Orientador(a): Luiza Helena da Silva Christov / Banca: Vera de Faria Caruso Ronca / Banca: Rita de Cássia Demarchi / Título da capa: A construção da voz autora do professor-narrador: uma experiência de formação de professores do cotidiano escolar / Resumo: A presente pesquisa trata da importância das narrativas e da produção coletiva de professores na formação continuada na escola, como caminhos possíveis para a construção da autoria e das identidades de artista/professor/pesquisador. A formação realizada na escola Vila do Aprender, na região sul da cidade de São Paulo, fez-se por um período de três anos (2015-2017). Com o intuito de investigar os aspectos acima mencionados, propôs conexões com a pesquisa sobre a A/r/tography, desenvolvida pela professora Rita Irwin, além de considerar as teorias desenvolvidas por teóricos como, Paulo Freire, John Dewey, Cecília Almeida Salles, Jorge Larrosa, Jan Masschelein e Jacques Rancière, que contribuíram para compor caminhos que consideram a escola, a experiência, a criação/processos e a pesquisa, como campos que possibilitam a construção da autoria na formação de professores. Com a realização de dois encontros quinzenais de formação com e entre as professoras, vivenciamos propostas que envolveram escuta, partilha de narrativas, uso de diferentes linguagens, realização de estudos teóricos e práticos, contextos de interpretação e representação e a criação e produção coletiva. Esse trabalho foi composto pela experiência vivida com e no grupo, atrelada à perspectiva teórica que orientou a pesquisa. Os procedimentos utilizados para a coleta de dados foram análise das produções, a voz/interpretação das professoras e as ações que evidenciram os deslocamentos. Destaca-se nesse processo o fortalecimento... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: The present research deals with the importance of narratives and the collective production of teachers in the continuous formation in the school, as possible ways for the construction of the authorship and the identities of artist / professor / researcher. The training held at Vila do Aprender school, in the southern region of the city of São Paulo, was carried out for a period of three years (2015 - 2017). In order to investigate the aforementioned aspects, he proposed connections with the research on A / r / tography, developed by Professor Rita Irwin, besides considering the theories developed by theorists like Paulo Freire, John Dewey, Cecília Almeida Salles, Jorge Larrosa, Jan Masschelein and Jacques Rancière, who contributed to compose paths that consider school, experience, creation / processes and research as fields that make it possible to construct authorship in teacher education. With two bi-weekly training sessions with and among teachers, we experienced proposals that involved listening, sharing of narratives, use of different languages, theoretical and practical studies, contexts of interpretation and representation, and collective creation and production. This work was composed by the experience lived with and in the group, linked to the theoretical perspective that guided the research. The procedures used for the data collection were analysis of the productions, the voice / interpretation of the teachers and the actions that showed the displacements. I emphasize... (Complete abstract click electronic access below) / Mestre

Employment coaching is essential for performing job duties and for developing and enhancing skills. Coaching in the school setting typically follows the traditional format of pre-conference, observe, and post-conference, where feedback on teaching performance is shared but often delayed. Professional development provides teachers with skills to enhance their teaching practice with little to no follow-up or support. The most effective way to produce change in the school setting is to show the connection between professional development and student performance, and iCoaching can help to bridge the gap. Research shows that effective feedback is immediate, systematic, positive, constructive, and detailed (Scheeler & Lee, 2002). Bug-in-ear (BIE) coaching is a way to provide immediate feedback so correction can be made live, and errors are reduced. iCoaching uses iPods as a BIE device with a coach serving as a remote observer providing coaching prompts or immediate feedback to the teacher to allow the teacher to implement ideas or make corrections immediately. Increasing opportunities to respond (“Increasing Opportunities to Respond,” 2015) is a way to increase academic achievement and on task behavior (Sutherland, Alder, & Gunter, 2003). This study utilized a multiple probe across participants design to investigate the effect of iCoaching on teacher-delivered OTR. Four teacher participants and their students participated in the study, where the teachers completed a teacher preparation session and live iCoaching sessions to increase their OTR. Data were collected on OTR (including the type of OTR), coaching comments, student responses, and student curricular performance. The results indicate that iCoaching was effective in increasing teacher-delivered OTR and increasing student responses and academic performance. Implications for future research are discussed. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2017. / FAU Electronic Theses and Dissertations Collection

The qualitative research study examined the teacher-student and student-student interactions that took place in two elementary parochial classrooms staffed by teachers nominated as effective by their supervisors. The study also examined relationships, similarities and differences between the teacher-student and student-student interactions. Qualitative data were collected including classroom observations, interviews with teachers, and focus group interviews with students. Results indicated that effective teachers supported their students organizationally through well-organized learning environments ; instructionally by using a variety of instructional scaffolds, strategies and materials while holding students accountable for their learning ; and emotionally by meeting students' needs for belonging and safety. Student-student instructinal and emotional supports reflected most of the elements of teacher-student organizational, instructional and emotional supports but also included some negative interactions not present in teacher-student interactions. Implications for classroom practice, public policy and further research in classroom interactions are given. / by Eudora A. Stephens. / Thesis (Ph.D.)--Florida Atlantic University, 2012. / Includes bibliography. / Mode of access: World Wide Web. / System requirements: Adobe Reader.

