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Dissertations / Theses on the topic 'Teachers' Skills and Behaviors'

Author: Grafiati

Published: 4 June 2021

Last updated: 17 February 2022

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1

Sampson, Karrah Beth. "Utah Teachers' Perceptions of Student Social Skills and Behaviors: A Developmental Perspective." BYU ScholarsArchive, 2017. https://scholarsarchive.byu.edu/etd/6909.

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Students' appropriate social skills and behaviors are essential for classroom success at any level but are of special importance at an elementary school level when the foundations of these skill sets are developing (Lane, Givner, & Pierson, 2004). An initial study investigated which social skills Utah elementary school teachers identified as being most important, and which behaviors are most problematic during the elementary school years. Elementary school teachers (Kindergarten through sixth grade) were randomly selected from Utah's school districts. In total, 295 of 1,144 teachers (26% retur

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2

Weed, Kimberly. "Utah Elementary School Teachers’ Perceptions of Students’ Problematic Behaviors and Critical Social Skills." BYU ScholarsArchive, 2015. https://scholarsarchive.byu.edu/etd/5283.

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Teachers are faced with the dual task of teaching academic skills and managing students’ problematic behaviors. Randomly selected kindergarten through sixth-grade teachers (N=295 of 1,144; 26% return rate) in rural, urban, and suburban Utah were asked to identify students’ five most problematic behaviors, as well as students’ five most desired social skills which supported social-emotional wellbeing and academic achievement. Teachers’ responses were summarized and information will be used to enhance universal Tier 1 social skills interventions, part of school-wide positive behavior support in

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3

Riney, Summer Sides. "Teachers' Perspectives on Student Problematic Behavior and Social Skills." Thesis, University of North Texas, 2011. https://digital.library.unt.edu/ark:/67531/metadc68039/.

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The research investigation reported herein examined program outcomes of student problem behavior and social skills, based on teachers' perspectives, before and after early behavioral intervention services. The study targets students in kindergarten through grade five who are identified by the school system for being at-risk for being labeled with emotional and behavioral disorders. Students identified received early intervention services based on individualized positive behavioral supports (i.e., social skills training, functional behavioral assessment, and team collaboration). Teachers comple

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4

Traub, Jada-Rae D. "A Comparison of Feedback Procedures on Teachers’ Use of Behavior Support Strategies and Children’s Problem and Alternative Behaviors in Preschool Classrooms." Scholar Commons, 2010. http://scholarcommons.usf.edu/etd/3705.

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The purpose of this study was to compare the effects of two feedback procedures: written feedback and written feedback plus audio feedback on two teachers’ use of behavior support strategies and two children’s problem and alternative behaviors in two community preschool settings. A non-concurrent multiple-baseline design across teacher-child dyads with an A-B-C sequence was used to assess the effects of the feedback procedures on teacher and child target behaviors. A 10-second partial interval recording system was used to measure child target behaviors during 10-minute sessions and an event re

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5

Miller, Israel B. "Behavioral skills training with teachers : maintenance and booster training." [Tampa, Fla] : University of South Florida, 2009. http://purl.fcla.edu/usf/dc/et/SFE0003117.

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6

Fox, Deborah Lee. "Teachers' Perceptions of Leadership in Young Children." ScholarWorks@UNO, 2012. http://scholarworks.uno.edu/td/1546.

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The purpose of this research was to explore how teachers described, recognized, and would potentially influence leadership behaviors in children aged 4 to 6 years. One hundred thirty-three early childhood teachers and teachers of the gifted were surveyed using a researcher-designed instrument called the Recognizing Leadership in Children (RLIC) Survey to assess if teachers could recognize leadership from classroom scenarios that were based on actual classroom observations. As part of the survey, teachers wrote how they thought they might respond to the leadership scenarios. As there is a scarc

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7

Taylor, Cynthia Lynn. "Conceptualizing the Mindful Teacher: Examining Evidence for Mindfulness Skills in Teachers' Classroom Speech and Behavior." PDXScholar, 2016. http://pdxscholar.library.pdx.edu/open_access_etds/3283.

