Grimaldi, Stephanie Levine
Thesis (Ed.D.)--Boston University / PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at email@example.com. Thank you. / This study investigated the ways in which teachers differentiate instruction to meet individual students' literacy needs. Specific questions related to planning, grouping, instruction, and monitoring were considered. Case studies of two teams of teachers in two classrooms in an urban elementary school were conducted. Three focal children, identified as low, average, or high performers, were shadowed by observers for 16 hours over 8 days. The teachers were interviewed before, during, and after the study and classroom artifacts were collected. Data analysis yielded eight findings in two categories (grouping practices and instruction) for the first-grade classroom and six findings in two categories (grouping practices and instruction) for the second-grade classroom. First, teachers used all forms of grouping routinely and flexibly throughout the day and week. Second, in the first-grade classroom, the change in group membership varied according to type, while in the second grade classroom the change was dictated by student need. Third, in both classrooms, teacher's decisions about grouping arrangements were made on the basis of: grade level curriculum or content, and observation of individual needs. In the second-grade classroom, teacher's decisions were also made on the availability of personnel. Fourth, in the first grade classroom, students' decisions about grouping arrangements were made on the basis of: (I) environment created by the teacher, (2) student choice or interest, (3) availability of books/materials, and ( 4) availability of time. In the first-grade classroom, children at all levels received equal teacher time. Instruction in word level and comprehension strategies were balanced across performance levels. Finally, instruction was modified by explicitness of directions, expectations for independent work, and/or teacher support. In the second-grade classroom, instructional time and instructional focus varied among performance levels. Children who struggled received increased emphasis on word level knowledge. Finally, instruction was modified by explicitness of directions, expectations for independent work, and/or teacher support. Limitations include the inability of the researcher to observe and describe the literacy instruction provided outside the scheduled literacy block. / 2031-01-01
The instructional leadership role of elementary school principals and its influence on instructional practices as perceived by elementary teachersBrown, Elnora Jean. McNeal, Larry. January 1998 (has links)
Thesis (Ed. D.)--Illinois State University, 1998. / Title from title page screen, viewed June 30, 2006. Dissertation Committee: Larry McNeal (chair), George Padavil, Lemuel Watson, Joe Parks. Includes bibliographical references (leaves 114-126) and abstract. Also available in print.
Brundage, Sara E.
Thesis (Ed. D.)--State University of New York at Binghamton, School of Education and Human Development, 2005. / Includes bibliographical references.
Evaluation of the impact of participation in the T.E.S.T. examination preparation program on elementary education teacher candidate C-BASE and PRAXIS-II performanceWall, Timothy J., January 2008 (has links)
Thesis (Ed. D.)--University of Missouri-Columbia, 2008. / The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on July 31, 2009) Includes bibliographical references.
Thesis (M. Ed.)--University of Hong Kong, 2001. / Includes bibliographical references (leaves 125-135).
Vance, Florestee. Newby, Marilyn Provart.
(has links) (PDF)
Thesis (Ed. D.)--Illinois State University, 1989. / Title from title page screen, viewed Oct. 13, 2004. Dissertation Committee: Marilyn P. Newby (chair), Mary Ann Lynn, Max R. Rennels, E. Robert Stefl. Includes bibliographical references (leaves 78-80) and abstract. Also available in print.
Jacquez, Amy Michele.
Thesis (M.A.)--West Virginia University, 2004. / Title from document title page. Document formatted into pages; contains iii, 17 p. Includes abstract. Includes bibliographical references (p. 15-17).
Wong, Wai-ling, Winnie,
Thesis (M. Arch.)--University of Hong Kong, 1999. / Includes special report study entitled: Parameters for creating school settings. Includes bibliographical references.
Thesis (M. Ed.)--University of Hong Kong, 1997. / Includes bibliographical references (leaf 86-90).
The perceptions of commitment to teaching : a case study of teachers in primary schools in Chongqing /Yau, Mei-ying. January 1997 (has links)
Thesis (M. Ed.)--University of Hong Kong, 1997. / Includes bibliographical references (leaf 45-46).
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