Dissertations / Theses: 'Teachers. Education Change (Psychology)'

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Gray, DeLeon Lavron. "The Persuasive Characteristics of Teachers on Conceptual Change across Health Classrooms." The Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=osu1243995352.

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Symeonides, Zofia Daphne Janina Maria. "The emotions of educational change: teachers'voices." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2013. http://hub.hku.hk/bib/B50559047.

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The present study aims to investigate the effect of emotions on teachers’ ability to cope with educational change and what factors help or hinder their ability to change their practice. Using an ethnomethodological approach, how one group of Hong Kong Secondary English teachers were able to make sense of the first School Based Assessment (SBA) initiative, part of the greater Hong Kong educational reform project, and apply it to their daily teaching practice is explored. The group of teachers is comprised of five Form Four teachers including the researcher. Being a participant-member, the researcher was able to have total access to the study environment and close daily contact with the other participants in the study. Interview data was taken at three intervals, one at the end of the first year of the initial implementation, another upon the completion of the first SBA cohort and then again at the end of the first Hong Kong Diploma of Secondary Education (HKDSE) at which point the original form of the SBA had been conducted six times. Findings show that teachers’ emotions play a very important role in their working lives and are often sublimated to be able to cope with the competing and sometimes conflicting demands of school and society. This emotional management is very difficult to maintain and teachers must find creative ways of coping to lessen its effects, in particular, by a form of emotional banking in which teachers tap into good teaching memories to alleviate feelings of being overwhelmed or inadequate in the face of change. Other findings demonstrate that teachers’ ability to change their practice was greatly restricted by systemic factors beyond their control. While the largescale reform effort seeks to transform Hong Kong’s education system to be more ‘flexible, diversified and integrated’ and increase teachers’ professionalism, the reality is that society clings to the belief that only the high-stakes examinations have value. This factor, coupled with an overloaded administrative workload has made real teacher development and growth in professional practice virtually nonexistent.
published_or_final_version
Education
Doctoral
Doctor of Education

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Kirby, Alicia. "Staff attitude change in a Response to Intervention Program evaluation." Huntington, WV : [Marshall University Libraries], 2006. http://www.marshall.edu/etd/descript.asp?ref=673.

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Sinclair-Lowry, Elizabeth. "RTI in the Classroom: How Teachers Meet the Demands of a Tiered System." University of Dayton / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1311018649.

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Lo, Pak-shing Peter, and 盧伯成. "Facilitating educational change: IT innovation adoption focusing on teachers' concerns and the educationalleadership practice." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B3125665X.

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Schaefer, Katherine A. "Measuring & Making Systems Change: Sensemaking of Teacher Leaders." Miami University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=miami1616253866255772.

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Ambrosio, John. "Understanding the history we have become : education as transformation /." Thesis, Connect to this title online; UW restricted, 2005. http://hdl.handle.net/1773/7805.

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Dunn, Lemoyne Luette Scott. "Cognitive Playfulness, Innovativeness, and Belief of Essentialness: Characteristics of Educators who have the Ability to Make Enduring Changes in the Integration of Technology into the Classroom Environment." Thesis, University of North Texas, 2004. https://digital.library.unt.edu/ark:/67531/metadc4620/.

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Research on the adoption of innovation is largely limited to factors affecting immediate change with few studies focusing on enduring or lasting change. The purpose of the study was to examine the personality characteristics of cognitive playfulness, innovativeness, and essentialness beliefs in educators who were able to make an enduring change in pedagogy based on the use of technology in the curriculum within their assigned classroom settings. The study utilized teachers from 33 school districts and one private school in Texas who were first-year participants in the Intel® Teach to the Future program. The research design focused on how cognitive playfulness, innovativeness, and essentialness beliefs relate to a sustained high level of information technology use in the classroom. The research questions were: 1) Are individuals who are highly playful more likely to continue to demonstrate an ability to integrate technology use in the classroom at a high level than those who are less playful? 2) Are individuals who are highly innovative more likely to continue to demonstrate an ability to integrate technology use in the classroom at a high level than those who are less innovative? 3) Are individuals who believe information technology use is critical and indispensable to their teaching more likely to continue to demonstrate an ability to integrate technology use in the classroom at a high level than those who believe it is supplemental and not essential? The findings of the current study indicated that playfulness, innovativeness, and essentialness scores as defined by the scales used were significantly correlated to an individual's sustained ability to use technology at a high level. Playfulness was related to the educator's level of innovativeness, as well. Also, educators who believed the use of technology was critical and indispensable to their instruction were more likely to be able to demonstrate a sustained high level of technology integration. Further research is recommended to investigate numerous personality traits, such as playfulness, innovativeness, creativity, and risk-taking that might relate to technology adoption. Doing so may lead to modifications of professional development, assisting individuals in adapting better and faster to systemic change.

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Hall, Amber M. "PE Central: A Possible Online Professional Development Tool." BYU ScholarsArchive, 2014. https://scholarsarchive.byu.edu/etd/4401.

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Bringing about positive teacher change in physical education is often a slow process not supported by traditional professional development practices. The purpose of this study was (a) to assess the usage and satisfaction with the online site PE Central and (b) to ascertain whether PE Central constitutes a valid source of professional development leading to changes in teaching practices and student learning outcomes. Participants (45 pre-service and 288 in-service teachers) completed an online survey assessing the effects of using PE Central on their perceptions of usage, satisfaction, professional development, teacher change, and student engagement. Results indicated no significant differences between pre- and in-service teachers in usage and satisfaction of PE Central, but that on average the sample population uses it monthly and are more satisfied than not with the site. Results further indicated that PE Central is positively related to provisional and permanent teacher change and increased student engagement. However, the researcher recommends changes in order for the site to become a viable professional development option for teachers.

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Brooks, Robert. "An appreciative inquiry into the development of teacher well-being through organisational change : theory development and implications for practice." Thesis, University of Birmingham, 2015. http://etheses.bham.ac.uk//id/eprint/6264/.

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Occupational stress is known to be a primary factor in determining why teachers leave the profession. Schools face a critical challenge in retaining teachers, with attrition estimated to be roughly 10% per year (National Foundation for Educational Research, 2008). There is scant research dedicated to furthering ways of promoting teachers’ well-being as a protective factor against adversity, despite recognition that both teachers and pupils benefit (Roffey, 2012). Within a critical realist paradigm, this study examines the reflections of eight participants who took part in an Appreciative Inquiry (AI) that aimed to explore ways that teacher well-being could be improved in one Secondary School. A contextual description of the process is presented within an evaluative case study design. Qualitative semi-structured focus group data was analysed using Fereday & Muir-Cochrane’s (2006) hybrid thematic analysis. This allowed recent developments in AI theory to be tested, for contextual recommendations to be made regarding theory development, and for judgments to be made regarding the effectiveness of the approach. Findings support contemporary AI theory and highlight several noteworthy threats to practitioners who wish to use AI in schools. Consideration is given to the effectiveness of AI in planning change to promote teacher well-being.

