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Dissertations / Theses on the topic 'Teachers' identification of PTSD'

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Published: 4 June 2021

Last updated: 4 February 2022

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1

Mercier, Deborah Jean. "Impact of Information Level on Teachers' Ability to Identify and Accommodate for PTSD." Diss., The University of Arizona, 2014. http://hdl.handle.net/10150/318804.

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This study concerns the impact of providing teachers with increasing levels of information about a hypothetical student's PTSD symptoms. Specifically, the amount of information given teachers was examined as it impacted: 1. teachers' causal attributions, 2. their ability to identify specific emotional problems, and 3. their ability to choose accommodations recommended for students with PTSD. An online survey format was used to randomly assign 236 teachers to one of three levels of information about a hypothetical student namely, 1) description of behavioral and academic difficulties in the cl

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2

Hiatt, Sara Renee. "Middle School Teachers' Knowledge and Training Regarding Anxiety Identification." University of Dayton / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1531384416690094.

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3

Adam, Jill Katherine. "Advanced skills teachers' conceptions of their identification and role." Thesis, University of Leeds, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.432102.

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4

Honing, Candice. "Identification of ligands interacting with the Wolframin protein (WFS1), a candidate in the pathophysiology of posttraumatic stress disorder (PTSD)." Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/20363.

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Thesis (MScMedSc)--Stellenbosch University, 2012.<br>ENGLISH ABSTRACT: Posttraumatic stress disorder (PTSD) is a multifactorial disorder, with substantial evidence for a genetic contribution. Although genetic association studies have been conducted to identify vulnerability factors in PTSD, the results remain largely inconsistent. Identifying ligands of proteins that are involved in the aetiology of PTSD represents a means of delineating the network of interactions that may play a role in the development of the disorder. Numerous animal studies have identified the Wolframin protein (WFS1)

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5

West, Natalie J. "Using Professional Development to Build Pre-Service Teachers' Self-Efficacy for Helping Students with Posttraumatic Stress Disorder to Learn." TopSCHOLAR®, 2017. http://digitalcommons.wku.edu/theses/1933.

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The current study determined if a professional development on PTSD would improve pre-service teachers’ self-efficacy for helping students with posttraumatic stress disorder (PTSD) to learn. Participants consisted of 59 college students from one large, comprehensive, Mid-Southern university who were enrolled in an education program and an educational psychology course. Using a quasi-experimental method, participants either received the PTSD professional development (treatment) or regular instruction (control group). All participants completed a measure of demographics, a pre-test measure of sel

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Neil, L. E. "Teachers' identification of anxiety and somatic symptoms in their pupils." Thesis, University College London (University of London), 2016. http://discovery.ucl.ac.uk/1474414/.

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Anxiety and somatic symptoms are some of the most common and debilitating mental health problems in childhood yet frequently go unnoticed and untreated. UK schools have been urged to take a more prominent role in promoting good mental health in their pupils; yet whether their teachers can recognise children’s anxiety and somatic symptoms, and how teachers identify these symptoms has not been investigated. This two-stage study involved 1346 7-11 year old children, their class teachers and a subsample of parents. Standardised scales and a simple rating scale were used to collect data on children

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7

Nelson, Patricia W. "Identification, understanding, and perceptions of learning styles national board certified teachers /." Access citation, abstract and download form; downloadable file 5.21 Mb, 2004. http://wwwlib.umi.com/dissertations/fullcit/3131691.

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8

Alnaim, Fahad. "Identification strategies in the Saudi Learning Disabilities Programme : primary teachers perspectives." Thesis, University of Manchester, 2016. https://www.research.manchester.ac.uk/portal/en/theses/identification-strategies-in-the-saudi-learning-disabilities-programme-primary-teachers-perspectives(2e554124-7b94-4a3c-a598-8ec3479b6bfd).html.

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Saudi Arabia has been developing services for Students With Learning Disabilities (SWLD) for nearly two decades. The growing practice in this field is, however, lacking research. This study attempted to examine the Saudi Learning Disabilities Programme (SLDP) in terms of the identification of SWLD, by exploring the perspectives of Learning Disabilities (LD) teachers. It attempted to provide an in-depth understanding of this social phenomenon by exploring the dynamic interaction between the teachers' views, process and contexts. A qualitative paradigm was applied to explore teachers' perception

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Deacon, Sharon. "Evaluation of a Training on Teachers' Identification of Anxiety in Students." University of Dayton / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1437651008.

