources and skills to learn and use English on their own terms.
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Wilkins, Ilene E. "Effects of a bonus on quality improvement for pre-school classroom educators." Doctoral diss., University of Central Florida, 2010. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4562.
Full textAbstract:
Interest in teacher effectiveness and merit pay has continued to be a high priority for major stakeholders in the field of education as well as the public. The focus of this research was to test the hypothesis that the implementation of a classroom bonus plan would improve the observable attributes and behaviors of teaching that have been determined to be effective in improving student learning. Specifically, the study was conducted to measure intentional teacher-student interactions, classroom quality, environment and organization as well as emotional and instructional support in Pre-K classrooms as measured by Classroom Assessment Scoring System (CLASS). During a summer Voluntary PreK program, six eligible classroom teams (teacher and teacher assistant) were randomly divided into either a bonus or non-bonus group. A pre- and post-CLASS was completed on each classroom team of participants to evaluate the quality of their instruction. The CLASS score assesses team versus individual participation, resulting in a compiled score based on the performance of all classroom staff members, i.e., teacher and teacher assistant. There was no statistical significance of the CLASS post-assessment score between the bonus and non-bonus group. However, two of the four bonus group participant teams achieved the targeted scores needed to receive a bonus. None of the non-bonus group achieved the targeted score. Additionally, pre- and post-assessment data for the entire student population of the Agency Summer VPK program was examined. There was no significance in student post-assessment scores between the three groups (bonus, non-bonus, and non-participants).<br>ID: 029050491; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Thesis (Ed.D.)--University of Central Florida, 2010.; Includes bibliographical references (p. 136-155).<br>Ed.D.<br>Doctorate<br>Education
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Ferreira, Maurício dos Santos. "Espetacularização da carreira docente : prêmio professores do Brasil como prática da economia da educação." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2015. http://hdl.handle.net/10183/131876.
Full textAbstract:
Esta tese apresenta um estudo sobre reconhecimento social docente, cujo objetivo é analisar e colocar sob suspeita o Prêmio Professores do Brasil, organizado pelo Ministério da Educação e seus parceiros. Ao corroborar o pacto contemporâneo entre educação e mercado, esse concurso desvia o foco das experiências de reconhecimento social da visibilidade da profissão para a espetacularização da carreira. Para defender essa proposição elaboro um percurso investigativo centrado na 7ª e 8ª edições do Prêmio, realizadas, respectivamente, em 2013 e 2014. Ferramentas analíticas como governamentalidade e práticas de si, desenvolvidas por Michel Foucault, e sujeição social e servidão maquínica, tal como Maurizio Lazzarato as emprega inspirado em Deleuze e Guattari, possibilitaram-me perceber que o Prêmio, pensado e organizado no interior da economia da educação, opera por meio da tríade experiência pedagógica-premiação-espetacularização a fim de engendrar um modo de ser professor que denomino de subjetividade docente superlativa. A elaboração desse constructo subjetivo tende a produzir certos efeitos de verdade sobre a docência: a necessidade de estabelecer parcerias como negócios; atribuir tessituras competitivas às ações docentes como importante recurso pedagógico; incitar os professores a desafiarem-se, permanentemente, para ir além do que se é; visibilizar, intensamente, as atividades realizadas. Esses são alguns imperativos de verdade que deslocam as concepções, historicamente cristalizadas, de status, prestígio, honra e dignidade do magistério para uma dimensão empreendedora acerca da tarefa dos professores. De forma ambivalente, tais investimentos na carreira possibilitam novas experiências pedagógicas ao passo que restringem o fazer docente aos princípios do mercado econômico em que a espetacularização tem sido uma das principais estratégias de condução das condutas da população.<br>This thesis presents a study about the docent social recognition, in which the aim is to analyze and to place under suspicion the Teachers of Brazil Award, organized by the Ministry of Education and its partners. In order to corroborate the contemporary pact between education and market, this competition turn aside the focus from experiences of social recognition of the profession visibility to the career as spectacle. In defending this proposition it was elaborated an investigative trajectory centered on 7th and 8th editions of the Award, held respectively in 2013 and 2014. Analytical tools as governmentality and practices of the self, developed by Michel Foucault, and social subjection and machinic enslavement, as Maurizio Lazzarato employs inspired by Deleuze and Guattari, allowed me to realize that the Award, planned and organized within the economics of education, operates through the triad teaching experience- award- spectacularization to produce a way of being teacher that I denominate superlative docent subjectivity. The elaboration of this subjective construct tends to produce some effects of true on the teaching practice: the need to establish partnerships as business; assign competitive tessitura in the teaching actions as an important pedagogical resource; encourage teachers to be challenged permanently, to go beyond of what it is; made visible, intensely, the carried out activities. These are some imperatives of true that shift the conceptions, historically crystallized, of status, prestige, honor and dignity of the teaching profession to an entrepreneurial dimension about the teacher task. In an ambivalent way, these investments in the career enable new pedagogical experiences while restrict the teaching practice into the principles of market economy in which the spectacularization has been one of the major strategy for the driving of population conduct.
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Hammarström, Andréa. "Digital Literacy and IT Plans in English 5, Sweden : Are teachers aware if and how they teach digital literacy and do the schools have a plan for it." Thesis, Högskolan i Gävle, Engelska, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-36104.
Full textAbstract:
With the digitalisation of the world, digital literacy is a vital skill. This study investigates how the Swedish upper secondary school incorporates digital literacy in the course English 5 and if the schools have an IT plan. Previous studies have shown that Sweden does not include the competence levels of the European Union for citizens in the steering documents of the upper secondary school or English 5 Syllabus. A survey and the question of participating in an interview were sent out to 1,300 upper secondary schools in Sweden. Information was obtained through an online survey aimed at English 5 teachers. The survey had 33 respondents which resulted in semi-structured interviews with five teachers. The results showed that teachers teach digital literacy in English 5 according to the Swedish steering documents but not according to the European areas of competence. The results also showed that not all Swedish schools have an IT plan on how to educate students in digital literacy.
