Thesis (Ph. D.)--Illinois State University, 1978. / Title from title page screen, viewed Jan. 20, 2005. Dissertation Committee: John McCarthy (chair), Arthur Adams, James Clack, Mary Ann Lynn, J.H. McGrath. Includes bibliographical references (leaves 71-81) and abstract. Also available in print.

Thesis (Ph.D.)--Indiana University, Dept. of Instructional Systems Technology of the School of Education, 2006. / Source: Dissertation Abstracts International, Volume: 67-01, Section: A, page: 0152. Adviser: Thomas M. Duffy. "Title from dissertation home page (viewed Jan. 8, 2007)."

<p> Teachers are critical to student learning in the classroom, and just like students, teachers perform better when they are able to make choices based on what is relevant to them. Action research is a way for teachers to systematically inquire and reflect to make necessary improvements in practice for student learning. This study involved teachers who had conducted action research as a component of their Master's in Curriculum and Instruction program at one Midwest college. It examined teachers' perceived lasting benefits of conducting action research, the elements they continue to implement, and the supports of and limitations to continuation of the practice. </p><p> As part of a mixed-method study, a researcher-developed survey was first used. Seventy-seven teachers provided responses to the online survey. Fifteen survey participants volunteered to offer narrative elaboration of their responses in a follow-up telephone interview. </p><p> The compiled data included totals and percentages from the survey and themes and quotations from the teachers' narrative responses. Together, the findings revealed that 98% of the teachers felt they benefited from conducting action research. They perceived the greatest professional benefits of conducting action research to be thinking more reflectively, positively impacting student learning, and inquiring more about their practice. </p><p> Teachers were continuing to conduct action research based on the impact they perceived the practice had on their students' success in the classroom. The elements they continued most often were identifying a focus, collecting and analyzing data, and reflecting on the process. This practice allowed them to learn from evaluating the effectiveness of their implementations and realize there was rigor and relevance to what they were doing. </p><p> With 92% of participants desiring to continue action research, two major factors were given as greatest support for continuation. Teachers desired a combination of collaboration with peers on issues that mattered to them and time in the school day to collaborate and conduct action research.</p>

<p> Secondary students in the United States are now competing in a global marketplace (Wagner, 2010). Any factor which decreases student achievement must be alleviated to permit students to reach their full academic potential. Student achievement has been negatively linked with teacher attrition (Ronfeldt, Loeb, &amp; Wyckoff, 2012): occupational commitment has also been negatively linked with attrition. Occupational commitment, therefore, is related to student achievement and success. </p><p> Ethics is commonly recognized as an integral part of education, yet there is little research on the ethical beliefs of teachers, especially on teachers at the secondary level. Previous research has established connections between occupational commitment and factors such as stress and job satisfaction. However, there has been little research that explores the connection between ethical beliefs and occupational commitment. </p><p> The purpose of the study was to explore potential connections between teachers' ethical beliefs and their occupational commitment. More specifically, North Carolina secondary teachers were surveyed to obtain information about their idealism, relativism, academic department, and occupational commitment. The theoretical framework of the study was a synthesis of ethical position theory (Forsyth, 1980), person-vocation fit, and value consonance (Rosenberg, 1977). The ethical position questionnaire (Forsyth, 1980) was used to measure teachers' idealism and relativism; the occupational commitment scales (Meyer, Allen, &amp; Smith, 1993) were used to measure teachers' occupational commitment. </p><p> The study was expected to confirm relationships between the study variables and to identify ethical beliefs as a predictor of low occupational commitment. In fact, no significant relationships were discovered between the study variables. However, North Carolina teachers were determined to be a homogeneous group of individuals in terms of idealism and relativism. Teachers' academic department had no bearing on teachers' ethical beliefs. This observation was in contrast to previous research which had indicated the presence of subjectbased subcultures in secondary schools. Although unexpected, this finding was significant as it suggests secondary subculture is based primarily on difference in subject matter rather than on teachers' personal beliefs and values. On a more practical level, the knowledge that secondary teachers exist as a homogeneous population of ethical beliefs will enable administrators to more effectively recruit new teachers. Administrators will also be able to better predict faculty reaction to new policies and procedures with an increased understanding of their faculty's ethical beliefs.</p>

