Dissertations / Theses: 'Teachers, Training of Education, Secondary'

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Udofot, M. "A teacher education proramme for Nigerian junior secondary school teachers." Thesis, University of Bristol, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.356251.

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Lewis, Derek. "Teacher appraisal : secondary teachers' reactions to issues and schemes." Thesis, University of Nottingham, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.252736.

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Andrews, P. R. "Computers in secondary mathematics : factors influencing teachers' actions." Thesis, Manchester Metropolitan University, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.361565.

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Perron, Josée. "Discipline techniques used by secondary physical education teachers." Thesis, McGill University, 1995. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=35217.

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The role of preventative management strategies in the development of discipline in the gymnasium and the classroom has been well established (Doyle, 1986; Siedentop, 1991). However, little research has specifically investigated the complete range of discipline techniques used by teachers to prevent misbehavior and to regulate it after its occurrence.
This study described the discipline techniques used by secondary physical education teachers and compared them to Henkel's (1991) Physical Education Pupil Inventory (PEPCI) developed for elementary teachers. Eight high school physical educators were observed for four lessons each and were interviewed following the observations. Discipline techniques observed and presented in interviews were analyzed by deduction into Henkel's PEPCI categories. The techniques that did not fit into Henkel's categories were inductively analyzed to identify any new categories emerging from the observation or interview data.
The results revealed that secondary physical education teachers used a repertoire of 32 discipline techniques including 21 techniques from Henkel's (1991) PEPCI. The only PEPCI technique that was not employed by secondary teachers was "physically reprimanding". The discipline techniques were divided into three major classifications: anticipatory, tutoring, and punitive (Henkel, 1991).

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Straker, N. "The shortage of mathematics teachers in English secondary schools." Thesis, University of Newcastle Upon Tyne, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.373489.

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Lawrence, Lesley Anne. "Understanding teachers' leisure aims and practices in secondary school physical education." Thesis, University of Brighton, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.293352.

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Cepni, Salih. "New secondary science teachers development in Turkey : implications for the 'Academy of New Teacher' Programme." Thesis, University of Southampton, 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.239922.

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Patterson, Nancy. "Impacts of teacher induction: A longitudinal cross-case comparison of beginning teachers in a content-specific program." Diss., The University of Arizona, 2002. http://hdl.handle.net/10150/279957.

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This paper explores the impacts of an induction program on three beginning secondary science teachers. These teachers participated in a beginning teacher support program, the goal of which was to help bridge the gap between preservice experiences and traditional in-service education opportunities. The goal of the support program was to provide needed support, encourage the implementation of inquiry-based methodologies, and dispose teachers to reflect upon their teaching experiences. The study describes these beginning teachers' beliefs about teaching and learning and explores how these conceptions, along with instructional practices, developed during the induction period. Descriptions of each teachers' development were enriched through attention to individual personal backgrounds and professional contexts. Descriptive case studies were based on a framework established by the data collection, which then guided comparison of individual experiences and contexts across cases. There were several conclusions. First, development of beliefs about teaching and learning varied across cases over the span of the induction period. Second, the differing degree of inquiry-based implementation can be attributed to the context in which each teacher worked. Finally, the differing degree of impact of the program from one individual to the next can be explained in part by the beliefs about teaching and learning that participants brought to the program, as well as the context in which each participant worked.

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Yau, Hon Kee Brian. "Teachers' and head-teachers' perceptions of annual school planning in aided secondary schools in Hong Kong." Thesis, University of Bristol, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.274616.

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Aydogan, Yenmez Arzu. "An Investigation Of In-service Secondary Mathematics Teachers." Phd thesis, METU, 2012. http://etd.lib.metu.edu.tr/upload/12614991/index.pdf.

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Although an increasing number of research studies in mathematics education have begun focusing their efforts on mathematical modeling as a need for change to convey mathematical ideas beyond schools, there is not enough information about the nature of the teacher knowledge for effective use of modeling in mathematics teaching and how this knowledge evolves. The goal of this study is to investigate teachers&rsquo
evolving knowledge when they engage in professional development activities based on lesson study cycle from modeling perspective. Professional development program of this study included a cyclical process. Lasting a month, each cycle consisted of meeting before the implementation of the model eliciting activity, implementation of the activity and meeting after the implementation. The study took five months and was conducted in two public schools. The participants were four in-service mathematics teachers where two teachers were selected from each school by purposive sampling. The study was designed as case study. Data analyses were conducted during and after data collection and with two approaches as with-in case and cross-case analysis. As the professional development activities created learning environments for the teachers to develop their models for teaching mathematics from a modeling perspective, the results of this study showed that the professional development program used in the study had a positive effect on teachers&rsquo
evolving pedagogical content knowledge and pedagogical knowledge based on the theoretical and empirical backgrounds in the literature. Besides, implications, suggestions for professional development, for teachers and for further research are provided.

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Whitaker, Westry Allen. "We Became Teachers| The Influence of Personal Reading on Curriculum Understanding." Thesis, The George Washington University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3630632.

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The books we care about are part of us (Sumara 1996, 2002). It is the story of this literary experience as told by three currently practicing English teachers that interests me when I ask, "How does a teacher's personal reading inform his or her understanding of curriculum?" Seeking the representation of this story, I employ qualitative methods that value unique perspectives, interpretations, and the presence of my subjectivity (van Manen, 1990; Seidman, 2006; Jardine, 2006). The combined use of autobiography—in the tradition of currere (Pinar, 1975)—and the hermeneutic method (Heidegger, 2008; Nakkula & Ravitch, 1998) best matches this responsibility. By representing the profound impact of personal reading on my teaching of literature, I contribute my autobiographical voice and story to this study.