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Wennblom, Carina. "Hur medvetna är lärare om svenska språkets betydelse för elevens matematiska förståelse? To what extent are teachers aware of the Swedish language´s significance for students´understanding of mathematics?" Thesis, Malmö högskola, Lärarutbildningen (LUT), 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-36261.
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Vilka problem med den matematiska förståelsen anser matematiklärare att elever med problem i svenska språket har? Vilka undervisningssätt anser lärare är bäst för att utveckla den matematiska förståelsen hos elever med problem i svenska?<br>Syftet med uppsatsen är att undersöka hur medvetna lärare är om svenska språkets betydelse för elevens matematiska förståelse. Med språk avses muntlig, skriftlig och elektronisk kommunikation. Syftet är också att ta reda på vilka arbetssätt i matematik som lärarna anser fungerar bäst för elever med brister i svenska språket.Uppsatsen ger en teoretisk översikt av tidigare forskning om svenska språket och kommunikationens betydelse för matematikförståelsen. Genom intervjuer med matematiklärare, speciallärare, Sas-lärare och modersmåls-lärare i två år 7-9 skolor kan uppsatsen redogöra för hur medvetna lärare är om språkets betydelse vid matematikinlärning. Resultatet av undersökningen visar att alla respondenterna är medvetna om att de har elever som har problem med den matematiska förståelsen på grund av problem med svenska språket, men det är mycket stor spridning av hur stor andel av eleverna som de anser har problem, från 30 procent av eleverna till en till två elever i varje klass. Det är också stor variation i svaren när det gäller vilka problem respondenterna är medvetna om att dessa elever får med matematiken.Resultatet av uppsatsen påvisar också många bra arbetssätt, som respondenterna anser utvecklar den matematiska förmågan hos dessa elever. Det alla respondenterna är eniga om är att dessa elever behöver få jobba i små grupper med mycket stöd och med mycket kommunikation med läraren.
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Shiao, Chien-chih, and 蕭建智. "Becoming a good teacher— Exploring teachers' beliefs of Excellent-teacher Awards." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/82dsyg.
Full textAbstract:
碩士<br>東海大學<br>教育研究所<br>103<br>This study aimed to explore how to become a good teacher, using qualitative analysis of data from observation, interviews and documents. 13 elementary teachers who won the excellent-teacher-award of 2014 participated in this study. In order to make contributions to Teacher Professional Development and Teacher Training Program, this research classifies their common traits and teacher beliefs for future
references. The main findings of this study are as follows:
1. Excellent-teacher-award winners had common traits like (1)happy, confident, enthusiastic and dynamic; (2)good teacher-student relationship; (3) innovating and effective; (4)willing to share and collablate; (5)caring and enthusiastic to do public
service.
2. Factors that impact their teacher beliefs are: (1) growth experience, (2) important others, (3) learning models. Their supportive sources are: (1) social support systems,
(2) family’s understanding, (3) self-awareness.
3. The teacher beliefs of excellent-teacher-award winners can be classified into six categories: professional learning, teacher-student relationship, teacher’s role, students and caring for life. This study concluded that these Teacher Award winners’ traits and beliefs were learned through practicing persistently. Their stories told us that
everyone can become a good teacher.
Keywords: Excellent-teacher Awards, teacher beliefs, excellent-teacher
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Kluttig, Martha. "Can teachers’ rewards improve educational outcomes? The role of financial and non-financial rewards." Thesis, 2018. https://doi.org/10.7916/D8T16M2F.
Full textAbstract:
Inspired by the theoretical power of rewards in the labor market, to improve educational outcomes, this paper tests if giving a non-financial reward along with a financial one can result in higher student ex-post outcomes than just a financial incentive. The underlying mechanism by which non-financial reward might work is explored as well. The argument is based on Benabou and Tirole (2002)’s model, that non-financial reward may affect teachers’ self-esteem and, with that, their effort, and thereby the student outcomes after the reward is given. This is accomplished by exploiting a discontinuity in the running variable used to assign the Teaching Excellence Award (AEP for its initials in Spanish). A Sharp Regression Discontinuity Design is used to identify the effect of AEP using data for more than 5,000 math and language teachers. The dataset includes the teaching evaluation score that AEP gives every year to their applicants, the corresponding standardized test score of more than 100,000 students, (SIMCE for its initials in Spanish), school characteristics, and information about motivation and self-perception that teachers self-report in a survey administrated by SIMCE along with the standardized test every year. The results show that rewarding teachers by giving a non-financial reward along with a financial one does not work in the intended way. I find a not statistically significant effect of giving a reward to teachers with outstanding teaching skills and pedagogical knowledge on student test scores, teaching practices, teacher’s self-confidence in a window of three years after the certification process. Lastly, there is no evidence of teacher-student or teacher-school sorting as an ex-post effect of obtaining the certification.
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Lin, Ting-Wei, and 林定蔚. "A Study on the Relationship between Personality Traits and Innovative Instruction of Teachers of Excellent Teacher Awards in MOE." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/73843346167849762625.
Full textAbstract:
碩士<br>國立臺北教育大學<br>教育事業創新經營碩士學位在職進修專班<br>96<br>This research aims to explore the relationship between teachers’ personality traits and their innovative teaching performance for teaching excellence award of Ministry of Education(MOE), to understand the differences of personality traits tendency for the teachers of teaching excellence award of diversified background variables, what kind of personality trait that teaching excellence award will emphasize on, the differences of innovative teaching performance for the teachers of teaching excellence award of different background variables, and to discuss personality trait and innovative teaching performance related situation for the teachers of teaching excellence award, and to examine the prediction of individual background variables on innovative teaching performance.
