Tesi: "Secondary school/education teachers’"

1

Francis, Andrew Frank. "Followership among secondary school teachers". Thesis, University of Birmingham, 2016. http://etheses.bham.ac.uk//id/eprint/6760/.

Testo completo

Abstract (sommario):

Today, it is encouraging that followership is regarded as a factor within the leadership equation. However, research attention on followership overall is limited and within the field of education, its study remains firmly in the shadows. Indeed, a search for published followership-centric research carried out in this field revealed just 17 studies worldwide, with Thody’s contribution (2003) the sole point of reference within the UK. This study contributes to this limited body of research by exploring the followership of schoolteachers working in the secondary education sector. Using Gronn’s Career Model (1999) as a framework to understand why teachers follow, the study used biographical-style interviews (n=15) to reveal factors that have shaped the agency of schoolteachers, influencing their journeys to followership. In addition, the study administered Kelley’s (1992) Followership Questionnaire in order to understand how teachers follow (n=69). Factors found to influence why teachers follow included the role of parents, schooling and of key people and these findings align with research carried out on the career journeys of senior educational leaders. In addition, the combined insight drawn from the quantitative and qualitative data revealed a predominance of exemplary followership among the teachers. The study suggests that this approach to followership is dominant among teachers due to them being engaged in leadership practice, both within and beyond the classroom. Further, that teachers’ commitment to task, enhanced through working in a profession that enables them to satisfy important personal values and beliefs, also encourages the practice of exemplary followership.

Gli stili APA, Harvard, Vancouver, ISO e altri

2

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.

Testo completo

Gli stili APA, Harvard, Vancouver, ISO e altri

3

Hannah, Julia Elizabeth. "Secondary school teachers’ experiences of learning support". Thesis, Stellenbosch : Stellenbosch University, 2015. http://hdl.handle.net/10019.1/96970.

Testo completo

Abstract (sommario):

Thesis (MEd)--Stellenbosch University, 2015.
ENGLISH ABSTRACT: Secondary school teachers are faced daily with many challenges when supporting learners with diverse needs. These challenges can influence their ability to perform their role of supporting such learners in the classroom. Even though learning support in the secondary school is a complex multi-level phenomenon, teachers are expected to ensure that all the learners reach their full potential. The aim of this study was to explore and describe secondary school teachers’ experiences of supporting learners with diverse needs in challenging circumstances. Bronfenbrenner’s bio-ecological model framed the research enquiry. Proximal processes and their related concepts were used as tools to explore and describe the teachers’ approach to learning support in a secondary school. Since this study was an exploration of a phenomenon qualitative research methods were applied. The research methods added rich information using various techniques. These included an activity in which the teachers reflected on their experiences, individual semi-structured interviews, a focus group interview, research questions and narrative discussions with participants. The data collected was analysed using the method of constant comparison. Findings from the analysed data revealed the teachers’ concerns and the challenges they faced in their classrooms while supporting their learners. Although they described these challenges and adverse circumstances as barriers, they nevertheless appeared as caring, confident professionals who had both the potential and the desire to advance their own development and to carry out effective learning support. Against this background, the teachers’ own needs, whether emotional, social, cognitive or developmental, were vital to their ability to support effective learning in the classroom.
AFRIKAANSE OPSOMMING: Hoërskool onderwysers is daagliks betrokke by leerders met diverse behoeftes en die uitdagings wat daarmee gepaard gaan. Hierdie uitdagings het ŉ daadwerklike uitwerking op ŉ onderwyser se talle rolle tydens ondersteuning van leer by leerders. Alhoewel leerondersteuning in die hoërskool as kompleks, ongewoon en met verskeie fasette ervaar word, word daar van onderwysers verwag om alle leerders te ondersteun. Die doel met hierdie studie was om onderwysers se ervarings van leerondersteuning van die diverse leerbehoefte in uitdagende kontekse te ondersoek. Hierdie ervaring sluit in hoe ervare onderwysers in uitdagende omstandighede kinders ondersteun in die klaskamer. Bronfenbrenner se bio-ekologiese teorie verleen die raamwerk vir die studie. Gevolglik is verwante proksimale prosesse en konsepte gebruik sodat onderwysers se ervarings van leerondersteuning verstaan kan word. Aangesien hierdie studie ŉ verkennende ondersoek was, is kwalitatiewe navorsingsmetodes gebruik. Die navorsingsmetodes het verseker dat waardevolle inligting ingewin word deur die gebruik van tegnieke soos: ŉ refleksie-aktiwiteit, individuele onderhoude, ŉ fokusgroeponderhoud, ŉ oopvraelys en narratiewe bespreking van deelnemers. Die konstante vergelykende metode is gebruik om die data te ontleed. Bevindinge van die geanaliseerde data het die onderwysers se bekommernisse en uitdagings, rakende hul ervarings tydens ondersteuning, aan die lig gebring. Alhoewel die onderwysers hul uitdagings en moeilike omstandighede as hindernisse tydens ondersteuning van leer ervaar, gee hulle om, voel selfversekerd en tree professioneel op. Hulle toon die potensiaal en hunkering na eie ontwikkeling, ten einde effektiewe leerondersteuning te kan bied. Dit is teen hierdie agtergrond duidelik dat onderwysers die belangrikste ondersteuners in die klaskamer is. Daarom is die onderwysers se emosionele, sosiale, kognitiewe en self-ontwikkeling van die uiterste belang vir leerders se effektiewe leerervarings.

