The purpose of this study was to examine the survey responses of participants of collaborative models of instruction in order to determine the existence of constructs determined through the literature to be effective aspects of collaborative models. Further, the purpose of this study was to examine the participants' perceptions of their own readiness to participate in their roles as collaborative educators and supervisors as prepared by their professional preparation programs. This mixed methods study used both quantitative methods to evaluate graduation data and qualitative methods to analyze open ended survey questions to describe experiences of teachers and administrators in three high schools in public schools in Virginia. Participating districts were chosen based on graduation data for school year 2009, in which participating schools were in the three districts with the highest graduation rates for students with at least a standard diploma. Teachers participating were a collaborative teaching pair from one school within each district chosen by the participating school's principal. Data were collected from open ended surveys from participants and graduation data from the Virginia Department of Education Website. Results are presented in descriptive form from participants and graduation data. / Ed. D.

Made available in DSpace on 2014-06-11T19:29:00Z (GMT). No. of bitstreams: 0 Previous issue date: 2011-02-18Bitstream added on 2014-06-13T19:17:03Z : No. of bitstreams: 1 fonseca_ka_me_bauru.pdf: 589300 bytes, checksum: dda5f51d5bab32aa04691dbe96ba71a0 (MD5) / Nas últimas décadas, a escolarização de alunos com necessidades educacionais especiais tem sido apoiada como preferencial em escolas de ensino comum, permitindo o acesso e a permanência deconominando esse processo de inclusão Escolar. Os desafios que impõem a este processo são vários, dentre eles, concentra-se nas práticas de ensino, mais especificamente no modo de ensinar os conteúdos devidos. Dessa forma, a presente pesquisa apresenta análise dos procedimentos de ajuste curricular emitidos pelo professor, pautada nas flexibilizações e adequações curriculares possíveis de serem implementadas na sala de aula, e que possibilitam o acesso de todos os alunos aos conteúdos e objetivos preconizados pelo planejamento de ensino. Assim, estabelecemos como objetivo geral caracterizar e analisar se a prática pedagógica implementada pelo professor do ensino comum abrange flexibilização e adequação curricular para alunos com NEEs, preservando e garantindo seu direito à educação e a aprendizagem. Para que a caracterização e descrição dos dados coletados fosse de fato eficaz, a opção metodológica efetuada neste estudo indiciu na pesquisa qualitativa descritiva, evidenciando também características de pesquisa etnográfica. Na coleta de dados, foi realizada consulta a documentos, gravações das aulas de Matemática e análise comparativa entre os documentos e essas gravações, além de roteiro semiestruturado de entrevista. As evidências descritivas nesta pesquisa após o levantamento e a análise dos dados foram as discrepâncias entre o que a professora considera o que é ajustar o currículo, sua implementação na sala de aula e o que de fato ela executa, sendo assim, os resultados convergem em sutentar a necessidade do desenvolvimento de aprendizagens profissionais definidas pela... / In recent decades, the education of students with special educational needs has been supported as the preferred common in high schools, allowing access and permanence, naming this process of school inclusion. The challenge they pose in the process of literacy, schooling for pupils with special educational needs are many, among them, focuses on teaching practices, specifically in how to teach the contents due. Thus, this research presents an analysis of curricular adjustment procedures issued by the teacher, based on the flexibilities and curricular adjustments possible to be implemented in the regular classroom, and enabiling access for all students to content and objectives recommended by the Planning education - curriculum of traditional classroom. Thus, we set the general objective is to characterize and analyze the pedagogical practice implemented by the teacher education policy shall include relaxation and fitness curriculum for students with, NEES, preserving and ensuring their right to education and learning. For the characterization and description of the data collected was in fact effective, the effective, the methodological choice made in this study focused on descriptive qualitative study, also show characteristics of ethnographic research. In the data collection was carried out to consultation documents, recordings of lessons in mathematics and comparative analysis of these recordings and documents, and semistructured interview script. The evidence described in this research after the survey and data analysis were discrepancies between what the teacher considers that is adjusting the curriculum, it implementation in the classroom and what she really performs, so the results converge in supporting the need to develop professional learning defined by the implementation of planning procedures... (Complete abstract click electronic access below)