This research is implemented by literature analysis and questionnaire analysis, to firstly explore the theories of personality trait and innovative teaching, historical development and related study with literature analysis, and based on this to gather “personality questionnaire”, “questionnaire for personality importance recognition tendency”and compile “questionnaire for teachers’ innovative teaching performance” as research tools. And use the award-winning teachers of teaching excellence awards between 2003 and 2007 held by Ministry of Education as parent population, and were implemented by 2-stage strata and cluster sampling survey with a total of 580 questionnaires distributed, and 353 valid questionnaires with a rate of return of 60.8%. The survey data gathered were conducted by frequency distribution, average, standard deviation, t test, one-way analysis of variance, Scheffe’s method, Pearson’s product-moment correlation, with major conclusions obtained as below:
1. The overall personality traits of award-winning teacher of teaching excellence award have positive and obvious tendency, with an obvious tendency on “conscientiousness”in particular while a lowest tendency on “neuroticism” , there are obvious differences for the teachers’ personality, seniority of teaching, school type, whether there is any award-winning experience, while no obvious difference for the gender.
2. The award-winning teachers of teaching excellence award are more emphasized on “emotion control”trait, and there has a least level of focus on “desire for promotion”, and more attended to the pursuit of personal inner discipline than outer power and status.
3. The overall innovative teaching performance and tendency for award-winning teachers of teaching excellence award is up to a“high”level, with an obvious tendency on “creative class operation strategy”in particular while a lowest tendency on “creative strategy for assessment”. There are obvious differences for the teachers’ personality, seniority of teaching, school type, whether if there is any award-winning experience,while no obvious difference for the gender.
4. The overall personality traits for award-winning teachers of teaching excellence award show an obvious and positive relation with their innovative teaching patterns.
5. In different prediction models, the big five personality traits are all able to effectively predict the innovation teaching performances, in which “extraversion” reports the highest prediction, “neuroticism” prediction shows a negative value; a tendency that will weaken the innovative teaching performance.
Finally, the concrete suggestions are listed as below per research results:
1. Establish an innovative community and platform for award-winning teachers to increase the communication and exchange of innovative experience and to add on the methods by different learning fields into the inspection standard.
2. Use personality dimensions to assist teachers in early admission inspection and as a basis for the reference of innovative teaching implementation; to strengthen positive emotion of a teacher and continuously promote various innovative development strategies and generate an atmosphere which is beneficial to innovation.
3. Increase the horizontal connection among peers, form a sharing and mutual help atmosphere; strengthen emotion management of new-coming junior teachers, boost the capabilities of class operation and teaching strategy institution; establish incentives for senior teachers, and flexibly adjust class affairs to transform to a tutor for teaching; strengthen “conscientiousness” trait and behaviors of a teacher to enhance teaching effectiveness.
4. Increase or add on auxiliary research and proceed with in-depth interview upon the winners of different innovative teaching awards, or different personality trait theories, dimensional implementation research.
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HSU, PI-CHUN, and 徐碧君. "A Study on Innovative Management, Organizational Commitment,Teachers’ Professional Community & Teaching Effectivenessof the Kindergartens Awarded Excellent Teacher Awards by Ministry of Education in Taiwan." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/18998875127959290221.
Full textAbstract:
博士<br>國立新竹教育大學<br>教育學系博士班<br>98<br>This research aims to explore the relationship amid the innovative management of the outstanding kindergarten, organizational commitment, teachers’ professional community, and teaching effectiveness. The purposes questions include: (1)To understand the practical situation of those kindergartens that were awarded with gold metal and silver metal in their innovative management, teachers’ professional community, and teaching effectiveness. (2)To analyze if background variables have various impacts on the variables of the innovative management, organizational commitment, teachers’ professional community, and teaching effectiveness. (3)To explore the correlations among the innovative management, organizational commitment, teachers’ professional community, and teaching effectiveness. (4)To examine theoretical model of the innovative management, organizational commitment, teachers’ professional community, and teaching effectiveness. (5) According to the result of the outstanding experiences of the awarded kindergartens, suggestions are provided as the reference for those who are in pursuit of the excellent teaching.
This research adopted the investigation method with the assistance of the interview. Population were 329 teachers in gold and silver mental awarded kindergartens.329 questionnaires were sent out with 302 copies replied; the return rate is 91.8%. Of all, 282 copies (85.7% ) are valid. The research tools are “the questionnaire of the management and teaching of awarded kindergartens” as well as a semi-structured interview. All data were analyzed by t-test, one way ANOVA, Pearson product-moment correlation, multiple stepwise regression analysis, and AMOS structural equation modeling. Also, by data analysis, hypothesis verification, and then analysis of the quantitatively empirical data from the interview, the conclusions are as the following:
1. The overall performance were considerably positive with regard to innovative management, organizational commitment, teachers’ professional community, and teaching effectiveness for the kindergartens who were awarded.
2.Different awarded kindergartens had distinguished diversity in innovative management, organizational commitment, teachers’ professional community, and teaching effectiveness.
3. There were mid - high correlations amid innovative management, organizational commitment, teachers’ professional community, and teaching effectiveness of outstanding kindergartens.
4. It was highly predictable in innovative management, teachers’ professional community to the organizational commitment and teaching effectiveness.
