Theses (Ed. D.)--Marshall University, 2007. / Title from document title page. Includes abstract. Includes vitae. Document formatted into pages: contains viii, 174 pages Bibliography: p. 149-163

The traditional style of teaching (teachers solely in charge of the classroom) seems to be a thing of the past, due in part, to the increasing diversity of students in the classroom. How can teachers abandon their traditional roles and adapt to the trends of teaching to promote more meaningful learning for students? To respond to the above question, the researcher investigated the degree of readiness of selected foreign language teachers teaching in culturally diverse classrooms at the secondary level in central Mississippi. All participants were purposefully selected. Methods and procedures employed were limited to observations of teachers, teacher-student interaction in the classroom, face-toace interviews, telephone interviews, transcribed audio taped interviews of the participants and classroom artifacts. Results indicated that all of the teachers interviewed were sensitive to the needs of their students; had traveled to the country where their foreign language was the official language; and indicated that they frequently used a variety of instructional methods including cooperative learning, peer tutoring, integrated technology, and direct instruction. Therefore, it was concluded that teachers such as the ones involved in this study could serve as excellent role models and mentors for novice teachers in secondary schools.

Thesis (M. Ed.)--University of Hong Kong, 1997. / Includes bibliographical references (leaf 92-98).

Thesis (M.A.)--University of Hong Kong, 1999. / Includes bibliographical references (leaves 60-61).

Thesis (M.A.)--University of Hong Kong, 1999. / Includes bibliographical references (leaves 60-61). Also available in print.

Thesis (M.Ed.)--University of Hong Kong, 1997. / Includes bibliographical references (leaves 92-98). Also available in print.

Graduate students in the College of Education at the University of North Texas, Denton rated 57 teacher attributes on their relative importance in effective teaching. The data was analyzed across six demographic variables of department, sex, degree, nationality, teaching experience, and previous graduate school, using mean scores, one-way ANOVA, and t-tests for two independent samples.

Thesis (Ph. D.)--Auburn University, 2007. / "August 4, 2007." Includes bibliographical references (p. 81-90).

Thesis (M.Ed.)--Regis University, Denver, Colo., 2006. / Title from PDF title page (viewed on Jan. 31, 2007). Includes bibliographical references.

Thesis (Ph.D.)--Kent State University, 2006. / Title from PDF t.p. (viewed Sept. 12, 2006). Advisor: James G. Henderson. Keywords: urban education; autobiography; existential philosophy; cyberculture; curriculum studies; currere; high-quality teacher; veteran teacher; pedagogical tact. Includes bibliographical references (p. 353-380).