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Dissertations / Theses on the topic 'Teachers' classroom observation performance'

Author: Grafiati

Published: 7 June 2025

Last updated: 2 August 2025

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1

Ford, Warwick Ross. "Understanding how highly accomplished teachers experience performance feedback: a qualitative study." Thesis, Griffith University, 2017. http://hdl.handle.net/10072/371916.

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This research explores Highly Accomplished teachers’ perceptions of feedback provided during their annual performance appraisal/review. It looks at what constitutes effective feedback for this select group of teachers and the social practices that enable this. It identifies feedback practices that these teachers consider useful for future improvement as well as those practices that need attention with a view to improving overall feedback experiences of Highly Accomplished teachers undertaking a performance review. Underpinning my research is the belief that improving teaching across the school

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Uchida, Chiharu Hashimoto. "The Concordance Between Children's Performance During a Standardized Testing Session and Teachers' Observational Assessment in the Classroom." The Ohio State University, 2001. http://rave.ohiolink.edu/etdc/view?acc_num=osu1392803116.

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Phillips, Matthew. "An Analysis of the Variables in Implementation of the Marzano Causal Teacher Evaluation System in the State of Florida." Doctoral diss., University of Central Florida, 2014. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/6340.

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This was a non-experimental, mixed methods study to research the different ways in which the Marzano casual teacher evaluation system was implemented in 25 school districts in the state of Florida during the 2012-2013 school year. Based on seven implementation variables, the teacher evaluation systems were compared to the implementation model and research-based best practice. The researcher then sought to determine what relationships may or may not exist in teacher performance ratings between districts that followed the research-based implementation model and districts that did not. Two st

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4

Howard, Amanda Jane. "Teacher appraisal : the impact of observation on teachers’ classroom behaviour." Thesis, University of Warwick, 2010. http://wrap.warwick.ac.uk/3728/.

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This thesis is based on three English language teacher case studies located in the Middle East where classroom discourse has been analysed in order to establish the impact that an appraisal observer has on teachers‘ behaviour. The literature suggests that the presence of an observer alters events in the classroom, but to date there has not been any research into the nature of these changes which draws on transcripts of observed lessons. Each teacher recorded a model (observed) and a pedagogic (non–observed) lesson with similar parameters so that they could be compared, and commonalities and di

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Vallance, Roger John. "Some personality characteristics of beginning teachers with respect to classroom performance." Thesis, University of Cambridge, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.624922.

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Al-Malki, Moza. "Assessing Classroom Performance of Pre-service English Language Teachers in Oman." Thesis, Griffith University, 2017. http://hdl.handle.net/10072/371951.

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In recent times, more attention has been directed towards identifying international trends and ‘best’ practice for assessing pre-service teachers’ classroom performance. Previous attempts to assess Oman’s preservice teachers were based on adopting a psychometric/measurement assessment practice, whereby performance was measured by grades. Such an approach, in recent times, has been viewed as being fundamentally flawed in its attempts to measure pre-service teachers’ classroom practices. This is primarily due to its inability to authentically assess teacher’s learning in the classroom setting. F

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7

Miller, Rachel. "Perspectives of Elementary Classroom Teachers About Family Volunteer Presence and Student Performance." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5638.

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While researchers have explored various aspects of the family volunteer presence in the classroom, little is known pertaining to the perceptions of teachers regarding this phenomenon, specifically as it relates to fifth grade student reading comprehension. The purpose of this study was to explore teachers' perceptions of family volunteers' presence and its influence on fifth grade student reading comprehension. The works of Patton and of Epstein informed this study. The research questions explored teachers' perception of benefits and challenges of the family volunteers' presence. Data were col

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Criss, Caitlin J. "The Role of Goal Setting and Performance Feedback to Improve Teachers’ Classroom Management Skills." The Ohio State University, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=osu1618402354463067.

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Palmer, Jason S. "Performance Incentives, Teachers, and Students: Estimating the Effects of Rewards Policies on Classroom Assessment Practices and Student Performance." Connect to this title online, 2002. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1024404726.