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10

Natout, Mahmoud. "Between 'prophet' and 'professional' : imagery and identification amongst beginning teachers in Lebanon." Thesis, University of Oxford, 2014. http://ora.ox.ac.uk/objects/uuid:ce2eb267-8af6-4510-9681-2889a4f7dc8e.

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This study explores the motivations, perceptions, and imagery of beginning teachers in Lebanon. It foregrounds the importance of ‘images’ as potentially useful conceptual tools for understanding the developing identities of beginning teachers. The research consists of in-depth, semi-structured interviews in which student-teachers are encouraged to reflect on their own and other people’s views and perceptions about teaching. The thesis places the students-teachers’ personal portraits of teaching within broader cultural-historical representations of teachers in Lebanon and examines how the stude

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11

Yang, Ren-Shing. "The identification and validation of the technological competencies essential for elementary school practical arts teachers in Taiwan ROC /." free to MU campus, to others for purchase, 1998. http://wwwlib.umi.com/cr/mo/fullcit?p9901311.

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Nichol, Kathy P. "English Language Learners and Gifted Identification| Exploring the Perceptions of Teachers and Parents." Thesis, Northcentral University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3575237.

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<p>The demographics of public schools in the United States have changed over recent years to include millions of English language learners (ELLs), students whose first language is not English and who demonstrate limited proficiency in English. During this same time period, school personnel have struggled to identify ELLs for gifted programs because of language and cultural barriers. The problem addressed in this study was that researchers do not have a clear understanding of why or how some ELLs are being identified for gifted programs despite the documented difficulty with gifted identificati

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13

Lindström, Sanna. "Honor-Related Problems in School - Teachers’ Strategies and Approaches for Prevention and Identification." Thesis, Malmö universitet, Fakulteten för hälsa och samhälle (HS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-24961.

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Recent studies indicate that approximately 10- 20% of girls and boys in the 9th grade in Sweden are affected by honor-related problems (HRP). The results from these studies also show that these children tend to turn to their teachers with these specific issues. However, there is limited research concerning HRP and especially in a school context focusing on the perspective of teachers. Consequently, the aim of this thesis was to explore how HRP are approached by teachers in a school context, by focusing on their knowledge and experiences. Semi-structured interviews were conducted to understand

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14

Reche, George Nkonge. "Identification of teaching competencies of adult literacy teachers as perceived by the supervisors and the teachers of adult literacy in Kenya." Diss., This resource online, 1990. http://scholar.lib.vt.edu/theses/available/etd-07282008-135129/.

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15

Vardill, Robert John. "The impact of children's gender on the identification of learning difficulties by primary school teachers." Thesis, Durham University, 2003. http://etheses.dur.ac.uk/3088/.

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More boys than girls are consistently identified as having learning difficulties. This imbalance is longstanding but has only recently been problematised. The reasons for the imbalance are likely to be complex. This research investigated the possible existence of gender bias in the judgements and expectations of primary school teachers regarding girls and boys described as having learning difficulties. The research was undertaken in two phases. In the first a sample of primary teachers were asked to identify children in their classes whom they thought had learning difficulties; 15 girls and 49

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McMullen, Matthew R. "Identification and Selection of Teachers Equipped to Guide Students in Spiritual Formation in Mennonite Schools." Kent State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=kent1460469569.

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Barker, Dianne. "Lost quality in emergent leadership : identification and development of inexperienced teachers as future school leaders." Thesis, University of Lincoln, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.400812.

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Bartos, Bonnie Heather. "An Investigation of School-Based Specific Learning Disability Identification." PDXScholar, 2016. http://pdxscholar.library.pdx.edu/open_access_etds/2714.

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Researchers have described the special education identification process for students with specific learning disabilities (SLD) as "muddled and confused" (Bocian, Beebe, MacMillan, & Gresham, 1999) and "haphazard" and "capricious" (Shinn, 2007, p. 603). Bocian, Beebe, MacMillan, and Gresham (1999) proposed the theory of competing paradigms as a way to explain why researchers and school-based eligibility teams identify different groups of students as SLD. This qualitative study had two research questions: a) To what extent did interviews of secondary resource teachers reveal the concepts of rela

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Tucker, Tammy Newman Tunks Jeanne L. "Searching for hidden treasure the identification of under-represented gifted and talented students /." [Denton, Tex.] : University of North Texas, 2008. http://digital.library.unt.edu/permalink/meta-dc-9020.

