This qualitative case study investigated elementary teachers' concepts of art, their anxieties associated with art practices, and a principal's decision making concerning art in the curriculum. Two in-depth interviews were conducted with 12 participants to determine their knowledge base, family and educational backgrounds, conceptions of art, and the relationship with the art teacher. Observations of classroom art activities were carried out over a period of six months and recorded in a field log. Visual images in the school building were analyzed for content. Data were analyzed through open and pattern coding. Through axial coding, clusters of data were organized by commonalities and patterns arranged around the axis category of teachers' conception of art. Through the metaphor of "The Medium of Water" representing teachers' understanding of art, six themes were developed explaining the results of this study: (1) Skimming the Surface of the Water---describes classroom teachers' inadequate backgrounds. A lack of exposure, education, and familiarity connected to art knowledge was linked to how art was superficially conceptualized and valued. (2) Wading in the Shallows---describes classroom teachers' shallow conceptions of art. (3) A Choice Not to Dive---describes manifestations of classroom teachers' conceptions of art and implementation of art. Images displayed within classrooms and corridors were found to be predominately commercially adult-generated and/or student-generated from the art curriculum. (4) Fear of the Water---describes anxieties associated with the teaching and making of art. Anxious participants did not consider themselves artistic and used less art in their classrooms. (5) Unable to Take the Plunge---describes a knowledgeable principal's indecision. While being knowledgeable and sympathetic to art, she was unable to make a case for an art-inclusive program, and (6) Drowning in Responsibilities---describes an overwhelmed art teacher. Her isolation contributed to an inability to collaborate with other teachers and responsibility to integrate fell mostly to her. Her teaching objectives and values did not match with classroom teachers'. All participants' concerns were coping with curricular pressures, high-stakes testing, and lack of time in the schedule. Because of these issues, art was not a priority in this school's curriculum.

Three elementary teachers made changes in their mathematics teaching by learning more mathematics content knowledge designed for mathematics teachers, and by adopting professional development teaching roles. Recent professional development programs have demonstrated that elementary teachers need content knowledge for teaching. By learning more mathematics with clear definitions, concept interconnections, and multiple models and themes for teaching mathematical concepts, the teachers improved their understanding of mathematics and changed their teaching behaviors in the classroom. This seven month study examined the three teachers during their professional development experience in the Massachusetts Mathematics Institute. Data collection included pre/post tests, an assignment designed for teachers to test out new content knowledge in their classrooms, written evaluations, interviews, and classroom observations. The pattern analysis is presented as case studies of three elementary mathematics teachers. Results indicated that specially designed content knowledge for teachers changed mathematics teaching and learning in the classroom.

Against a backdrop of pressure for change in teacher education (Carnegie Forum, 1986; Holmes Group Report, 1986; United Kingdom White Paper, 1983) Feiman-Nemser and Floden (1986) produced a comprehensive review of research in the area of teacher education. Amongst other issues, they identified three broad areas of teacher development--"A model of changes in teacher concerns, a model based on cognitive-developmental theories, and a style of inservice education emphasizing teachers' own perceptions of their needs." (Feiman-Nemser and Floden, 1986, p.522). Since the first two approaches seemed to possess some common characteristics in that Fuller's (1969) stages of teacher concern were similar to cognitive-developmental stages, it was decided to try to establish whether there was any relationship between cognitive-developmental stage level, and the levels of concern expressed by teachers. As this study was regarded as an initial exploration of the topic, and as empirical studies in the area had produced confusing results, it was seen as an appropriate project for a qualitative approach to research. Accordingly, two groups of volunteers (12 experienced teachers from a Massachusetts elementary school, and 10 education seniors from the School of Education, University of Massachusetts, Amherst) were administered David Hunt's (1978) Paragraph Completion Method (PCM) and George's (1978) Teacher Concerns Questionnaire (TCQ). On the basis of Conceptual Level scores, four students and four teachers were chosen for follow-up interviews, and the interview data collated and analyzed. The results of this analysis showed that cognitive-developmental level does affect the profiles of concerns of teachers, and it can be inferred from the study that it also affects the patterns of change of teachers' concerns. The results also cast some doubt on the validity of the TCQ instrument.