Gli stili APA, Harvard, Vancouver, ISO e altri

4

Tucker, Gail. "High-stakes testing and teacher burnout in public high school teachers". ScholarWorks, 2009. https://scholarworks.waldenu.edu/dissertations/653.

Testo completo

Abstract (sommario):

Demands associated with the No Child Left Behind Act of 2001 contribute to the risk of teacher burnout; however, the relationship between teacher burnout and specific teaching assignments is unclear. Accordingly, the purpose of this study was to investigate if burnout is greater for high-stakes subject area public high school teachers than for low-stakes subject area public high school teachers and to ascertain teachers' perceptions about difficulties associated with teaching a high-stakes subject area. The job demands-resources model and the multidimensional model of burnout provided the theoretical framework. The concurrent mixed methods design included quantitative tests of differences in burnout scores of 87 Maryland public high school teachers across high-stakes and low-stakes subject areas, and the qualitative research question documented perceptions. The Maslach Burnout Inventory---Educators Survey measured burnout, and although high-stakes teachers reported greater burnout, chi-square and independent sample t-test did not confirm statistically significant differences across subject area. Qualitative data underwent coding into emergent burnout-related themes that were reanalyzed and revised to explain teacher perceptions. Analysis of teacher responses yielded 5 domains that affected burnout: workload/time incompatibility, pressure on teachers for students to pass high-stakes tests, need for all stakeholders to take responsibility, diminished teacher autonomy, and lack of resources. Recommendations include addressing teacher workload and sharing educational responsibilities among all stakeholders. Because burnout is an organizational issue, positive social change is achievable if administrators promote positive coping strategies and include teachers in the change process necessary to achieve the goals of No Child Left Behind.

Gli stili APA, Harvard, Vancouver, ISO e altri

5

Lau, Hon-wah. "Factors that motivate teachers in government secondary schools". Hong Kong : University of Hong Kong, 1992. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13890979.

Testo completo

Gli stili APA, Harvard, Vancouver, ISO e altri

6

Chan, Yick-nam. "Secondary school teachers' beliefs about IT and constructivist pedagogies". Click to view the E-thesis via HKUTO, 2003. http://sunzi.lib.hku.hk/hkuto/record/B3196333X.

Testo completo

Gli stili APA, Harvard, Vancouver, ISO e altri

7

Top, Ercan. "Secondary School English Teachers&amp". Phd thesis, METU, 2007. http://etd.lib.metu.edu.tr/upload/12609203/index.pdf.

Testo completo

Abstract (sommario):

The main aim of this study was to investigate the secondary schools English teachers&
#8217
perceptions of technology, technology integration processes into their lessons, and the ways they use technology for professional development. The secondary aim of the study was to propose technology integration guidelines to enable high school English teachers to integrate technology into their teaching. Qualitative research design was used in this study and it resembles multi-case studies. For the participants&
#8217
selection, criterion and convenience sampling strategy was used. First, 17 high schools (4 private, 3 Anatolian, 6 regular, and 4 vocational) were determined in Ankara province, and then 17 English teachers, one from each school, were selected based on the predetermined criteria. Totally, 17 teachers and 17 administrators were included in the study. Observations, document analysis, and interviews were used to collect the data. The data were analyzed through content analysis. The data were categorized under emerged themes, general technology knowledge, planning, using, evaluation and assessment, personal purposes, attitudes, support, and wishes. The findings of the study indicated that private high school teachers perceived themselves more knowledgeable in technology knowledge than regular, Anatolian, and vocational high school teachers. In addition, the interview results showed that private high school teachers integrate technology into planning, instruction, evaluation and assessment, and professional development more than the other English teachers. When school resources and support mechanisms were compared, private high schools were in a better condition than public high schools. Finally, most of the administrators included in the study wanted teachers use available school resources in their lessons.

Gli stili APA, Harvard, Vancouver, ISO e altri

8

Oliver, Jane C. "Teacher resilience and the perspectives of secondary school teachers on pupils' challenging behaviour". Thesis, University of Sussex, 2010. http://sro.sussex.ac.uk/id/eprint/6282/.

Testo completo

Abstract (sommario):

This research is about the challenging behaviour of pupils in secondary schools and how this behaviour is perceived and experienced by their teachers. The impetus for the research came from my work as a teacher with pupils who had been excluded from school. The spur was the significant rise in permanent exclusions from maintained schools in England and Wales in the decade following the implementation of the 1988 Education Reform Act. The research began in 2000. It is a piece of small-scale educational research, which had a two stage research design. The perspective taken was phenomenological within a naturalistic paradigm. In the first stage of the research design questionnaires were distributed to all the teachers and teaching assistants in two secondary schools in an area of social deprivation in a suburb of London. These questionnaires were intended to elicit information about teacher perspectives regarding challenging behaviour. In stage two of the research design in-depth interviews were held with five teachers from one of the two schools. These teachers were interviewed up to six times each over a period of several months as I attempted to track their interactions and experiences with a pupil whom they had identified as having challenging behaviour. The data from the questionnaires revealed that a significant majority of the teacher respondents believed that incidences of challenging behaviour were increasing. The second stage of the research explored what these teachers meant by challenging behaviour and what challenging behaviour meant for them. The analysis of the data from these interviews revealed that for this group of teachers challenging behaviour predominantly meant disruption to their lessons. A key issue to emerge from the project was that of teacher resilience in relation to managing challenging behaviour. The main findings of the thesis explore issues around the relationships between teachers and pupils with challenging behaviour. A model is proposed which illustrates levels of persistence on the part of the teachers when they are engaged with pupils with challenging behaviour. The model explores differing responses from teachers when managing what they perceived as challenging behaviour. It illustrates how and whether they disengage with the process of actively trying to make the pupils conform to classroom expectations in order to achieve learning outcomes. The model illustrates the inter-relationship of characteristics of teacher resilience and demonstrates how resilience plays a part in determining whether teachers are able to manage disruptive behaviour in the classroom in order to achieve learning outcomes.