This dissertation is influenced by contemporary literary theory, Sumara's (1996, 2002) scholarship on reading and curriculum, and Rosenblatt's (1994, 1995) reader response theory. Data collection follows Seidman's (2006) discussion of semi-structured conversations, analysis is performed with attention to van Manen's (1990) qualitative human science design, and representation is carried out following Seidman's (2006) description of participant narrative profiles. I begin this analysis by exploring two super-ordinate themes: personal reading and curriculum understanding. Sub-themes in the area of personal reading are unique. Sub-themes representing curriculum understanding are consistent across participants. These sub-themes include a teacher's definition of curriculum, professional identity, and teaching of literature. Analysis reveals a recognizable relationship between each teacher's personal reading and curriculum understanding: each teacher's personal reading experience is reflected in his or her teaching of literature.

Through its exploration of the relationship between personal reading and curriculum understanding, this study provides a glimpse into the tangled intricacies of curriculum. Since many reading experiences described in this work were born outside of the classroom, this study confirms the perspective that curriculum includes all learning opportunities inside and outside the classroom. Beyond this confirmation, this study reaffirms several key components of teaching and learning: the fundamental function of literature to interrupt familiarity, the role of teacher as interrupter, and the respect for existential experience as a source of scholarship.

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Roehrig, Gillian. "The induction experience of beginning science teachers from different teacher preparation programs: Does one size fit all?" Diss., The University of Arizona, 2002. http://hdl.handle.net/10150/280044.

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Induction programs are essential in addressing the unique pedagogical and content needs of secondary science teachers. Yet most secondary science teachers have little access to general induction programs, and even less opportunity to participate in specialized science induction programs. This study examined the impact of a science-focused induction program on the practices and beliefs of first-year secondary science teachers from different teacher preparation programs. Eight teachers from four different teacher preparation programs participated in this study. All of the teachers were monitored throughout the academic year in order to understand their teaching beliefs, instructional practices, and induction program experiences. The analysis of data revealed that four of the beginning teachers implemented at least one "science as inquiry" lesson. All four of these teachers also maintained their incoming student-centered teaching beliefs or shifted towards more student-centered beliefs throughout the year. Teachers from the M.Ed. (science emphasis) program implemented more frequent and less mechanistic inquiry lessons than teachers from other preparation programs. The other four teachers had more traditional practices but their beliefs were maintained throughout the year with little or no regression towards more teacher-centered beliefs. The analysis of data also revealed that all of the first-year secondary science teachers received support from the science-focused induction program, with teachers from the M.Ed. (science emphasis) program receiving more philosophical support, and the other teachers receiving more instructional support. This study reinforces the importance of induction programs for all teachers, in the presence of support from a science-focused induction program, reform-based practices, such as "science as inquiry," are more likely to occur. Induction programs, however, must be configured to provide different types of support to meet the needs of teachers from different teacher preparation programs and backgrounds.

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Monteiro, Beatriz de Freitas. "Factors affecting mathematics teachers use of computers and software in secondary schools." Thesis, University of Oxford, 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.336026.

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McCarthy, Yvonne Green. ""A place to go so that we can become better teachers"| A study of a voluntary, school-based, cross-curricular teacher learning group." Thesis, University of Pennsylvania, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3538165.

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This qualitative, practitioner research study, conducted by a school leader-as-researcher, was designed to gain insight into instructional leadership and teacher learning through the perceptions of high school teachers participating in a voluntary, school-based, self-organized, self-directed, cross-curricular teacher learning group within a diocesan, Catholic secondary school setting. Using qualitative research methods to gather participant perceptions, the study explored the work of the group, its impact on participants in relation to self, students, colleagues, and the larger school family, and the role of the instructional leader in relationship with the group. Using lenses of instructional leadership, adult learning theory, the relationships between knowledge and practice, and professional/teacher learning communities, I analyzed the legitimacy of this particular type of teacher learning and highlighted leadership dilemmas that may be encountered when a voluntary teacher learning group self-directs. These conceptual frameworks also allowed opportunities to think about issues and practices that matter to an instructional leader and to challenge assumptions about teaching, learning, and leading within a strong, academic tradition in a resilient secondary setting. The inquiry provided a rich analysis of one context through which educational leaders may expand their understanding of teacher learning in different educational settings.

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Ding, Lin, and 丁琳. "Changes in pedagogical content knowledge of secondary mathematics student teachers in Hangzhou during their pre-service teacher education." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/197110.