This study explored the co-teaching practices occurring within four middle school mathematics classrooms and the influence of video discussions on each co-teaching team. The study took place within three middle schools in central Florida. The study provides a clear picture of the current status of middle school co-taught mathematics classrooms. The research results were inconclusive in that the key components of co-teaching were not observed (co-planning, co-instructing and co-assessing) and the findings were similar to past co-teaching research indicating mixed results. Overall, concerns that emerged from the study were a lack of heterogeneous classrooms, clarity for the role of the special educator, inquiry-based based instruction, and individualization for behavioral and instructional needs. Encouraging findings were that teachers were willing to communicate to create richer content, instruction and assessment. In addition, one team showed overall growth and promise related to effective practices. From triangulation of the data teams were growing in the areas of communicating with each other, clarifying roles, building teacher relationships, and discussing student achievement. The hope for effective co-teaching lies in teams being given time to plan, dual preparation, and co-professional development to more effectively meet the needs of low achieving students and students with disabilities in mathematics classrooms. The findings from this study implicate that for co-teaching to be successful teachers need heterogeneous classrooms with both teachers having strong content knowledge, yet with clarity that the special educator's role is to provide individualized strategies for behavior and instruction while the general educator's role is to lead the content instruction. When this level of co-teaching emerges, perhaps further research will not be necessary.

M.Ed. / Several strategies have been mooted as means of improving teaching and learning in South African schools. The National Department of Education’s Foundations for Learning Campaign, launched in 2008 and the recent announced Schooling 2025 strategy are examples. In this research report I argue that the success of any school improvement plan aimed at improving the quality of teaching and learning hinges on the extent to which teachers are able or willing to implement the measures required of them. I argue that changing the way teachers learn to teach by establishing communities of practice and working in collaborative groups in schools, offers a possible panacea. Therefore the aim of this study was to explore the experiences of teachers working in a Collaborative Teaching Strategy (CTS) aimed at improving teachers’ performance in the classroom. This qualitative research project was grounded in an interpretive paradigm and made use of semi-structured individual interviews and a focus group interview to generate data. The constant comparative method of data analysis was used to search for categories and sub-categories of meaning in the data. The findings indicate that while there are significant benefits for teachers working in collaborative groups, there are also several serious constraints. On the positive side, participants in the research experienced the mutual support and the sharing of ideas that emerged from collaborative interactions as affirmation of their expertise and knowledge. In addition, teachers viewed working in collaboration with others as a professional and personal development opportunity. Finding time to collaborate and the emergence of some resistance to collaborative work were identified as constraints. Some teachers felt their individuality and creativity to be restricted by collaborative work. Further, individual personalities impacted negatively on collaboration with tensions emerging between teachers as a result of differing personal experience, expertise, knowledge, authority and values, approaches and benefits about teaching and learning. This resulted in instances of pseudo-collaboration. Also misconceptions about what it means to collaborate about teaching created difficulties for some teachers. The main implication arising from the research project is that availability of time is critical to effective collaboration. In addition, detailed guidance in terms of how and what teachers should be doing during collaborative activities appears necessary. Next, due consideration should be accorded to personality types and working relationships so that collaborative partners and groups can be mindfully structured and provided with training to enable effective work in teams. Equitable workloads and equal access to teaching resources is essential. Finally, mutual respect for each other regardless of experience, expertise, position, belief or opinion is a prerequisite for successful collaboration about the various and varied tasks of teaching.

