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Thèses sur le sujet « Teachers »

Auteur : Grafiati

Publié le 4 juin 2021

Mis à jour le 25 juillet 2025

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1

Badali, Salvador John. "Seconded teachers as teacher educators." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape17/PQDD_0006/NQ34509.pdf.

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2

Erickson, Stacy Johnson. "An examination of the relationship between professional development and teacher turnover /." view abstract or download file of text, 2007. http://proquest.umi.com/pqdweb?did=1404348121&sid=2&Fmt=2&clientId=11238&RQT=309&VName=PQD.

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Thesis (D. Ed.)--University of Oregon, 2007.<br>Typescript. Includes vita and abstract. Includes bibliographical references (leaves 92-98). Also available for download via the World Wide Web; free to University of Oregon users.

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3

Bishop, Judith E. "Teacher supervision of preservice teachers : a naturalistic study of teachers' professional development /." Thesis, Connect to this title online; UW restricted, 1997. http://hdl.handle.net/1773/7753.

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4

Player, Daniel W. "Monetary and non-monetary returns to ability in the market for public school teachers /." Thesis, Connect to this title online; UW restricted, 2006. http://hdl.handle.net/1773/7505.

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5

Zhang, Jizhi. "Teacher Education and Beginning Teachers' Teaching Practices:An Observational Study of First-year Teachers." Diss., The University of Arizona, 2007. http://hdl.handle.net/10150/195283.

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The purpose of this study was to examine whether first-year teachers' teaching practices improve across time and to identify whether school level (elementary, middle, and high) influences new teachers' teaching practices as measured by the observation instrument. Also, the study examined the relationships between first-year teachers' teaching practices, teacher education, school level, and school SES.The current research included two studies. Study One was carried out in the academic year 2003-2004, and Study Two in year 2004-2005. Both studies involved collecting teaching practices data throu

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6

Kim, Taehyung. "Teachers' conceptual metaphors for mentoring." Columbus, Ohio : Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1189012812.

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7

Halladay, Patrick. "Mid-career changers an investigation of non-traditional entrants into teaching /." Diss., Connect to online resource - MSU authorized users, 2008.

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Thesis (Ph. D.)--Michigan State University. K-12 Education Administration, Dept. of Education Administration, 2008.<br>Title from PDF t.p. (viewed on July 8, 2009) Includes bibliographical references (p. 287-297). Also issued in print.

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8

Corkery, Debra L. "Developmental practices for effective teacher evaluation /." free to MU campus, to others for purchase, 1999. http://wwwlib.umi.com/cr/mo/fullcit?p9962515.

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9

Kasperbauer, Holly Jo. "Student teachers' perceptions of important characteristics of cooperating teachers." Texas A&M University, 2005. http://hdl.handle.net/1969.1/4372.

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A challenge faced by agricultural educators across the country is a lack of qualified teachers entering the profession. The purpose of this study was to determine if there is a relationship between student teacher perceptions of the student teacher/cooperating teacher relationship and the decision to enter the teaching profession. Background/demographic characteristics were also examined to determine if relationships existed with the decision about entering teaching. These characteristics included gender, age, academic classification, race/ethnicity, previous agricultural work experience, and

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10

Pettway, Martha Lee Williams Spencer William Allen. "Novice teachers' assessment of their teacher education programs." Auburn, Ala., 2005. http://repo.lib.auburn.edu/2005%20Summer/doctoral/PETTWAY_MARTHA_27.pdf.

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11

Grider-Mehaffey, Alice A. "Teacher attitudes of principal leadership practices : teachers hired by the principal vs. teachers inherited." Virtual Press, 2003. http://liblink.bsu.edu/uhtbin/catkey/1272424.

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The purpose of this study was to examine teachers' perceptions of middle school principals' leadership practices. The researcher specifically examined whether teachers hired under the current principal perceived the principal's leadership practices differently than teachers who were already at the school when the principal was hired. Kouzes and Posner's Leadership Practices Inventory On-line was used to determine whether there was a difference between group perceptions.Thirty-eight principals who were members of the Indiana Middle Level Education Association participated in the study (41 % of

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12

Holbert, Romena M. Garrett. "Student Teachers’ Perceptions of Cooperating Teachers as Teacher Educators: Development of Standards Based Scales." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1292943698.