5. The interaction among innovative management, teachers’ professional community, organizational commitment, and teaching effectiveness was positively correlated. Among them, innovative management had extremely positive influence on the organizational commitment; teachers’ professional community had positive influence on the organizational commitment and teaching effectiveness; organizational commitment has influence on the teaching effectiveness. Also, organizational commitment had interface effect on the innovative management, teachers’ professional community, and teaching effectiveness.
6. After interview, it was found that the result of the investigation method was correspondent in innovative management, organizational commitment, teachers’ professional community and teaching effectiveness of the outstanding kindergartens.
In line with the research results, some suggestions were provided as the reference for the management teams of kindergartens, individual teachers, and the educational authorities concerned.
1. The suggestions to the practical teaching application
A. Kindergarten Management aspect
a. The innovative management should be emphasized.
b. The quality of the teachers’ professional community should be stressed to enhance the teaching effectiveness.
c. The organizational commitment should be increased to elevate the teaching effectiveness.
B. Teaching aspect
a. Teachers should self-examine teaching abilities and set up specific goals.
b. Check and integrate the process of the teaching experiences regularly. Reflect, revise, and overcome the difficulty.
2. The suggestions for the educational authorities concerned
A. The authorities concerned can provide practical subsidies to balance the financial gap between public and private kindergarten.
B. Generalize and balance recourses, information, and university and industry liaison to shrink the gap between the city and the country.
C. Plan series of curricula to cultivate teachers’ and management teams’ abilities.
3. The suggestions for future study
A. Subjects: For the future study, the subjects can extend to the teachers in the common kindergartens. In this way, the difference between the awarded kindergartens and the common kindergartens can be sensed.
B. Variables: Factors such as organizational structure of the kindergarten, charisma of the management team, leading behaviors, and teacher’s personal quality, family support and burden can be considered.
C. Methods: The following research can increase sample quantity or quality study such as case study, file study, and Ethnography to do cross analysis.
D. Tools: The edition of the evaluation index and the interview outline should keep updated and adjusted all the time. By adopting different tools and tests, the evaluation will be more effective.
E. Statistical analyses: It is suggested to collect more vertical and long term data from the awarded kindergartens. By adopting various statistical analyses or methods to cross-prove the finding, it will be more complete.
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Hsieh, Shin-Long, and 謝欣容. "The Study of Classroom Management Effectiveness for Creative Teachers ─ A Case of Classroom Management and Creative Awards in Taoyuan County." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/d9877w.
Full text
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Skretta, Frederick J. "Following up on winners of the 1997 Sallie Mae First Class Teacher Award a phenomenology of commitment to teaching /." 2009. http://proquest.umi.com/pqdweb?did=1686180581&sid=18&Fmt=2&clientId=14215&RQT=309&VName=PQD.
Full textAbstract:
Thesis (Ph.D.)--University of Nebraska-Lincoln, 2009.<br>Title from title screen (site viewed May 5, 2009). PDF text: vi, 139 p. : ill. ; 1 Mb. UMI publication number: AAT 3344654. Includes bibliographical references. Also available in microfilm and microfiche formats.
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Chang, Yi-Wen, and 張逸雯. "The Reflection on the Application of Community Participation APproach – A Case Study on the Viewpoint of the Teachers who win the Platinum Awards of Taiwanese Primary Schools in International School Cyberfair within Year 2001 to 2006." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/48981272508456040589.
Full textAbstract:
碩士<br>國立臺北教育大學<br>教育傳播與科技研究所<br>96<br>The purpose of the study is to investigate and introspect the difficulty and niche when adopting Community Participation Method on school curriculum via the experience of primary teachers who were Platinum Winners in International School Cyberfair.
The study is based on in-depth interviews, and takes the Platinum Winners in International School Cyberfair within Year 2001 to 2006 as objects of the study. In order to present the material with much more deep and rich sequence of ideas, the data was collected and analyzed by a flexible and open study strategy.
Through in-depth interviews, leading teachers shared and described their experience in the context, it is not only to know how teachers practice Community Participation Method in the context, but also to understand what kinds of level reached while integrate the method into School-Based Curriculum, Homeland Education, Flexible curriculum, or Elementary Social Studies. The changes were perceived as well, no matter what students gain from the context, the attitude of teachers, administration in the school, and even the relationship between school and community changed after the context.
The result of the study can provide the reflection for schools won the Platinum award and educational authority to understand the gap between win a prize and make it practicable, it also can provide a reference for teachers to combine different material like information education, Homeland Education, School-Based Curriculum and Elementary Social Studies, and take subject-oriented study as core concept for tuition. The point is to emphasize on the combination of community resources, and expect to extract the difficulty and advantage on Community Participation Method in order to put the ideas in to practice.
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WU, CHI-HSIEN, and 吳棋弦. "A Study of Benchmarking Theory in Junior High School Homeroom Teacher’s Classroom Management : Teachers of the Excellent-teacher Award and the Award of the Most Creative Classroom Management as Examples." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/89p2qx.
Full textAbstract:
碩士<br>中華大學<br>行政管理學系碩士班<br>103<br>The present study aims to explore the unique strategies the three teachers, who respectively won the Excellent-teacher Award, and the award of the most creative classroom management in Taoyuan, adopted in the real teaching scene. Moreover, five steps of Benchmarking Wheel: plan, search, observe, analyze, adopt, are proposed to improve the present research.
Based on qualitative research method, through interviews and in-class observation, the researcher made an analysis of the targeted teachers’ self-description and related documents to understand the three aspects: school events and features of the classroom management, the communication of parents and teachers, and features of educational profession. The findings are as follows.
1.The teacher S, who won the Excellent-teacher Award in 102nd school year, viewing students as our own children, holds love, patience, and empathy to create a home-like campus.
2.The teacher H, who won the award of the most creative classroom management in Taoyuan in 103rd school year, brings the class members together through praise, perseverance, and leadership.