<p>The purpose of this study was to provide insight into teacher perceptions as to if and how professional learning communities (PLCs) promote and support effective professional development in a rural high school. Effective professional development should enhance pedagogy, which is defined as improving educational practices of teachers through opportunities that increase knowledge and improve skills (No Child Left Behind, 2001, Section 9101). A case study approach and qualitative data collection methods were selected for the study due to the real-life context in which the inquiry occurred. Data collection began with surveys in order to acquire a broad view of teachers' perceptions, focus groups provided more specificity to teachers' perceptions, and finally individual interviews afforded the most detailed information. </p><p> The themes that emerged indicated that collaboration is the most important characteristic of a professional learning community in terms of usefulness, flexibility, and professional growth. Most teachers indicated that due to participation in a PLC they had grown professionally and their students had also benefitted. A major theme throughout participant responses was the need for both job-embedded professional development (PLCs) and traditional professional development (workshops, conferences, etc.). Teachers, administration, and board members of similar rural school districts may benefit from this study by understanding teachers&rsquo; perceptions of effective professional development that impacts classroom instruction. </p>

Made available in DSpace on 2014-07-29T16:10:31Z (GMT). No. of bitstreams: 1 dissertacaooneida.pdf: 473050 bytes, checksum: 0a1a26cf7be3fc3fac9865a84176db6e (MD5) Previous issue date: 2006-08-29 / This shidy was conducted in the program of Pos-graduation in Education of the Faculty of Education of Goiás Federal University. It is releved to the lide of research named Teacher formation and profissionalization . The aim of this work was to identify and characterize the formative practices considered well succeeded on the teacher s continuous formation and, on this way, to comprehend better the way that this professional learns the profession. The adopted methodology was the qualitative approach. As a theoretical referential to understand the initial and continuous formation and what knowledges that permeate this formation, we appeal to the Nóvoa (1997), Schön (2000), Zeichner (1997), Alarcão (1998), Porto (2000), Santos (1998), Tardif (2003) e Guimarães (2004) studies. In this referential, we find the valuation of the teacher knowledges acquired by the practice reflection (ZEICHNER, 1997). In Bourdieu (1983), we have fundaments for the use of the habitus concept and, in the Sacristán studies (1999), the educative action context and of the power of the institution/institutionalization and of the habitus so present on the practices. The professional life cycles are analyzed by Huberman (1995). For the formative practices investigation on the continuous formation, two works were very important: the study about significant learnings on the initial formation of teachers, achieved by Cunha (2000), and the other one, by Guimarães (2004), that intended to know the formative profile of teacher formation courses of a public university. The development of the investigation became necessary the achievement of empiric research and, for that, the used instrument was a questionnaire, which was proposed to 166 teachers that represented the continuous formation reality at the primary education. These teachers were concluding the graduation on the Mathematics, Letters and Pedagogy courses of the Universidade Estadual de Goiás (State University of Goias) and on the Pedagogy course of the Faculdade de Educação/Universidade Federal de Goiás (Education Faculty/Federal University of Goias). Concluding this study, we can say that the vision constructed on it is not the only one, nor the most correct, but the results propitiate the understanding of how the teacher learns and apprehend the teacher profession . The conclusions indicate that the teachers are being graduated and graduating themselves by the practice and also that they have been learned, significantly, through experiences changes. Besides, it was clear that the teachers consider positive the support that the formative practices on the continuous formation assure to their formation. A result which deserves prominence on this research is the high ratio of satisfaction in relation to the teacher profession. As a result, it was evident that the reach of the formative practices considered well succeeded varies according to the professional life cycle. / Este trabalho foi desenvolvido no programa de Pós-Graduação em Educação da Faculdade de Educação da Universidade Federal de Goiás; está vinculado à linha de pesquisa de Formação e Profissionalização Docente . Teve como objetivo identificar e caracterizar as práticas formativas consideradas de sucesso na formação continuada de professores e, por esta via, compreender melhor o modo como este profissional aprende a profissão. A metodologia adotada foi a abordagem qualitativa. Como referencial teórico para entender a formação inicial e continuada e quais os saberes que permeiam essa formação, recorreu-se aos estudos de Nóvoa (1997), Schön (2000), Zeichner (1997), Alarcão (1998), Porto (2000), Santos (1998), Tardif (2003) e Guimarães (2004). Nesse referencial encontram-se a valorização dos saberes docentes adquiridos pela reflexão prática (ZEICHNER, 1997). Em Bourdieu (1983), subsídios para a utilização do conceito de habitus e, nos estudos de Sacristán (1999), o contexto da ação educativa e do poder da instituição/institucionalização e do habitus tão presente nas práticas. Os ciclos de vida profissional são analisados por Huberman (1995). Para a investigação das práticas formativas na formação continuada, dois trabalhos foram muito importantes: o estudo sobre aprendizagens significativas na formação inicial de professores, realizado por Cunha (2000), e outro, feito por Guimarães (2004), que pretendia conhecer o perfil formativo de cursos de formação de professores de uma universidade pública. O desenvolvimento da investigação tornou necessária a realização de pesquisa empírica e, para isso, o instrumento utilizado foi um questionário, que foi proposto a 166 professoras que representassem a realidade da formação continuada na Educação Básica. Estas professoras estavam concluindo a graduação nos cursos de Matemática, Letras e Pedagogia da Universidade Estadual de Goiás e do curso de Pedagogia da Faculdade de Educação/Universidade Federal de Goiás. Ao concluir este estudo, pode-se afirmar que a visão nele construída não é a única, nem a mais correta, mas os resultados propiciaram a compreensão de como o professor aprende e apreende a profissão professor . As conclusões indicam que as professoras estão sendo formadas e se formando pela prática e também que elas têm aprendido, significativamente, por meio das trocas de experiência. Além disso, ficou patente que as professoras consideram positivo o apoio que as práticas formativas na formação continuada asseguram à sua formação. Um resultado que merece destaque nesta pesquisa é o alto índice de satisfação em relação à profissão docente. Como resultado também ficou evidente que o alcance das práticas formativas consideradas de sucesso varia conforme o ciclo de vida profissional.