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Oswald, Marietjie M. "Teacher learning during the implementation of the Index for Inclusion in a primary school." Thesis, Stellenbosch : University of Stellenbosch, 2010. http://hdl.handle.net/10019.1/1293.

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Thesis (PhD (Educational Psychology))--University of Stellenbosch, 2010.
ENGLISH ABSTRACT: This study was designed to explore affordances and constraints to teacher learning as workplace learning during a time of change as initiated by the Index for Inclusion process. In particular the study investigated features on the macro-social and macro-educational level that impact on teacher learning in the workplace and the affordances and constraints to teacher learning that could be identified on the institutional-community plane as the pivotal plane of analysis for this study. It also explored features on the personal plane that impact teacher learning in the workplace. The theoretical framework of cultural-historical activity theory (CHAT) provided a broad platform from which to engage with the study. In particular, the work of Engeström, as a contemporary contributor in the field of CHAT, informed this study. The investigation into teacher learning in the workplace during a time of change was designed as a critical ethnographic study and was conducted in a primary school in a disadvantaged community in the Western Cape Province of South Africa. A qualitative methodology was employed. The study allowed for a critical in-depth analysis of affordances and constraints to teacher learning in the workplace by making use of an abductive process of data analysis and presentation, which implies a movement between an inductive and deductive process of knowledge creation. The data was presented in broad themes, an ethnographic narrative using the triangular structure of activity as developed by Engeström, and in pen sketches depicting the learning trajectories of two teachers. The data revealed that the Index for Inclusion employed as tool of change in this study did indeed allow for teacher learning for inclusion in the workplace. It raised awareness of inclusive education, contributed to a shared language for inclusion in the school and created the platform for teachers to engage with own attitudes and practices in a safe and supportive environment. Certain teachers attested to significant learning gains. However, the study also highlighted how a school could act as a restrictive environment for teacher learning and the complex processes involved in changing such an environment to become more expansive in support of teacher learning for inclusion. Several factors acted as severe constraints to teacher learning. On the macro-social level, poverty and the consequences of apartheid in South Africa acted as significant constraints to expansive teacher learning. With regard to the macro-educational level, teachers struggled with innovation overload and the absence of meaningful training and support for change that negatively affected their morale, motivation and self-efficacy. On the institutional level the leadership approach in the school proved particularly detrimental to expansive teacher learning. Teacher cognition, attitude and emotion also constrained their own engagement with the learning opportunity afforded by the Index for Inclusion process in the school. The students were not allowed a platform for their voices to be heard. Furthermore, neither their parents nor the community was invited into collaborative partnerships with the staff. On the personal level the study engaged with the possibility that individual teachers could gradually bring the necessary changes into the school on the grounds of their own positive learning experience through the Index for Inclusion process. The hope for change in the school was thus embodied in individual teachers’ agency, energy and incentive to work towards sustaining the progress that had been made by means of the Index for Inclusion process in the school. Keywords: teacher learning, workplace learning, inclusive education, Index for Inclusion, culturalhistorical activity theory (CHAT).
AFRIKAANSE OPSOMMING: Die studie is ontwerp om ondersoek in te stel na die eienskappe van ŉ skoolomgewing wat onderwyser-leer in die werkplek moontlik maak in ŉ tyd van verandering soos deur die Index for Inclusion-proses geïnisieer, asook na die beperkinge binne dié omgewing (Engels: ‘affordances and constraints’). Daar is in die besonder ondersoek ingestel na die eienskappe op die makro-sosiale en makro-onderwysvlak wat onderwyser-leer in die werkplek beïnvloed, na die geleenthede en beperkinge vir onderwyser-leer wat op die institusioneel-gemeenskapsvlak as die kritieke vlak van analise vir hierdie studie geïdentifiseer kon word, asook na eienskappe op die persoonlike vlak wat ŉ invloed het op onderwyser-leer in die werkplek. Die teoretiese raamwerk van die kultureel-historiese aktiwiteitsteorie (Engels: ‘cultural-historical activity theory’ oftewel CHAT) het ŉ breë platform gebied vanwaar daar met die studie omgegaan kon word. Die werk van Engeström, as ŉ kontemporêre bydraer op die gebied van CHAT, het veral die studie gerig. Die ondersoek na onderwyser-leer in die werkplek in ŉ tyd van verandering is as ŉ kritiese etnografiese studie ontwerp en is in ŉ laerskool in ŉ benadeelde gemeenskap in die Wes-Kaap Provinsie van Suid-Afrika uitgevoer. ’n Kwalitatiewe metodologie is gebruik. ŉ Kritiese diepte-ontleding is gedoen van geleenthede en beperkinge vir onderwyser-leer in die werkplek deur ŉ abduktiewe proses van data-analise en -aanbieding, wat ŉ beweging tussen ŉ induktiewe en deduktiewe proses van kennisskepping impliseer. Die data is op drieërlei wyse aangebied: in breë temas en patrone; as ŉ etnografiese narratief wat Engeström se driehoekstruktuur van aktiwiteit gebruik; en in die vorm van pensketse wat die leertrajekte van twee onderwysers uitbeeld. Die data het aangetoon dat die Index for Inclusion wat as instrument vir verandering in hierdie studie aangewend is, wel onderwyser-leer vir insluiting in die werkplek tot gevolg gehad het. Dit het ŉ bewustheid rakende inklusiewe onderwys verhoog, die onderwysers is blootgestel aan die terminologie van inklusiewe onderwys en ŉ veilige en ondersteunende omgewing is geskep waarin onderwysers aandag kon gee aan hulle eie gesindhede en praktyke. Sekere onderwysers het van betekenisvolle leerwinste getuig. Die studie het egter ook duidelik gewys hoe ŉ skool ŉ beperkende omgewing kan wees vir onderwyser-leer en vir die komplekse prosesse wat betrokke is by die verandering van so ŉ omgewing om dit meer omvattend te laat word ter ondersteuning van onderwyser-leer vir insluiting. Verskeie faktore het onderwyser-leer erg beperk. Op die makro-sosiale vlak het armoede en die gevolge van apartheid in Suid-Afrika die onderwyser-leer beduidend beperk. Op die makro-onderwysvlak het onderwysers weens innovasieoorlading probleme ervaar. Die afwesigheid van betekenisvolle opleiding en ondersteuning vir verandering het ook ŉ negatiewe uitwerking op hul moraal, motivering en selfwerksaamheid gehad. Op die institusionele vlak het die leierskapsbenadering besonder nadelig geblyk te wees vir uitgebreide onderwyser-leer. Onderwyserkognisie, -houding en -emosie het ook daartoe bygedra om hul eie betrokkenheid by die leergeleentheid wat deur die Index for Inclusion-proses gebied is, te beperk. Die studente is nie ŉ ruimte toegelaat waar hulle stemme gehoor kon word nie en nóg hul ouers nóg die gemeenskap is uitgenooi om deel te hê aan kollaboratiewe vennootskappe met die personeel. Op persoonlike vlak het die studie die moontlikheid ondersoek dat individuele onderwysers op grond van hul eie positiewe leerervaring tydens die Index for Inclusion-proses geleidelik die nodige veranderinge in die skool invoer. Deur individuele onderwysers se toedoen, energie en aansporing bly die hoop bestaan dat die goeie werk wat deur die Index for Inclusion-proses in die skool bereik is, volhou sal word. Sleutelwoorde: onderwyser-leer, leer in die werksplek, inklusiewe onderwys, ‘Index for Inclusion’, kultureel-historiese aktiwiteitsteorie.