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The competence of mathematics teachers and how to prepare competent future mathematics teachers have been hotly debated in recent years; pedagogical content knowledge (PCK) is a critical indictor of that competency (e.g., Ball & Bass, 2000; Ferrini-Mundy & Findell, 2010). This explorative study examines PCK and PCK change and the factors contributing to both among a group of secondary school mathematics student teachers in Hangzhou (the capital of and largest city in Zhejiang Province, China). Changes in PCK are investigated across the final two years of a pre-service secondary mathematics teacher education program. This program is traditional in nature, mainly consisting of mathematics teaching methods courses, teaching practica and advanced mathematics courses. Student teachers’ performance in three aspects of PCK — the substance of PCK, approaches to PCK and the structure of PCK — were assessed using a combination of quantitative and qualitative measures employed at two distinct stages of the program. At each stage, student teachers’ PCK was examined by a PCK questionnaire, a follow-up interview and three video-based interviews. The factors influencing PCK change were investigated using multiple phases and approaches of data collections. Specifically, rating schemes for each aspect of PCK were developed to evaluate student teachers’ responses and track the changes in their PCK. Interviews were conducted with student teachers at various stages of their professional growth to determine what they considered to be important factors affecting their PCK and changes to their PCK. In addition, observations of student teachers’ teaching practice during their teaching practica, together with interviews involving course instructors, mentor teachers and university teachers were employed to collect supplementary evidence on the impact of those factors. A quantitative analysis of the PCK questionnaire indicated that the participating student teachers generally did not perform well in PCK items in either stage. The follow-up interviews suggest that the different logic applied by the student teachers when responding to those items, their lack of sensitivity to contextual information, and their misunderstanding of terminology and incorrect assumptions all affected their performance. An additional qualitative analysis, based on three video-based interviews, indicated that student teachers’ overall performances in the three aspects of PCK improved in the second stage. Insights were gained into the major types of changes in PCK through paired responses. These changes were found to be influenced by changes in the student teachers’ knowledge of curriculum, of good examples/tasks/exercises, of clear lesson and teaching goals and of some affiliated affective factors. Other factors, including individual and social contextual factors, prior learning and tutoring experience, practicum experience and preparations for examinations and teaching competitions, are also examined for their direct or indirect impact on PCK. This study may contribute to current literature on the characteristics of Chinese student teachers’ PCK and PCK changes during the final two years of their pre-service teacher education. It provides a tentative explanation of how institutional and social contextual factors affect PCK and PCK change in different ways. Methodological and practical implications are also discussed.
published_or_final_version
Education
Doctoral
Doctor of Philosophy

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Hawke, Laurie McEdwards. "Secondary teachers' attitudes and beliefs toward staff development." Diss., The University of Arizona, 1989. http://hdl.handle.net/10150/184941.

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This descriptive study was undertaken for the primary purpose of identifying attitudes and beliefs of secondary teachers toward staff development. Participants in the study included the total population of teachers in two high schools in a southwestern school district. The objectives of the study were to identify the attitudes and beliefs of teachers toward staff development as an important part of their professional growth, and toward the organization, processes, and personnel involved in staff development. Also to be identified were the level of knowledge and interest teachers have of specific topics for staff development programs, and similarities/differences in teachers' attitudes based on school, department, number of years teaching experience, education level, participation in a career ladder program, and gender. The data was collected using a two-part, modified Likert scale questionnaire. The findings of the study suggest that the teachers from the school itself should plan staff development, including the content which should be based on the teachers' needs as determined from an open-ended questionnaire, and that the instructors should be teachers from the school or the school's administrators. Staff development programs should incorporate a variety of teaching methods, although lecture was rated as the least desirable single method by the teachers. Staff development should be regular and on-going, with quarterly sessions receiving the most agreement from the teachers. It should be held at the school itself, during released time, and job-related. The teachers agreed that staff development should be evaluated throughout the school year, by the teachers, assessing whether its objectives had been met. Participation should not be mandatory, but depend upon the content of the program and the needs of the individual. Incentives to participate should include the intrinsic value of improved teaching ability, salary increases, university credit, and increased student achievement. Finally, over seventy percent of the teachers agreed that staff development is an important part of their professional growth.

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Eryilmaz, Aysegul. "Development In Secondary Pre-service Mathematics Teachers." Master's thesis, METU, 2005. http://etd.lib.metu.edu.tr/upload/2/12606075/index.pdf.

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The purpose of this study was to determine the fourteen pre-service mathematics teachers&rsquo
beliefs about mathematics and teaching and learning of mathematics, and their expectations and acquisitions of the Five Year Integrated Program in the Department of Secondary Science and Mathematics Education at Gazi University, Turkey, and the development in their beliefs during the last three semesters of the program. The data were collected through four longitudinal interviews from each participant. Data collection process began at the beginning of the spring semester of the 2002&ndash
2003 academic year and ended at the end of spring semester of the 2003&ndash
2004 academic year. The interviews were tape-recorded and transcribed verbatim to produce a complete record of the interviewees&rsquo
conversation. The findings that were gathered from analyses of individual interviews show that pre-service teachers came to teacher education programs with some beliefs about mathematics, and teaching and learning of it. The interviews have provided evidence that pre-service teachers seemed to develop some new beliefs about mathematics during the first 3.5 years of program, and that the courses of the last 1.5 years of the program improved and consolidated pre-service teachers&rsquo
attitudes towards and beliefs about mathematics, and beliefs about the teaching and learning of mathematics. The research findings lead to the conclusion that OFD406, OFD408, OFD509 and OFD501 courses were perceived as the most effective courses and OFD402, OFD410 and OFD507 courses were considered as the least effective courses of the program.

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Wilde, Stephanie. "Secondary schools in eastern Germany : a study of teachers' perceptions in Brandenburg Gesamtschulen." Thesis, University of Oxford, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.365666.

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Al-, Ghafri Mohammed Said. "Learning to teach algebra : secondary trainee-teachers knowledge of students errors and difficulties." Thesis, University of Southampton, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.250076.

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Alshammari, Obaid. "Teachers' perceptions of the goals of secondary schools physical education in state of Kuwait." Morgantown, W. Va. : [West Virginia University Libraries], 2004. https://etd.wvu.edu/etd/controller.jsp?moduleName=documentdata&jsp%5FetdId=3430.

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Thesis (Ed. D.)--West Virginia University, 2004.
Title from document title page. Document formatted into pages; contains x, 182 p. Vita. Includes abstract. Includes bibliographical references (p. 153-164).

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McConnell, Marcella Kay. "SECONDARY MATHEMATICS PRESERVICE TEACHERS' BEGINNING STORY." Kent State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=kent1447277739.

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Thompson, Mary C. "Beginning Teachers' Perceptions of Preparedness: A Teacher Education Program's Transferability and Impact on The Secondary English/Language Arts Classroom." Digital Archive @ GSU, 2010. http://digitalarchive.gsu.edu/msit_diss/67.