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

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

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Northcote, Maria Therese. "The educational beliefs of a group of university teachers and their students identification exploration and comparison /." Connect to thesis, 2005. http://portal.ecu.edu.au/adt-public/adt-ECU2006.0030.html.

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22

Al-Ghattami, Sulaiman Saif Salmeen. "The linguistic competencies required for intermediate school teachers of Arabic in Oman : their identification and evaluation." Thesis, University of Edinburgh, 2002. http://hdl.handle.net/1842/27179.

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This study has been conducted to identify the linguistic competencies required for teaching Arabic at the preparatory schools in the Sultanate of Oman. It suggests the use of a specific observation card to evaluate Arabic teachers according to their level of linguistic competencies. To achieve these objectives, the study has been divided into an Introduction and five chapters, followed by a general Conclusion. The Introduction presents the scope of the study and its importance, and raises the appropriate questions. Chapter One discusses the various elements of the teaching competencies movemen

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Damons, Thirza. "An analysis of teacher's skills in the identification of learners with behavioural and emotional problems." Thesis, Nelson Mandela Metropolitan University, 2013. http://hdl.handle.net/10948/d1012183.

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This study aimed to explore teachers‟ abilities to identify learners with behavioural and emotional problems, to examine the strategies that they implement to address the challenges and their measure of success in addressing these. This study was qualitative in nature and semi-structured interviews were conducted with 10 volunteer teachers located in the northern areas of Port Elizabeth and an additional 50 teachers completed open ended questionnaires. The learning areas taught by the teachers varied. Descriptive and content analysis procedures were utilized to analyze the findings. The findin

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Ntsanwisi, Leah Neville' Khensani. "The identification of barriers to learning by grade 3 teachers in the Ritavi District of the Limppopo Province." Thesis, University of Limpopo, 2010. http://hdl.handle.net/10386/176.

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Thesis (M.ED) --University of Limpopo, Turfloop Campus, 2007<br>Teaching in the Lower Primary School level, currently referred to as the Foundation Phase, exposed me to many challenges in my day to day interactions with learners. One of the challenges was the difficulty to identify barriers to learning experienced by learners. I resorted to more experienced teachers for assistance. Some helped but the majority of them shared the same challenge: lack of knowledge regarding barriers to learning. This, experience led to the present study. The most important thrust of the study was to inves

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Rohde-Liebenau, Judith. "Raising European citizens? : European narratives, European schools and students' identification with Europe." Thesis, University of Oxford, 2017. http://ora.ox.ac.uk/objects/uuid:24615518-fef0-44e0-be23-0ec24ca301eb.

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Fostering identification with Europe among citizens could legitimise European integration. Whether such an identity exists, however, remains an on-going debate among scholars. This research returns to the foundations of how a European identity is constructed, transmitted and transformed. It explores narratives of European identity in a carefully chosen context - European Schools for children of EU officials - where identification with Europe should mirror official EU visions. A qualitative content analysis explores narrations of 101 students collected during interviews and focus groups across

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Firsteter, Esther. "From identification to labelling : using observations by regular teachers to identify and assess children at risk of learning disabilities /." Bath, Eng. : University of Bath, Departement of education, 2005. http://www.gordon.ac.il/template/default.asp?maincat=2&catId=20&PageId=495&id_site=1&show=1.

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Kwek, Erich. "The identification of the perceptions of internet using teachers in grades 4 through 8 regarding internet use in schools /." La Verne, Calif. : University of La Verne, 1999. http://0-wwwlib.umi.com.garfield.ulv.edu:80/dissertations/fullcit/9937810.

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Bankole, Regina A. "Student trust in teachers and its relationship to student identification with school, student perceptions of academic press, and achievement." W&M ScholarWorks, 2011. https://scholarworks.wm.edu/etd/1539618721.