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Currie, Cailin Tricia. "Reciprocal Effects of Student Engagement and Disaffection on Changes in Teacher Support Over the School Year." PDXScholar, 2014. https://pdxscholar.library.pdx.edu/open_access_etds/1646.

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Building upon previous research on the importance of students' motivation for their learning and academic success, this study sought to examine how students' motivation in the classroom may impact the way their teachers' treat them. Specifically, data from 423 middle school students and their 21 teachers were used to examine the extent to which student engagement and disaffection (individually and in combination) in the fall predicted changes in teachers' provision of motivational support from fall to spring of the same school year. The study also examined whether these relationships might differ by student grade or gender, and whether the effects of each component of motivation can be buffered or boosted by the level of the other component. Overall, results provided partial support for study hypotheses. As expected, engagement and disaffection (as reported both by students and by teachers) individually predicted changes in teacher motivational support over the school year, such that engaged students were more likely to gain teacher support across the school year whereas disaffected students were more likely to lose teacher support. Assessing the unique effects of engagement and disaffection suggested partial support for their combined predictive utility, although less support was found for teacher-reports than student-reports. Across time, student-reported disaffection demonstrated unique effects on changes in teacher support but student-reported engagement did not. For teacher-reports of engagement and disaffection, neither component of motivation predicted changes in teacher support above and beyond the other component. Across reporters, mean-level gender differences in the constructs of interest were consistent with expectations based on previous research suggesting that girls tend to be more motivated than boys in school; however, despite these significant differences in mean-levels, there were few gender differences in the strength of the reciprocal effects of student motivation on teacher support. Of the 12 tests for gender differences in the links between student motivation and teacher support, only two were found, and both cases demonstrated significant gender effects of the same form, such that engagement and disaffection demonstrated significant reciprocal effects for both genders; however, the effects were significantly stronger for boys. As expected, examination of mean-level differences in engagement and disaffection as a function of grade suggested that student motivation and teacher support decline as students progress through middle school. In general, significant reciprocal effects of student motivation on teacher support across time were found for students of all grades for both student- and teacher reports; however there were some grade-level differences in the strength of those associations. Results indicated that engagement and disaffection were more important predictors of changes in teacher support over the school year for older students (8th graders) than for younger students (6th or 7th graders). Finally, the expected interaction between engagement and disaffection was only partially supported and only for teacher-reports. Specifically, as predicted, the relationship between teacher-reported engagement and teacher support was stronger for students who were low in disaffection, suggesting low disaffection boosted the positive effects of engagement. At the same time, and contrary to expectations, instead of the relationship between disaffection and teacher support being weaker for students perceived as highly engaged, these relations were actually stronger such that disaffection was a stronger predictor of losses in teacher support for highly engaged students than for their equally disaffected but less engaged peers. Implications for educational interventions and daily classroom practices are discussed. This study, by utilizing a two time-point design, a diverse at-risk student population, and measures from both student and teacher perspectives, attempted to make a contribution to the sparse but potentially important research literature on how student's motivation can shape their experiences with teachers in the classroom.

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Hackney, Candace Dorothy. "Social Emotional Learning as a Charge for School Psychologists." The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1566147862091835.

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Ibrahim, Haniz bin. "Inclusive education in Malaysia : teachers attitudes to change." Thesis, University of Exeter, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.245948.

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Keidan, Joshua. "Learning, Improvisation, and Identity Expansion in Innovative Organizations." University of Toledo / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1586874155982614.

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Ruzicka, Richard L. "Teachers' Basic Psychological Needs Satisfaction and Teachers' Motivating Styles." Thesis, Tarleton State University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10605579.

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Research has shown that the autonomy supportive motivating style benefits students, yet the controlling motivating style, which has detrimental effects on students, remains prevalent in K-12 classrooms. Few studies have explored determinants of teachers’ motivating styles. Furthermore, research on the basic psychological needs satisfaction of teachers and teacher demographic factors as determinants of teachers’ motivating styles is scarce. A better understanding of which psychological needs variables might predict teachers’ motivating styles for particular demographic groups of teachers might allow school leaders to better meet the needs of teachers in order to ultimately enhance the self-determination of K-12 students. A Pearson correlation coefficient revealed a positive, strong correlation that was statistically significant between years of teaching experience and teachers self-reported motivating styles. A linear regression analysis revealed that satisfaction of the basic psychological need for relatedness explained 32.4% of the variance in motivating styles scores for teachers with 1–5 years of experience. Additionally, a linear regression analysis revealed that satisfaction of the basic psychological need for relatedness explained 20.6% of the variance in motivating styles scores for teachers with 1–10 years of experience. Finally, a linear regression analysis revealed that satisfaction of the basic psychological need for competence explained 20.7% of the variance in motivating styles scores for teachers with at least 11 years of experience.

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黎杏蘭 and Han-lan Lai. "Evaluating teacher education to determine teachers' readiness for change." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B31256302.