Gli stili APA, Harvard, Vancouver, ISO e altri

9

Butroyd, Robert. "The values and teaching experiences of secondary school teachers". Thesis, University of Huddersfield, 2003. http://eprints.hud.ac.uk/id/eprint/4605/.

Testo completo

Gli stili APA, Harvard, Vancouver, ISO e altri

10

Baker, Jane McEver. "Exploring technological literacy: Middle school teachers' perspectives". ScholarWorks, 2008. https://scholarworks.waldenu.edu/dissertations/651.

Testo completo

Abstract (sommario):

The No Child Left Behind (NCLB) Act of 2001 mandates that middle school students be technologically literate by the end of 8th grade, but teachers need more information on how to make this outcome a reality. This qualitative phenomenological study used a constructivist theoretical framework to investigate teachers' descriptions of technological literacy outcomes, instructional practice, and challenges influencing middle school student technological literacy. Twelve teachers at 1 public middle school in a large urban area of Georgia were interviewed. Data were analyzed using the typological method with the inclusion of both inductive and predetermined categories. Teachers described technologically literate middle school students as able to perform basic computer skills and use those skills for research and problem-solving. Teachers' instructional practices included modeling and demonstration, hands-on practice, coaching, collaboration, and frequent assessment to achieve the outcome of student technological literacy. Challenges that can impede teachers' implementation of practices for technological literacy included lack of school support, equipment, time, and effective professional development. Recommendations to overcome challenges include increasing availability of equipment by providing better ways to schedule the computer laboratories and staff to monitor the equipment. Relevant up-to-date staff development and inclusion of technological literacy as a school goal were also suggested. This study may influence social change because it may help teachers improve practices to develop students' technological literacy skills necessary for successful employment in the 21 st century.

Gli stili APA, Harvard, Vancouver, ISO e altri

11

Liu, Pak-lin. "An evaluative study of the performance appraisal system in government secondary schools". Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B17596671.

Testo completo

Gli stili APA, Harvard, Vancouver, ISO e altri

12

Chan, Yick-nam, e 陳奕南. "Secondary school teachers' beliefs about IT and constructivist pedagogies". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B3196333X.

Testo completo

Gli stili APA, Harvard, Vancouver, ISO e altri

13

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.

Testo completo

Gli stili APA, Harvard, Vancouver, ISO e altri

14

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.

Testo completo

Abstract (sommario):

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).

Gli stili APA, Harvard, Vancouver, ISO e altri

15

Abdeljaber, Soha R. "High school mathematics teachers' perceptions of mathematics education in northwest Florida". Thesis, University of Phoenix, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3731744.

Testo completo

Abstract (sommario):

In the United States, high school students have performed lower in mathematics than all the industrialized countries since the First International Study was administered in 1964. Studies revealed that a large number of high school graduates are not proficient in mathematics and are not ready for college mathematics or the workforce. This qualitative research intended to answer the question of why the U.S. high school students underperform in mathematics through teacher perceptions on the current curriculum and methods of instruction used in high school mathematics classes. The question was answered by exploring the perceptions of 12 high school mathematics teachers in northwest Florida through a survey of 16 open-ended questions and a focus group discussion that guided the research. Furthermore, the survey and focus group data were triangulated with teacher artifacts that included lesson plans. This resulted in an aggregate of 15 themes that included time, professional development, gap in the students’ knowledge, student encouragement, application to real world, resources, rigor, student encouragement, teacher collaboration, student ownership, standardized testing, traditional teaching, too many topics, two-tracks courses, practice and mental math, and student collaboration.

The findings of this research support the need to provide teachers with more time to teach, plan, and collaborate. Teachers also need more support from the educational leaders to provide professional development that will help teachers apply real-world, collaborative learning, and move away from the current traditional teaching that most of the participating teachers in this study prefer.

Gli stili APA, Harvard, Vancouver, ISO e altri

16

Al-Farsi, Said Nasser. "Omani school head teachers views of effectiveness of school leadership of secondary schools in Oman". Thesis, University of Glasgow, 2007. http://theses.gla.ac.uk/2611/.

Testo completo

Abstract (sommario):

The aims of the study were to: examine how school leaders define effective school leadership, and identify the range of strategies school leaders employed in the management of their school. These aims would allow a consideration of the implications of the results for the professional development of school leaders in secondary schools in Oman. Two questions were set: What are the head teachers’ views of effective school leadership in the secondary schools, and what are some of the strategies head teachers use to lead their schools? Two methods were used. A survey was carried out using a questionnaire completed by all head teachers of secondary schools in Oman. This questionnaire identified a number of items within seven fields and asked head teachers to indicate their level of agreement with these items. These items were drawn from a reading of the literature to identify the features of participatory school leadership. The questionnaire had 40 items divided into seven fields with between 4 and 7 items in each field. This first stage was followed by a smaller group of head teachers being interviewed with the sample being composed of one male and one female head teacher from every district in Oman. The study investigated the profile of current secondary head teachers in Oman in terms of qualification, job experience, teaching experience and gender. Summary data for each of these aspects has been gathered. Also gender was examined in relation to the factors of qualification, length of experience as a teacher and as a manager. The study explored the views of all secondary head teachers in Oman about a participatory model of school leadership and found that there was a consistently high level of agreement with each of the items in the seven fields. The responses of head teachers were also examined for the presence of any statistically significant correlation between the views of the head teachers and each of the following variables: the head teachers’ gender, qualifications, length of experience as a head teacher and length of teaching experience.