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Mindfulness-based interventions can improve teachers' capacities for attention and emotion regulation, as well as their prosocial dispositions like compassion and forgiveness. The purpose of this set of research studies (including three case studies and a larger non-randomized treatment -- control group quasi-experimental study) was to examine whether or not capacities like these, learned through participation in a mindfulness training (MT) program for teachers, become embodied and show through as changes in teachers' mindful behavior in the classroom -- specifically, their ability to be calm,

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8

Richter, Mary M. "The relationship between principal leadership skills and school-wide positive behavior support an exploratory study /." Diss., Columbia, Mo. : University of Missouri-Columbia, 2006. http://hdl.handle.net/10355/4443.

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Thesis (Ph. D.) University of Missouri-Columbia, 2006.<br>The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on August 6, 2007) Includes bibliographical references.

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Alston, Lizzie. "A Case Study of Eight First-year Secondary Science Teachers in North Carolina: Problems, Issues and Behaviors." Diss., Virginia Tech, 1997. http://hdl.handle.net/10919/30533.

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The purpose of this study is to (1) identify some of the major problems confronting first-year secondary science teachers; (2) list supportive practices supplied by the school-based administration and district-wide programs for first-year secondary science teachers; and (3) describe problems of socialization confronting first-year secondary science teachers. The study analyzes perceptions of eight first-year secondary science teachers under contract at the start of the 1996-1997 school year. The study viewed these teachers as novice by definition and perceptions of specific support activities

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10

Nourani, Khalil. "Social skills and adaptive behavior of Iranian preschoolers, teachers' and parents' ratings." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp02/NQ35267.pdf.

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11

Wagner, Karen. "THE EFFECTS OF THE ATTAINMENT OF FUNCTIONAL ASSESSMENT SKILLS BY PRESCHOOL TEACHERS AND THEIR ASSISTANTS ON STUDENTS' CLASSR." Doctoral diss., University of Central Florida, 2008. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3725.

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The purpose of this study was to examine the effects of teaching functional assessment skills to three Prekindergarten teachers and their teaching assistants. The effects were measured by examining the behavior of the teachers and assistants, as well as the behaviors of the students; before, during and after the delivery of three, two-hour functional assessment classes. The teaching staff videotaped themselves and their students during a regular class time, predetermined by the researcher and each teacher prior to the onset of baseline data collection, over an approximate nine-week period. The

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12

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

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13

Reed, Melisa A. "Functional behavior assessment knowledge and skills of e/bd teachers in West Virginia /." Morgantown, W. Va. : [West Virginia University Libraries], 2001. http://etd.wvu.edu/templates/showETD.cfm?recnum=2160.

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Thesis (Ed. D.)--West Virginia University, 2001.<br>Title from document title page. Document formatted into pages; contains v, 147 p. : ill. Vita. Includes abstract. Includes bibliographical references (p. 85-96).

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14

Leggio, Joseph C. "Perspectives on the qualities, knowledge, and skills of effective emotional/behavioral disorders teachers." Thesis, The University of North Dakota, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3714129.

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<p> This study explored the perceptions of six teachers of students with emotional and behavioral disorders (EBD) in one school district. In individual interviews, the teachers shared their perceptions of the qualities, knowledge, and skills necessary for EBD teachers to be effective. Five of the teachers gathered for a focus group to discuss the findings from the analysis of the interview data. </p><p> An analysis of the data yielded three themes. First, effective EBD teachers develop unconditional teacher-student relationships. No matter how many setbacks a student with EBD may experienc

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Helker, Wendy Pretz. "The impact of child teacher relationship training on teachers' and aides' use of relationship-building skills and the effect on student classroom behavior." Thesis, University of North Texas, 2006. https://digital.library.unt.edu/ark:/67531/metadc5457/.

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This study examined the impact of child teacher relationship training (CTRT) on teachers' and aides' use of relationship- building skills in the classroom and the correlation between teachers' and aides' demonstration of relationship- building skills and the effect on student behavior. CTRT was modeled after Landreth and Bratton's (2006) 10-session filial therapy model titled child parent relationship therapy (CPRT) which is based on the principles and procedures of child -centered play therapy. The CPRT manual was adapted slightly for use with teachers and aides for this project. In this quas

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16

Hoffman, Jill Ashley. "Promoting Healthy Social-Emotional Development in Vulnerable Young Children: The Importance of Head Start Teachers and Centers." The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1468933916.

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Smith, Sarah C. "The Effect of Behavioral Skills Training on Teachers Conducting the Recess-to-Classroom Transition." DigitalCommons@USU, 2016. https://digitalcommons.usu.edu/etd/4948.