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Lai, Han-lan. "Evaluating teacher education to determine teachers' readiness for change /." Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk/hkuto/record.jsp?B24702080.

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Roach, Amanda Janelle. "Teacher burnout special education versus regular education /." [Huntington, WV : Marshall University Libraries], 2009. http://www.marshall.edu/etd/descript.asp?ref=973.

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Esterby, Rebecca F. "Staff and teachers' knowledge of national public education issues." Online version, 1998. http://www.uwstout.edu/lib/thesis/1998/1998esterbyr.pdf.

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Chong, Linda Willene. "Teachers' perceptions of innovations in the family management curriculum." Thesis, University of British Columbia, 1991. http://hdl.handle.net/2429/30425.

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The purpose of this study was to gain an understanding of teachers' perceptions of innovations in a curriculum. The study examined three teachers' perceptions of the integrative approach and ecological perspective in the Family Management curriculum document in British Columbia. Two interviews, sixty to one hundred and twenty minutes in length, were conducted with each teacher. During the interviews, each teacher was asked to submit documents that illustrated the meaning the innovations had for their teaching. Through subsequent transcript and document analysis, descriptions of the teachers' perceptions were developed. For none of the teachers were the innovations immediately meaningful. However, they were able to give meaning to both concepts. Two teachers perceived the integrative approach as relating topics and concepts through discussions and work sheets. The third teacher used assignments that related topics and concepts although she did not perceive this as integrative. Teachers had similar perceptions of the ecological perspective: the interrelationship among the individual and family with the school, peers, and the local community. Teacher perceptions were influenced by multiple factors: lack of need for the innovations, the lack of pedagogical and conceptual clarity in the innovations, complexity of the innovations, time, inservice, peer meetings, teaching experience and students.
Education, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate

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Falkenstein, Corrina A. 1976. "Parent-child relationships as predictors of change in teacher-child relationships and school connectedness during early adolescence." Thesis, University of Oregon, 2010. http://hdl.handle.net/1794/11151.

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xii, 94 p. : ill. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number.
Past research demonstrates the importance of parent-child relationships, teacher-child relationships, and school connectedness on the emotional, behavioral and academic outcomes of youth. Some studies report declining levels of parent-child, teacher-child bonds and school connectedness during early adolescence, while other research suggests little change or that change may be contingent on gender and ethnic differences. Of the few studies that have examined variation in youths' relationships with their parents, teachers, and school connectedness during early adolescence, many have relied on cross-sectional data collection methods. No published research has examined the interconnection between the parent-child relationship, teacher-child relationship and school connectedness utilizing a latent growth modeling (LGM) approach. This dissertation study tested the growth patterns of youths' 1) relationships with parents, 2) relationships with teachers and 3) school connectedness over the course of middle school. Next, the relationships between growth models were tested to determine whether changes in parent-child relationship quality influenced youths' declining perceptions of teacher-child relationships and school connectedness. Differences in model fit by gender and ethnicity were also tested. Study participants included 592 ethnically diverse youth recruited in their first year of middle school (6th grade). These participants were assessed again in i h grade (n = 524), and 8th grade (n = 467). The sample included a similar number of males (n = 305) and females (n = 288) and a greater number of students of color (n = 378), in comparison to European American students (n = 214). Results from LGM analysis showed the sample as a whole reported declining levels of parent-child, teacher-child and school connectedness over the course of middle school; however, the decline in school connectedness was not significant for students of color. The decline in parent-child relationship quality was associated with l) reductions in youths' commitment to learning, especially for European American students, 2) declines in youths' reported perception of their teachers, regardless of gender or ethnicity and 3) decreased school connectedness, especially for male students. Parent-child relationship quality in 6th grade also predicted the decline in youths' school connectedness and teacher-child relationship quality from 6th to 8th grade.
Committee in charge: Elizabeth Stormshak, Chairperson, Counseling Psychology and Human Services; Krista Chronister, Member, Counseling Psychology and Human Services; Lauren Lindstrom, Member, Counseling Psychology and Human Services; Thomas Dishion, Outside Member, Psychology

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Williams, Linnae Denise. "Understanding Teachers' Change Towards a Reform-Oriented Mathematics Classroom." BYU ScholarsArchive, 2010. https://scholarsarchive.byu.edu/etd/2332.

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Within the current mathematics teacher population there are teachers that want to change from traditional teaching styles to become more reform-oriented (i.e. focusing on student understanding rather than procedures). Many of these teachers do not know how to begin this change. This research looks into the tools that are most valuable for teachers as they change from traditional teaching practices to include more reform-oriented teaching practices. Through this phenomenological study, six successful reform-oriented teachers were interviewed to understand what tools they found to be most valuable in their process of change. The interviews uncovered a common guiding principle that facilitates successful change towards reform teaching—focusing on the students' mathematics. This guiding principle led all the teachers to implementing task-based lessons and improving their questioning towards their students. The two tools found to be of most value, reflection and collaboration, are identified and explored. The implications of a reform curriculum are also discussed. Limitations of the study are identified and areas of future research are explored.

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Gaffney, Ann M. "Change in experienced teachers' pedagogical beliefs through learning elementary mathematics content." Thesis, Rivier University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3708812.

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This qualitative case study examined the connection between experienced teachers' pedagogical beliefs and their learning of mathematics content. The beliefs of eight experienced elementary (K-8) mathematics teachers were examined before, during, and after the teachers participated in a professional development training exclusively teaching elementary mathematics content. Teachers' beliefs about quality mathematics lessons were solicited through lesson plans, journals, and interviews. Research questions discussed are: (1) What do experienced K-8 teachers believe constitutes a "quality mathematics lesson?" (2) How does the experience of learning mathematics content through inquiry change teachers' beliefs about what constitutes a "quality mathematics lesson?" This study found that teachers changed their beliefs about quality lessons with regard to mathematics content, to pedagogical strategies, and to students as learners through their experience learning mathematics. Teacher beliefs became more focused on mathematical reasoning, more focused on inquiry, and more student-centered. These new beliefs better align with definitions of quality instruction from the literature. Teachers incorporated their beliefs about mathematics, pedagogical strategies, and students as learners into a vision of quality mathematics lessons and the teacher's role in creating those lessons. Teachers' vision of their role changed from that of provider of knowledge to a guide of student discovery of mathematical understandings. The data indicated that these changes in beliefs, including changes in beliefs about pedagogy, were driven by the act of learning mathematics content via methods of inquiry. The results of this study have implications for understanding current and future research on teacher beliefs, for in-service professional development training in mathematics teaching, and for improving teacher effectiveness and student achievement in mathematics.