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13

Çapa, Yesim. "Factors influencing first-year teachers' sense of efficacy." The Ohio State University, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=osu1110229553.

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14

Denton, Eric Matthew. "Teachers' perceptions of how leadership styles and practices of principals influence their job satisfaction and retention." Lynchburg, Va. : Liberty University, 2009. http://digitalcommons.liberty.edu.

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15

Yalcin, Tugba. "Classroom Teachers And Teacher Educators&#039." Master's thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/12612167/index.pdf.

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This cross sectional survey study examined the perceptions of classroom teachers in urban regions of Kars Province including its towns and teacher educators in Kafkas University about the new elementary school curriculum in Kars Province. It also revealed their perceptions about the strengths and weaknesses of the elementary school curriculum, students&rsquo<br>educational needs from the window of local characteristics of Kars, and classroom teachers&rsquo<br>needs with regard to the new elementary school curriculum. The data were collected from classroom teachers based on the responses they g

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16

Klitsie, Clara. "Teacher conversations : what happens when teachers talk." Thesis, Nelson Mandela Metropolitan University, 2014. http://hdl.handle.net/10948/d1020081.

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Teaching has a primary focus on engagement with students, but paradoxically, it can be experienced as lonely, private work, in classrooms behind closed doors, with an accompanying sense of deep disconnection from peers. When six experienced teachers sought to counteract this isolation, they formed a group which embarked on a shared journey of reflection and conversation, with the purpose of increasing selfknowledge, clarifying a sense of self as teacher, extending understanding of the selfhood of other teachers, and exposing the deeper sources of meaning underlying the vocation of teacher. Thi

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17

Helsby, Gill. "Educational reform, teachers' work and teacher professionalism." Thesis, Lancaster University, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.310453.

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18

Trejo-Guzman, Nelly Paulina. "The teacher self construction of language teachers." Thesis, University of Exeter, 2009. http://hdl.handle.net/10036/97914.

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The main purpose of this thesis is to deepen the current understanding of how the teacher self is constructed. Specifically, the study intends to integrate into this understanding the way in which language personal, professional, and student teacher identities inform this process. A special emphasis is placed on the role that language teachers’ life histories play on the construction of teacher selves. Narrative research constitutes the research design for this thesis project since I strongly believe that selves are narratively constructed through stories. This study is focused on the storied

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19

Hall, Megan Olivia. "Teacher Clarity Strategies of Highly Effective Teachers." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6572.

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Teacher clarity supports both cognitive and affective learning for all learners. The scholarly literature lacks research related to teacher clarity in nonlecture learning environments. The purpose of this qualitative study was to discover teacher clarity strategies that effectively promote student learning, particularly in nonlecture learning environments. The conceptual framework involved cognitive load theory and constructivism. The research questions explored how highly effective teachers experience clarity to promote student learning in nonlecture learning environments and what innovative

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20

Stearns, Catherine L. "Student Teachers’ Changing Confidence in Teaching." Thesis, University of North Texas, 2015. https://digital.library.unt.edu/ark:/67531/metadc801883/.

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Research shows that student teachers find the mentor teacher and the student teaching experience itself the two most influential factors in their practicum experience. This study examined five student teachers and the two mentor teachers of each in elementary school settings within a metropolitan school district in North Texas. Lave and Wenger’s (1991, 2002) community of practice theory informed this study. Data sources included mentor teacher interviews, student teacher interviews, student teacher observations, student teacher/mentor teacher dialogue journals, and student teacher reflections.

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21

Epps, Rebekah Barnes. "Cooperating Teacher Effectiveness as Perceived by Student Teachers and Cooperating Teachers in Ohio Agricultural Education." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1280772093.