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Thesis (Ph. D.)--Ohio State University, 2002.<br>Title from first page of PDF file. Document formatted into pages; contains xiv, 169 p.; also includes graphics. Includes abstract and vita. Advisor: Mary K. Marvel. Includes bibliographical references (p. 150-169).

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Pai, Jimmy. "Capturing Ephemeral Assessment Opportunities: An Inquiry into Secondary Mathematics Teachers’ Lived Experiences with Observation of, and Conversations with, Students." Thesis, Université d'Ottawa / University of Ottawa, 2017. http://hdl.handle.net/10393/36994.

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This study is influenced by phenomenological approaches, and is an inquiry into secondary mathematics teachers’ lived experiences with ephemeral assessment opportunities such as observations of, and conversations with, students. This phenomenon is explored through the use of reflective journals, semi-structured interviews, and focus group interviews. Two layers of analysis were used to better understand the phenomenon. The first layer focuses on emergent themes of what and how teachers think and do in the moment. The emergent themes were interrelated and categorized into eliciting, interpr

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Delli, Dane A. "The predictive validity of the Teacher Perceiver Interview on the teaching performance of classroom teachers /." The Ohio State University, 2000. http://rave.ohiolink.edu/etdc/view?acc_num=osu1294836802.

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Davies, Kim. "Teachers' implicit theories of intelligence and their relationship to performance feedback and teacher efficacy /." St. Lucia, Qld, 2004. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe17962.pdf.

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13

Maile, Simeon. "Recognition of competence an empowerment model for the retention of excellent teachers in the classroom /." Thesis, Pretoria : [s.n.], 2000. http://upetd.up.ac.za/thesis/available/etd-01312007-111506.

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14

Woo, Kit-ling, and 胡潔玲. "Teachers' use of classroom social behaviors observation scale (CSBOS) to identify children at risk for mild ASD and sub-clinical social deficits." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/209548.

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The present study aims at pushing the identification process earlier to preschool age for children on the mild end of Autism Spectrum Disorder (ASD) by validating teachers’ use of the 13-item Classroom Social Behaviors Observation Scale (CSBOS) (Au, Cheung, Tse, & Au, In Prep) that focuses on children’s peer interaction in class. 　　Seven teachers and 149 children in an international kindergarten in Hong Kong participated in the study. The “At-risk” group for mild cases of ASD was identified by using one standard deviations below the mean as the cutoff for CSBOS scores independently given by r

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Pace, Ruth. "The comparison of elementary students perceptions and state evaluators perceptions of the classroom performance of new teachers." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1985. http://digitalcommons.auctr.edu/dissertations/3085.

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Nabi, Rafat. "The impact of an educational innovation on students' performance, classroom practice and teachers' behaviour in Chitral, Pakistan." Thesis, University of Bristol, 1995. http://hdl.handle.net/1983/d2cc45cc-f9e2-4632-8f53-3f7ffe07a41b.

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Roseberry, Carrie. "A comparison of evaluations made by trained instructional evaluators and student evaluators of high school teachers' classroom performance." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1989. http://digitalcommons.auctr.edu/dissertations/2216.

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Purpose The purpose of this study was to determine the extent to which the perceptions of trained instructional evaluators' ratings relate to those of student evaluators in assessing the classroom performance of high school teacher. Methods and Procedures The sample utilized for this study consisted of 30 classroom teachers, 30 trained instructional evaluators, and 120 students from a population that was selected from a metropolitan high school in which the staff and student body represented a diverse make-up. Results The results of this study were statistically insignificant because there wer

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Sulieman, Nidal, and Abeer Wannus. "Effects of Teachers’ Knowledge of formative assessment on teachers’ practices & students’ metacognition : A literature review." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-43030.