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In October 2009, United States Secretary of Education Arne Duncan declared in a speech to Columbia University’s Teacher’s College that many university teacher preparation programs are outdated and must undergo major reform in order to produce high quality teachers needed to improve academic achievement for all students (U.S. Department of Education, 2009). Duncan stated that “America’s university-based teacher preparation programs need revolutionary change – not evolutionary tinkering” (U.S. Department of Education, 2009, p.2). To improve student success in the classroom, policy makers must understand the key role well-trained teachers play in achieving this goal (Boyd, Lankford, Clothfelter, Ladd & Vigdor, 2004; Loeb, Rockoff, & Wyckoff, 2007; Provasnik & Young, 2003; Rice, 2003; Rivers & Sanders, 2002). This study examined the specific aspects of an English teacher preparation program that beginning teachers implement and rely on in their classrooms on a consistent basis. In addition, this study examines how administrators/department chairs view the pedagogical competence of graduates from the English teacher preparation program. The research questions that guided this study are: (1) How do beginning teachers perceive their preparation for teaching in the urban English Language Arts classroom? (2) How do school administrators perceive the teaching ability of graduates? The participants were graduates of Southern Urban University’s English Education Master’s level program from 2005 – 2008. Data sources included Beginning Teacher Questionnaires, Administrator/Department Chair Questionnaires, in-depth phenomenological interviews with select teachers, observations of select teachers’ practice, “card sort” activity/interview, teacher artifacts and photographs. Data were analyzed inductively using the constant comparative method to determine categories and themes (Glaser & Strauss, 1967). Trustworthiness was established through research methods that confirm credibility, transferability, dependability, and confirmability (Lincoln & Guba, 1985). This study provides insight into how to better educate high quality teachers through the examination of an English teacher preparation programs’ daily effect and impact on their graduates and an examination of school administrators’/department chairs perception of these graduates’ performance in the classroom.

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Exton, Virginia Norris. "A Qualitative Case Study of Developing Teacher Identity among American Indian Secondary Teachers from the Ute Teacher Training Program." DigitalCommons@USU, 2008. https://digitalcommons.usu.edu/etd/181.

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The purpose of this foundational study was to explore the factors that contributed to developing teacher identity among new American Indian teachers. Multifaceted research into the history of American Indian education, the design of American Indian teacher training programs, and the beliefs and experiences of four American Indian secondary teachers gave this study a richly detailed context. Three overarching patterns emerged during the process of analyzing the data: (a) solidarity and independence, (b) habit and change, and (c) tradition and invention. From these patterns, six factors were identified as contributing to developing teacher identity. School-based experiences that affected developing teacher identity included cohort-based peer support, preparation for content area expertise, and teachers as role models. Personal, home, and community beliefs that affected developing teacher identity were as follows: giving back to American Indian communities, serving American Indian students, and becoming empowered as American Indian teachers. Participants in this study represented various tribe affiliations but were all registered students in the Ute Teacher Training Program from 2002 to 2005. The goal of this program, administrated by the Ute Tribe, was to mentor, train, and certify American Indian secondary teachers through an ongoing university education program offered at a rural location close to the Ute reservation. Recommendations in the final chapter of this qualitative case study may provide useful information for the design and implementation of future American Indian teacher education programs.

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Garnons-Williams, Victoria. "Art teacher pre-service education : a survey of the attitudes of Queensland secondary, and tertiary art educators." Thesis, University of British Columbia, 1987. http://hdl.handle.net/2429/26115.

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This study compares the views of three groups of art educators - secondary, tertiary pre-service lecturers, and scholars - about the content and structure considered important in art teacher pre-service education. Items of program content and structure, as well as issues in art-teacher preparation were gleaned from the writings of selected scholars and incorporated into a survey questionnaire. The survey was distributed to secondary art educators throughout Queensland and to art pre-service lecturers throughout Australia. An analysis of the results identifies areas and degrees of agreement and difference on items both within and between groups. The study can assist the development of art teacher pre-service programmes that reflect the values of both theoreticians and practitioners of art education.
Education, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate

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Chan, Lin. "The implementation of theoretical elements in the Hong Kong secondary school physical education curriculum." Click to view the E-thesis via HKUTO, 1992. http://sunzi.lib.hku.hk/HKUTO/record/B38627334.

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Deakin, Paul Andrew. "Revisioning the religious education teacher : towards a multidimensional model for training secondary RE teachers in an age of competences and standards." Thesis, University of Birmingham, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.246482.

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This thesis seeks to: 1) establish reasons for the introduction of Competenceand Standards-based Initial Teacher Training (ITT) in England and Wales; 2) assess the impact ofCompetences and Standards on Secondary RE ITT; 3) offer proposals for a new 'multidimensional' RE ITT paradigm. The thesis is structured around four research questions. The first research question: Why were Competences and Standards introduced into the lIT process? informs a historical inquiry into the origins of Competences and Standards in Part 1. The second and third research questions: To what extent do documents such as 9/92 and 4/98 represent idealized models of teacher training and assessment? and How do Ofsted inspectors interpret ITT Competences and Standards in practice?, are considered in Part 2, where DfEE Circulars 9/92, 4/98 and other ITT inspection-related materials are analyzed and critiqued. The fourth research question: Can Standards be successfully integrated into ITT structures that seek to develop personal and professional qualities that lie far beyond the mechanical acquisition of depersonalized and decontextualized skills, behaviours and knowledge? leads in Part 3 to the presentation of proposals for new Secondary RE ITT structures. After outlining the salient features of these proposed ITT structures, possible barriers to their successful implementation are considered.

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Sweetingham, Pauline Margaret. "Class teacher - support teacher relationships in secondary schools." Thesis, University of East Anglia, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.300064.