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22

Slye, Gail Lynn. "The relationship between teacher empowerment and teacher satisfaction for novice and veteran teachers /." free to MU campus, to others for purchase, 1999. http://wwwlib.umi.com/cr/mo/fullcit?p9946296.

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23

Rodriguez, Caroline M. "Attitudes of teachers and teacher trainees towards faculty unionization /." View online, 1988. http://repository.eiu.edu/theses/docs/32211998881742.pdf.

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24

Wutke, Michael A. "Missouri new-teacher attrition : why are they leaving the profession? /." free to MU campus, to others for purchase, 2004. http://wwwlib.umi.com/cr/mo/fullcit?p3164553.

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25

Giacometti, Karen S. Myers. "Factors affecting job satisfaction and retention of beginning teachers /." Blacksburg, Va. : University Libraries, Virginia Polytechnic Institute and State University, 2005. http://scholar.lib.vt.edu/theses/available/etd-11152005-172907/.

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26

Lavigne, Alyson Leah. "Beginning Teachers Who Stay: How Beliefs Buffer the Challenges of the First Years of Teaching." Diss., The University of Arizona, 2010. http://hdl.handle.net/10150/193771.

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Teacher attrition, particularly of beginning teachers, is concerning. Extensive research has been conducted on teacher attrition and teacher characteristics; however, less research exists on teacher retention and related teacher belief systems. This study examined the beliefs of a particular subset of teachers - teachers who have stayed in the profession in their first 3-5 years (N = 67). It explored if and how initial and current beliefs about students buffer the challenges teachers face in their entry years in the profession, if these beliefs change across time, and if these beliefs vary acr

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27

Lockman, Alison Schirmer. "Changes in teacher efficacy and beliefs during a one-year teacher preparation program." Columbus, Ohio : Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1163188044.

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28

Chan, Pui-wah. "A case study on the induction of novice expatriate English teachers in a caput secondary school." Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B17602002.

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29

Groves, Katherine A. (Katherine Alice). "A Comparison of Teachers' Sense of Efficacy of Traditionally and Alternatively Certified First Year Teachers." Thesis, University of North Texas, 1998. https://digital.library.unt.edu/ark:/67531/metadc278702/.

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The purpose of this study was to compare the self-efficacy of two groups of first year teachers working in a large urban school district in North Texas. Twenty-eight of the participants were certified teachers. Ten participants held college degrees unrelated to teaching and were undergoing an alternative certification process. The Teacher Efficacy Scale was administered at the beginning and the end of the school year. Data from this scale was analyzed to determine if there were differences between the regular certification teachers and the alternative certification teachers at the beginning an

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30

Enow, Linda. "Teacher cognition : a study of secondary English teachers." Thesis, University of Reading, 2016. http://centaur.reading.ac.uk/66017/.

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Contemporary education research identifies the quality of the teacher as a major determinant in the pace of achievement of the learners. In seeking to understand teacher quality, this study investigates teacher cognition. The premise is: how a teacher thinks during the planning phase of the lesson is paramount in establishing the level of expertise in facilitating learning. However, when presented with a lesson focus, teachers with different levels of expertise demonstrate different thought patterns. The key question is: how do expert teachers think? To attain expert performance, it is vital t

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31

Kavanagh, Michael Christopher. "Teacher cognition among tertiary-level Chinese English teachers." Phd thesis, Australia : Macquarie University, 2009. http://hdl.handle.net/1959.14/42620.

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Thesis (DAppLing)--Macquarie University, Division of Linguistics and Psychology, Department of Linguistics, 2009.<br>Bibliography: p. 246-275.<br>Introduction -- The research context -- Literature review -- Research methodology -- Case study 1 (Lily) -- Case study 2 (Ailing) -- Case study 3 (Xinyu) -- Cross-case study -- Conclusions.<br>Teacher cognition studies are rare in the mainland Chinese context; they are also rare in other contexts similarly defined by common features such as non-native speaking language teachers, large classes, publicly-funded institutions, and mandated curricula or m

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32

Rawal, Shenila. "Teachers : an investigation into teacher quality and effectiveness." Thesis, University College London (University of London), 2013. http://discovery.ucl.ac.uk/10020767/.