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Elementary school teachers transition their students from recess to the classroom multiple times a day. When students do not line up quickly or are disruptive in line, teachers often spend valuable instructional time trying to manage students’ inappropriate behaviors. The result is a loss of instructional time that could lead to a decrease in student performance. The current study examined how teachers could use behavioral skills training with their students as a way to reduce the length of the recess-to-classroom transition. Participants included general education second – fourth grade teache

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Shearer, Carin R. "Effect of Telepractice for Training Autism Teachers to Contrive Motivating Operations." Thesis, University of North Texas, 2005. https://digital.library.unt.edu/ark:/67531/metadc1505179/.

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The rising rate of the autism spectrum disorders (ASD) has resulted in challenges for teachers in public schools, concerning the delivery of evidence-based practices for superior outcomes. Thus, school districts are in need of professional learning options that can be efficiently and effectively delivered to improve the procedural fidelity of interventions. The purpose of this study is to demonstrate the effectiveness of using telepractice to teach autism teachers how to contrive motivating operations to teach manding to students with ASD. By utilizing multiple baselines across participants

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19

Byer, Daniel G. "The impact of Hatha yoga training on teachers' outcome ratings of coping and self-regulation behaviors in inner-city at-risk preschoolers a pilot study /." Theological Research Exchange Network (TREN), 2007. http://www.tren.com/search.cfm?p088-0173.

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20

McArthur, Patrick L. (Patrick Lee). "A Comparison of Knowledge/Skills Statements Needed by Teachers of Students with Emotional and Behavioral Disorders and Teachers in Juvenile Correctional Special Education Settings." Thesis, University of North Texas, 1994. https://digital.library.unt.edu/ark:/67531/metadc278049/.

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This study had a two-fold purpose. The first purpose was to compare the rankings of a set of knowledge/skills statements as reported by teachers of students with emotional behavioral disorders and teachers in juvenile correctional special education settings. A survey instrument designed to measure the importance, proficiency, and frequency of use of clusters of knowledge/skills statements was administered to 123 teachers in juvenile correctional special education settings in state institutions. Mann Whitney U analyses were calculated to compare the mean rankings of the two groups of teachers.

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21

Riley, Tennisha N. "The Influence of Executive Functions and Emotion Regulation on Teacher-Rated Social Behaviors in Middle Childhood." VCU Scholars Compass, 2015. http://scholarscompass.vcu.edu/etd/4035.

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Early social interactions are important to developing and maintaining positive social relationships in childhood. It is well understood that the social development is dependent on a number of developmental changes in both cognition and emotion. While most research has focused on cognitive and emotional models of social behaviors separately, a consideration for research investigating social behaviors is to examine cognitive processing and emotional processing concurrently. The current work focuses on the relationship between the executive processes involved in cognition and emotion regulation,

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22

Wagner, Karen R. "The effects of the attainment of functional assessment skills by preschool teachers and their assistants on students' classroom behavior." Orlando, Fla. : University of Central Florida, 2008. http://purl.fcla.edu/fcla/etd/CFE0002088.

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23

Hardie, Alison. "Eating disorders, body image and weight control life orientation teachers' knowledge, attitudes and behaviours." Thesis, Nelson Mandela Metropolitan University, 2006. http://hdl.handle.net/10948/394.

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The apparent increase in the incidence of both anorexia nervosa and bulimia nervosa worldwide has resulted in a surge of interest in effective treatment, prevention programmes and health promotion. Health promotion and the primary prevention of eating and body image problems among young people, and in particular adolescents, is emerging as one of the most desirable achievements in contemporary health and nutrition education. Eating disorders usually have their origin during the teenage years, and as such, high schools provide useful sites for the implementation of prevention programmes. Educat

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Johns, Stephen R. McCarty Toni. "Comparisons of teacher and employer perceptions of the importance of selected work-related behaviors for individuals with moderate cognitive disabilities." Normal, Ill. Illinois State University, 1998. http://wwwlib.umi.com/cr/ilstu/fullcit?p9835910.

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Thesis (Ed. D.)--Illinois State University, 1998.<br>Title from title page screen, viewed July 3, 2006. Dissertation Committee: Toni McCarty (chair), Lanny Morreau, Patricia Klass, Jim Thompson. Includes bibliographical references (leaves 106-121) and abstract. Also available in print.