M.Ed. / From the researcher’s experience as well as in the literature on continuing professional teacher development (CPTD) it seems that teachers in South Africa in general, but in particular technology teachers experienced problems with CPTD. With this in mind, TechnEd launched the Catalyst Project in 2003 with the financial support of Anglo Platinum in the Bojanala Region of the North West province in South Africa. The Catalyst project entails the CPTD of technology teachers from 130 schools which takes place at one central venue (so-called school-focused CPTD). A literature study was done in which a variety of international CPTD models, as well as a model that focuses on the process of developing appropriate CPTD programmes for technology teachers in a South African context were considered, and criteria for sound CPTD were identified. The criteria were used to develop the TechnEd’s school-focused CPTD programme. Although TechnEd has been offering schoolfocused CPTD in partnership with trade and industry, as well as with a department of education to technology teachers, it was still unknown how these teachers experience the workshops. The purpose of this research was to describe a CPTD model where partners from trade and industry, a department of education and a higher education institution are involved, and to determine the teachers’ experience of the CPTD intervention. The research questions addressed in this research were: 1. What are the training needs of technology teachers in South Africa? 2. Which criteria for CPTD can be derived from existing CPTD models? 3. What is the teachers’ experience of the CPTD?An evaluative case study, which drew on qualitative research methodology, was conducted. The participants in the research were technology teachers who are participating in the Catalyst project. Data were collected through the observation of the teachers during the various workshops, open-ended questionnaires (questions were adapted after each workshop to try and get the richest data possible) and interviews. The data were analysed through the constant comparative method in order to derive findings. The main finding is that the teachers experienced the workshops as rewarding and fruitful. This finding is supported by four further specific findings, namely: 1. Teachers felt empowered by the workshops through the development of their technological knowledge (both conceptual and procedural) as well as their pedagogy. 2. Teachers experienced the workshops as being conducive to learning among learners. 3. Teachers experienced the accompanying learning and teacher support material (LTSM) as well as the materials and tools, supplied during the workshops, as informative and helpful, and have a need to use it in their classrooms. 4. Organisational aspects (some over which TechnEd had control, and some over which the department of education had control) regarding the workshops were part of the teachers’ experience. In contradiction to the earlier reference that teachers found CPTD too generic, it seems that teachers experience TechnEd’s CPTD with a specific focus where they are supplied with customised LTSM, material and tools that they can implement in their classrooms, and where they are orientated and trained in the underlying (school and content) knowledge and pedagogy, as rewarding and fruitful.