3.The teacher J, who won the award of the most creative classroom management in Taoyuan in 101st school year, advocates holistic education, emphasizing life regulations and attitudes more than schoolwork, and always maintaining enthusiastic about his profession.
4.All of the three teachers keep a humble attitude, and making the most of the handy recourses to progress themselves constantly.
5.Every elite teacher has his own merit, companionship, perseverance, and passion, contributed to the role model for every teacher.
Finally, the findings of the paper will pave the way for the general teachers and the further studies.
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YANG, HUI-LING, and 楊惠玲. "A Study of Excellent Leadership and Teacher's Professional Development in Preschool: An Example of Excellent-teacher Award's Teacher in Taipei City." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/w5e7jp.
Full textAbstract:
碩士<br>國立屏東大學<br>幼兒教育學系碩士班<br>104<br>This paper investigated the influences between excellent leadership and teacher’s professional development in preschool. Taking Excellent-teacher award's teacher of preschool in Taipei city as an example, the researcher explored how “excellent leaders” influenced “excellent teachers” and illustrated the excellent teachers’ professional development in preschool. In this study, we used qualitative research methods, collecting data through interviews and document files. By collating, summarizing and analyzing the data, the reach results were as follows:
A. The effects of “excellent leader” upon “excellent teachers”
1. The excellent leader adopted the concept of open education, advocating humanism and taking children as the primary priority.
2. The excellent leader followed meritocratic business strategies and helped to create cooperative working conditions which allowed both teachers and students to learn interactively.
3. The excellent leader made the school a sharing and supportive working environment, taking advantage of the flying-geese model and providing team members with opportunities.
4. The excellent leader thought highly of combining the school, families and community education in school performance. In addition, by making use of social resources, the excellent leader was able to expand school facilities, improving teaching quality, popularizing the education policies and establishing a benchmark for school image.
5. The excellent leader played the guiding role in lecture teaching, establishing unique features of teaching and learning development, and providing teachers with systematical on-the-job training step by step.
B. The professional development of “excellent teachers”
1. The excellent teachers’ professional development were interactively influenced by significant others, organization environment and personality.
2. The excellent teachers developed their professional attitude with knowledge-learning, positive working, communication and cooperation, self-examination, challenging-facing and characteristic of being willing to share.
3. The excellent teachers participated in-service training, courses, and learning community altogether with professional resources and other diverse learning sources in respond to the change of educational policy.
4. The excellent teachers felt difficult to construct their own teaching and lecture model, to find new successors in their professional development and to strike a balance between busy working and lack of time.
According to the above conclusions, some suggestions for preschool principals, teachers, relative institutions and future studies were proposed in this paper.
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CHEN, YU-PING, and 陳玉萍. "The Critical Success Factors of Excellent Teacher Awards in Tainan." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/3ahnvz.
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碩士<br>南臺科技大學<br>資訊管理系<br>107<br>Abstract
The main purpose of this study is to explore the common characteristics of Tainan City Teacher's Award Teacher's teaching, in order to summarize its professional success factors, and to study the subject matter of the faculty through the relevant literature of the teacher's award and to understand the research topic. Study the structure, and produce a "semi-structured" interview outline. Then, through the "expert interview", the teaching experience and suggestions of the three teachers of Tainan City will be obtained. The collected interview data will be converted into verbatim drafts. The content analysis method is used for data integration and language setting and analysis. It is followed by a step-by-step analysis and induction of the "level analysis method". Finally, the key success factors of the teachers of Tainan City Teacher Awards are extracted, and they can teach themselves and their faculty members. Inspired and helpful.
Comprehensive induction of interview content, and the teaching characteristics of the teacher's award-winning teachers include professional knowledge, teaching methods, personality traits, teaching attitudes, class management, job performance, and the same things, including work performance. Finally, through the AHP hierarchical analysis method, the classification of the key weights of the key success factors of the teachers of Tainan City teachers is summarized. Find out the elements of the teacher’s teaching traits, what factors have a major impact on teaching, research conclusions are used to enhance the application of teachers in teaching. Among them, the "class management" and "work performance" have higher weights. Class management includes careful observation, active care, patient counseling, encouragement and teacher communication. And job performance includes winning stories, administrative cooperation and teaching achievements.Research conclusions These two items are the primary choice for the success of Tainan City Teacher Awards teachers. In terms of class management, school teachers must be familiar with the characteristics of students in order to provide timely assistance to students. Teachers must be good at observing students, fully understand students, or quickly detect changes in student behavior, and closely grasp the differences in student behavior in order to be educated. Give appropriate assistance, and always contact with parents, timely convey the correct educational philosophy, build strong partnerships with parents, and use various methods to interact with parents to help students learn and grow. In terms of job performance, students are often encouraged to participate in activities and competitions. Through activities, students can understand their interests and talents and have a positive impact on student learning. The results of the analysis are expected to enhance the teaching effect of the teacher.
Keyword: Semi-structured interview, Content Analysis, Analytic Hierarchy Process
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Le, Roux Christiaan Roedolf. "An evaluation of the process of rewarding excellence in tuition at the University of South Africa." Diss., 2006. http://hdl.handle.net/10500/2477.
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The aim of this research is to evaluate the process of the 2005 Excellence in Tuition Awards at the University of South Africa. To achieve this aim an investigation was undertaken into (a) the strengths and weaknesses of the 2005 Awards process and (b) possible ways to improve it for the future.