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Research has documented a plethora of evidence that children's perceptions of their relationships with caregivers, specifically teachers, impacts learning outcomes, including academic engagement and achievement (Furrer & Skinner, 2003; Owens & Johnson, in press; Stipek, 2002; Wentzel, 1997), identification with school (anderman, 2003; Bonich, 2007; Goodenow, 1993; McGannon, 2003; Meloro, 2006; Mitchell, 2004;) and academic press (Bonich, 2007; Lee & Smith, 1999; Middleton & Midgley, 2002). Yet the research base from the student perspective on the pertinent elements that influence meaningful re

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Manning, Bradley J. "Depression and the Magnet School Adolescent: Identification, Prevelance, Related Characteristics, and Directions for Treatment." The Ohio State University, 2002. http://rave.ohiolink.edu/etdc/view?acc_num=osu1030549283.

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Nelson-Brown, Jason Eric. "The keys of the kingdom : how teacher religious indentity impacts their experience of teaching /." Thesis, Connect to this title online; UW restricted, 2006. http://hdl.handle.net/1773/7744.

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Jama, Jalius. "The identification of student teacher competencies in Vocational and Technical Teacher College in Padang, Indonesia /." The Ohio State University, 1988. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487584612166.

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Harris, Rod (Rod D. ). "Musician and teacher: the relationship between role identification and intrinsic career satisfaction of the music faculty at doctoral degree granting institutions." Thesis, University of North Texas, 1991. https://digital.library.unt.edu/ark:/67531/metadc332810/.

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The purpose of this study was to investigate the relationship between identification with the teacher or musician role and intrinsic career satisfaction by college music teachers in doctoral degree granting institutions.

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Firstater, Esther. "From identification to labelling : using observations by regular kindergarten teachers to identify and assess children at risk of learning disabilities." Thesis, University of Bath, 2005. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.760854.

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The aim of this study, carried out in Israel, is to examine the feasibility of using observation by regular kindergarten teachers during everyday activities in their kindergartens for the purpose of identifying and assessing children at risk of learning disabilities. The study focuses on the investigation of the teachers' ability to carry out educational assessment and on their perception of the child at risk of learning disabilities. The theoretical framework is based on ecological system theory (Bronfenbrenner, 1992, 1979), ascribing the disability to a combination of inborn tendencies and e

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Parson, Kyleah A. "Relationships among urban students' identification with school, and students', teachers', and parents' perceptions of academic press and safety, and reading achievement." W&M ScholarWorks, 2012. https://scholarworks.wm.edu/etd/1550154139.

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35

Tsai, Kuen-Ying. "Kindergarten teachers' perceptions of developmental delay in Taiwan : the concept, prevalence and relationships between teacher identification, screening tests and classroom behaviour." Thesis, University College London (University of London), 1999. http://discovery.ucl.ac.uk/10021970/.

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The term 'developmental delay' has been introduced in Taiwan Early Childhood Special Education to refer to young children with difficulties in learning and development. The purpose of this research is to describe kindergarten teachers' perceptions of this term, the prevalence and characteristics of children with developmental delay in kindergartens in Taiwan, and the relationships between teacher identifications, screening tests and children's classroom behaviours. A three stage study was conducted. Stage One investigated teachers' understandings of 'developmental delay'. The methods employed

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Tucker, Tammy Newman. "Searching for hidden treasure: The identification of under-represented gifted and talented students." Thesis, University of North Texas, 2008. https://digital.library.unt.edu/ark:/67531/metadc9020/.

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The purpose of this study was to examine the effect of staff development on the nomination and identification of culturally diverse and/or economically disadvantaged students for gifted programs. Teachers kindergarten through fifth grade from ten districts (N = 100) received 30 hours of staff development in gifted education. The experimental group (n = 50) received a specialized version of the training. The control group (n = 50) received the standard training provided by the Education Service Center. Teachers in the experimental group completed three Stages of Concern questionnaires at the

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Storey, Elizabeth D. "Early Identification Of Students In Accelerated Curricula With Signs Of Academic And Emotional Risk: Working With Teachers To Identify At-Risk Students." Scholar Commons, 2018. https://scholarcommons.usf.edu/etd/7579.