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Shearer, Carin R. "Effects of Telepractice for Training Autism Teachers to Contrive Motivating Operations." Thesis, University of North Texas, 2019. https://digital.library.unt.edu/ark:/67531/metadc1505179/.

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The rising rate of the autism spectrum disorders (ASD) has resulted in challenges for teachers in public schools, concerning the delivery of evidence-based practices for superior outcomes. Thus, school districts are in need of professional learning options that can be efficiently and effectively delivered to improve the procedural fidelity of interventions. The purpose of this study is to demonstrate the effectiveness of using telepractice to teach autism teachers how to contrive motivating operations to teach manding to students with ASD. By utilizing multiple baselines across participants

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26

Sperry, Shannon Kelly. "The effects of three professional development methods on preschool teachers' use of classroom management skills and the social behavior of at-risk preschool children /." view abstract or download file of text, 1999. http://wwwlib.umi.com/cr/uoregon/fullcit?p9947983.

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Thesis (Ph. D.)--University of Oregon, 1999.<br>Typescript. Includes vita and abstract. Includes bibliographical references (leaves 156-165). Also available for download via the World Wide Web; free to University of Oregon users. Address: http://wwwlib.umi.com/cr/uoregon/fullcit?p9947983.

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Samudre, Mark Devdas. "TRAINING PRE-SERVICE GENERAL EDUCATORS TO COLLECT ACCURATE ANTECEDENT-BEHAVIOR-CONSEQUENCE DATA." UKnowledge, 2019. https://uknowledge.uky.edu/edsrc_etds/70.

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Functional behavior assessment is a process that should involve all individuals that work closely with a student who is engaging in problematic behavior that impacts their own or others’ learning. General educators are typically involved in this process through indirect or descriptive assessments, such as collecting antecedent-behavior-consequence data (ABC). However, there are many factors that can impact a general educator’s ability to collect accurate ABC data. Inaccurate data can misinform appropriate responses and interventions for challenging behaviors made by a student’s decision-making

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Hensley, Lauren Elizabeth. "A Replication Comparing Two Teaching Approaches: Teaching Pre-service Teachers to Implement Evidence-Based Practices with Fidelity." The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1468352869.

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Anderson, Nancy Lynn. "Teaching ESL/EFL: The Role of Cultural and Intercultural Knowledge, Skills, and Competence." Scholarly Commons, 2009. https://scholarlycommons.pacific.edu/uop_etds/727.

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In this ever-changing world of 201 0, we are more closely interconnected than ever before. English plays a key role in this world's communication as a global or international language- making intercultural connections and bridging differences in the process. It is critically important and challenging for people to learn skills for interacting in this global society. ESL/EFL teachers, educators, and administrators become key resources for learning and transmitting the knowledge, skills, and strategies for using English in a variety of social, business, or academic interactions. Immigrants, refu

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Souls, Jacobus Abram. "A model for changing teachers' attitudes towards the value of teaching critical thinking skills : school management perspective / Jacobus A. Souls." Thesis, North-West University, 2009. http://hdl.handle.net/10394/4788.

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The primary aim of the study was to design a model for changing teachers' attitudes towards the value of teaching critical thinking skills. Currently, information regarding the conceptualisation of this topic is inadequate and vague. In this study the nature of the complexities involved in the management and implementation of the teaching of critical thinking skills were researched through a literature study and an empirical investigation. A model was then designed for the effective management of the implementation thereof. The findings from the research indicated that teachers' attitudes tow

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Galicia, Marcela A. "An Examination of the Roles of Classroom Quality and Approaches to Learning on the Early Academic Skills of Latino Dual Language Learners Enrolled in Head Start." Scholar Commons, 2019. https://scholarcommons.usf.edu/etd/7791.

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This thesis examined the relationship between classroom quality, approaches-to-learning, and early academic skills among 384 Latino dual language learners (DLLs) enrolled in Florida Head Start programs. The children were living in low-income homes where Spanish was the primary language spoken by at least one parent. The study analyzed the extent to which approaches-to-learning behaviors moderate early literacy and numeracy skills in Head Start classrooms of varying quality. During the spring of their prek-4 year, the children were administered the English and Spanish Letter-Word Identification

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32

Agle, Danielle C. "Elementary School Teachers' Perceptions of and Use of Behavior-Specific Written Praise Notes for Children Identified with Office Discipline Referrals." BYU ScholarsArchive, 2014. https://scholarsarchive.byu.edu/etd/4219.