The literature study sought to place the rewarding of quality teaching in the broader framework of international excellence in tuition awards, current criteria (both locally and globally) used in evaluating teaching in higher education, and principles of business process management. The qualitative investigation attempted to provide a contextual understanding of Unisa's experience of awarding excellence in tuition, through an exploration of the experiences of those who were directly involved in the 2005 Excellence in Tuition Awards process at Unisa. The findings serve as basis for guidelines for future Awards processes.<br>Educational Studies<br>M. Ed.(Open and Distance Learning)
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Greer, Christopher John. "Technology proficiency among K-12 award-nominated teachers in Tennessee a survey of teachers /." 2006. http://etd.utk.edu/2006/GreerChristopher.pdf.
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LI, YI-FANG, and 李宜芳. "A Research on Practices in Excellent Teacher Awards of Professional Communities." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/prj4v4.
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碩士<br>國立臺南大學<br>教育學系教育行政碩士在職專班<br>106<br>This is a study on a high school teacher community which won the gold medal of Teaching Excellence Award from the Ministry of Education in 2014, focusing on its formation, operation, and achievements. Based on the discussion in previous literature regarding the operation of teacher communities and data on Teaching Excellence Award, the study adopted methodology including interview and data analysis and has the following findings.
The formation of the teacher community originated from a group of high school teachers aspiring to innovate the traditional teaching method. Through rolling-wave planning, the community optimizes the teaching plan in ten years. The motivation behind the formation of the community includes (1) promotion from the principal, (2) invitation from experienced teachers, (3) a common vision, (4) experience inheritance, and (5) interdisciplinary collaboration.
The teacher community operates through three aspects, (1) team work, (2) professional development by learning from successful examples of other award-winning schools, and (3) an innovation oriented goal. The community is task-based and operates on a core group model. The community operates with formal/informal meetings and is complement with social network websites, aiming to pass down the experience in the future. The community has encountered difficulties including, (1) minor obstacles, (2) time pressure and family issues, (3) personal pressure, (4) a lack of administrative assistance, (5) limits on individual capability, (6) obstacles form within the school, and (7) problems with collaboration. Potential solution to these difficulties are (1) highlighting the leadership of experienced teachers in the community, (2) enhancing member’s interests in the tasks and their emotional bonds, (3) improving administrative assistance,(4) professional development of team members, and (5) stress management.
The study shows that the teacher community has led to various effects. On the personal level, it has fostered (1) a sense of honor as well as self-affirmation, (2) responsibility, (3) confidence in teaching, (4) personal growth, and (5) willingness to collaborate. For the environment within the school, it has showed split results. On the one hand, the community serves as a role model that improves school culture and students’ learning. On the other hand, some believe it lacks significant impact and impedes others’ development. For school development, it has expanded school reputation, developed innovative teaching modules, and encouraged changes and collaboration in teaching.
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Chakandinakira, Joseph. "The role of school-based teacher incentives to improve student achievement : experiences from selected secondary schools in Manicaland Province, Zimbabwe." Thesis, 2016. http://hdl.handle.net/10500/22007.
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This study explored the role of school-based teacher financial incentives on student academic achievement. Despite great efforts made by Zimbabwean government towards improving the education system in terms of infrastructure development and increasing number of schools, prior and after 1980, not much attention had been paid to the role of teachers’ extra-financial incentives on enhancing teacher motivation which leads to student achievement in and outside classroom situation. Extra-financial incentives differ from government to government depending on the revenue base and political will by such governments to support these teacher incentives programmes. In developed countries, respective governments pay different teacher incentives while in developing countries, parents/guardians or School Development Committees (SDCs) shoulder the burden. This study contented that one of the ways to improve student achievement has been payment of school-based teacher incentives to supplement teachers’ low salaries. While the need to adequately compensate teachers had been a worldwide phenomenon, this is in contrast to Zimbabwean experience after 2014, when Government of National Unity (GNU) came to an end. Zimbabwean government banned payment of teacher incentives under unclear reasons which were widely purported to be political. This research adopted a qualitative approach and as such, collection of primary and secondary data were done using multiple data collection techniques. Techniques included interviews with key informants, focus group discussions and open ended questionnaires in selected secondary schools. Results from this study revealed that improving teacher motivation through school-based incentives had been central to improved student achievement. In schools where teacher incentive system was practiced pass-rates increased, with a sudden decline when teacher incentives were banned. Banning or lack of properly designed incentive systems, where teachers were consulted, was seen as negatively affecting student achievement in selected secondary schools of Makoni District.<br>Educational Foundations<br>D. Ed. (Socio-Education)
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Lantos, Stephen D. "Quality teaching practices: portraits of award-winning secondary school chemistry teachers." Thesis, 2021. https://hdl.handle.net/2144/43033.
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Quality Teaching (QT) is a sought-after professional goal for educators and schools alike. It is easy to observe, harder to define, and hardest to understand how to achieve. This study attempted to identify QT amongst a select group (N = 6) of Boston-area award-winning high school chemistry teachers. Participants were selected based on having received at least two American Chemical Society-sponsored awards within the past ten years. Data were collected through survey, personal interview, classroom observations, post-observation debriefs, anecdotal information provided by teacher colleagues, supervisors, and past students, student success on externally administered chemistry examinations, and a capstone focus group interview with the teacher- participants. These data were then coded and cohered with two measures of exemplary teaching: The Massachusetts Department of Elementary & Secondary Education Educator Evaluation Rubric and the American Chemical Society Guidelines for Middle- and-High School Chemistry Teaching. Definitions for QT in general and high school chemistry teaching in particular are detailed from references in the Literature Review.
Surveys and interviews were conducted via email and Zoom chats, and vii
observations during COVID were conducted also by online Face-timing. Colleague, administrator, and past student anecdotes were obtained through these award-winning teachers’ award nomination letters that I had access to in my role as a member of the Northeastern Section American Chemical Society’s (NESACS) High School Awards Committee and as Chairperson for the HS Education Committee. I also had access to student results on externally administered local and national chemistry exams in my role as co-administer of the Ashdown Exam and Section Coordinator for the US National Chemistry Olympiad (USNCO).