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As part of a comprehensive, multi-tiered system of support for students’ emotional, academic, and behavioral success, effective universal screenings are essential to identify students who may benefit from early intervention and targeted prevention services (Strein, Kuhn-McKearin, & Finney, 2014). Although many screening procedures and methods have been developed and evaluated for general education populations, more research is needed on screening procedures designed for one traditionally underserved population in school-based mental health services—students in accelerated curricula (namely, st

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Wilson, Patrice C. "THE RELATIONSHIP BETWEEN TEACHERS’ LEVELS OF CULTURAL COMPETENCE AND THE NOMINATION/REFERRAL PROCESS FOR GIFTED IDENTIFICATION OF CULTURALLY AND LINGUISTICALLY DIVERSE STUDENTS." VCU Scholars Compass, 2014. http://scholarscompass.vcu.edu/etd/3428.

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This study examined the extent to which teachers’ levels of cultural competence is a factor in the nomination/referral process for gifted identification of culturally and linguistically diverse students. Specifically, this study compared the self-assessed perceptions of second and third grade elementary teachers’ cultural competence to the various factors included in the gifted referral process. A quasi-experimental quantitative study was used. However, this study superficially included some qualitative exploration due to the nature of the open-ended survey questions and secondary data set

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Weber, Roberta K. Jerich Kenneth Frank. "An identification of barriers to the integration of information technology as perceived by secondary education teacher education students." Normal, Ill. Illinois State University, 1996. http://wwwlib.umi.com/cr/ilstu/fullcit?p9633431.

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Thesis (Ed. D.)--Illinois State University, 1996.<br>Title from title page screen, viewed May 26, 2006. Dissertation Committee: Kenneth F. Jerich (chair), Barbara L. Nourie, Vicky L. Morgan, David B. Woodward. Includes bibliographical references (leaves 175-186) and abstract. Also available in print.

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McAdoo, Charlie Edward II. "The Identification and Prioritization of the Professional Development Needs for Teachers of Career, Technical, and Agricultural Subjects within Georgia Metropolitan Area School Systems." Thesis, Valdosta State University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10930416.

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<p> The purpose of this research study was to identify and prioritize the professional development needs for teachers of CTAE subjects within metropolitan Atlanta school systems. The methodology was primarily relational with descriptive components that relied on quantitative data. The administered survey called for participants to self-report demographic groups (i.e. Experience Level, School Type, and School Population). Secondly, participants completed online surveys yielding data that identified professional development needs relative to demographic variables. A modified Borich (1980) Needs

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Ferlis, Emily. "ESL Teachers' Perceptions of the Process for Identifying Adolescent Latino English Language Learners with Specific Learning Disabilities." VCU Scholars Compass, 2012. http://scholarscompass.vcu.edu/etd/2666.

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This dissertation examines the question how do ESL teachers perceive the prereferral process for identifying adolescent Latino English language learners with specific learning disabilities? The study fits within the Latino Critical Race Theory framework and employs an interpretive phenomenological qualitative research approach. Participants were six secondary-level ESL teachers from two school districts with small ELL populations. Data consisted of in-depth interviews, researcher notes, and analytical memos. Phenomenological data analysis procedures followed recommendations by Colaizzi (19

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Huang, Yie Su, and 黃意舒. "Teaching Role Identification and Role Performance of Kindergaten Teachers." Thesis, 1994. http://ndltd.ncl.edu.tw/handle/83975785658200652921.

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博士<br>國立政治大學<br>教育學系<br>82<br>The Main Purpose of this study were two: ヾ To set up and examine the kindergaten teachers' teaching role model. ゝTo investigate the independent variables' effect on the kindergaten teachers' teaching role-identification and role- performance. By Exploratory Factor Analysis, 95 teaching role items from social expectation were divided into 5 variables, and the items of each variable were divided into 2 indicators. 655 in-service kindergaten teacher

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Guo, Shisu-Yun, and 郭曉雲. "Preschool Teachers Professional Identification and Transformation from Curriculum Model Transformation Process." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/70805460805221140236.

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Ko, Ming-Hsiang, and 柯銘祥. "A Study of Relationship’s Model among Principals’ Positive Leadership Behaviors, Teachers’ Relation Identification, Teachers’ Work Engagement and Teachers’ Voice Behaviors in Senior High Schools." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/3hxg79.