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This thesis presents a descriptive statistic and econometric analysis of differential teacher effectiveness in developing countries. The first chapter uses several different datasets to exam1ne South Asia's track record with regards to teacher quality. This quantitative analysis contributes to the evidence-base and confirms that teachers' subject-knowledge, management and accountability are vital aspects of teacher quality and require much improvement. The evidence also indicates that there is a growing use of contract teachers to help address rising student numbers by financially constrained

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33

Van, Keulen Michael J. "Teachers' Pedagogical Responses to Teacher-Student Sociocultural Differences." Thesis, Capella University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10837378.

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<p> This study employed a model of basic qualitative research which explored teachers’ pedagogical responses to the unique cultural gaps they experienced in schools where most students were of minority cultural identity. Eight teachers who self-identified as majority culture identity formed the sample group for this study. Semistructured interviews were used to collect their insights regarding their pedagogical decision making they used with the students in the school where they were teaching. Additionally, teachers shared what they described were culturally responsive curriculum samples

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34

Moran, Kelly A. "Teacher Empowerment: School Administrators Leading Teachers to Lead." Youngstown State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1443197279.

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35

Wyandt, Beth A. "Teachers' Dispositions toward the Ohio Teacher Evaluation System." University of Dayton / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1459773952.

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36

Ollison, Jacquelyn. "Improving Teacher Retention by Addressing Teachers' Compassion Fatigue." Scholarly Commons, 2019. https://scholarlycommons.pacific.edu/uop_etds/3602.

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California is experiencing a massive teacher shortage, and urban schools are disproportionately affected by it negatively. Retention efforts to date have not included strategies to address Compassion Fatigue (burnout and secondary trauma) teachers experience when working with traumatized students at urban schools. This dissertation explores whether Compassion Fatigue is an unaddressed reason for teacher attrition at urban schools. A mixed method practical action research approach using the Professional Quality of Life Scale Version Five (ProQOL 5) and qualitative interviews, portions of whi

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37

McCollum, Irish Phaletta. "Beginning Teachers' Perceptions of a Teacher Mentoring Program." ScholarWorks, 2014. https://scholarworks.waldenu.edu/dissertations/152.

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The decline in teacher retention is a growing problem in the 21st century. Beginning teacher turnover rates have grown by 50% over the past decade, with the national rate increasing to over 20%. Beginning teachers entering the profession are leaving within their first 3 years, with half leaving the profession in the first 5 years. To meet their growing needs, districts and states spend billions of dollars to recruit, hire, and try to retain new teachers. The purpose of this case study was to examine beginning teachers' perceptions of their teacher mentoring program located in an urban school d

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38

McCray, Jr Harold Anthony. "Teachers' Perceptions of Factors that Influence Teacher Turnover." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4534.

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Teacher turnover is a critical issue for the public education community because it influences student performance, school climate, and employee morale. In a large urban school district in the northeastern United States, the turnover rate has been high; teacher morale is low, and teacher participation in the school community is lacking. The purpose of this study was to examine the perceptions of novice teachers about factors that influence their job satisfaction and their future employment. Guided by Maslow's theory of motivation-which is characterized by motivational needs that drive individua

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39

Gunn, Kelly. "White Teachers/Black Classrooms: A Tale of Two Teachers." University of Cincinnati / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1275922987.

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40

Gordon, Terry W. "Leadership characteristics of mentor teachers as perceived by mentor teachers/teacher leaders in the induction process /." The Ohio State University, 1986. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487267024995135.

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41

Lunn, Jillian Mary. "A Study on Teacher Professionalism and Teacher Leadership: The Teachers' Viewpoint." The University of Waikato, 2006. http://hdl.handle.net/10289/2296.