Gli stili APA, Harvard, Vancouver, ISO e altri

17

Chan, King. "Linking school and home parent-teacher association in Hong Kong secondary schools /". Click to view the E-thesis via HKUTO, 1989. http://sunzi.lib.hku.hk/HKUTO/record/B38626470.

Testo completo

Gli stili APA, Harvard, Vancouver, ISO e altri

18

Yeung, Chi-keung. "Factors affecting teacher's attitude and integration of ICT in education /". Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk/hkuto/record.jsp?B24700708.

Testo completo

Gli stili APA, Harvard, Vancouver, ISO e altri

19

Chan, Lai-fong. "The perception of teachers on their role in moral education : a case study of a Hong Kong secondary school /". Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18876444.

Testo completo

Gli stili APA, Harvard, Vancouver, ISO e altri

20

Lo, Shun-kwong. "Quality education in physical education : Hong kong secondary students' perception on qualities of physical education teachers /". Hong Kong : University of Hong Kong, 2000. http://sunzi.lib.hku.hk:8888/cgi-bin/hkuto%5Ftoc%5Fpdf?B22277766.

Testo completo

Gli stili APA, Harvard, Vancouver, ISO e altri

21

Lau, Hon-wah, e 劉漢華. "Factors that motivate teachers in government secondary schools". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1992. http://hub.hku.hk/bib/B31956105.

Testo completo

Gli stili APA, Harvard, Vancouver, ISO e altri

22

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.

Testo completo

Gli stili APA, Harvard, Vancouver, ISO e altri

23

Dickerson, David S. "High school mathematics teachers' understandings of the purposes of mathematical proof". Related electronic resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2008. http://wwwlib.umi.com/cr/syr/main.

Testo completo

Gli stili APA, Harvard, Vancouver, ISO e altri

24

Mwingira, Margaret Philip. "Teachers' understandings of girls' inclusion in a Tanzanian secondary school". Thesis, Stellenbosch : University of Stellenbosch, 2011. http://hdl.handle.net/10019.1/17932.

Testo completo

Abstract (sommario):

Thesis (MEd )--Stellenbosch University, 2011.
ENGLISH ABSTRACT: This study addresses the issue of girls‘ inclusion in a secondary school in Tanzania. Many girls in developing countries, particularly in Sub-Saharan Africa, do not have the opportunity to attend secondary school although education is a basic human right. Gender discrimination is one of the major barriers to girls‘ attainment of higher education in Tanzania. The purpose of this study is to explore teachers‘ understandings of girls‘ inclusion at a Tanzanian secondary school. Data for this research was collected through individual and focus group interviews and observation in order to process meaning and understanding from participants. Although teachers were the primary focus of this study, girls and parents were also interviewed as key informants. Content analysis was the dominant method used to analyze the data. Findings from the study indicate that teachers in this context are representative of the prevailing structures of the social-cultural life where they impact girls‘ development in education. In addition, the socialization of girls contributes to the way girls perceive themselves, a situation they reflect from the existing social values. The study concludes by recommending that secondary school teachers and administrators, parents, community and religious leaders, and the government revisit socio-political structures that perpetuate gender stereotypes and discrimination against girls in secondary schools in Tanzania.
AFRIKAANSE OPSOMMING: Hierdie navorsing spreek die insluiting van meisies in 'n hoërskool in Tanzanië aan. Baie meisies in ontwikkelende lande, spesifiek Sub-Sahara Afrika het nie die geleentheid om hoërskool by te woon selfs al is opvoeding beide 'n mensereg en basiese behoefte nie. Rasse diskriminasie is een van die grootste probleme vir veral meisies tot die verkryging van hoër opvoeding in Tanzanië. Die doel van hierdie studie was om onderwysers se begrip van meisies se insluiting by 'n Tanzaniese hoërskool na te vors. Data vir die navorsing is verkry deur onderhoude, fokusgroep onderhoude en observasies om betekenis en begrip van deelnemers te verwerk. Onderwysers was die hoof fokus van die studie; alhoewel, daar ook met die meisies en ouers onderhoude gevoer is as hoof deelnemers van die studie. Inhoud analise was die dominante metode wat gebruik is om die data te analiseer. Die navorsing het bevind dat onderwysers binne hierdie konteks heeltyd verteenwoordigend is met die voortdurende strukture van sosiale kulturele lewe waar hul meisies se ontwikkeling in die opvoeding beïnvloed het. Verder dra die sosialisering van meisies by tot die manier waarop meisies 'n situasie sien en wat bestaande sosiale waardes weerspieël. Hierdie navorsing sluit af deur hoërskool onderwysers, ouers, die gemeenskap, godsdiensleiers asook die politieke strukture aan te moedig om die sosio-politieke strukture te hersien ten opsigte van geslag stereotipering en diskriminasie teenoor meisies in skole.

Gli stili APA, Harvard, Vancouver, ISO e altri

25

Anderson, Lauren Marie. "Opportunities to teach, grow and transform exploring relationships among school conditions, teachers' social networks and teachers' careers /". Diss., Restricted to subscribing institutions, 2009. http://proquest.umi.com/pqdweb?did=1835126231&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.

