Source: Dissertation Abstracts International, Volume: 39-03, Section: A, page: 1463. / Thesis (Ph.D.)--The Florida State University, 1978.

In light of current, high-stakes debates about teacher quality, evaluation, and effectiveness, as well as the increased call for student voice in education reform, this qualitative dissertation explored how nineteen students in two alternative high schools described, understood, and experienced good teachers. More specifically, it considered the teacher qualities and characteristics that student participants named as most important and helpful, regardless of context, subject matter, or grade level. The study also considered how, if at all, participants' sharings could help adapt and extend a model for authenticity in teaching (Cranton & Carusetta, 2004) to the alternative education context. Two in-depth, qualitative interviews with each of the nineteen participants (approximately 30 hours, transcribed verbatim) were the primary data source. Three focus groups (approximately 3 hours), extended observations (140 hours), and document analysis (e.g., program pamphlets and websites, newspaper articles, classroom handouts) provided additional data. Data analysis involved a number of iterative steps, including writing analytic notes and memos; reviewing, coding, and categorizing data to identify key themes within and across cases; and crafting narrative summaries. Because participants were drawn to their alternative schools for a variety reasons (e.g., previous school failure, social anxiety/withdrawal, learning or behavioral challenges, etc.), and since participants experienced a wide range of educational environments prior to their current enrollments, this dissertation synthesized and brought together the ideas of a diverse group of students traditionally considered "at-risk." Despite their prior struggles, however, participants from both sites described powerful stories of re-engagement with school, which they attributed, at least in part, to their work with teachers in their alternative settings. Particularly, findings suggested that, for these nineteen participants, (1) feeling genuinely seen and valued by teachers (in the psychological sense), (2) seeing their teachers as "real" people, and (3) connecting authentically with teachers and others in their alternative school communities led to important academic, social, and personal gains. Given both historical and contemporary constructions of teaching as a selfless act--as one directed by or conducted for others, for instance--participants' overwhelming emphasis on mutual recognition and teacher selfhood was an especially important finding. Participants' reflections and descriptions likewise contributed to the literature on student-teacher relationships by offering a more nuanced, up-close portrait of these and other important school-based relationships in action. Bringing these findings together, this dissertation presents an expanded, three-part model for authentic teaching in alternative schools that involves seeing students, teaching with self, and relating authentically--including pedagogical takeaways in each of these three domains. It also offers implications for the supports, conditions, and professional learning needed to support teacher growth and interconnectedness in the classroom--and for policies concerning teacher evaluation and retention.

Source: Dissertation Abstracts International, Volume: 37-06, Section: A, page: 3541. / Thesis (Ph.D.)--The Florida State University, 1976.

Source: Dissertation Abstracts International, Volume: 38-11, Section: A, page: 6639. / Thesis (Ph.D.)--The Florida State University, 1977.

No description available.

Thesis--PlanB (M.S.)--University of Wisconsin--Stout, 2002. / Includes bibliographical references.

Thesis.--University of Connecticut. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (122-127 leaves ).

Thesis--PlanB (M.S.)--University of Wisconsin--Stout, 2001. / Includes bibliographical references.

The academic success of students depends, among several factors, on the school's learning environment and the teacher's classroom management skills. In recent years creative solutions to curb poor behavior by establishing proper class discipline have come to the forefront of the teaching profession. With that in mind, the present research topic was chosen to foster appropriate student conduct in establishing and sustaining a productive learning environment through the use of the Positive Behavior Support model. This teacher-as-researcher study took place over a one-year period (2010-2011) in a secondary two class of twenty-five students at a Quebec high school. The collection of the data by means of daily observations of the whole class and three preselected case students was intended to examine the effectiveness of the methods of behavior management used in the field with the teacher's application of them in the classroom. The research results conclude that the Positive Behavior Approach model contributed to a reduction in the number of incidents of poor behavior and an overall improvement of the learning environment in the class. Furthermore, the study enabled personal growth in teaching philosophy, style and enrichment of pedagogical methods and techniques through a process of reflection, analysis and adjustments. / Le succès académique des étudiants dépend de nombreux facteurs tels que l'environnement d'apprentissage et l'aptitude du professeur à contrôler le comportement des étudiants de sa classe. Depuis quelques années plusieurs solutions créatives ont été mises de l'avant par la profession pour établir une bonne discipline de classe. Le présent sujet de recherche fut choisi pour favoriser un comportement étudiant adéquat en établissant et en promouvant un environnement d'apprentissage productif à l'aide du modèle appelé Support Positif du Comportement. Cette recherche comme professeur fut réalisée sur une période d'un an (2010-2011) dans une classe de secondaire deux de 25 étudiants. La collecte de données réalisée à l'aide d'observations journalières de la classe et de trois étudiants avait pour but d'examiner l'efficacité des méthodes de contrôle du comportement utilisées dans le domaine et par le professeur. Les résultats de la recherche démontre que le modèle de l'approche du Support Positif a contribué à une réduction du nombre d'incidents de comportements inappropriés et il permet une amélioration générale de l'environnement d'apprentissage dans la classe. De plus, l'étude permit un développement personnel dans la philosophie d'enseigner, dans le style et l'enrichissement des méthodes et techniques pédagogiques par un procédé de réflexions, d'analyse et d'ajustements.