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Amaechi, Uche. "Invasive Technologies: How Administrators, Teachers, and Students Negotiate the Use of Students’ Mobile Technologies in the Classroom." Thesis, Harvard University, 2016. http://nrs.harvard.edu/urn-3:HUL.InstRepos:27112697.

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The rise in popularity of mobile technologies, particularly with respect to youth, has created new challenges and opportunities for districts, schools, and classrooms. As more students come to own these devices they have increasingly sought to use them in their schools and classrooms, with or without their schools’ official support. Districts and schools have responded to this encroachment in a variety of ways ranging from establishing policies that dictate common practices across all classrooms to empowering teachers to create mobile phone policies for their classrooms. In this study, I investigated how the conflicting demands of school-level and district-level policies, and student resistance and continuation to use their mobile phones in the schools and classrooms, have influenced teachers’ classroom policies at two schools in different districts. I conducted a series of interviews with district and school administrators, teachers, and students in two schools with different policies guiding the use of mobile phones in the classroom. I found that students resisted district, school, and teacher policies and pushed to use their mobile phones in their classrooms irrespective of their teachers’ wishes. However, although students frequently used their mobile phones for non-educational purposes that detracted from their and their classmates’ learning, many students used their mobile phones for educational and non-educational uses that supported their learning inside and outside of school. I also found that teachers tended to base their classroom policies more on their personal philosophies and the demands of their students than on school and district policies. These policies enabled teachers to explore the potential for students’ mobile phones to support student learning. My research suggests that districts could benefit from articulating clear philosophies regarding the use of mobile phones in schools and classrooms, particularly philosophies that encourage and support teachers in exploring the potential of these devices in the classrooms. These new policies would also benefit from districts ensuring the incorporation of more student and teacher voice into the policy-making process. I also propose a taxonomy of mobile phone use that schools and districts can use to support teachers in aligning their classroom practices with a school’s mobile phone policy.

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Nelson, Thomas Gunnaar. "Educators' beliefs and understandings about environmental education: A resource for curriculum decision-making." Diss., The University of Arizona, 1993. http://hdl.handle.net/10150/186202.

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Present behaviors toward the natural world are in conflict with the ecological balance necessary to maintain the health and well being of the Earth. Emphasis in environmental education curriculum and instruction is considered an important aspect in the educational process. The purpose of this study was to examine the beliefs and understandings of a selected number of educators as to the nature of the field of environmental education. The data from this study were drawn from interviews with fifteen educators who identified themselves as environmental educators. Interview techniques were guided by the framework established by Patton (1990). The results of this study have suggested that educators' beliefs and understandings about environmental education have strongly influenced curriculum and instructional decisions. These beliefs and understandings, were in part, the result of meaningful personal experiences associated with interests particular to the environment as well as from professional interactions with colleagues. The respondents were in agreement as to the inclusion of ecological principles as a basis for framing the content in environmental education. However, all of the respondents suggested that environmental education is an interdisciplinary enterprise and must include knowledge rooted in all of the subject areas. Therefore, environmental education should be perceived not as something to be added to the curriculum but rather a way of addressing the established curriculum within a meaningful context.

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Kasabri, Nassar. "The motivation and commitment of teachers in Arab secondary schools in Israel : problems and improvement strategies." Thesis, University of Leicester, 2003. http://hdl.handle.net/2381/8156.

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When the state of Israel was established in 1948, about 150,000 Arabs remained in the country. Since then, this minority, now more than a million, has faced a massive educational problem. For example, the Arab educational system, which was not headed by an Arab until the early 1970’s, is segregated from the Jewish system. This segregation militated against Arab children’s education, in terms of, funding, buildings, the restricted curricular aims of Arabic language and literature teaching, civics and history of the Arabs. Furthermore, unqualified teachers and head teachers were appointed, thereby lowering teacher status in the Arab community. The consequent loss of motivation and commitment among Arab school teachers contributed to the high drop-out rate of Arab pupils in the Local Education Authority (LEA) schools, reaching about 50 per cent in 1992, while the Matriculation pass rate averaged only 30 per cent. Significantly, however, the 33 private Arab secondary schools, affiliated to Christian Churches (PC), revealed both a minimal drop-out rate and the highest Matriculation pass rate, namely 59.5 per cent in 1998 (Statistical Abstract of Israel, 2000, 22.21). To investigate this discrepancy, the present research compares the motivation and commitment of Arab LEA school teachers with those in the PC schools. The research also analyses the effect of segregation and discrimination on Arab pupils’ achievements, and how the performance gap between Arab and Jewish schools might be bridged. The investigation further reveals significant job dissatisfaction among LEA teachers, an unacceptably low level of school culture, teachers’ motivation and commitment in school staffs, together with a lack of vision, of school policy and of teachers’ involvement in the process of decision-making. Conversely, the PC school teachers motivation and commitment to these factors was found to be more professional and dedicated. Furthermore, the PC teachers displayed a more positive attitude than their LEA colleagues towards the issue of educational discrimination. The research concludes that cultural and motivational change in Arab schools is needed to produce better educational results.

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Salama, Mohamed A. A. "Student-teachers' competencies in skills needed for the practical work in biology in Egyptian secondary schools." Thesis, Keele University, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.280045.

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Lotter, Christine. "The influence of an inquiry professional development program on secondary science teachers' conceptions and use of inquiry teaching." [Bloomington, Ind.] : Indiana University, 2005. http://wwwlib.umi.com/dissertations/fullcit/3178430.

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Thesis (Ph.D.)--Indiana University, Dept. of Currulum and Instruction, 2005.
Source: Dissertation Abstracts International, Volume: 66-06, Section: A, page: 2159. Adviser: William Harwood. "Title from dissertation home page (viewed Nov. 27, 2006)."