Testo completo

Gli stili APA, Harvard, Vancouver, ISO e altri

26

Chestnut, Natakie Tamu. "U.S. Teachers' Perceptions of School Violence Prevention Programs". ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2527.

Testo completo

Abstract (sommario):

In response to high profile violent incidents and crimes, many schools have developed plans that address school discipline to create a school climate and culture wherein everyone is valued and treated with respect. The problem that prompted this study is teachers are struggling with effectively implementation prevention program. The purpose of this study was to explore the perceptions of teachers about school violence prevention programs. Guided by Bronfenbrenner's ecological systems theory, this study examined the connection among school violence, environment, discipline and prevention programs; and it explored approaches to creating safe communities in schools. The research questions focused on teachers' perceptions of the implemented strategies, of the barriers to program success, and of supervising roles of high school administrators. The 9 participants were Grade 9-12 urban school teachers who had 3 to 5 years of full time teaching experience and who had 2 to 3 years of work experience at the targeted high school. This qualitative case study described and analyzed data from individual interviews, self-reported observations, and researcher observations. Emergent themes were identified from the data through open coding and findings were developed and validated. The key results were that teachers support a uniform program and security officers help reduce school violence; that program implementation can be strengthened by increased funding, community support and professional development. Implications for social change are that educators, parents, students and community members must work collaboratively to create a safe school environment and a culture of problem solving and resolution.

Gli stili APA, Harvard, Vancouver, ISO e altri

27

Morshed, Md Niaz. "Quality education in Bangladesh: Leadership roles of school heads and teachers to integrate technology in secondary school classrooms". Bowling Green State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1467393659.

Testo completo

Gli stili APA, Harvard, Vancouver, ISO e altri

28

Hallagan, Jean Elizabeth Masingila Joanna O. "Teachers' models of student responses to middle school algebraic tasks". Related Electronic Resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2003. http://wwwlib.umi.com/cr/syr/main.

Testo completo

Gli stili APA, Harvard, Vancouver, ISO e altri

29

Matsoga, Joseph Thoko. "Crime and School Violence in Botswana Secondary Education: The Case of Moeding Senior Secondary School". Ohio : Ohio University, 2003. http://www.ohiolink.edu/etd/view.cgi?ohiou1070637898.

Testo completo

Gli stili APA, Harvard, Vancouver, ISO e altri

30

Ho, Kin-cheong. "A study of stress experienced by teachers using IT in teaching". Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk/hkuto/record.jsp?B24700794.

Testo completo

Gli stili APA, Harvard, Vancouver, ISO e altri

31

Yates, Jennifer Luretta. "Interdisciplinary teaching and academic tasks: The perceptions of secondary school teachers". Diss., The University of Arizona, 1990. http://hdl.handle.net/10150/185297.

Testo completo

Abstract (sommario):

The purpose of this research was to determine whether tasks constructed for interdisciplinary classes reflect the teachers' understandings of the connections in their disciplines or remain the same as when they teach in their original disciplines. Secondary school teachers' perceptions of interdisciplinary teaching and academic tasks form the basis for this qualitative study. Teacher perceptions were gathered through a series of interviews with three teams currently teaching an interdisciplinary American Studies course. The exploration of interdisciplinary teaching and academic tasks in this study was used as a means of (a) discovering differences that teachers perceive between interdisciplinary teaching and teaching in their regular disciplines, (b) identifying the task elements inherent in the interdisciplinary tasks teachers describe, (c) identifying what tasks teachers perceive to be successful and unsuccessful, and (d) discovering how teachers interpret student performance on interdisciplinary tasks. Analyses of the subjects' responses revealed that successful interdisciplinary tasks seem to be related to the teachers' understanding of the connections in the disciplines and that unsuccessful tasks can be used frequently to identity gaps in a teacher's understanding. The findings of this study support the conclusion that interdisciplinary teaching is a complex task in which the teacher must display intellectual, management, and social skills. Teachers are challenged intellectually through the process of determining the connections in their subject matters and of creating materials to bring those connections to their students. Teachers' managerial skills are challenged as they learn to manipulate the double class, establish an appropriate pace, and provide engaging learning experiences. In addition, teachers face social challenges in the creation of a close working relationship with the other team member and a warm learning environment for a large group. The tasks that teachers structure carry the curriculum to their students and convey their present understanding of the combined discipline, one which is regarded as a new discipline by those in the study. As teachers continue to teach this "new discipline," their understandings become more complex and their assignments more truly interdisciplinary.

Gli stili APA, Harvard, Vancouver, ISO e altri

32

Guzzone, Paul Martin. "Teachers' Preferences in Selecting Senior High School Principals in New York Public Schools| A Discrete Choice Experiment". Thesis, Long Island University, C. W. Post Center, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13425638.

Testo completo

Abstract (sommario):

Noticeably absent from prior research on the selection of high school principals is empirical evidence about the factors that teachers consider in recommending candidates for high school principalships. This study gave teachers a voice about factors that should be considered in selecting high school principals. A discrete choice experiment was conducted with 219 tenured (or previously tenured), public school teachers in Grades 9-12 in New York State. Teachers were asked to choose a single hypothetical candidate from 10 sets of 3, where each candidate was described by 6 candidate-specific characteristics: teaching experience, administrative experience, education level, instructional skills, managerial skills, and interpersonal skills. Case-specific variables (i.e., teacher-participant characteristics) in the analysis included teaching experience, education level, and school needs level. A single-class, alternative-specific conditional logistic regression (asclogit) found 4 statistically significant candidate-specific factors: previous administrative experience, instructional leadership, managerial experience, and interpersonal leadership ability. Teaching experience and holding a doctorate were not statistically significant factors in the asclogit model. The asclogit found 2 statistically significant case-specific factors (i.e., having an advanced certificate or doctorate, and being in a high-needs school), both of which affected teachers’ views about candidates’ instructional leadership. Latent class conditional logistic regression (lclogit) found that all 6 candidate-specific variables except holding a doctorate were statistically significant across 3 distinct latent classes and that holding a doctorate had a statistically significant negative effect only in Latent Class 3. No statistically significant case-specific factors were found by lclogit. The study concluded that greater attention needs to be given to the views of teachers in principal-selection processes.