O presente estudo teve como foco uma experiência de formação de professores de língua inglesa desenvolvida em um subprojeto para formação de professores do Programa Institucional de Bolsas de Iniciação à Docência - PIBID, no Campus X da Universidade do Estado da Bahia- UNEB. Constituiu-se em um estudo de caso, com o objetivo de investigar a aprendizagem e o desenvolvimento na formação inicial e continuada de professores. Os objetivos específicos foram: a) investigar a participação dos indivíduos nas ações negociadas nos encontros de diálogos cogerativos e de que forma tais ações contribuíram para a aprendizagem profissional docente; e b) analisar como a abordagem teórico-metodológica do Ensino Colaborativo (coensino e diálogos cogerativos) promove a aprendizagem e desenvolvimento profissional dos sujeitos que participaram dessa formação. A pesquisa fundamentou-se nos estudos de coteaching cogenerative dialoguing - coensino e diálogo cogerativo - como referencial teórico metodológico para a formação de professores. Os dados foram coletados a partir de relatórios, notas de campo da pesquisadora, transcrições das reuniões e entrevistas com os indivíduos que participaram deste projeto. A metodologia adotada pautou-se em uma abordagem qualitativa, tipo estudo de caso exploratório. A análise dos dados deu-se com base na aproximação dos construtos teóricos do materialismo histórico-dialético e da Teoria Sócio-Histórico-Cultural, com o auxílio do co-teaching cogenerative dialoguing, que possibilitou reflexões por meio de narrativas de análise. Com esse percurso de pesquisa, defende-se a tese de que o coensino e diálogo cogerativo possibilitam ao professor em formação reposicionar-se em suas concepções de ensino e de aprendizagem e de ser professor, em função de promover o estabelecimento de interações mais horizontalizadas, mais simétricas, baseadas na colaboração, na cooperação com os demais sujeitos do processo de ensino e aprendizagem (na Universidade e na Escola). Essa possibilidade de reposicionamento mostra-se nas unidades analisadas por meio de três movimentos complementares: 1) Tornar-se professor na sala de aula; 2) ensinar para aprender; e 3) ser-com-o-outro; de modo que tal processo de formação toma corpo, porque permite o encontro e a integração entre os processos de formação inicial e continuada de professores em um movimento dialético de ensinar e aprender. Nesta investigação, tais características incidiram, de maneira mais evidente, na composição da subjetividade/identidade desses profissionais nesse processo de formação, por meio das relações de alteridade que geraram confiança, autonomia e agentividade dos sujeitos. Espera-se, com este estudo, poder contribuir para a expansão de pesquisas na área da formação de professores de língua estrangeira, e, também, no campo da relação entre aprendizagem, desenvolvimento e formação de professores. / The present study focused on a Foreign language teacher education experience carried out in a subproject for teacher education of English language of the Institutional Program for Teacher Initiation (PIBID), at Campus X of the State University of Bahia - UNEB. This case study aims at investigating the learning and development in the initial and continued teacher education. As specific objectives, the study intends: a) to investigate the participation of individuals in the actions negotiated in the meetings of cogenerative dialogues and how these actions have contributed to professional teacher learning; b) to analyse how the theoretical-methodological approach of Collaborative Teaching (co-teaching and co-generative dialoguing) promotes learning and professional development for those subjects who participated in this teacher education project. The research is based on the studies of {co-teaching | cogenerative dialoguing} as a theoretical and methodological reference for teacher education. The research data consisted of audio recording transcripts of meetings and interviews with individuals who participated in this project. The methodology adopted is based on a qualitative approach, an exploratory case study, and the data analysis was based on the interlocution between theoretical constructs of Dialectical- Historical Materialism and SocioHistorical-Cultural Theory, with the support of {co-teaching | cogenerative dialoguing} that made possible considerations through analysis narratives. According to this research, I defend the thesis that co-teaching and co-generative dialogue enables the teacher in training to reposition himself in his conceptions about teaching and learning, and to be a teacher, in order to promote the establishment of interactions more horizontal, more symmetrical, based on collaboration, on cooperation with the other subjects of the teaching and learning process (University and School). This possibility of repositioning is shown in the analysed units through three complementary movements: 1) Becoming a teacher in the classroom; 2) Teaching to learn; 3) Being-with-another; so that this teacher education process materializes because it allows the encounter and the integration between the processes of initial and continued teacher education in a dialectical movement of teaching and learning. These characteristics affect the composition of the subjectivity / identity of these professionals in this teacher education process, more clearly in this study, through the relations of alterity that generated the subjects\' confidence, autonomy and agency. With this study, I hope to contribute to the expansion of research in the field of foreign language teacher education and also in the relationship between learning, development and teacher education.