The findings of this study showed that these award-winning teachers (AWTs) took varied pathways and educational backgrounds to arrive at their profession. Participants all agreed that there is no one best way to teach, but many right ways to get to award- winning teaching. These teachers all possessed “It,” that elusive, mystical, some say innate, art of teaching born of passion, charisma, and love of working with children alongside a continual drive to improve pedagogical practices. This study identified that drive as “relentless expectations,” both for themselves as constant lifelong learners and their students for whom they set high standards. Though recognized by these awards, all of these teachers expressed humility and claimed that other colleagues were equally qualified to be award-winners. Colleagues shared that this study’s participants were “teachers’ teachers” and selfless collaborators. Supervisors related that these great teachers made great schools, and past students exclaimed that these teachers transformed students’ lives and career pathways.
The data suggest that award-winning status as a secondary high school chemistry teacher must incorporate a variety of factors, including a love of science learning, a mastery of the study of chemistry with an on-going interest to forward this learning, a passion for teaching and seeing teenagers succeed in learning chemistry, the ability to create a classroom of caring and trust to allow students to take academic risks, self- motivation to collaborate with colleagues through meeting, programing, and publication, self-confidence with a strong voice, and empathy. This study identified two overlooked factors that maintain award-winning teachers: relationships and reflection (the “R & R” of AWT). Other factors that contribute to AWT include supportive school and community with resources available to both teacher and student, freedom and professional trust to be able to innovate and create curriculum, and teachers’ creation and participation in collaborative venues such as collaboration time, workshops, presentations, and conferences. Participants in this study came to chemistry teaching as a second career and state that they acquired their award-winning pedagogy through a combination of most of these factors. Though each of their voices, classrooms, and school buildings looked different, these factors in total provided a common set of criteria to produce the award- winning teaching portrayed in this study.
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Hofer, Mark J. "ISTE educational technology standards : implementation in award-winning teacher education programs /." 2003. http://wwwlib.umi.com/dissertations/fullcit/3091184.
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Wu, Chia-Hua, and 吳佳華. "The Educational Narvigator~Narrative Research of an Excellent-teacher Award Prinpal." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/4xh3bk.
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碩士<br>國立東華大學<br>教育行政與管理學系<br>100<br>The study mainly emphasizes on a principal’s successful procedure of winning Excellent-teacher Award. Based on a qualitative approach, the thesis including interviews and narration explores the principal’s personality traits, experiences in teaching and school administration, styles of leadership, and the philosophy of education. The analysis concludes: (1) personality traits: ascertainment of the enthusiasm for teaching, aspiration for knowledge, tolerance for frustrations and breakthrough(innovation), executiveness in accordance with thoughts and behaviors as well as continuous reflections. (2) styles of leadership: learning from colleges, self-promoting in educational specialty, growing with time. (3) school administration: making good use of human potential, building up a team spirit, optimizing interpersonal relationships with high-quality care.
The study is supposed to form a referable example for new fellows, teachers, and educators by the principal’s life experiences and teaching career and also encourages them to solve problems positively while suffering frustrations and difficulties. In addition, novices of education should improve and enrich themselves more to nourish students. Excepting the self-promoting in educational specialty, the most important is to teach kids the concept of “love”.
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Su-Chen, Lai, and 賴素珍. "The Observance of the Phenomenon of Students Children’s Literature Creativity Award in Teachers College." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/c8t6gx.
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碩士<br>國立臺東大學<br>兒童文學研究所<br>95<br>In the process of the development of Taiwan children’s literature, the giving of the children’s literature award might be one of the most important events in the cultivation of the experts of creative children’s literature. There are a great number of local creative writers of children’s literature have received the award of children’s literature. As a matter of fact, children’s literature award is one of the important productive mechanisms in Taiwan.
In 1993, to base upon the encouragement the creative writing of the students and to actualize the idea of the teaching of children literature in teachers colleges, Creative Award of Children’s Literature in Teachers College was initiated. Although that award has not been so famous as Hung Chien Chiuan Children’s Literature Award, Hsin Yi Young Children’s Literature Award, and Creative Award of Taiwan Children’s Literature, yet it has become a founding support and effort of the education of children’s literature in teachers colleges. The support and effort have played an important role in the cultivation of creative experts and the education of children’s literature in Taiwan.
The subject of the study is the creativity award of children’s literature in teachers college. The study covers the setting up background and the process of its development. The study also explores some of the phenomenon brought about by the award. The researcher hopes to record the history of education of children’s literature in teachers college in Taiwan.
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WU, LI-CHUAN, and 吳麗娟. "Love and Care Never End ： A story of an excellent teacher award winner." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/fuszeh.
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碩士<br>國立彰化師範大學<br>教育研究所<br>108<br>The purpose of this study was to explore the story of an excellent-teacher award winner.The study adopted narrative research to analyze the experience of the participant. In the study, we were able to have a closer look into school counseling services and find the connections between the experience of the participant and the society.
The study concluded that the participant’s enthusiasm and love for education were linked to their families, and that the original family also played a key role in the personalities of the participant. In addition, the teachers who taught the participant also made her work hard in her future education career. The teacher career development of the participant can be divided into four phases：pre-employment training period, rookie period, professional growth period, and conversion period. The participant regained her original intention to be a teacher, and thiswas the best example of the positive reversibility of teacher career development. In the end, the participant dedicated to school counseling services and tried to fill the lack of students' family functions with educational love and help them refocus on their studies.