Gli stili APA, Harvard, Vancouver, ISO e altri

33

West, Raymond Owen. "Secondary School Choral Teachers' Perceptions of Quality Professional Development". ScholarWorks, 2015. http://scholarworks.waldenu.edu/dissertations/1728.

Testo completo

Abstract (sommario):

Quality professional development is essential to enhance and sustain teacher efficacy. In a Southeastern school district, content-based, job-embedded professional development was not practiced or available for secondary school choral teachers. The purpose of this research was to discover the perceptions that choral teachers possess about what constitutes quality professional development. Guided by Bruner's constructivist approach, Knowles' concept of andragogy, and DuFour's professional development practices, this study examined the connection between these 3 ideas and supplied the foundation for the development of a professional development program. Using a case study design, data were collected through interviews and lesson plan documents from 9 secondary school choral teachers. The data were coded by hand and analyzed using an inductive approach. The key results were that the secondary school choral teachers desire quality professional development, characterized by content-based subject matter and collaborative delivery methods. A project of customized content-based choral music was constructed using teacher collaboration and mentoring as critical components of the delivery system. This study has implications for positive social change by providing professional development that addresses the needs and desires of the educators and increases their knowledge and skills. The project can perform as a prototype for professional development in other academic disciplines.

Gli stili APA, Harvard, Vancouver, ISO e altri

34

Chan, Tat-sang. "Teachers' practices of parent involvement in Hong Kong secondary schools". Hong Kong : University of Hong Kong, 1995. http://sunzi.lib.hku.hk/hkuto/record.jsp?B14042770.

Testo completo

Gli stili APA, Harvard, Vancouver, ISO e altri

35

Ng, Yuen-fun Fanny. "The Hong Kong secondary school music curriculum : constructing marginality /". Hong Kong : University of Hong Kong, 1997. http://sunzi.lib.hku.hk/hkuto/record.jsp?B19884576.

Testo completo

Gli stili APA, Harvard, Vancouver, ISO e altri

36

Chan, Yee-wan. "Teachers' perceptions of 'quality assurance inspection' in relation to school improvement : a case study /". Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk/hkuto/record.jsp?B24606248.

Testo completo

Gli stili APA, Harvard, Vancouver, ISO e altri

37

Stickles, Paula R. "An analysis of secondary and middle school teachers' mathematical problem posing". [Bloomington, Ind.] : Indiana University, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3219902.

Testo completo

Abstract (sommario):

Thesis (Ph.D.)--Indiana University, School of Education, 2006.
Source: Dissertation Abstracts International, Volume: 67-06, Section: A, page: 2088. Adviser: Frank K. Lester. "Title from dissertation home page (viewed June 21, 2007)."

Gli stili APA, Harvard, Vancouver, ISO e altri

38

Hui, Kwai-yin. "Teachers' perceptions of curriculum continuity in secondary school geography". Hong Kong : University of Hong Kong, 1997. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18887211.

Testo completo

Gli stili APA, Harvard, Vancouver, ISO e altri

39

Koenig, Dagmar. "Czech teachers as "bearers of change" : teacher inspiration and attitudes toward change in secondary state and non-state schools /". Thesis, Connect to this title online; UW restricted, 2003. http://hdl.handle.net/1773/7774.

Testo completo

Gli stili APA, Harvard, Vancouver, ISO e altri

40

Lam, Sau-ching Avie. "Hong Kong secondary school teachers' conceptions of creative and idealstudents". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B29791200.

Testo completo

Gli stili APA, Harvard, Vancouver, ISO e altri

41

Tam, Cheung-on. "Perceptions of teachers and students on gifted children and their education : a Hong Kong secondary school case study /". Hong Kong : University of Hong Kong, 1995. http://sunzi.lib.hku.hk/hkuto/record.jsp?B14710262.

Testo completo

Gli stili APA, Harvard, Vancouver, ISO e altri

42

Chorrojprasert, Linchong. "The use of teaching portfolios by secondary school teachers in Thailand". Access electronically, 2005. http://www.library.uow.edu.au/adt-NWU/public/adt-NWU20060522.100846/index.html.

Testo completo

Gli stili APA, Harvard, Vancouver, ISO e altri

43

Grizzle, Alison L. "An exploration of factors influencing effective teachers' decisions to remain in urban school settings". ScholarWorks, 2010. https://scholarworks.waldenu.edu/dissertations/800.