Submitted by Jorge Silva (jorgelmsilva@ufrrj.br) on 2017-10-31T16:37:03Z No. of bitstreams: 1 2015 - Thatiana dos Santos Nascimento Imenes.pdf: 7096434 bytes, checksum: f2e2a9840b6f83647306fda57a0d7941 (MD5) / Made available in DSpace on 2017-10-31T16:37:03Z (GMT). No. of bitstreams: 1 2015 - Thatiana dos Santos Nascimento Imenes.pdf: 7096434 bytes, checksum: f2e2a9840b6f83647306fda57a0d7941 (MD5) Previous issue date: 2015-07-22 / CAPES / This paper presents a proposal of educational intervention for the study and use of the strategies of indefinite subject in elementary school, applied in classes of the eighth year of a municipal school in Rio de Janeiro, in order to make the student know and use the forms of indeterminacy in the written form of Brazilian Portuguese, depending on the level of the text monitoring. The learning activities are based on a diagnostic survey of three segments involved in the teaching-learning process: teacher, student and textbook. Regarding teachers, we applied a questionnaire in which we aimed at identifying their beliefs and attitudes in relation to the phenomenon under analysis. Regarding the students, we analyzed their answers to the exercises proposed by the textbook adopted by that school. The theoretical-methodological basis underlying the formulation of these exercises also served as the object of analysis to establish the diagnosis. The intervention proposal was based on the Continuum Model, designed by Bortoni-Ricardo (2004, 2005), specifically in continuous stylistic monitoring. As a teaching methodology, we took the collaborative learning approach (Behrens, 2013) as support. / Este trabalho apresenta uma proposta de interven??o pedag?gica para o estudo e uso das estrat?gias do sujeito indeterminado no ensino fundamental, aplicada em turmas do oitavo ano de uma escola municipal do Rio de Janeiro, com o objetivo de levar o aluno a conhecer e usar as formas de indetermina??o na modalidade escrita do Portugu?s Brasileiro, a depender do grau de monitora??o do texto. As atividades did?ticas partem de uma pesquisa diagn?stica com tr?s segmentos envolvidos no processo ensino-aprendizagem: professor, aluno e livro did?tico. Em rela??o aos docentes, foi aplicado um question?rio em que buscamos identificar as cren?as e atitudes deles quanto ao fen?meno sob estudo. No tocante aos alunos, analisaram-se as respostas dadas por eles aos exerc?cios propostos pelo livro did?tico adotado pela referida escola. A fundamenta??o te?rico-metodol?gica subjacente ? formula??o desses exerc?cios tamb?m serviu de objeto de an?lise para constitui??o do diagn?stico. A proposta de interven??o baseou-se no Modelo dos Cont?nuos, idealizado por Bortoni-Ricardo (2004, 2005), mais especificamente no cont?nuo de monitora??o estil?sitica. Como metodologia did?tica, tomamos como apoio a abordagem de aprendizagem colaborativa, desenvolvida por Behrens (2000).

Coteaching is one instructional delivery model that purports to provide students with supports they need to succeed in the general education setting. This case study used qualitative methodology, which was supplemented by quantitative data, to explore the instructional factors that may contribute to the achievement of high school students with learning disabilities who are placed in a cotaught setting. An optimal environment was created for coteaching and included careful selection of the cotaught team, support from the campus administration, initial and ongoing training for the coteachers, and the creation of common planning periods. Two cotaught classrooms were observed for one semester, and five students with learning disabilities were selected from these classrooms for observation and interview. Additional data included interviews with the campus principal, campus teachers, and the coteachers, as well as weekly observations using the Stallings Observation System. Interviews and observations suggested that there was little change in teacher or student behaviors.

Worldwide the teaching and learning of mathematics pose a great challenge to mathematics teachers as learners' performance in the subject leaves much to be desired. This is particularly the case in South Africa where there was a great disparity in the development of teachers in the past. Extensive research has shown that many teachers in South Africa are under-qualified, especially in the teaching of mathematics at secondary schools. Those who are regarded as well qualified for teaching mathematics at secondary schools still experience problems in teaching certain sections of the syllabus, for example geometry, which is not offered at tertiary institutions. It is for this reason that the researcher, together with colleagues at an experimental school, joined forces to share the teaching of mathematics in what they referred to as "collaborative teaching". This work therefore involves a case study, which resulted after three teachers successfully achieved good matric results on employing this approach between 1993 and 1996. The study is based on an experimental design where both quantitative and qualitative methods were used. The aim of the study was to measure the extent to which collaboration between teachers affects the learning of mathematics in Grades 12. Two schools, the experimental school and a control school were involved. Learners from the experimental school were taught according to a collaborative approach whereas learners at the control school were taught conventionally (one teacher teaching all sections alone). This happened over a period of six months in 2001. Learners who were taught collaboratively outperformed those who were taught conventionally especially in the most problematic areas of the syllabus, namely geometry and trigonometry. The teachers who were involved in this approach, that is, collaborators, loved it to the extent that one of them applied it in another school where it improved their Grade 12 results tremendously. Learners who were taught according to this approach greatly appreciated it and wished they had been taught the same way in other subjects. This approach did not, however, significantly influence learners in their problem solving and information processing skills. In addition, one of the most serious limitations of this approach is to find a substitute for a teacher who leaves the team. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2006.