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McFarland, Edward Shawyne. "Teachers' Perceptions of Professional Development| What do Teachers Really Want That Makes Them Willing to Change Professional Practice?" Thesis, North Carolina State University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3647577.

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Professional development is an essential tool for supporting and improving the work of teaching in our schools. The current study sought to understand which elements of professional development teachers perceive to be most important, and what specific characteristics about professional development influence their willingness to make changes in their professional practices. Q-Methodology was utilized to investigate the subjective opinions of public school teachers at one selected high school in North Carolina. Data analysis indicated four statistically significant factors: Individual Teacher Needs; Student and Teacher Learning; Collaboration; Supportive Structures and Environment. In addition, data emerged explaining how teachers view effective professional development and what it is about that professional development that encourages them to make changes in their teaching pedagogy. The findings from the study provide vital information about effective professional development for teachers, and also offer useful information to educational professionals, policy makers, and researchers about an important topic.

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Van, Bodegraven Diane Beth. "Implementing Change: How, Why, and When Teachers Change Their Classroom Practices." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1807.

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Teacher implementation of school reforms varies widely and often results in inconsistent student outcomes. Teachers adopt or resist change for complex reasons that are not fully understood. This qualitative study explored how veteran teachers described their experiences with school reform and changes in classroom practices that occurred over the course of their careers; it also examined factors that teachers identified as having positive and negative influences on their adoptions of change. The conceptual framework was based on Senge's systems theory as applied to learning organizations and Goleman's emotional intelligence theory. The research questions focused on: (a) How veteran teachers described their experiences with various school reforms and changes in classroom practices that have occurred over the course of their careers, and (b) What internal and external factors veteran teachers identified as having a positive or negative influence on their adoptions of change. Eight veteran K-12 public school teachers from a northeastern state were interviewed using a semi-structured, open-ended questionnaire. Data were analyzed using first and second level coding in order to identify emerging patterns and themes and discrepant data. Key findings indicated that the teachers who reported successful implementation of school reforms also reported that the internal factors of self-assessment, self-confidence, initiative, adaptability, and empathy, and the external factors of shared vision, team learning, and systems thinking were important to implementing change. When administrators supported teachers through quality professional development, adequate collaboration time, and respect for their professional judgment, participants embraced school reforms and changed their classroom practices.

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Dalmau, Mary Clare. "Taking a fresh look at education : reconstructing learning and change with teachers /." view abstract or download file of text, 2002. http://wwwlib.umi.com/cr/uoregon/fullcit?p3055681.

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Thesis (Ph. D.)--University of Oregon, 2002.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 343-367). Also available for download via the World Wide Web; free to University of Oregon users.

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Bechtel, Pamela A. "Understanding the teacher change process for urban secondary physical education teachers /." The Ohio State University, 2001. http://rave.ohiolink.edu/etdc/view?acc_num=osu1486394475980004.

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Wilder, Melinda Scholl. "Teachers' beliefs about scientific literacy and their implementation through curriculum change /." The Ohio State University, 1997. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487943610784404.

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Ozturk, Elif. "Exploring The Change In Preschool Teachers." Phd thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/12612759/index.pdf.

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The aim of this study is to investigate the changes in early childhood teachers&rsquo
views about and practices of integration of visual art into science activities that occured after they attended the workshop. In order to explore the changes in five early childhood teachers&rsquo
views about science teaching, semi-structured interviews, classroom observations, and activity plans were used in this study. The study was conducted in a private preschool located in the Ç
ayyolu district of Ankara. The first phase of the analysis consisted of portraying all the data related to participant teachers&rsquo
views about science teaching and the integration of science and visual art on the basis of pre-interviews, observation, and post-interviews. The second phase of the analysis involved finding out whether there was any difference between pre- and post-interviews of participant teachers in terms of their views about science teaching and the integration of early childhood science and art. Meanwhile, observational fieldnotes and teachers&rsquo
activity plans were examined based on the themes emerged from the pre- and post-interviews. The findings of this study indicated that early childhood teachers believed in the importance of science activities in their practices. They provided child-centered activities for children to improve their science experiences. In addition, they used different learning experiences that were naturalistic, informal, and structured in early childhood classrooms. In terms of the place of visual art in early childhood curriculum, all participant teachers stated the importance of visual art in early childhood settings. They also mentioned that visual art could be considered as an effective tool for teaching science because children like attending art activities. They preferred to use art activities after they implemented their science activities. Teachers also mentioned that children could easily express themselves with the help of art activities so they stated that they generally used art activities in their classroom practices.

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Alshurfat, Saleh Swailem, University of Western Sydney, of Arts Education and Social Sciences College, and School of Education and Early Childhood Studies. "The role of primary school teachers in education change in Jordan." THESIS_CAESS_EEC_Alshurfat_S.xml, 2003. http://handle.uws.edu.au:8081/1959.7/756.

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This thesis reports an evaluation of the Jordanian Education Reform Program (JERP) initiated in 1987. The thesis includes a review of the international literature on education reform culminating in a conclusion that the most widely accepted approach currently is a mixed-model one that is partly top-down and partly bottom-up. Both quantitative and qualitative types of data were gathered and analysed. The findings of the study were that some seven teacher roles, particularly those of technologist and social change agent, were being performed at comparatively low levels, while others, particularly those of developer of student’s cognitive growth and health educator, were being performed at comparatively high levels. Many problems in the implementation of the education reforms were revealed in the interviews, especially the failure to involve teachers in the process of planning the reforms. Implications for policy, practice and further research were suggested.
Doctor of Philosophy (PhD)

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Alshurfat, Saleh Swailem. "The role of primary school teachers in education change in Jordan /." View thesis, 2003. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20050811.150405/index.html.

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Breslin, Anthony Francis. "Teachers, schools and change : lessons from Curriculum 2000 for education policymakers." Thesis, University College London (University of London), 2008. http://discovery.ucl.ac.uk/10020575/.

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Drake, Laura Ann. "How Teachers Use Data in Instruction." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6890.