Testo completo

Abstract (sommario):

Existing problems identified in the literature on teacher retention and resilience include (a) a gap in understanding factors influencing urban teacher retention; (b) lack of clarity on multiple factors swaying teachers' decisions to remain despite challenges; (c) overlapping definitions of teacher retention, attrition, and resilience; and (d) absence of a theoretical framework for a potential relationship between retention and resilience. This embedded-case study sought to identify factors influencing effective teachers' decisions to remain in an urban setting and to examine the role of teachers' resilience, retention, and effectiveness with respect to this decision. Fourteen core-area secondary teachers, identified through criterion reference sampling by National Board Certification status and administrators' assessment of characteristics derived from studies on effective urban teaching, participated in a focus group and individual interviews and supplied archival data. Line-by-line coding and data grouping revealed that (a) passion for students, dedication to reflection, a sense of spiritual calling, and dedication to social justice influenced both retention and resilience; (b) professional development increased resilience but had little influence on the decision to remain; and (c) teacher community influenced resilience at varying levels. The findings indicate a relationship between retention and resilience, yet they are not synonymous, suggesting caution when using resilience studies to create retention models. Outcomes suggest professional development that emphasizes reflection on one's purpose and practice and the linkage of reflection, pedagogical changes, and student achievement. This study contributes to positive social change by providing insight into retention of effective urban teachers and a foundation for further research on urban teacher retention and its impact on student performance.

Gli stili APA, Harvard, Vancouver, ISO e altri

44

Tang, Pui-kwan, e 鄧佩君. "Voice problems of secondary school teachers and the need for preventative education". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/206591.

Testo completo

Abstract (sommario):

Voice problems are common among teachers due to their job characteristics. Thus, the quality of teaching, daily communication, emotion would be adversely affected. However, the past studies mainly focused on primary school and preschool teachers. There is lack of investigation on voice problems of secondary school teachers. Moreover, the need for voice use training for secondary school teachers was not addressed in the past. This study investigated the prevalence of voice problems in secondary school teachers in Hong Kong and the need for preventive education. A questionnaire was decided with domains in demographics, job natures, impact on voice disorders, risk factors, history of seeking help because of voice problems, view on different treatment options and opinion towards the need of voice protection training. Subjects were recruited from four local secondary schools in Hong Kong. 85 questionnaires were collected and analyzed. The results showed a high prevalence of voice disorders (75%) among secondary school teachers. Also it revealed different levels of impact on work performance, emotion and daily communication. Laryngitis was the only risk factor found to be significantly correlated with the voice disorder. On the other hand, the rate of seeking professional help and their knowledge about voice rehabilitation were low. Most of the respondents realized the need for voice protection training. It suggested that the voice problems of secondary school teachers should be highlighted and more voice protection information and voice training should be provided.
published_or_final_version
Surgery
Master
Master of Medical Sciences

Gli stili APA, Harvard, Vancouver, ISO e altri

45

Baldeh, Musa. "The Perceptions of Gambian Basic and Secondary School Teachers About Outdoor Education". Thesis, Linköpings universitet, Institutionen för beteendevetenskap och lärande, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-166609.

Testo completo

Abstract (sommario):

Outdoor education is believed to be a new teaching approach and method in the education framework which relates to learning through natural places using direct experience. However, the teaching approach that is mostly used in the Gambian schools is based on the traditional approach of teachings as well as many African countries. As a relatively new teaching technique, outdoor education is gaining recognition from many researchers who are developing a keen interest in it. Thus, the aim of the current thesis is to investigate the perceptions of Gambian Basic and Secondary school teachers about outdoor education. in that regard, six (6) Gambian teachers from different teaching subjects, grades, and regions reported their views about outdoor education. A qualitative approach methodology with the use of semi-structured interview was employed to get teachers perceptions. After the data collection, thematic analysis was used for analyzing the collected data from which three (3) themes emerged to report the participants’ opinions. The participants revealed their basic knowledge and perceptions about outdoor education and presented some characteristics and examples of how the practice outdoor education. They emphasized that they view outdoor education as a teaching approach with the use of outdoors. However, according to them, any teaching activity that involves using the outside the four corners of the classroom or the school premises, is considered outdoor education. They noted that outdoor education can take place in the form of excursions, fieldtrips, classes outside the class under a tree or within the school premises. Besides, although the teachers indicated that the main teaching approach, they use is still the traditional teaching and learning approach, they showed willingness to enrich their classes with use of outdoor education. They further revealed that the main places they conduct outdoor education is the school yard, under a tree, a visit to places of interest, excursions to various historical places or museums and the like. The Gambian teachers acknowledged many potentials of outdoor education to the students including stimulation of multi-senses, increased understanding, improved social relation and cooperation, boosting of their health and wellbeing, developing curiosity, and giving students a sense of freedom and happiness. However, participants also revealed several barriers that suppress them from doing outdoor education effectively. Among the barriers mentioned includes, inadequate funding, lack of support from parents and school administrators, lack of pedagogical training, tight schedule, and limited time. Thus, further research is needed to help testifying the results of the current study and give more insight into the field of outdoor education in the Gambia and Africa at large

Gli stili APA, Harvard, Vancouver, ISO e altri

46

Holmquist, Ann Louise Conley. "Walking the Labyrinthine Pathway: An Ethnographic Perspective on Forming Persons-In-Community in a Catholic Secondary School". Digital Commons at Loyola Marymount University and Loyola Law School, 2008. https://digitalcommons.lmu.edu/etd/549.