Worldwide the teaching and learning of mathematics pose a great challenge to mathematics teachers as learners' performance in the subject leaves much to be desired. This is particularly the case in South Africa where there was a great disparity in the development of teachers in the past. Extensive research has shown that many teachers in South Africa are under-qualified, especially in the teaching of mathematics at secondary schools. Those who are regarded as well qualified for teaching mathematics at secondary schools still experience problems in teaching certain sections of the syllabus, for example geometry, which is not offered at tertiary institutions. It is for this reason that the researcher, together with colleagues at an experimental school, joined forces to share the teaching of mathematics in what they referred to as "collaborative teaching". This work therefore involves a case study, which resulted after three teachers successfully achieved good matric results on employing this approach between 1993 and 1996. The study is based on an experimental design where both quantitative and qualitative methods were used. The aim of the study was to measure the extent to which collaboration between teachers affects the learning of mathematics in Grades 12. Two schools, the experimental school and a control school were involved. Learners from the experimental school were taught according to a collaborative approach whereas learners at the control school were taught conventionally (one teacher teaching all sections alone). This happened over a period of six months in 2001. Learners who were taught collaboratively outperformed those who were taught conventionally especially in the most problematic areas of the syllabus, namely geometry and trigonometry. The teachers who were involved in this approach, that is, collaborators, loved it to the extent that one of them applied it in another school where it improved their Grade 12 results tremendously. Learners who were taught according to this approach greatly appreciated it and wished they had been taught the same way in other subjects. This approach did not, however, significantly influence learners in their problem solving and information processing skills. In addition, one of the most serious limitations of this approach is to find a substitute for a teacher who leaves the team. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2006.

Resumo: Nas últimas décadas, a escolarização de alunos com necessidades educacionais especiais tem sido apoiada como preferencial em escolas de ensino comum, permitindo o acesso e a permanência deconominando esse processo de inclusão Escolar. Os desafios que impõem a este processo são vários, dentre eles, concentra-se nas práticas de ensino, mais especificamente no modo de ensinar os conteúdos devidos. Dessa forma, a presente pesquisa apresenta análise dos procedimentos de ajuste curricular emitidos pelo professor, pautada nas flexibilizações e adequações curriculares possíveis de serem implementadas na sala de aula, e que possibilitam o acesso de todos os alunos aos conteúdos e objetivos preconizados pelo planejamento de ensino. Assim, estabelecemos como objetivo geral caracterizar e analisar se a prática pedagógica implementada pelo professor do ensino comum abrange flexibilização e adequação curricular para alunos com NEEs, preservando e garantindo seu direito à educação e a aprendizagem. Para que a caracterização e descrição dos dados coletados fosse de fato eficaz, a opção metodológica efetuada neste estudo indiciu na pesquisa qualitativa descritiva, evidenciando também características de pesquisa etnográfica. Na coleta de dados, foi realizada consulta a documentos, gravações das aulas de Matemática e análise comparativa entre os documentos e essas gravações, além de roteiro semiestruturado de entrevista. As evidências descritivas nesta pesquisa após o levantamento e a análise dos dados foram as discrepâncias entre o que a professora considera o que é ajustar o currículo, sua implementação na sala de aula e o que de fato ela executa, sendo assim, os resultados convergem em sutentar a necessidade do desenvolvimento de aprendizagens profissionais definidas pela... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: In recent decades, the education of students with special educational needs has been supported as the preferred common in high schools, allowing access and permanence, naming this process of school inclusion. The challenge they pose in the process of literacy, schooling for pupils with special educational needs are many, among them, focuses on teaching practices, specifically in how to teach the contents due. Thus, this research presents an analysis of curricular adjustment procedures issued by the teacher, based on the flexibilities and curricular adjustments possible to be implemented in the regular classroom, and enabiling access for all students to content and objectives recommended by the Planning education - curriculum of traditional classroom. Thus, we set the general objective is to characterize and analyze the pedagogical practice implemented by the teacher education policy shall include relaxation and fitness curriculum for students with, NEES, preserving and ensuring their right to education and learning. For the characterization and description of the data collected was in fact effective, the effective, the methodological choice made in this study focused on descriptive qualitative study, also show characteristics of ethnographic research. In the data collection was carried out to consultation documents, recordings of lessons in mathematics and comparative analysis of these recordings and documents, and semistructured interview script. The evidence described in this research after the survey and data analysis were discrepancies between what the teacher considers that is adjusting the curriculum, it implementation in the classroom and what she really performs, so the results converge in supporting the need to develop professional learning defined by the implementation of planning procedures... (Complete abstract click electronic access below) / Orientador: Jair Lopes Junior / Coorientador: Vera Lúcia Messias Fialho Capellini / Banca: Enicéia Gonçalves Mendes / Banca: Lucia Pereira Leite / Mestre