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A portion of teachers in the United States educational system don't use data to inform and improve their instruction resulting in actionable change. A gap exists between teachers having and interpreting data and making meaning in such a way that leads to actionable change in instruction. The purpose of this case study was to investigate how teachers used data to alter instruction and identify factors that inhibited or supported teachers in using data to drive instructional practice. This study was guided by Ackoff's theory of action cycle, which included interaction, dialogue, data discoveries, and team response to data. The research questions asked how teams used data and what factors inhibited and supported the use of data. Three teams were observed. Eleven classroom teachers, the building principal and the district professional development director were interviewed. The teacher team criteria included that teachers met weekly and used, at a minimum, common formative assessments. The school and district mission, vision and value statements were collected as artifacts to see how these documents supported the use of data. Open and axial coding exposed themes and patterns. Results indicated that teachers commonly omitted one or more phases in a data cycle; however, when teachers worked through all phases of a data cycle, actionable change in instruction resulted, and factors that both inhibited and supported teacher use of data to guide instruction were evident throughout all aspects of the study. The project, a white paper, summarized the study and provided research-based recommendations based on the study. These recommendations focus on building teacher capacity and relationships. This study may generate social change through educational equity. Equity is achieved when teachers use data to inform instruction so that learners of all abilities may have access to learning.

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Matranga, Jacqueline Frume. "Writing process and change: Studies of teachers implementing a writing workshop approach." Scholarly Commons, 1995. https://scholarlycommons.pacific.edu/uop_etds/2788.

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This study analyzes teacher change in the implementation of a writing workshop approach to teaching writing as defined by Atwell, Calkins, and Graves. The study followed eleven elementary classroom teachers of one school as they implemented a writing workshop approach over the course of eight months. This qualitative study included data from CBAM Stages of Concern Survey, Writing Workshop Checklist, collaborative conversations, journals, student work and interviews. The qualitative analysis derived a grounded theory from the data. This theory blended the theoretical sensitivity of the researcher, the research data and the practices of the teachers to develop a grounded theory. The study showed that there is a process for change and that implementation is based on a teacher's theoretical understanding of writing development. Three teacher styles were delineated based on the ideology and practices of the eleven teachers. The facilitator believes in sharing control with students and teaches and expects independent writers. The provider teaches students to be independent, but has not fully embraced the belief that all students are capable of learning independence. The producer teaches about writing and does not have an understanding of teaching students to become independent writers. This study provides the staff developer with a tool for helping teachers understand not only the best practices, but also develop a theoretical understanding behind the practices of a writing workshop approach. The teachers who regularly attended the collaborative conversations were supported and made significant progress toward changing their theoretical understanding and practical knowledge of a writing workshop approach. This study provides the staff developer with insight into the change process for teachers.

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Durrant, J. A. "Portraits of teachers in landscapes of change : exploring the role of teachers in school improvement." Thesis, Canterbury Christ Church University, 2013. http://create.canterbury.ac.uk/11664/.

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This thesis focuses on an investigation which aimed to explore how teachers interpret their roles and construct their professional identities in relation to school improvement and how they can be supported in their contributions in this respect. The initial research questions were set within a conceptual framework linking teacher professionalism and school improvement, in particular the symbiotic and reciprocal relationships between individuals and organisations which were illuminated by the concepts of agency and structuration. Research aims, questions and conceptual development were reflexively and iteratively modified, to encompass the significance of school context in influencing professional identity and agency and to explore intractable dilemmas arising in interpreting external and internal policy requirements in relation to personal values. The implications of narrative enquiry for validity were acknowledged, focusing on distilling the ‘essence’ of situated professional selves and identities through portraiture to explore these substantive themes. The professional values, priorities and aspirations of six teachers were investigated through semi-structured interviews incorporating elicitation tools, and presented as a form of nested case study where individual portraits were set within the organisational landscapes of their two contrasting schools, based on evidence representing a range of perspectives. This involved navigating the methodological territory between narratives and portraits. Analysis is presented as an ‘exhibition’, with three ‘galleries’ exploring different themes emerging from the empirical evidence. This enabled comparisons to be made between the stance that teachers choose to take in relation to internally or externally driven change and their own motivations, aspirations and actions to achieve outcomes according with their personal values and concerns. The research contributes new understandings in relation to how, within ‘imposed’, ‘selected’ and ‘constructed’ organisational environments (Bandura, 2001), teachers’ professional identities are, to a greater or lesser extent, imposed or constructed. This in turn affects their agency in influencing their professional environments aligned with their personal professional values and aspirations. The empirical evidence therefore shows the significance of organisational cultures, leadership and individual agency, in influencing how professional environments and identities are constructed or imposed. A new model is derived from the empirical evidence and parallel conceptual development, contrasting complementary epistemological, ontological and agentic perspectives for schooling. This provides a framework for developing professional identity and professionality, in which individual agency is considered a vital dimension. Since teachers have a predominantly narrative understanding of reality, it is argued that narrative and visual approaches are key to such school improvement work. Making the agentic perspective visible and developmental supports key components of agency - intentionality, forethought, self-reactiveness and self-reflectiveness (ibid.). The resulting levels of engagement give grounds for optimism in supporting teachers’ more powerful individual and collective agency, including working critically and strategically with systemic reform, contributing proactively to local initiatives for change and pursuing personal change agendas.

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Cheung, Lin-sang. "Teachers' strategies for motivating students' learning in Hong Kong secondary schools : perspectives of teachers and students /." Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B2118480X.

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Yang, Wen-Hsien. "An interpretative analysis of teachers' perceptions of educational change in Taiwan." Thesis, University of Exeter, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.275901.

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Schreiner, Sherry Lynn. "How teachers experience change| A phenomenological case study of a district-wide curricular reform." Thesis, Colorado State University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3635675.

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The purpose of this phenomenological qualitative study was to better understand how teachers experienced the implementation of a guaranteed and viable curriculum. Interpretative phenomenology within a single case study was used to explore the experiences of the teachers as they moved through this significant reform. Thirteen teachers were interviewed and the findings were analyzed according to Van Kaam's method. The key findings are presented in the form of three continua: GVCIA: I like it...but; Leadership: From empowering to demoralizing; and Attitudes toward change: A grand adventure through don't they trust me.

Although most teachers understood the need for unifying the curriculum and appreciated the content, they were also concerned with specific aspects of the implementation, including the speed of the implementation, the lack of resources to support the change, and losing the "art" of teaching. How each specific building-level leader presented the implementation made a difference in the attitudes of the participants towards acceptance. The essence of their experience was hearts in the game. The shadow of hearts in the game was loss of passion and loss of efficacy. Hearts in the game means teachers were able to adjust and adapt to the new curriculum by daily remembering their mission for teaching. Leaders who trusted them to be professionals, honored what they had done in the past, and allowed some flexibility within the curriculum helped keephearts in the game. Although the focus of this study was the experiences of the teachers as they adopted the GVCIA, one factor that appeared to affect the implementation was the fact that many other changes were happening at the same time.