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Shava, Nosizo. "Enabling and constraining factors in Zimbabwe's 3-3-3 teacher education curriculum model : the case of a secondary teacher education college." Thesis, University of Fort Hare, 2015. http://hdl.handle.net/10353/5686.

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This study offers an explanation of enabling and / or constraining factors in Zimbabwe‘s 3-3-3 secondary teacher education model for Post ‗O‘ Level Science. It is a theory driven study that derives its theoretical foundation from Roy Bhaskar‘s critical realism and Margaret Archer‘s morphogenetic approach to reality. The study therefore offers explanations about structural, cultural and agential influences that facilitate and / or hinder the 3-year program for Post ‗O‘ Level Science. This was a qualitative case study of one secondary teacher education college in Zimbabwe. Qualitative data were collected through interviews, focus group discussions and document analysis. One official from the Department of Teacher Education(DTE) at the University of Zimbabwe(UZ),the Principal, the Vice Principal and 10 lecturers from the studied college,3 Heads of Science department in secondary schools,3mentors and 5 groups of 10 and 11eleven student teachers participated in the study. The DTE Handbook (2012), vision and mission statements and core values of the Ministry of Higher and Tertiary Education Science and Technology Development (MHTESTD),DTE and the studied college, syllabuses, teaching practice reports, policy documents, external examining reports, College Academic Board (CAB) minutes, admission records, mark profiles and pass lists among other relevant documents complemented interview data. As a theory driven study, structural, cultural and agential influences were found to be enabling and / or constraining the model. The acute shortage of Science teachers in secondary schools and the few Post ‗A‘ Level Science graduates led to the re-introduction of the 3- year Post ‗O‘ Level Science program in secondary teacher education colleges. The bureaucratic structures in educational institutions, the In-Out-In structure, institutional structures such as the family, the University, the studied college, secondary schools, infrastructural facilities, material and financial resources, transport facilities and utilities such as water, electricity and the internet were established as some among other structural factors affecting the 3-3-3 model. Discourses held about the teaching profession, the vision, mission and core values of the MHTESTD,DTE and the studied college, beliefs about what Science teachers should learn, knowledge, skills, attitudes and values they should acquire and how they should be taught were established as cultural factors enabling and / or constraining the 3-3-3 model. Agential influences offering causal explanation for enablers and / or constrainers of the model were established as the decision by the Principal and the CAB to re-introduce the 3- year Post ‗O‘ Level Science program, the decision by the students to enroll for the program, the recruitment of under qualified students, the use of various teaching methods, conducting staff development and mentorship workshops and failure to increase staff establishment. The study has put forth recommendations for the improvement on constraining factors in pre-service teacher education programs. With the understanding that agency has power to reinforce or transform structures and cultures, it should not be seen to be reinforcing disadvantaged structural positions and cultures; instead, after having identified structural and cultural constrainers, it should engage in communicative and meta-reflexivity to come up with the best possible solutions to the hindrances. Courses of action should then be taken accordingly.

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Ensor, Margaret Paula. "A study of the recontextualising of pedagogic practices from a South African university preservice mathematics teacher education course by seven beginning secondary mathematics teachers." Thesis, University of London, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.322518.

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Hitt, Peter D. P. "Teacher perceptions of management in schools : a qualitative study involving interviews with a selection of primary, secondary and independent school teachers in Lothian Region." Thesis, University of Edinburgh, 1991. http://hdl.handle.net/1842/19850.

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Johnson, Audrey D. "Professional Development that Enhances Pedagogy| Perceptions of Teachers in a Rural High School." Thesis, Piedmont College, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3607658.

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The purpose of this study was to provide insight into teacher perceptions as to if and how professional learning communities (PLCs) promote and support effective professional development in a rural high school. Effective professional development should enhance pedagogy, which is defined as improving educational practices of teachers through opportunities that increase knowledge and improve skills (No Child Left Behind, 2001, Section 9101). A case study approach and qualitative data collection methods were selected for the study due to the real-life context in which the inquiry occurred. Data collection began with surveys in order to acquire a broad view of teachers' perceptions, focus groups provided more specificity to teachers' perceptions, and finally individual interviews afforded the most detailed information.

The themes that emerged indicated that collaboration is the most important characteristic of a professional learning community in terms of usefulness, flexibility, and professional growth. Most teachers indicated that due to participation in a PLC they had grown professionally and their students had also benefitted. A major theme throughout participant responses was the need for both job-embedded professional development (PLCs) and traditional professional development (workshops, conferences, etc.). Teachers, administration, and board members of similar rural school districts may benefit from this study by understanding teachers’ perceptions of effective professional development that impacts classroom instruction.

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Evans, Paul Eirwyn. "An analysis of secondary teachers' perceived stress linked to the management styles of their Heads of Department." Thesis, Open University, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.273368.

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Abu-Dalbouh, Mousa. "An investigation into secondary students' and teachers' attitudes towards the teaching and learning of physical education in Jordan." Thesis, Durham University, 1997. http://etheses.dur.ac.uk/1636/.

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Newblom, Jane Corinne. "Alternative teacher certification| Secondary school principals' perspective in Indiana." Thesis, Purdue University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3613247.

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As teacher recruitment intensifies to locate qualified teachers for our nation's classrooms, alternative teacher certification programs are becoming prevalent. Initially these programs were designed to attract professionals and college graduates to enter urban classrooms. However, what has occurred is that over 140 alternative certification programs are available to teacher candidates. Some of these programs are well designed with education courses and content area methodology along with pre-service teaching internships while others may not provide the opportunities for new teachers to be successful in their first years of teaching. This study investigated the perceptions of secondary school principals regarding the effectiveness of traditional and alternative teacher preparation programs.