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This literature review examines two major areas: firstly, the impact of teachers’ knowledge about formative assessment on teachers' practices in the classroom; secondly, the role of formative assessment in raising students’ metacognition and how formative activities lead to raising students’ self-awareness and self-regulation. This paper also aims to shed light on the interdependence relation between formative assessment and teaching in general. Ten different primary studies relevant to formative assessment and its effects on teaching/learning have been chosen to investigate the formative asse

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Stepp, Randolph Scott. "A comparison of classroom teachers' and superintendents' views of teacher salary schedule components." Ashland University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1271445908.

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Tuta, Thamsanqa Clifford. "Teachers’ perspectives of learners’ indiscipline on Grade 12 academic performance: a case of the Libode District." Thesis, Walter Sisulu University, 2012. http://hdl.handle.net/11260/889.

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Evidence of the effects of indiscipline on the academic performance of grade 12 learners has been mixed. This study examined how indiscipline in the forms of disruptive, aggressive behaviour, alcohol and drug abuse affected levels of academic performance in a case study of public Senior Secondary Schools of the Libode Education District, Eastern Cape Province in the Republic of South Africa. A total of 25 teachers from two selected schools in the Libode District (10 men and 15 women) were randomly assigned to participate in both the quantitative and qualitative interview surveys conducted by t

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Allen, Holly Lee. "Factor Structure of the Jordan Performance Appraisal System: A Multilevel Multigroup Study Using Categorical and Count Data." BYU ScholarsArchive, 2020. https://scholarsarchive.byu.edu/etd/8726.

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Development of the Jordan Performance Appraisal System (JPAS) was completed in 1996. This study examined the factor structure of the classroom observation instrument used in the JPAS. Using observed classroom instructional quality ratings of 1220 elementary teachers of Grades 1-6 in the Jordan School District, this study estimated the factor structure of the data and the rater effect on relevant structural parameters. This study also tested for measurement invariance at the within and between levels across teachers of two grade-level groups (a) lower grades: Grades 1-3 and (b) upper grades: Gr

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Jackson, Linda Dolores Guardia. "Becoming an activist Chicana teacher : a story of identity making of a Mexican American bilingual educator in Texas /." Connect to this resource, 2009. http://hdl.handle.net/2152/6709.

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Hadfield, Norma. "A learning conversation approach for teacher appraisal and professional development : an investigation of the ways in which specific forms of appraisal of teaching performance evoke different levels of learning conversations, and how far this affects teachers' perceptions of their own performance." Thesis, Brunel University, 1997. http://bura.brunel.ac.uk/handle/2438/5285.

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Within the parameters of the development, since the 1970s, of the National Teacher Appraisal Scheme, and the current changes in Education, a research programme of observation, video-recording and analysis of teaching performance is described and evaluated. The aim was to ascertain, by means of specific techniques, the value and benefits to teachers in developing their personal and professional levels of experience on the path to becoming self-organised learners. The potential of two specific methods of appraising teachers' classroom performance to generate developmental Learning Conversations

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Hartman, Sheri A. "Development of "Teachers Integrating Physical Activity into the Curriculum" (TIPAC) Using a Systems Model Approach." University of Akron / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=akron1492422535370981.

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Mokoena, Mamolahluwa Amelia. "The effects of developmental appraisal policy on teacher learning." Thesis, Pretoria : [s.n.], 2004. http://upetd.up.ac.za/thesis/available/etd-03302005-103907.

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26

Becker, Theresa. "Evaluating Improvisation as a Technique for Training Pre-Service Teachers for Inclusive Classrooms." Doctoral diss., University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5129.

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Improvisation is a construct that uses a set of minimal heuristic guidelines to create a highly flexible scaffold that fosters extemporaneous communication. Scholars from diverse domains: such as psychology, business, negotiation, and education have suggested its use as a method for preparing professionals to manage complexity and think on their feet. A review of the literature revealed that while there is substantial theoretical scholarship on using improvisation in diverse domains, little research has verified these assertions. This dissertation evaluated whether improvisation, a specific t

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Padilha, Emanuele Coimbra. "RELAÇÕES ENTRE PRÁTICA DOCENTE E COMPETÊNCIA LINGUÍSTICO-COMUNICATIVA: A PERSPECTIVA DOS PRÓPRIOS PROFESSORES." Universidade Federal de Santa Maria, 2015. http://repositorio.ufsm.br/handle/1/9917.