Testo completo

Abstract (sommario):

Catholic schools make distinct claims about their mission and the identity of their schools as communities - places where teachers and students are to be formed as "persons-in-community" (Bryk, Lee & Holland, 1993; National Conference of Catholic Bishops [NCCB], 1972). Yet, there is a paucity of qualitative research that has explored the experiences of beginning teachers' induction into Catholic school communities. One way to address this lacuna is to use ethnographic methods to explore the experiences of beginning teachers and write a thick description (Goeertz, 1973) of the newcomers' experiences. I conducted such a qualitative inquiry at Our Lady of Grace Academy (OLGA), an independent, Catholic girls day and resident college-preparatory school. I spent one semester with a group of six newcomers-four classroom teachers, an academic counselor, and a librarian/technology specialist-as a participant observer in their daily work lives. Implementing qualitative ethnographic methods, encompassing life history interviews, participant observation, and journal writing, newcomers described their experiences and dispositions on topics germane to Catholic school mission and community, in particular, what brought newcomers to OLGA in the first place and their experiences of a sense of membership in the community by way of their socially mediated participation in multiple communities of practice. Time constraints and my insider status were limitations. The goals of the study were met, but more conclusive findings would have resulted from a longer study. There were limits to what I could ethically report due to the fact that I conducted fieldwork on my own workplace. Ethnographic inquiry is a viable way for a practitioner to conduct research because the workplace is where the practitioner will need to exercise his or her best observation and listening skills. Using creative analytic processes (CAP) ethnographies (Richardson & St. Pierre, 2005), the findings of the study take shape around the participants' walk along a metaphorical labyrinthine pathway. Vignette's of newcomer's experiences unfold to dialogic interplay with theory. The dissertation culminates with insights and multiple truths that surfaces along the way, additional questions that resulted, and recommendations for implementing ethnographic methods as a way into induction practices in Catholic secondary schools.

Gli stili APA, Harvard, Vancouver, ISO e altri

47

Olszewski, Brandon Troy 1978. "Let's see a show of hands: How participation in school reform affects teachers' work". Thesis, University of Oregon, 2009. http://hdl.handle.net/1794/10366.

Testo completo

Abstract (sommario):

xv, 224 p. : ill. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number.
Arguably, the most popular current in school reform today is around "small schools". Small schools reforms are predicated on a body of research that suggests students learn better in smaller schools--or, schools of about 400 students or less--rather than large, "comprehensive" high schools. While existing studies of these reforms highlight the benefits for students and the challenges associated with school restructuring, they avoid a frank discussion of how school change affects teachers. Further, these studies fail to address how the politics of change affect prospects for sustainable success. This project redirects the focus of school reform research back towards teachers' work and the importance of democratic teacher participation via an examination of the Oregon Small Schools Initiative, an Oregon-based small schools reform. Using original survey and interview data, I examine how the politics of reform mediate the effects of school conversion on teachers' work. My data suggest that teachers from schools that engaged in a democratic change process fared better than their peers from schools where change was implemented in a more authoritarian fashion. I found that the relationship between politics and work is largely based on that fact that, in democratic schools, teachers had more power and voice regarding school conversion, and school administrators were more likely to listen to and incorporate teachers' feedback into the restructuring process. By viewing teacher criticism as constructive input--as opposed to simply "resistance"--personnel from democratic schools were better able to decide upon a locally appropriate model of reform that fit the needs of both their teachers and students.
Committee in charge: Caleb Southworth, Chairperson, Sociology; Kenneth Liberman, Member, Sociology; Robert O Brien, Member, Sociology; K Brigid Flannery, Outside Member, Special Education and Clinical Sciences

Gli stili APA, Harvard, Vancouver, ISO e altri

48

Pfister, Christina Cara. "Problems of beginning teachers at the secondary level". Related electronic resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2006. http://proquest.umi.com/login?COPT=REJTPTU0NWQmSU5UPTAmVkVSPTI=&clientId=3739.

Testo completo

Gli stili APA, Harvard, Vancouver, ISO e altri

49

Ali, Sheikh Mohammad. "Head teachers’ perceptions and practices of school leadership in private secondary schools in Sirajganj district, Bangladesh". Thesis, University of Canterbury. Educational Studies and Human Development, 2011. http://hdl.handle.net/10092/6209.

Testo completo

Abstract (sommario):

The goal of this exploratory research project is to gather data on head teachers’ leadership perceptions and practices, so that educational researchers, government officials and head teachers themselves have a better understanding of leadership and management in Bangladeshi high schools. Such data is critical for gaining a better understanding of leadership in Bangladesh and for future head teacher development and school improvement. Leaders can play a very important role in improving teaching and learning in schools. Many Western countries are interested in the power of leadership to generate and sustain school improvement. Bangladeshi schools strive to improve, to develop effective teaching and raise the achievement of students. Much depends on the vision and practices of the head teachers who lead the schools. This study explores the leadership concepts, styles, trends and current practices of the head teachers in four Bangladeshi private secondary schools both in rural and urban areas. Findings of this study show that Bangladeshi school leaders have vision for school improvement. They lead their schools with managerial and democratic styles of leadership. They work for professional development inside the school with a view to improve the teaching and learning process. Students’ achievement is their ultimate goal. They work under pressure with their skill of handling different kinds of adverse situation like bureaucratic complex, political influence, and shortage of human and physical resources. The methodology of this research is qualitative and the methods used for data gathering were interviews and focus group discussions. Four schools from Sirajganj, a district which is approximately one hundred kilometres away from the capital city, provided the sample. Four head teachers participated in interviews and were invited to meet together to take part in a focus group discussion about their leadership practices.

Gli stili APA, Harvard, Vancouver, ISO e altri

50

Mak, Tak-cheung. "A study of teachers' perception of school discipline and management". [Hong Kong : University of Hong Kong], 1995. http://sunzi.lib.hku.hk/hkuto/record.jsp?B15967852.

Testo completo

Gli stili APA, Harvard, Vancouver, ISO e altri

Tesi sul tema "Secondary school/education teachers’"

Cita una fonte nei formati APA, MLA, Chicago, Harvard e in molti altri stili