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This study looks at the current situation of how teachers view the concepts of teacher professionalism and teacher leadership in New Zealand primary schools. It is a small scale study located in two large city primary schools, where it was identified by others in the profession that sharing of leadership was a common practice, and that they were high performing schools. I was interested in gathering the information from teachers with a range of teaching experience, and finding out what were the common understandings surrounding these concepts. The literature reviewed shows there is an internat

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42

Biggs, Amy M. "Teaching Teachers: How Teacher Educators View the Curriculum of Teacher Education." Ashland University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1243514747.

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43

Goldstein, Alison. "Teachers' Perceptions of the Influence of Teacher Collaboration on Teacher Morale." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/223.

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Currently in secondary education, there is an impetus to have educators collaborate; however, teaching has often been perceived as a solitary occupation, and often logistics prevent collaboration from occurring. Furthermore, the stress of the job, teaching of different disciplines, and low morale can often prevent teachers from collaboration. The research problem addressed in this study reflects the challenges that teachers have with engaging in collaboration. The purpose of the qualitative case study was to understand how teachers are affected by collaboration, the barriers that prevent colla

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44

Caresio, Denise Ann Adler Susan A. "Teachers' perspectives of pedagogy in a learning community Critical Friends Group /." Diss., UMK access, 2005.

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Thesis (Ph. D.)--School of Education and Social Sciences Consortium. University of Missouri--Kansas City, 2005.<br>"A dissertation in education and social sciences consortium." Advisor: Susan A. Adler. Typescript. Vita. Title from "catalog record" of the print edition Description based on contents viewed May 31, 2006. Includes bibliographical references (leaves 174-195 ). Online version of the print edition.

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45

Ivey, Hannah Worth. "An evaluation of a job embedded professional development program at Lincoln Academy." View electronic thesis, 2008. http://dl.uncw.edu/etd/2008-1/iveyh/hannahivey.pdf.

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46

Johnston-Anderson, Natalie. "Teacher career trajectories and aspirations in context: A mixed methods study of second-stage teachers in New South Wales." Thesis, The University of Sydney, 2016. http://hdl.handle.net/2123/15549.

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The aim of this thesis is to describe, interpret and explain the career trajectories and aspirations of second-stage teachers in New South Wales and to identify the key contextual factors influencing their careers. Successive government reforms targeting teacher quality and professionalism have significantly shifted the work landscape for teachers. The concept of ‘career’ provides a useful conceptual lens through which to analyse teachers’ work patterns and goals. Recent studies suggest that some teachers are redefining what it means to have a teaching career and seeking alternative trajectori

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47

Bennett, Douglas Shields. "Teacher efficiency in the implementation of new curriculum supported by professional development /." CONNECT TO THIS TITLE ONLINE, 2007. http://etd.lib.umt.edu/theses/available/etd-09142007-115147/.

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48

Price, Beverly Pearson Witte Maria Margarita. "Teacher perceptions of the impact of professional development and teacher-student relationships on school climate." Auburn, Ala, 2008. http://repo.lib.auburn.edu/EtdRoot/2008/SPRING/Educational_Foundations,_Leadership_and_Technology/Dissertation/Price_Beverly_52.pdf.

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49

Gardner, Robert D. "The development of a theoretical model to predict retention, turnover, and attrition of K-12 music teachers in the United States : an analysis of the Schools and staffing survey and Teacher followup survey (1999-2001) /." Digitized version, 2006. http://hdl.handle.net/1802/5828.

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50

Hooten, Dorleen Billman. "Novice Generalist and Content teachers’ Perceptions of Contextual Factors Affecting Personal Teaching Efficacy." Thesis, University of North Texas, 2011. https://digital.library.unt.edu/ark:/67531/metadc84221/.

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New teachers begin the school year with optimism and enthusiasm, but their excitement quickly wanes as they encounter the realities of the everyday life of a teacher. When they do not experience the successes they predicted, many begin to doubt their capabilities, which results in a lowered sense of teaching efficacy. This descriptive study was designed to identify the contextual factors novice teachers perceive as influences on personal teaching efficacy and to examine the relationships between the factors. Two groups of novice teachers who were concurrently enrolled in a post-baccalaureate a

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