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Bush, Brandon. "Validation of an Observation and Evaluation Instrument for the Supervision of Middle and Secondary Pre-Service Teachers." Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc984136/.

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The purpose of the study was to determine the validity and reliability of a revised observation and evaluation instrument of middle and secondary pre-service clinical teaching to be used as part of the clinical supervision cycle and for formative purposes. The North Texas Appraisal of Classroom Teaching (NTACT) serves as a performance assessment tool utilized by a south-central university-based educator preparation program for the evaluation and supervision of pre-service teachers during their last semester of their program. The researcher piloted and field-tested a redesigned observation and evaluation instrument (NTACT-V2) on observer participants with varying educational experiences in the south-central region. To accumulate evidence of validity and reliability, this study employed methods of factor analysis and generalizability study for developing a valid and reliable instrument to guide the refinement process of the NTACT observation and evaluation instrument. Some of the significant conclusions reached in this study were (a) the NTACT-V2 is a practical, user-friendly classroom observation and evaluation instrument; (b) the instrument refined and developed in this study exhibits appropriate content, face, and criterion validity as determined by a panel of experts and an extensive review of the literature; and, (c) a variety of observers can use the evaluation instrument with relative ease while achieving a high degree of reliability.

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Cruz, Barbara C. "The effects of a social studies teacher training program, emphasizing global education, on the teaching behaviors of secondary level preservice teachers." FIU Digital Commons, 1990. http://digitalcommons.fiu.edu/etd/2674.

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This study investigates the effects that enrollment in a year’s social studies teacher training program emphasizing global education has on preservice social studies teachers’ teaching behaviors. A qualitative research effort supported by quantitative approaches was employed. A researcher-made questionnaire, the Social Studies Internship Inventory (SSII), was utilized along with classroom observations by a participant-observer. Subjects taking the SSII included all student teachers completing their internships in secondary social studies education during the 1988-1989 academic year. For the observational portion of this study, six subjects were selected from among the aforementioned group. Their student teaching placements were in a mixture of urban, suburban, and inner-city schools at both the junior and senior high school levels. Findings include: much of global education relies on the ability of the teacher to recognize a "critical teaching moment"; a curriculum that emphasizes a global perspective may depend more on the teacher than other curriculums; daily newspaper reading increased significantly between the beginning of the academic year and the end of the internship; a reversal occurred in the popularity of the television and newspaper as the main source of information over the course of the academic year (television news was watched more at the beginning? newspapers consulted more by the end); at the beginning of the study, 20% of the future teachers belonged to a professional organization; by the end of the program, 96% had memberships; though both the discrete and infusion approaches to global perspectives in education have their respective merits, a blending of the two was most effective; the role of the cooperating teacher seems to be crucial in imparting global perspectives to the student teacher; the university supervisor, who was trained in global perspectives, had an effect on the interns’ teaching; an unexpected finding was the great amount of student-talk observed; teachers who were most successful in teaching from a global perspective emphasized critical thinking skills and civic responsibility.

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Cronk, K. A. "Teacher-pupil conflict in secondary schools : an educational approach." Thesis, University of Sussex, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.356500.

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Kato, Yuko. "Education for the global age : a comparative study of the views about education for the global age at secondary school held by students, student teachers and teachers in England and Japan." Thesis, University of York, 2001. http://etheses.whiterose.ac.uk/10793/.

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Vermonti, Stefano. "A phenomenological exploration : how secondary school teachers cope with depressed adolescents in their classrooms." Thesis, Nelson Mandela Metropolitan University, 2013. http://hdl.handle.net/10948/d1020935.

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This study focuses on the perception of teachers who have depressed adolescent learners in their classrooms as well as explores how teachers cope with teaching depressed adolescent learners in their classrooms. For the purpose of this study, a qualitative research method was employed. Data was collected in the form of twelve semi-structured interviews with teachers in order to ascertain their perceptions on including and accommodating depressed adolescent learners in their classrooms. The data was analysed for emerging themes and sub-themes according to Tesch‟s eightstep data analysis process. This study highlights the characteristics, symptoms and causes of depression in adolescents and the effect it has on learners within our educational system. The results of the study indicate that the inclusion of depressed adolescents in the classroom can be problematic for teachers since they feel that they are not suitably trained to deal with these learners in a teaching and learning environment. The participating teachers indicated that they are not able to identify and support depressed adolescent learners in their classrooms effectively. The participating teachers feel that they require further training on how to refer these depressed adolescent learners and their parents for further intervention and support. Based on the findings of this study, the researcher constructed guiding principles in order to address the issues raised by the participating teachers. In the light of the guiding principles, recommendations were made towards teachers, parents, schools, health professionals, the Department of Education, the Department of Health and further research in order to accommodate depressed adolescent learners in South African schools effectively.

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Liu, Jing Dong. "Teachers' interpersonal styles, students' psychological needs and adaptive/maladaptive outcomes in physical education." HKBU Institutional Repository, 2012. https://repository.hkbu.edu.hk/etd_ra/1463.

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Smith, Kelly Diane. "Public Secondary School Teachers in North Carolina| Levels of Idealism and Relativism, and their Impact on Occupational Commitment." Thesis, North Carolina State University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3647581.

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Secondary students in the United States are now competing in a global marketplace (Wagner, 2010). Any factor which decreases student achievement must be alleviated to permit students to reach their full academic potential. Student achievement has been negatively linked with teacher attrition (Ronfeldt, Loeb, & Wyckoff, 2012): occupational commitment has also been negatively linked with attrition. Occupational commitment, therefore, is related to student achievement and success.