Anger almost inevitably comes up in classes on sexism. Whether it explodes and demands attention or remains largely hidden, it can impede or facilitate the learning experience. Research suggests that men and women may experience, express, and react to anger differently. Because this difference tends to reflect the power imbalance in society, it is all the more important to understand how instructors should manage anger in the classroom. To this end, a number of questions were raised: (1) What kinds of anger come up in a class on sexism, and are there observable differences based on gender? (2) What kinds of anger do male and female students report experiencing in the class and how does the anger facilitate or impede their learning? (3) How do instructors experience and deal with anger in the classroom and what do they conclude from their teaching experience? (4) How can teachers help make anger a constructive experience for women learning about sexism? (5) Does anger tie in with sexism, especially for women? Answers to these questions are based on a qualitative study of two mixed-gender classes on sexism. Research methodology includes observation of the classes, analysis of student evaluations and papers on their learning experience, journals recording emotional reactions during class, and audio-taped interviews. Both defensive and facilitative anger came up in these classes, and even more anger was reported later that had remained unobserved. Anger was caused by factors ranging from personal biases to pedagogical approaches. There was widespread antipathy toward angry women unless their anger was protective of men. Women seemed to have difficulty becoming angry on their own behalf or expressing it in class. In general, women were more adversely affected by conflict and displays of male anger. Results imply that women's new awareness of sexism should include an ability to become angry on their own behalf. Instructors are therefore advised to keep male anger contained by emphasizing collaborative, small group discussions and single-sex caucuses, and to focus attention on the interactive process where both anger and sexism are taking place.

The purpose of this dissertation is to describe how school library media specialists can realize a new role of resource persons for teachers and each other. The re-definition of their role from reactive to proactive enables then to plan and team teach with classroom teachers and to integrate library media and research skills programs into the classroom curriculum, using the cooperative learning model. In addition, a library media specialists' peer support group has been developed for professional growth. The positive ramifications of this for teaching and learning is described. Literature on the role of advisor, library media standards, effective teaching, procedural models, and cooperative learning are reviewed to identify characteristics and methods necessary for school library media specialists to become proactive resource persons and catalysts for change within their schools. Many of these same objectives, characteristics, skills and programs are identified by the American Library Association's (1988) guidelines, Information Power. This qualitative research study involves six library media specialists over a period of three years. Data are collected through observations, questionnaires, field notes, interviews, transcriptions of meetings and document analysis. Conclusions drawn from these data indicate that it is possible for library media specialists to realize their potential as resource persons who co-plan and implement instruction in collaboration with classroom teachers. Other conclusions indicate that a peer support group is extremely valuable for self-directed professional growth and development. The study concludes with recommendations for further research in the areas of beliefs and behaviors of practitioners, support groups and teaching models.

<p>The purpose of this descriptive study was to investigate the adjunct faculty's perception of professional development and support services offered and needed at Tidewater Community College, a multicampus community college. This study involved adjunct faculty only. A survey was created and contained 58 survey questions. The majority of these were Likert-like items based on a scale from <i>Strongly Agree</i>, indicating a very important need or value for the adjunct, to <i>Strongly Disagree</i>, indicating a not important at all level of perceived value. In order to determine if other factors influenced the perception of professional development or support services, other questions asked for demographic information, such as education level, age, number of years in the professional field, and discipline/department. Except for education level, each of the independent variables accepted the null hypothesis that there is no statistically significant difference between adjunct faculty perception of institutional supports and the professional development and support services offered in terms of the independent variables. Findings from this study indicated that adjunct faculty perceived that professional development and support services are significant in improving their teaching and important to their role and success. Adjuncts want to better serve students and connect with the institution. Orientation and mentoring are highly regarded and requested to help integrate adjunct faculty into the college. The data indicated that adjunct faculty members want professional development that meets their specific instructional and student-centered needs that is offered during more accommodating times. The current professional development offerings are not well-attended and do not seem to meet the specific needs of this adjunct population. It behooves the administration to further investigate what is currently being done to support adjuncts and to address a means to improve the delivery and execution of all institutional supports. While this study provides useful information related to one community college, it is important that each community college examine closely its personal investment relative to the institutional support it provides to adjunct faculty members. </p>