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This work aimed at investigating the relations between teaching practice and Language-communicative competence of Spanish Foreign Language teachers from the public school, through the inference of their beliefs. Therefore, we identified the beliefs about linguistic and communicative competence of teachers and, as a result, these beliefs were related to their performance reported by the participants themselves in the classroom. The participants of this study were two Spanish teachers, working in public schools in Santa Maria city, who performed the initial training in Letters-Spanish graduation

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Lopes, Carla da Conceição Gonçalves. "Supervisão e avaliação de desempenho docente: perceções dos professores sobre observação de aulas." Master's thesis, 2013. http://hdl.handle.net/10437/9098.

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Orientação: Maria de Nazaré Castro Trigo Coimbra<br>O presente estudo pretende analisar de que forma a Observação de Aulas, na Avaliação de Desempenho Docente (ADD), pode contribuir para o aperfeiçoamento e valorização profissional dos professores. Terminado o biénio 2009/2010 e 2010/2011, em que o desempenho docente foi avaliado de acordo com novos normativos legais, concretamente DR 2/2008, DL 75/2010 e DR 2/2010, interessava fazer uma análise dos resultados obtidos, ao nível da valorização pessoal e profissional dos professores de carreira e contratados, tendo em conta uma particularidade d

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Gomes, Cristina Maria Martins Farinha Tavares. "Perceção dos professores face à observação de aulas, em contexto de avaliação do desempenho." Master's thesis, 2013. http://hdl.handle.net/10400.26/8600.

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A presente investigação insere-se na problemática da observação de aulas, no âmbito da avaliação do desempenho docente, e procura responder à questão: “qual a perceção dos professores face à observação de aulas, em contexto de avaliação do desempenho?”. Participaram no estudo 162 docentes dos 2.º e 3.º ciclos e do ensino secundário, a lecionar em escolas públicas do distrito de Lisboa, no ano letivo de 2012/2013. A metodologia adotada baseou-se numa abordagem mista de cariz quantitativo e qualitativo. Como técnicas de recolha de dados, utilizou-se o inquérito por questionário e a entrev

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Hsu, Chih-I., and 許志逸. "Influence of microteaching and classroom observation on preservice physics teachers'' conceptions of teaching." Thesis, 2000. http://ndltd.ncl.edu.tw/handle/46573494621366850265.

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碩士<br>國立彰化師範大學<br>科學教育研究所<br>88<br>This study is to investigate the influence of preservice physics teachers’ conceptions of teaching on the instructional design and practice, as well as the influence of microteaching and classroom observation on the preservice physics teachers’ conceptions of teaching. The subjects of this study are three preservice physics teachers, two males and one female, who were completing undergraduate degrees in National Chang-hua University. The main data resource was the interviews that carried out before and after microteaching, and after classroom observing. The o

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Tseng, Chia-Min, and 曾嘉敏. "A Study on the Relationships among Personality Traits, Classroom Management, Classroom Management Performance of Elementary School Teachers." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/61685961329305682181.

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碩士<br>萬能科技大學<br>經營管理研究所在職專班<br>103<br>The purpose of this research analyses the relation among teacher’s personality trait, classroom management and classroom management performance of national elementary school teachers in Taoyuan County Chungli Area. The research data is mainly based on the teachers in Chungli Area once being homeroom teachers in the semester of 103 year. There are 313 effective data in this research by the way of questionnaire investigation, which is according to Neuroticism-Extraversion-Openness-Five Factor Inventory(NEO-Five Factor Inventory) , Teacher’s Classroom Managem

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"Fidelity of Implementation of Research Experience for Teachers in the Classroom." Doctoral diss., 2012. http://hdl.handle.net/2286/R.I.15934.