Written through a cultural lens, my thesis is a fictionalized account in the form of a novel of a white teacher's journey and lessons learned in teaching in the fictionalized Inuit village of Ukiurtatuq, which means North. The account is based in part on my experiences of living and teaching in an Inuit community. My intended audience are white teachers planning to work in Inuit communities, as well as Native and non-Native readers and researchers. I aim to help bridge the gap between Natives and non-Natives, to dispel current negative stereotypes of Inuit peoples in Canada and to foreground positive aspects of Inuit culture. In order to explore the various social and cultural issues present in the contemporary Nunavik education system, including women's rights, my novel is written partly through the eyes of a female white teacher and partly from the perspective of a female Inuk teenager. My goal is for the reader of the novel to experience aspects of what it might mean to be a contemporary young Inuit woman growing up in her Northern community, and to juxtapose this narrative with what it might mean for a white female teacher to teach Inuit children, and in the process, address her own prejudices and shortcomings so as to become open to other cultures and other's lives. The novel attempts to explore, through the intertwining of the two women's narratives, the different realities, experiences and relationships of non-Inuit and Inuit in a Northern community, as well as how relationships can become beautiful and inspiring for both teachers and students alike. I hope that my novel can open the door, however slightly, to dialogue and improved relations. / Écrit à travers un prisme culturel, ma thèse est un récit fictif sous la forme d'un roman. Racontant le voyage d'une enseignante blanche et les leçons apprises en enseignant dans le village Inuit fictif Ukiurtatuq, qui signifie «Nord», le récit est basé en partie sur mes expériences de vie et d'enseignement dans une communauté Inuite. Mon public cible se compose dènseignants blancs qui comptent travailler dans les communautés Inuites, ainsi que des lecteurs et chercheurs autochtones et non autochtones. Mon intention première est de rapprocher les cultures autochtones et non-autochtones, de dissiper les stéréotypes négatifs actuels du peuple Inuit au Canada et de mettre au premier plan les aspects positifs de la culture Inuite. Afin d'explorer les diverses questions sociales et culturelles présentes dans le système d'éducation du Nunavik contemporain, y compris les droits des femmes, mon roman est écrit partiellement dans la perspective d`une enseignante blanche et partiellement dans la perspective d`une adolescente Inuite. Mon objectif est de faire découvrir au lecteur de ce roman des aspects sur la signification d'être une jeune femme Inuite contemporaine qui grandit dans sa communauté du grand Nord et de mettre cela en parallèle avec l'expérience d'une enseignante blanche qui enseigne aux enfants Inuits, et qui par le même fait doit faire face à ses propres préjugés et défauts. Tout cela étant dans le but de s'ouvrir aux autres cultures et expériences de vies des gens côtoyés. Le roman tente de faire découvrir, avec l'entrelacement des récits des deux femmes ; des réalités différentes, des expériences et des relations des non-Inuits et des Inuits dans une communauté du grand Nord, ainsi que la façon dont les relations peuvent devenir belles et inspirantes pour les enseignants et les étudiants. J'espère que mon roman pourra ouvrir la porte, ne serait-ce qu'un peu, au dialogue et à l'amélioration des relations.