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  • About
  • The Global ETD Search service is a free service for researchers to find electronic theses and dissertations. This service is provided by the Networked Digital Library of Theses and Dissertations.
    Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.

Exploring how coteaching impacted beginning science teachers' agency

Juck, Matthew Anthony. January 2006 (has links)
Thesis (M.Ed.)--University of Delaware, 2006. / Principal faculty advisor: Kathryn Scantlebury, Dept. of Chemistry & Biochemistry. Includes bibliographical references.

Noise levels in primary school classrooms in Hong Kong audiological implications /

Choi, Ching-yee. January 2001 (has links)
Thesis (B.Sc)--University of Hong Kong, 2001. / "A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), The University of Hong Kong, May 4, 2001." Also available in print.

The development of pedagogical content knowledge of a mathematics teaching intern the role of collaboration, curriculum, and classroom context /

Stevens, Bridgette Bond Almond, January 2005 (has links)
Thesis (Ph. D.)--University of Missouri-Columbia, 2005. / The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file viewed on (November 14, 2006) Vita. Includes bibliographical references.

Effects of supervision on classroom instruction : perspectives of Arabic teachers in Jordan /

Aburezeq, Ibtehal M. January 2006 (has links)
Thesis (Ph. D.)--University of Washington, 2006. / Vita. Includes bibliographical references (leaves 134-145).

An exploratory study of the application of implementation of ECERS criteria

Ward, Corina L. January 1900 (has links)
Thesis (M.A.)--West Virginia University, 2007. / Title from document title page. Document formatted into pages; contains v, 52 p. Includes abstract. Includes bibliographical references (p. 45-49).

Die daarstelling van 'n effektiewe leerklimaat as onderwyskundige vaardigheid

Pretorius, Charl Zacharias Stephanus 11 February 2014 (has links)
M.Ed. / Please refer to full text to view abstract

In search of play : a performance kit

Taylor, William Douglas 11 1900 (has links)
My thesis is about educating through play. I have been playing, experimenting, thinking, and living my thesis for eight teaching years. At times insight has come with certainty and passion; more often, insight has not come, or it has been diluted or made problematic. I have read educational philosophy, and history, and psychology; I have experimented with evaluative models; I have tried product and process approaches. No matter how fancy the language that I use, no matter how simple and direct the models I create, no matter how intricate and accountable my evaluative strategies are, teaching and learning work best when the heart is at the centre of the enterprise. Becoming educated is learning how to love: to wonder, to question, to quest. Educating is about loving, about finding ways to bring people confidence, and hope, and openness. Play bridges the opposition between order/chaos. It helps me locate the generative, constructive forces in our schools. As a reader of this thesis, I invite you to become a play director. The stories told here do not live on the pages. They do not even really live in the spaces between text and active reader. The only way for these stories to live is if they're played to life through performance. I invite you to read these stories about writing, and community, and culture in the classroom as a producer would read a playscript. To that end, this thesis is presented in the form of a performance kit which contains theory on acting and directing, specific production strategies, the scripts themselves, and background information on the generation of these scripts. I believe that this extended metaphor—teacher as director, students as players, community as audience—can serve as a useful aid to bring play back to the multi-vocal theoretical literature of our discipline and to the stories enacted daily in our classrooms. / Education, Faculty of / Language and Literacy Education (LLED), Department of / Graduate

Mandatory Uniform Dress Code Implementation and the Impact on Attendance, Achievement, and Perceptions of Classroom Environment

Ward, Ella Porter 24 April 1999 (has links)
One of the many attempts to solve problems that plague America's schools is the implementation of uniform dress code policies. Those who favor uniforms contend that uniforms will increase attendance, enhance academic achievement, and improve classroom environment. Prior research studies ( Behling, 1991; Hughes, 1996; and Hoffler-Riddick, 1998) on the effects of mandatory school uniforms have been inconclusive in their findings. The purpose of this study was to examine the impact of mandatory uniform dress codes on student attendance, student achievement, and teachers' perceptions of classroom environment in two middle schools. The dependent variables were student attendance, student achievement, and teachers' perceptions of classroom environment. The independent variables were gender, race/ethnicity and time/years of teaching experience. Descriptive statistics and Analyses of Variance were used to analyze the data. Repeated Measures Analyses of Variance was used to analyze the attendance data in School A for three consecutive years. Analyses of Variance was used to measure the attendance and achievement data in School B for two consecutive years. A self-report questionnaire was designed to measure teachers' perceptions of the impact of uniforms on four domains of classroom environment: student attendance, student behavior, student achievement, and students' self-image. Three-way Analysis of Variance was used to analyze the data collected from the questionnaire. The results of this study determined that there were no statistically significant differences in overall student attendance or achievement in School A. There were improvements in student achievement in School B after the change in dress to school uniforms. There were inconsistent differences between race/ethnicity and gender with respect to attendance after uniform implementation in schools A and B. Absences increased in School A after the second year with uniforms. Student achievement improved for students in School B, but showed no change in School A. Based on the results of the Uniform Survey administered to teachers in both schools, the perception of classroom environment after uniforms was generally positive. Teachers overwhelmingly supported the uniform policy, but they were inconsistent in their opinions of the overall impact on classroom environment. Teachers in School A felt that student achievement and student self-image improved after the implementation of school uniforms, but they saw no improvements in student attendance or behavior. Teachers in School B felt that student attendance declined after the first year of uniform implementation; however, they felt that there were improvements in student behavior, student achievement, and student self-image. Future research should examine the impact of mandatory uniform dress codes on school climate, students' self-esteem, and the perceptions of parents, students and members of the community. / Ed. D.

Improving living and learning in my classroom

Unknown Date (has links)
This study was made by a teacher who wishes to further her professional growth by gaining perspective and by getting under way a consistent, intelligent program directed toward the personal and social growth of children in her classroom. / Typescript. / "June, 1950." / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Arts under Plan II." / Advisor: Mildred Swearingen, Professor Directing Paper. / Includes bibliographical references (leaves 54-56).

Test anxiety and the classroom environment in higher education

Fournier, Trudy Ann. January 1983 (has links)
No description available.

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