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Student behavior problems in school and classroom settings are of great concern to parents, teachers, and school administrators. These behaviors range from talking out and noncompliance to more serious behaviors such as violence and vandalism. Effectively managing student behavior problems lays the foundation for creating a safe school environment and is a critical concern for all teachers. A school wide positive behavior intervention and support system (PBIS) is an effective and proactive way to prevent misbehavior. All teachers and staff teach and reinforce a specified set of positive behavi

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33

Ellis, Lori L. (Lori Luann). "Inclusion of Children and Youth with Emotional/Behavioral Disorders into the General Education Classroom Setting: Survey of General Education Classroom Teachers' Beliefs Regarding Expected Knowledge/Skills." Thesis, University of North Texas, 1994. https://digital.library.unt.edu/ark:/67531/metadc278925/.

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This study identified the expected knowledge/skills needed for working with children and youth with emotional/behavioral disorders (E/BD) in general education classroom settings, as identified by general educators.

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Perdomo, Andrea N. "Promoting Generalization of Skills Acquired Through Behavioral Skills Training with Embedded Visual Prompts." Scholar Commons, 2014. https://scholarcommons.usf.edu/etd/5101.

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Studies on the "Tools" for Positive Behavior Change were originally conducted with people involved in the foster care system. Few studies have conducted the trainings in classroom environments to increase the positive interactions between teachers and their students. Numerous studies have demonstrated the usefulness of behavioral skills training in teaching a wide variety of behavioral skills; however, relatively few of them have shown generalization to their natural environment and maintenance of appropriate responding following the training. Methods of prompting following the initial trainin

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35

Alfares, Nurah. "Using the textbook to promote thinking skills in intermediate school EFL classrooms in Saudi Arabia : an analysis of the tasks and an exploration of teachers' behaviours and perceptions." Thesis, University of Glasgow, 2014. http://theses.gla.ac.uk/5566/.

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This exploratory study has grown out of my interest in learning thinking skills (TS) in English as a Foreign Language (EFL). An aim of TS in EFL is to help learners to understand how they learn, which could help them in using the target language with other learners in language classrooms, and in their social life. The early researchers have criticised the system of teaching methods in EFL applied in Saudi schools, as they claim that it does not produce students who are highly proficient in English. Some of them suggested that enhancing learners’ TS would help to improve the learners’ proficien

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Zimmerman, Valerie L. V. "The Effects of Providing a Brief Training Package to Daycare Teachers to Teach a Child a Sign for Social Attention." Thesis, University of North Texas, 2014. https://digital.library.unt.edu/ark:/67531/metadc799535/.

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Behavioral skills training (BST) packages have been successful in increasing change agents’ correct implementation of various procedures. The current study evaluated the effects of a brief BST package to train daycare teachers to implement incidental teaching procedures with toddlers. The brief BST consisted of a set of written instructions, a two-minute video model, rehearsal, and feedback during session. Results demonstrated that teachers increased their correct implementation of incidental teaching procedures following training. In addition, two of the three toddlers increased the frequency

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Brachbill, Kayla Diane. "Teaching Safety Skills to Preschool Children: An Evaluation of Teacher-Implemented Behavioral Skills Training." OpenSIUC, 2018. https://opensiuc.lib.siu.edu/theses/2422.

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The present study evaluated the effectiveness of a teacher-implemented behavioral skills training (BST) procedure for teaching preschool students to exhibit an appropriate safety response in the presence of chemical bottles. Students’ safety responses were evaluated during baseline and teacher lessons (before and after BST) for each classroom. Prior to training, teachers were prompted to give a lesson including three safety steps (don’t touch, walk away, tell a teacher). No additional instructions were provided. Next, teachers received training from a researcher on how to implement BST in a cl

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Neiderhouse, Nick R. "The Impact of a Problem-Based Service-Learning Course on the Improvement of Behaviors Reflecting Positive Character Traits on Students Considered At-Risk in a Suburban High School." Bowling Green State University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1371760211.

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Paul, Anil [Verfasser]. "Leadership : Skills, Behaviors & Traits / Anil Paul." Frankfurt a.M. : Peter Lang GmbH, Internationaler Verlag der Wissenschaften, 2017. http://d-nb.info/114209605X/34.

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Rose, Dennis J. "The effect of practice on the acquisition and maintenance of teaching skills." Thesis, University of Canterbury. Education, 1994. http://hdl.handle.net/10092/813.