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Romeo, Peggy Arlyn. "Cross-cultural field experiences in Costa Rica a qualitative study of teacher change /." Morgantown, W. Va. : [West Virginia University Libraries], 2001. http://etd.wvu.edu/templates/showETD.cfm?recnum=2122.

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Thesis (Ed. D.)--West Virginia University, 2001.
Title from document title page. Document formatted into pages; contains viii, 228 p. Vita. Includes abstract. Includes bibliographical references (p. 199-210).

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Kim, Yung-Chul. "Factors predicting Korean vocational high school teachers' attitudes toward school change." Connect to this title online, 2004. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1082396515.

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Thesis (Ph. D.)--Ohio State University, 2004.
Title from first page of PDF file. Document formatted into pages; contains xiv, 211 p.; also includes graphics Includes bibliographical references (p.159-169). Available online via OhioLINK's ETD Center

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De, Dominguez Dominique Colinvaux. "Theories and conceptions of change : a study in science education." Thesis, University of Reading, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.316160.

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Thompson, Claudette. "Utilizing Education to Change College Students' Attitudes About Mental Illness." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/899.

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Researchers have found that public opinion of people who are mentally ill is often negative. This study, grounded in cognitive theories, was conducted to determine if education would improve college students' attitudes toward mental illness and if there were gender differences in those attitudes, as past studies had shown. Attitudes of 184 Jamacian adult college students towards mental illness were measured before and after a didactic seminar using the Attitudes to Mental Illness Questionnaire (AMIQ), Opinion About Mental Illness Scale (OMI), and Help Seeking Attitudes Scale. A nonrandomized trial was used to generate nonequivalent comparison groups, with one group attending the seminar and the other group not attending the seminar. The generalized linear model and an analysis of covariance were used to examine the effects of the didactic seminar and gender on 2nd survey AMIQ, OMI, and HSAS scores. There were no differences in AMIQ scores between those who attended the didactic seminar and the control group who did not; however, there were significant differences on the OMI and HSAS scores between the attendee participants and the non-attendee participants. The nature of the differences indicated that attendees had a more positive attitude towards people with mental illness after the didactic seminar than did non-attendees. No gender differences were found on all scales for both groups. More research on individuals in different geographic areas and having varied demographic backgrounds is needed to determine the generalizability of the study results because the sample used in the current study was limited to one geographic area and had a specific demographic profile. Didactic seminars promoting positive views of people with mental illness could result in improved perceptions among the general public that may lead to better care.

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Hudson, Ronald H. "Burnout among agricultural education teachers in West Virginia." Morgantown, W. Va. : [West Virginia University Libraries], 1998. http://etd.wvu.edu/templates/showETD.cfm?recnum=382.

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Amiot, Catherine E. "The self in the process of coping with change." Thesis, University of Ottawa (Canada), 2004. http://hdl.handle.net/10393/29074.

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On the basis of theoretical work on the self, coping, and self-determination, the goal of this thesis was to understand the role of both structural and more flexible self-related variables in the process of adapting to change as well as the consequences of this adaptation process. It was hypothesized that, in a changing situation, a structural aspect of the self, namely, the sense of self, would predict more positive appraisals and less negative appraisals toward this change. Appraisals and coping, in turn, were hypothesized to represent adaptation processes mediating the associations between sense of self and various consequences. The consequences investigated included psychological well-being, as well as changes in some more flexible aspects of the self, such as in the importance attributed to a new self-component and in self-determined motivation. Three studies were conducted to test these hypotheses. Study 1 (N = 35) was a preliminary laboratory experiment designed to induce change (experimental condition) vs. no change (control condition). The impact of the change manipulation on the associations between sense of self and appraisals was first tested using hierarchical moderated regression analyses. While a stronger negative association was found between sense of self and negative appraisals in the experimental (i.e., change) than in the control condition, sense of self did not predict positive appraisals, both in the experimental and in the control conditions. Through mediational analyses, negative appraisals were found to significantly mediate the sense of self - well-being association. Study 2 (N = 80) aimed at further testing these hypotheses by including another mediator in the sense of self - well-being association, namely, coping strategies. Again, a stronger association was observed between sense of self and negative appraisals in the experimental than in the control condition. Furthermore, mediational analyses confirmed the mediating role of (1) negative appraisals in the sense of self -disengagement-oriented coping association, (2) task-oriented coping in the positive appraisals-well-being relationship, and (3) disengagement-oriented coping in the negative appraisals-well-being association. Using a three-wave longitudinal design, Study 3 (N = 311) aimed at testing the entire hypothesized model among university students as they were experiencing the transition to university. Using structural equation modeling involving true intraindividual change analyses, sense of self was found to predict both positive and negative appraisals toward the transition to university. While positive appraisals positively predicted task-oriented coping strategies used to deal with the transition and negatively predicted disengagement-oriented coping, negative appraisals positively predicted both forms of coping. Finally, task-oriented coping positively predicted psychological well-being as well as increases in both identification as a university student and in academic motivation, whereas disengagement-oriented coping predicted less well-being and a decrease in academic self-determination. Through tests of indirect effects, the mediating role of appraisals and coping was confirmed. Implications of the findings and future research avenues are further discussed.

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Ruben, Barbara. "Nurturing the Development of Teacher Change Agents Within a Teacher Education Program." PDXScholar, 2004. http://pdxscholar.library.pdx.edu/open_access_etds/1991.

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The American education system has two daunting challenges. First, citizens need to be able to function in an interdependent world. Second, public schools' demographics have changed dramatically. Schools are failing to reach many students, particularly children of color and poverty. Schools must change to meet the needs of 21st century students. Without teachers' openness to change, effective educational reform win fail. Schools of education must prepare the next generation of teachers to be change agents who will implement school reform to meet the significantly different requirements of 21st century students. This study examined how one graduate teacher education program prepared teachers to be teacher change agents. The construct of teacher change agent incorporates research on successful school reform. In order for teachers to function as change agents they must (a) be competent, (b) be lifelong learners, and (c) have a sense of agency. A triangulation mixed-method design was used to examine a teacher education program's development of teacher change agents from various angles. The quantitative component of the study entailed the comparison of data from a scale administered at four different stages of teacher development. Graduates self-reported their frequencies of behaviors reflective of teachers open to change. The study's qualitative component included the examination of six professional portfolios, interviews with the portfolio's authors, and written responses to open-ended survey questions from a pool of 282 participants. Findings showed that all participants reported at least moderate levels of behaviors reflective of teacher change agents. Each of the interviewees reflected all dimensions of teacher change agents. In the larger sample, areas of strength included caring for students' emotional and academic well-being, and reflecting on one's practice. Participants reported the most beneficial elements of their preservice experience to be the extensive fieldwork and the collaborative cohort model. The cohort model and working with inspiring professors who modeled deep caring for students helped sustain participants' passion for teaching. Areas of weakness included teachers' willing to give students voice, embracing ideas of colleagues and families, and using community resources to enhance their teaching. These areas need to be developed more fully in the preservice program.