Ethics is commonly recognized as an integral part of education, yet there is little research on the ethical beliefs of teachers, especially on teachers at the secondary level. Previous research has established connections between occupational commitment and factors such as stress and job satisfaction. However, there has been little research that explores the connection between ethical beliefs and occupational commitment.

The purpose of the study was to explore potential connections between teachers' ethical beliefs and their occupational commitment. More specifically, North Carolina secondary teachers were surveyed to obtain information about their idealism, relativism, academic department, and occupational commitment. The theoretical framework of the study was a synthesis of ethical position theory (Forsyth, 1980), person-vocation fit, and value consonance (Rosenberg, 1977). The ethical position questionnaire (Forsyth, 1980) was used to measure teachers' idealism and relativism; the occupational commitment scales (Meyer, Allen, & Smith, 1993) were used to measure teachers' occupational commitment.

The study was expected to confirm relationships between the study variables and to identify ethical beliefs as a predictor of low occupational commitment. In fact, no significant relationships were discovered between the study variables. However, North Carolina teachers were determined to be a homogeneous group of individuals in terms of idealism and relativism. Teachers' academic department had no bearing on teachers' ethical beliefs. This observation was in contrast to previous research which had indicated the presence of subjectbased subcultures in secondary schools. Although unexpected, this finding was significant as it suggests secondary subculture is based primarily on difference in subject matter rather than on teachers' personal beliefs and values. On a more practical level, the knowledge that secondary teachers exist as a homogeneous population of ethical beliefs will enable administrators to more effectively recruit new teachers. Administrators will also be able to better predict faculty reaction to new policies and procedures with an increased understanding of their faculty's ethical beliefs.

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Mpowe, Lebogang T. "A thematic based professional studies art education curriculum for training junior secondary school art teachers in Botswana /." View thesis, 2002. http://wilson.ccsu.edu/theses/etd-2002-9/ThesisTitlePage.html.

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Thesis (M.S.)--Central Connecticut State University, 2002.
Thesis advisor: Cassandra Broadus Garcia. " ... in partial fulfillment of the requirements for the degree of Master of in." Includes bibliographical references (leaves 92-94). Also available via the World Wide Web.

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Schwanenberger, Michael Charles. "Test-wiseness training with sixth and seventh-grade students and its effect on standardized achievement test scores." Diss., The University of Arizona, 1991. http://hdl.handle.net/10150/185638.

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The purpose of the study was to determine whether a test-wiseness training program would improve the academic achievement scores of sixth and seventh grade middle school students. Student achievement was measured in the areas of reading, language, mathematics, and work study skills. The assessment instrument utilized was the Iowa Test of Basic Skills (ITBS). Comparisons were made between students who received the test-wiseness training program in the areas of reading, language, mathematics, and work study skills and those who did not. Ethnic group comparisons were established for Anglo, African-American, Hispanic, and Asian students for each of the academic areas tested. Additionally, student comparisons were made with gender as a variable. The test-wiseness training program lasted 24 weeks and consisted of 36 lessons, including practice tests. The sample consisted of 223 sixth and seventh grade students, 104 who received the training and 119 who did not. The findings of the study indicated that there was a significant difference in three of the four subject-area variables which were examined. In each of the variables which were examined, there was a difference in means, leading to the conclusion that test-wiseness training may produce higher academic achievement scores (levels).

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Luwango, Luiya. "Critical reflective teaching practice in three mathematics teachers." Thesis, Rhodes University, 2009. http://hdl.handle.net/10962/d1003366.

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This qualitative study reports on critical reflective teaching by three mathematics teachers and how it shapes their classroom practice. The study was carried out in three secondary schools in Rundu in northern Namibia. The study employed a case study method. The selection of teachers was based on their rich practical professional knowledge and exemplary teaching practices. Data collection and analysis was done through an interpretive approach. Interviews and document analyses were the two research tools used, not only for the collection of data but for triangulation also. Interpretations of the findings were validated through member checking. Critical reflective teaching involves thought and action, and it raises teachers’ consciousness of what they do. Through critical reflective practice, teachers scrutinize their beliefs and knowledge of the subject and their practice. Furthermore critical reflective practice may get teachers into a disposition to find alternatives to improve their teaching. In this study, the findings are that participants reflect extensively on their classroom practice. The teachers pointed out that reflection on practice enables them to analyse and evaluate their teaching in line with effective mathematics teaching. They emphasised that critical reflection leads to the identification of weaknesses in teachers’ classroom practice. This culminates in better planning whereby alternative approaches to teaching are exercised. Because of its potential to improve teaching and enhance professional development it is therefore recommended that mathematics teachers be exposed to skills that enhance critical reflective teaching practice. Teachers need to familiarise themselves with the concept of critical reflective teaching in mathematics to meet the demands of superior quality teaching.

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Rakumako, Angeline Mosenya. "Demographic profile and perceived in-service education and training needs of secondary Mathematics teachers in the Limpopo Province." Master's thesis, University of Cape Town, 2003. http://hdl.handle.net/11427/11031.

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Bibliography: leaves 146-152.
It is now generally acknowledged that effective and sustainable in-service education and training (INSET) programmes require, first, adequate information to be available on teachers' demographics and, second, for teachers' views on professional development to be taken into consideration. Neither kind of information is currently available for Mathematics teachers in the Limpopo Province of South Africa in a reliable manner. Consequently, this study has as its objectives 1) to determine the demographic profile of secondary Mathematics teachers in the Limpopo Province, 2) to establish the perceived INSET needs of these teachers, and 3) to examine possible associations between demographic profiles and perceived INSET needs of secondary Mathematics teachers in the Limpopo Province.

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Dissertations / Theses on the topic 'Teachers, Training of Education, Secondary'

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