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Teachers sometimes fail to use previously acquired teaching skills. A review of studies which had examined the maintenance of teaching skills found that some training programmes which used skill practice and feedback on performance were successful in achieving maintenance. The present study was designed to test the effect of practice and feedback in diverse settings on the acquisition and maintenance of teaching skills. The following skills were selected for training: 1. Increasing the use of approval and decreasing the use of disapproval. 2. Increasing the use of feedback and decreasing the u

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Fowler, Debra Ann. "Proprioception of the mind : balancing science and spirit through emotional intelligence /." Click here to view full-text, 2006. http://sitcollection.cdmhost.com/u?/p4010coll3,296.

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Banks, Laura. "Social skills and ADHD behaviors in middle childhood." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape16/PQDD_0007/MQ37825.pdf.

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Wright, Barbara Ann Hargis. "Employability skills acquisition for students with challenging behaviors /." free to MU campus, to others for purchase, 2003. http://wwwlib.umi.com/cr/mo/fullcit?p3115601.

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Reed, Jacy M. "An Evaluation of Khan Academy Videos as a Supplement to Teacher Instruction for Elementary-Aged Students with Disabilities." Scholar Commons, 2019. https://scholarcommons.usf.edu/etd/7903.

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Research has indicated video-based interventions are successful at teaching skills to individuals with varying types of disabilities. However, there is a gap in the literature regarding video-based intervention, such as video modeling, as an evidence-based practice for academic skills. As technology becomes more and more integrated into U.S. classrooms each year, it is important to evaluate the effectiveness of these interventions. Khan Academy videos are often used as supplemental resources by teachers to assist students with math work. The purpose

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Paape, Jennifer R. "Behaviors important for school success as preceived by parents." Menomonie, WI : University of Wisconsin--Stout, 2006. http://www.uwstout.edu/lib/thesis/2006/2006paapej.pdf.

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Middleton, Myra B. "The effects of social skills instruction and parent participation on aggressive behaviors, antisocial behaviors, and prosocial skills exhibited by primary-age students." The Ohio State University, 1994. http://rave.ohiolink.edu/etdc/view?acc_num=osu1248796837.

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Porter, Laurel M. "Assessing Teacher Preference for Training Modalities for Behavior Intervention Plans." Scholar Commons, 2019. https://scholarcommons.usf.edu/etd/7890.

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Within public schools, teachers and instructors may require training to implement procedures listed in a behavior intervention plan (BIP) to support students with disabilities. It is crucial that teachers receive training that is both effective and efficient. Behavioral skills training (BST) and video modeling are two training modalities that are proven to be effective for a wide range of skills and learners. Written instructions, although they are not supported as an effective training method in the literature, can be used as task analysis for the steps that are needed to be performed for

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Soltero-Ruiz, Erlinda E. "Kindergarten teachers' perceptions of students' readiness skills." Thesis, California State University, Fullerton, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3574081.

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<p>Children need to be ready to enter kindergarten, or they may begin to fall further and further behind. The achievement gap may start prior to children entering kindergarten due to their lack of early learning opportunities. The purpose of this study was to examine the perceptions of kindergarten teachers regarding which readiness skills preschool children should master prior to entering kindergarten in order to be successful. </p><p> A literature review supports the variance in perceptions kindergarten teachers have in relation to readiness skills. The conceptual framework starts with a b

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Freshwater, Amy. "Early childhood teachers : characteristics, attitudes and behaviors /." free to MU campus, to others for purchase, 2002. http://wwwlib.umi.com/cr/mo/fullcit?p3060098.

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Tambara, Cosmas Toga. "Unpacking teachers' pedagogical content knowledge and skills to develop learners' problem solving skills." Thesis, Stellenbosch : Stellenbosch University, 2015. http://hdl.handle.net/10019.1/96772.

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Thesis (PhD)--Stellenbosch University, 2015.<br>ENGLISH ABSTRACT: In this study, the pedagogical knowledge of Foundation Phase teachers is explored (and unpacked) in order to obtain insight into their understanding of the teaching and learning of mathematics. The teacher’s knowledge is explored, as it is one of the most important variables that impacts on what is done in the classroom. The exploration is undertaken against the background of the very poor overall achievement of learners in the national systemic evaluations and in international assessment studies, which is currently a cause for

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