This study reported on a teacher training project designed by the District of Columbia Public Schools (D.C.P.S.) to develop a cadre of exemplary teachers from an indigenous population of D.C.P.S. graduates and outstanding educational aides. The context of the study reported on university collaboration with the public school system to improve its teacher training program and described the Systematic Teacher Preparation Program (STPP) based on the perceptions of the teacher trainee toward the program. Data for the study were collected through two basic tools of qualitative research: interviews and document analysis. The case study subjects were students who were elementary and secondary majors in the teacher education program at the University of the District of Columbia (UDC) and were participants in the STPP. Case study subjects were randomly selected from first, second, third and fourth year elementary and secondary STPP participants. The sample group consisted of fifteen STPP students. The design for the study was a single case study action research format. A one hour interview was conducted with each subject based on a general interview guide with an open-ended format. The researcher concentrated on the subject's reason for selecting education as a major, the supports that sustained the subject in the program, and the subject's work experience in education. The subject was asked to reflect on what teacher training experiences meant to him or her. The impact of the practicum experience over a four year period compared to a twelve week traditional student teaching period was explored. The findings and conclusions of this study revealed that teacher trainees: (1) selected education as a major because of a desire to work with young people, (2) were influenced by a family member to major in education, (3) sustained an interest in education through the STPP staff, the clinical experience, and local school faculty, (4) needed increased involvement of program monitors, (5) were satisfied with STPP, (6) performed excessive non-instructional activities, and (7) were taught a traditional teacher education program at UDC.

No description available.

Thesis (Ph.D.) - University of Glasgow, 2007. / Ph.D. thesis submitted to the Department of Educational Studies, University of Glasgow, 2007. Includes bibliographical references. Print version also available.

Thesis (M. Ed.)--University of Hong Kong, 1999. / Includes bibliographical references (leaves 210-219).

Thesis (M.Ed.)--University of Hong Kong, 1999. / Includes bibliographical references (leaves 210-219). Also available in print.

Thesis--Wisconsin. / Vita. Includes bibliographical references (leaves 159-164).

The purpose of this study was to examine the responses of third grade students to literature discussions. The theoretical framework of this study is embodied in a transactive theory of reading as explained by a reader-response perspective. The design was descriptive to provide insights concerning the instructional setting, teacher-researcher role, students, and teacher-colleagues. Ten third grade students, identified by their classroom teachers as "remedial" readers, participated in this study. The students, from three classrooms, attended a 45 minute weekly literature discussion session for a period of 16 weeks. Texts for the discussions included multiple copies of traditional folk tales. Data for this study were gathered through participant observation, formal and informal interviews, miscue analysis, field notes, and audio recordings of the literature discussions. The data were analyzed using a constant comparison process; that is, a process of developing initial coding categories from the data and refining or adding to the categories as the data were evaluated for "fit." The findings suggest that the students had a difficult time, initially, engaging in the literature discussions. Not having been involved in literature discussions, the students knew little of the social conventions of discussing with their peers. After a few sessions, however, the students were able to more fully engage each other with the literature. Although some students remained quiet throughout the discussions, all of the students had at least one evaluative response to make for each of the stories. Results from the miscue data suggest that these "remedial" readers improved dramatically in their ability to read and retell stories. In addition, I discovered that I needed to balance my role of teacher and researcher and expand my views of response. The teacher-colleagues noted that the students were more confident readers in their classrooms, and in one case, a teacher described how she changed her interactional patterns with the students. The findings suggest that the role of the teacher is crucial in facilitating response. How the teacher organizes literature discussions, what factors are highlighted, and the freedom students feel in discussing issues are positively or negatively influenced by the teacher.