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Trevors, Gregory. "Learner, text, and context factors on conceptual change in biology." Thesis, McGill University, 2012. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=106564.

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This thesis investigated how instructional environments might be optimally designed for all students to restructure prior knowledge and learn counter-intuitive science concepts, referred to as conceptual change. Three independent variables were examined in relation to real-time cognitive processes and subsequent learning outcomes: a learner characteristic (students' beliefs about knowledge and knowing, or epistemic beliefs), a property of instructional texts (refutational text structures), and a variable of instructional contexts (reading goals). Fifty-one university students with misconceptions in biological evolution were classified as espousing either absolutistic or evaluativist epistemic beliefs. Participants were randomly assigned to receive a refutational or expository texts and a global comprehension or elaborative interrogation reading goal in a 2×2 nested design. Data on think aloud responses while reading and open-ended essays post-reading were collected. Results reveal that refutations enriched conceptual evolutionary knowledge but failed to foster restructuring of misconceptions. Epistemic beliefs were related to cognitive processing, with evaluativists adapting their processes according to instructional texts. Reading goals likewise enriched conceptual knowledge and did not revise misconceptions, but no interaction between assigned goals and epistemic beliefs was observed. Theoretical and practical implications are discussed.
Cette thèse porte sur la manière dont les environnements pédagogiques pourraient être conçus de manière optimale pour tous les étudiants afin de restructurer les connaissances antérieures et d'apprendre des concepts scientifiques contre-intuitifs, appelés changement conceptuel. Trois variables indépendantes ont été examinées en relation aux processus cognitifs en temps réel et aux résultats d'apprentissage subséquents : une caractéristique des apprenants (les croyances des élèves sur les connaissances et le savoir, ou les croyances épistémiques), une propriété de textes pédagogiques (structures de texte réfutationnel), et une variable de contextes pédagogiques (objectifs de lecture). Cinquante-et-un étudiants de l'université avec des idées fausses sur l'évolution biologique ont été classés comme épousant soit des croyances absolutistes ou des croyances épistémiques évaluativistes. Les participants ont été assignés au hasard à recevoir un ou des textes réfutationnels ou descriptifs et une compréhension globale ou un objectif de lecture d'interrogation élaboratif dans une conception imbriquée de 2 × 2. Les données sur les pensées à haute voix pendant la lecture et des essais ouverts post-lecture ont été recueillies. Les résultats révèlent que les réfutations ont enrichi les connaissances des concepts évolutifs, mais ont échoué à favoriser la restructuration des idées fausses. Les croyances épistémiques étaient liées au traitement cognitif, avec des évaluativistes adaptant leurs processus en fonction de textes pédagogiques. Les objectifs de lecture, de même, ont enrichi la connaissance conceptuelle et n'ont pas corrigé les idées fausses, mais aucune interaction entre les objectifs assignés et les croyances épistémiques n'a été observée. Les implications théoriques et pratiques sont discutées.

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Sobel, Hailey. "Pre-service education teachers' understanding of the transition planning process." Thesis, McGill University, 2011. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=97199.

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For individuals with disabilities the transition from school to adopting adult roles within the community often presents numerous challenges. In a sample of pre-service education teachers, perceptions of school to community transitions of students with disabilities were investigated. Pre-service education teachers completed a three-page questionnaire in order to gather information about their knowledge of the transition planning process. The questionnaire consisted of fifteen questions plus four demographic questions, through which pre-service teachers' prior knowledge on transitions and of the transition planning process was assessed. The results highlighted the lack of knowledge and inconsistent perceptions that pre-service education teachers possess regarding the transition planning process. Pre-service teachers were not provided with training in transition planning, and as a consequence were not sufficiently informed about their roles and responsibilities in the process. These findings highlight the need for a definitive legislative definition and framework to inform pre-service training.
Pour les personnes handicapées, la transition de l'école à la vie active dans la communauté présente souvent de nombreux défis. Grâce à un échantillon d'enseignants en formation, on voulait étudier la manière dont ces transitions sont perçues. On a demandé à un groupe d'enseignants en formation de remplir un questionnaire de trois pages pour apprendre ce qu'ils savaient au sujet de la préparation d'un plan de transition. Le questionnaire, constitué de quinze questions ainsi que de quatre questions démographiques, cherchait à déterminer ce que les enseignants savaient déjà au sujet des transitions et de la préparation de plans de transitions. Les résultats ont souligné le manque de connaissance et les impressions variées que détiennent les enseignants en formation concernant les plans de planification. Les enseignants en formation n'avaient pas appris comment préparer les plans de transition, et par conséquent, ils n'étaient pas suffisamment renseignés sur leurs rôles et leurs responsabilités. Ces conclusions soulignent la nécessité de formuler une loi et des directives claires pour améliorer la formation de futurs enseignants.

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Schultz, Randolph Kevin. "Veteran teachers, innovation and change: A study of veteran teachers in a beginning technology staff development program." Scholarly Commons, 2002. https://scholarlycommons.pacific.edu/uop_etds/2554.

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This study was designed to examine the responses of four veteran teachers with 15 or more years of teaching experience as they moved through a beginning technology staff development program. The purpose of the study was to examine what factors have caused some teachers to wait until mid-career to take a beginning course in computer technology, determine what veteran teachers feel are successful computer technology professional development strategies, and to examine the resulting changes that a veteran teacher makes in classroom computer use. The study followed teachers from pre-instruction to instruction to one month after the staff development using interviews, journals and e-mail questionnaires. Taking as a starting point change theory literature, a grounded theory of the Five Universes that influence veteran teachers was defined. The study concluded with eight recommendations for future technology staff development programs for veteran teachers.

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Doubler, Susan J. "Change in elementary school teachers' practice in science in the United States." Thesis, University of Liverpool, 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.306101.

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Dissertations / Theses on the topic 'Teachers. Education Change (Psychology)'

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