The participant adhered to the belief of "love"and devoted her time to education.Finally, the participant was awarded the excellent-teacher award.Her humble attitude after winning the award was also exemplary.
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Yang, Pei-Shan, and 楊佩姍. "The study of the process and related factors of teaching innovation for junior high school teachers-the teacher teams who were awarded the prize of teaching excellence." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/68253547414214696289.
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碩士<br>國立臺中教育大學<br>課程與教學研究所<br>96<br>The purposes of the research were to understand the process and relating factors of teaching innovation for junior high school teachers. Questionnaires were used as research methods. The research objects were the teachers who were ever awarded the prize of teaching excellence. The main tool of research was the “Questionnaire of relating factors of teaching innovation in junior high school teachers.” 393 questionnaires were given to 61 schools and 277 questionnaires were returned from 50 schools. The data were analyzed by statistic methods such as percentage and average.
The major results of this research were as follows：
1. The development of teaching innovative teams in junior high school teachers.
(1)The teams of teaching innovation were developed and organized spontaneously by members.
(2) The main motive for teachers to join the contest of teaching excellence was to promote the teachers` professional abilities.
(3) The teaching innovative projects were mainly decided by the members of teaching teams.
(4) The distinguishing characteristics of schools were generally planned as the
contents of teaching innovative project.
(5) Teaching innovative projects are generally practiced in whole grade and
whole school.
(6) For the further development, some teaching innovative projects were
generally continued by the teacher teams and some were continued after
modifying.
2. The influential factors of teaching innovation in junior high school teachers. (1) The main inner factors are the attitude of facing challenge and
self-reflection.
(2) The main external factor was the cooperation with others.
3. The effect of the teachers` professional abilities and students` learning performance were high level, and the inner atmosphere of schools was
upper-middle level.
4. The difficulties of the teachers and the creative atmosphere of schools are upper-middle level, and the assistance of administration is lower-middle level.
5. The strategies of teachers, the creative atmosphere of schools, and the the assistance of administration were upper-middle level.
6. This research provided specific recommendations and suggestions applicable to teachers, schools, educational administration, and related research.
Key words: teaching innovation, teaching excellence, junior high school
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Liou, Yi-Jia, and 劉伊佳. "A Case Study on the Career Development of a Special Education Teacher with Excellent-teacher Award by the Ministry of Education." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/2xh5hf.
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碩士<br>國立清華大學<br>教育行政碩士在職專班<br>106<br>This study aimed to explore the career development and achievements of the Excellent-teacher Award’s special education teacher by the Ministry of Education, including the development of the four periods, results and the factors influencing in the career development.
This is a case study, and the study methods were interviewing and document analysis. The interviewee was Excellent-teacher Award’s special teacher by the Ministry of Education. Through the interview syllabus, verbatim transcripts, thoughts and notes of the province, the author deeply understands the course and achievements of the Excellent-teacher Award’s special education teacher in the development of the teacher's career.
After research and analysis, it was discovered that Excellent-teacher Award’s special education teacher had their own mentality, challenges, and growth in different stages of the teacher's career development. The results were partly in the teaching methods and teaching strategies of the textbooks, and the interaction between class management and parent-student-teacher interactions. Certain effectiveness and different factors influencing in the career development of the teacher can provide a reference for educators and lead to the following four conclusions from the study:
I. Excellent-teacher Awarded special education teacher’s career development was influenced by personal characteristics, family members, learning experience, important experiences and others, and educational philosophy.
II. Excellent-teacher Awarded special education teacher’s career development was divided into four stages: the adaptation exploration period, the learning growth period, the professional maturity period, and the soundness and refinement period. There were different challenges dilemmas and harvest growth in each period.
III. Excellent-teacher Awarded special education summarized their own experience and provide advice for the education of the staff.
IV. The teaching effectiveness of Excellent-teacher Awarded special education teacher was related to teaching methods, teaching strategies, class management, and parent-student-teacher interactions.
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WANG, JUI-YU, and 汪瑞瑀. "Narrative Research of Career Development and Teaching Effectiveness from Junior-High-School Teacher：An Example of Excellent-teacher Award’s Teacher in Tainan City." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/90772841425129367794.
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碩士<br>國立臺南大學<br>教育學系課程與教學碩士在職專班<br>105<br>The study explored a junior-high-school teacher’s career development and analysis of teaching effectiveness. The research chose an example of excellent-teacher award’s teacher in Tainan City as the study target. And tried to understand the teacher’s life story by the way of interview and narration with qualitative research.
After the research, the conclusions were as the following:
1. The career development for the case teacher had comprised four stages, based on the
features and experiences : The “Exploring Stage” had lasted for 4 years of teaching；“Transforming Stage” had lasted for 5-11 years of teaching；“Mature Stage” had lasted for 12-24 years of teaching；“Sophisticated Stage” had lasted for 18-28 years of teaching. The overlapping of “Mature Stage” and “Sophisticated Stage” were 6 years, which was the period of preparation for prize.
2. The career development for the case teacher had different adaptive topics , difficulties
and solutions. Challenges and growths had happened at the same time.
3. The career development for the case teacher had been affected by the personality,
members of family, learning experiences, working environment and experiences, school atmosphere.
4. The teaching effectiveness for the case teacher had been anaylized by “Teacher
Self –efficacy beliefs”, “Teaching Strategies”, “Class Managements”. The case teacher had checked by herself and shared her experiences.
5. Teaching strategies for the case teacher had become more multiple and relevance to
life, as the career development went on.
6. The key points of class managements for the case teacher were building principles and
attending. The teaching experiences in career development had shown the changes of the case teacher’s educational notions from“strict”,”forgiving”,”tender”,”be influential in their lives” in order.