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abstract: In this study, the Arizona State University Mathematics and Science Teaching Fellows 2010 program was analyzed qualitatively from start to finish to determine the impact of the research experience on teachers in the classroom. The sample for the study was the 2010 cohort of eight high school science teachers. Erickson's (1986) interpretive, participant observational fieldwork method was used to report data by means of detailed descriptions of the research experience and classroom implementation. Data was collected from teacher documents, interviews, and observations. The findings rev

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Kivilaht, Heli. "Drama in teacher education : student teachers, teachers, and students constructing collaborative approaches to classroom management using Forum Theatre." 2004. http://link.library.utoronto.ca/eir/EIRdetail.cfm?Resources__ID=94971&T=F.

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Wilczenski, Felicia L. "Effects of classroom performance feedback on teacher and student behavior." 1985. https://scholarworks.umass.edu/theses/2218.

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(11205372), Yaheng Lu. "PATTERNS OF MOTIVATION AND MATHEMATICS ANXIETY IN KINDERGARTEN STUDENTS AND ASSOCIATIONS WITH TEACHERS’ PRACTICES." Thesis, 2021.

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Motivation and mathematics anxiety both impact student achievement in the early grades. However, few if any studies have examined the patterns of kindergarten students' motivation and mathematics anxiety and their associations with teachers’ practices and student demographics. In this study, I investigate both these issues. Specifically, using a diverse sample of 355 students from 24 kindergarten classrooms, I examined (a) whether there were distinct profiles of motivation and mathematics anxiety among students and (b) the associations between student profiles and teachers’ practices. Using cl

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Rollins, Kayla Braziel. "Classroom Observations of Instructional Practices and Technology Use by Elementary School Teachers and Students in an Ethnically-and Economically-Diverse School District." Thesis, 2011. http://hdl.handle.net/1969.1/ETD-TAMU-2011-08-10055.

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The purpose of this study was to observe pre-kindergarten through fifth-grade public school classrooms to examine differences among instructional practices and technology use by teachers, students and the overall classroom. The current study differed from and built upon previous classroom observational research in a number of major ways. First, the observational data examined both student and teacher technology use and the availability of technology in the classroom. Second, authentic classroom behaviors were examined in relation to technology use; specifically, behaviors related to the impact

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Chang, Teresa, and 張淑芬. "The Study of Teachers’ Knowledge Management Performance and Classroom Management Effectiveness in Taipei Elementary Schools." Thesis, 2003. http://ndltd.ncl.edu.tw/handle/07066409801453849006.

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碩士<br>臺北市立師範學院<br>國民教育研究所<br>91<br>The main purpose of this study were firstly to understand the actual conditions of teachers’ knowledge management performance and classroom management effectiveness, secondly to analyze the effects of teachers’ demographic variables and classes’ environment variables on knowledge management performance and classroom management effectiveness, and finally to explore the relationship between knowledge management performance and classroom management effectiveness. 　 Questionnaires survey were conducted in the study. The subjects include 451 classroom t

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Sun, Yet-Show, and 孫逸秀. "The Validation of a Rubric for Classroom Teaching Performance of Junior High School Biology Teachers." Thesis, 2000. http://ndltd.ncl.edu.tw/handle/64793172348664872201.

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碩士<br>國立彰化師範大學<br>科學教育研究所<br>88<br>The purpose of this study was to modify the Gallagher and Parker''s STAM-Science Version for fitting in analyzing the Taiwanese junior-high biology teachers'' classroom teaching performance. The STAM-Sci is composed of 22 teaching performance items and each is differentiated into 6 levels of teaching styles in terms of constructivist learning theory and student-centered teaching rationale. Both the research workers and teachers can obtain deep information from using the STAM-Sci. In this study, the researcher examined the completeness of the 22 t

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Allen-Oleet, Rebecca M. "Increasing middle school teachers' use of specific praise in the classroom through consultation and performance feedback." 2013. https://scholarworks.umass.edu/dissertations/AAI3588984.