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博士<br>國立彰化師範大學<br>工業教育與技術學系<br>105<br>Abstract This study attempted to explore the relationship among principals' positive leadership, teachers’ relational identification, teachers’ work engagement and teachers’ voice behaviors in senior high schools. Questionnaire survey was used in this study. The population was public senior high school teachers in Taiwan. With stratified cluster sampling, a total of 985 questionnaires to 42 schools were distributed, and 786 valid questionnaires were retrieved with the response rate at 79.80%. The acquired data was analyzed by using SPSS and AMOS with stati

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Tsou, Hsing-Mei, and 鄒杏湄. "Study on the Job Satisfaction and Professional Identification of Elementary School Teachers." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/87135135336814714409.

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碩士<br>玄奘大學<br>企業管理學系碩士在職專班<br>102<br>The purpose of this study is to test the effects of the perceptions of job dimension on overall job satisfaction and professional identification among elementary school teachers. 288 usable questionnaires are collected and various statistical analyses are conducted. The major conclusions are as follows: 1. The perceptions of job dimension exercise a positive effect on overall job satisfaction, in which the explaining power of ten job dimensions in this study is around 50%. 2. The perceptions of job dimension exercise a positive effect on professional identi

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Thanyani, Nkhangweleni Gloria. "The identification of factors associated with stress among primary school teachers in Soshanguve." Thesis, 2003. http://hdl.handle.net/10413/1841.

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The purpose of this study was to identify some of the factors associated with stress among primary school teachers in Soshanguve. The three main objectives were: • To identify factors associated with stress among primary school teachers in the township. • To identify signs and symptoms of stress among primary school teachers in the township. • To compare stress experienced by male and female primary school teachers in the township. Questionnaires were administered to a sample of 63 black teachers in the Soshanguve township, which is located north (but near) Pretoria. Statistical analyses revea

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LAN-HUI, PENG, and 彭蘭惠. "Teachers’ Organizational Identification and Organizational Citizenship Behavior：The Moderating Effect of Conscientiousness Personal Traits." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/s7a4mk.

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博士<br>大葉大學<br>管理學院碩士在職專班<br>99<br>In recent years, teachers in schools encounter challenges for recruiting students due to the pressure of declining birthrate. As the role of teachers becomes increasingly important, it is crucial for schools to understand teachers’ extra role behaviors, such as organizational citizenship behavior (OCB), that could leverage schools’ competitive advantage in the rapidly changing environment. This research not only focuses on the relationship between teachers’ organizational identification and organizational citizenship behavior but also examines the moderating e

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Yun, Chang Chiung, and 張瓊云. "A Study of the Elementary School Internal Marketing and Organizational Identification of Teachers." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/66100759557160152048.

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碩士<br>大葉大學<br>人力資源暨公共關係學系<br>103<br>The main purpose of this study is to investigate the relationship between internal marketing, organizational identification, organizational retention and training satisfaction. This research is adopted the questionnaire investigation and a sample of 300 elementary school teachers completed multidimensional measures. Data were then analyzed using descriptive statistics, independent sample t-test, single-factor variation analysis, Pearson’s product moment correlation and regression. Major results obtained include: 1. There is a positive correlation between int

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Huang, Huan-sheng, and 黃煥升. "Social Identity Perspective on Teachers’ Creative Teaching Performance: The Mediating Effect of Organizational Identification." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/68159134897428180039.

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碩士<br>國立中正大學<br>成人及繼續教育所<br>98<br>Based mainly on social identity theory, the research is to discuss the influences that perceived external prestige and communication climate have on organizational identification and creative teaching performance, and to investigate those influences that different schools have on teachers’ organizational identification and creative teaching performance. The targets of the research are the teachers in characteristic elementary schools in Business Weekly No. 1109. ,who are compared with those in common elementary schools by using random sampling. 1,044 valid cop

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CHENG, CHING-HAN, and 鄭靖涵. "The Impact of Teachers'' Self-Growth and Job Satisfaction on Organization Identification." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/67403001240577349780.

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碩士<br>逢甲大學<br>經營管理碩士在職專班<br>100<br>Abstract This thesis expects to figure out the characteristicsself-growth .These characteristics may emhance association between satisfaction of teaching and recognition of organization, and thus become key elements when choosing the right and qualified personnel to be preschool teachers. With identification of growth level differences from teachers, the teachers are more adapted to perform high efficiency and organization recognition. The object of the questionnaire is Beitun District preschool teachers. Among sampling at a total of 200 questionnaires, 150 c

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