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The purpose of this study was to test the effectiveness of a practical and feasible means of providing teacher consultation that can be used to improve class-wide behavior in a middle school setting. A multiple-baseline design across four teachers was utilized to evaluate the effects of an intervention involving training and ongoing performance feedback via email on a) teachers' use of behavior-specific praise (BSP), general praise (GP), and reprimands (R) in the classroom, and b) the incidence of problem behaviors in classes of middle school students. The study also assessed whether behaviora

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Chang, Yu-Ching, and 張育菁. "A Study on the Classroom Management Strategies Performance of Hospitality Program Teachers in Senior Vocational High Schools." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/67011703291042457849.

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碩士<br>國立高雄餐旅大學<br>餐旅教育研究所在職專班<br>104<br>This study aims to explore teachers’ application of class management strategies in vocational high school hospitality, food & tourism management departments. The main research objectives are: 1. To understand how teachers in such departments apply class management strategies in their classes; 2. To understand how different background variables affect the application of class management strategies in such departments; 3. To analyze the problems teachers in such departments face when managing their classes and how their responsive measures are carried out;

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Rollins, Elizabeth Rose. "(Re)storying Horizons: White Kindergarten Teachers’ Enactment Of The Language And Literacy Curriculum In A Predominantly-white Working-class North Carolina Mountain Community Public School." Thesis, 2020. https://doi.org/10.7916/d8-y0kq-zv50.

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The early childhood curriculum is too-often based on narrowed/ing conceptualizations of “literacy” and “language,” which negatively position nonacademic (read: nondominant) literacy and language practices and result in schools failing and further marginalizing working-class children and families across racial identifications. It is therefore pertinent to (re)conceptualize language and literacy by interrogating dominantly-positioned academic practices. Exploring early childhood teachers’ sense- making and enactment of the curriculum elucidates how nonacademic practices are (under)valued in and

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HSIEH, SHU-LING, and 謝淑玲. "The Study on the Performance of Positive Discipline and Class Management for Classroom Teachers in the Elementary School." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/ttp4f8.

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碩士<br>開南大學<br>商學院碩士在職專班<br>106<br>The purpose of this study is to explore the situation of implementing positive discipline and class management, and to understand the difference and effectiveness of positive discipline and class management for classroom teachers with various backgrounds in the elementary school. A questionnaire survey is taken from classroom teachers of national elementary schools in Taoyuan city, and data are collected in the academic year 105. Then, data are analyzed by the basic descriptive statistic method, single sample t-test, several independent samples t-test, single

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Jennings, Kelly. "Examining Preservice Teachers' Performances and Pedagogies of Practice in an Urban Classroom Through the Use of a Simulated Learning Environment." Doctoral diss., 2014. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/6113.

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The failure to staff the nation's classrooms with highly qualified teachers, especially those in disadvantaged schools, is a problem in American education. Novice teachers who begin teaching in urban, low-income, diverse schools leave the field of education at alarmingly high rates. Schools are not being provided with the teachers they deserve; new teachers are especially ill-prepared to meet the needs of students in high-need urban settings. In return, these low-income schools are not retaining sufficient numbers of the teachers they do recruit. A teacher's performance has a tremendous i

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Hoffman, Shannah Kathryn. "Instruction for discovery learning : levels of implementation exhibited by a sample of algebra I teachers." 2013. http://hdl.handle.net/2152/22230.

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One type of instruction that is of particular interest in STEM education is instruction that actively engages students in inquiry and discovery. The author develops an operational definition of instruction for discovery learning (IDL) that adopts some of the fundamental commonalities among many reform-oriented instructional frameworks such as inquiry-based and project-based instruction. Four teachers—who received their bachelor’s degree in mathematics and teacher certification from the same undergraduate teacher-preparation program—and their Algebra I classes were observed with the focus on ho

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Hui-Chi, Huang, and 黃慧琦. "The study of classroom teachers'''' guidance role of role expectation, role performance, and role conflict in the elementary schools." Thesis, 1999. http://ndltd.ncl.edu.tw/handle/93398886207147698937.

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碩士<br>國立台北師範學院<br>國民教育研究所<br>87<br>Abstract The main purpose of this research is focus on the classroom teachers'''' guidance role of role expectation, role performance and role conflict in the elementary schools. There are four concrete purposes of this research, which are:(a) Realize the current situation of the role expectation, role performance and role conflict of the classroom teachers'''' guidance role;(b) Analysis the differences between role expectation and role performance of the classroom teachers'''' guidance role;(c) Discuss the relationships between

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Beukes, Florida C. G. "Managing the effects of multi-grade teaching on learner performance in Namibia." Thesis, 2008. http://hdl.handle.net/10210/692.

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Data presented in 2004 at a national conference on multi-grade teaching in Namibia revealed some significant negative effects on achievement associated with multi-grade instruction. In addition, the data indicated that teachers lack management and organisational strategies for multi-grade teaching. The purpose of this study was to explore the views and perceptions of educators on the managing of multi-grade classes in Namibia. Chapter one describes the background to the study, focussing on the history of education in Namibia and the history of multi-grade education. It became clear at this sta

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Ching-tsai, Wong, and 翁慶才. "Research on the relationship between the satisfaction on class cluster classroom reflected by teachers in lementary school and its management performance." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/69086356109658744036.

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碩士<br>國立中山大學<br>教育研究所<br>94<br>This research aims at studying the relationship between the satisfaction on class cluster classroom reflected by teachers in elementary school and its management performance, the main purposes include: 1. To further investigation and study on the basic concept and related theories of class cluster classroom design with open space. 2. To understand the current status of class cluster classroom in Kao-ping area which adopts open space design and the class management performance run by teachers on the class cluster classroom which adopts open space design. 3. To stu

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Araújo, Anna Paula Barreira. "Percepção do professor sobre a estratégia de observação de aula para a melhoria da sua prática." Master's thesis, 2018. http://hdl.handle.net/10284/6819.

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O processo de formação de professores é algo imprescindível e complexo tanto no início da carreira do docente, mas também no decorrer de todo o percurso de sua vida profissional. Com este trabalho, pretende-se compreender de que forma o professor considera que a estratégia de observação de aulas contribui para a melhoria da sua prática pedagógica tendo como linha de partida o ponto de vista dos docentes que lecionam em duas escolas particulares do Brasil, objetivando compreender se a prática de observação de aula pode conduzir o professor a uma dimensão reflexiva e formativa da sua prática.

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Monyatsi, Pedzani Perci. "Teacher Appraisal: an evaluation of practices in Botswana Secondary Schools." Thesis, 2002. http://hdl.handle.net/10500/1413.

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This study is an evaluation of the effectiveness of the current teacher appraisal system as practised in Botswana secondary schools. The study sought to establish inter alia the relationship between the current teacher appraisal and the day to day duties of teachers, the extent to which it leads to improvements in the teaching and students' learning process, how it addresses the staff development needs of the teachers, and whether the mechanisms and procedures for the management and implementation of the appraisal system in the schools is adequate. Teacher appraisal was defined as a process

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劉秀鈴. "The study on the homeroom teachers’ classroom management performance at skill-education class in junior high school - a case study in a junior high school in Changhua County." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/94677055608177193594.

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碩士<br>國立彰化師範大學<br>商業教育學系<br>97<br>Abstract The main purpose of this study was to address the homeroom teachers’ classroom management performance at skill-education class in junior high school.Data for this study come from personal in-depth interviews with five teachers.Respondents were interviewed twice or three times. Interviews lasted from 15 to 30 minutes. Based on the results of narrative analysis, this study reaches following conclusions: 1、The good classroom management performance depends on the cooperations on teachers,students and parents. 2、Teachers of skill-education class in junior

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