The current study investigated the change in relationship between an aggressor's attachment style (avoidant or preoccupied) and a series of characteristics in their victims' over a school year. Once a semester, participants rated themselves and their classmates on 16 personality characteristics and their aggression levels against other students. Only avoidant girls significantly refined their targets over the course of a school year. They increased their aggression towards girls with low appearance self-efficacy, a high avoidance attachment, high depression, high cross-gender typed behavior, high internalizing behavior, and low global self-worth. / by Ashley M. Miller. / Thesis (M.A.)--Florida Atlantic University, 2012. / Includes bibliography. / Mode of access: World Wide Web. / System requirements: Adobe Reader.

This dissertation explores the perspectives of culturally and linguistically diverse learners and English learners on school conditions that enable them to share their heritage languages and cultures, as well as the ways that these learners propose that their heritage languages and cultures could be more recognized in an English-only middle school setting. This study focused specifically on the role that culturally and linguistically diverse learners and English learners perceived that they played in the process of their own social empowerment, a role that could be achieved through the development of their voices by becoming critically involved in creating spaces for their heritage languages and cultures in English-only settings. In this study, student voice is the means for the culturally and linguistically diverse and English learners' voices to emerge: the voices that are frequently oppressed because of the lack of power. This framework provides guidance to integrate the excluded learners' voices in a school milieu that habitually muffles these voices. Listening to the bicultural and bilingual voices is important but not sufficient to challenge the power structure of U.S. schools. In this study, culturally and linguistically diverse learners and English learners conceptualized ways that their heritage languages and cultures could be (more) recognized in their school settings. The voices of the students are important; they should be respected and valued. Hearing the students in this study reminds us and validates the assertion that students from diverse languages and cultures are not monolith. They have different and unique experiences and this study gave voice to some of those. Leaders from state level, district level, and school level could open the doors for students to share their experiences in the schools; in the case of this study, to learn from these students what a school milieu that authentically recognizes their cultures and languages is. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2015. / FAU Electronic Theses and Dissertations Collection

Li She Chai. / Title also in Chinese. / Thesis (M.A.Ed.)--Chinese University of Hong Kong, 1988. / Bibliography: leaves 60-64.

Thesis (Ph.D.)--Antioch University, 2006. / Title from PDF t.p. (viewed April 11, 2007). Advisor: Carolyn B. Kenney. Keywords: place-based education, school culture, leadership, portraiture, program evaluation, urban elementary, environmental education. Includes bibliographical references (p. 126-139).

Approximately one quarter of America's students leave school prior to graduation. Teaching practices need to be examined if schools are to effectively deal with the student population. at highest risk of dropping out. The purpose of this study was to investigate the attending behaviors high school teachers directed to students at high risk of dropping out, and to students not so identified. A survey of the literature provided an overview of related studies which addressed the number of students who drop out, their reasons for doing so, and alternative programs for those who have left school. Not found in abundance were studies linking teachers' classroom behaviors with effective at risk strategies. Data regarding teachers' verbal and nonverbal attending behaviors were gathered in twenty classrooms. The resulting totals for all at risk and control groups were nearly equal. However, the types of attending behaviors directed to the two groups were qualitatively different. At risk students were praised one third as often but were criticized seven times as often as their control group counterparts. Additionally, at risk students' attention getting behaviors were ignored seven times as often, and they were physically approached half as often as control group students. Anecdotal data revealed contrasting classroom atmospheres. Some classes were greeted at the door and were praised by their teachers. Other teachers chastised classes, spoke negatively about them, or showed little or no interaction with students in them. / Graduation date: 1991

The study was conducted to ascertain the extent and nature of differences of perceptions which exist between the elementary regular classroom teacher, elementary resource room teacher and building principal relating to the duties and responsibilities of the elementary resource room teacher.A questionnaire containing nineteen statements regarding the duties and responsibilities of the elementary resource room teacher was distributed to 40 building principals, 572 elementary regular classroom teachers and 21 elementary resource room teachers. hirty-four building principals, or 85 percent, completed the questionnaire and 370, or 64 percent of the elementary regular classroom teachers completed and returned the questionnaire. A total of twenty, or 95 percent, of the elementary resource room teachers also completed and returned the questionnaire.The results were analyzed by the chi-square test of independence at the .05 level of significance to test three null hypotheses in order to determine if perceptions of building principals, elementary regular classroom teachers and elementary resource room teachers were identical or different.A statistical difference in perceptions of the three groups was indicated with regard to elementary resource room teachers keeping the building principal informed of all aspects of the resource room program, including the referral process. The data also indicated a difference in perceptions among the three groups pertaining to the resource room teacher cooperatively implementing and coordinating with the elementary regular classroom teacher skill development tasks of the student which have been included in the individualized educational plan. A difference in perceptions between the three groups was also indicated with respect to the resource room teacher participating in case conferences and assisting in determination of criteria for placement of a child in special programs. Implementation of long term and short term goals for the mildly handicapped child cooperatively by the elementary regular class teacher and elementary resource room teacher was also perceived differently by the three groups as a duty of the elementary resource room teacher.Recommendations for Further Research1. A study should be conducted to determine whether the identified duties and responsibilities of the elementary resource room teacher are actually being performed.2. A study should be conducted to determine if the perceived duties and responsibilities of the elementary resource room teacherr have changed as the resource room concept has been utilized over a longer period of time.3. As the utilization of resource rooms increases in Indiana Public School Corporations, the study should be replicated, as a larger sample may add verification to the results.4. A study to determine whether years of professional experience of building principals, elementary regular classroom teachers and elementary resource room teachers can be identified as a factor regarding the perceptions of the duties and responsibilities of the elementary resource room teacher should be conducted.

Thesis (Ph. D.)--Ohio State University, 2008. / Title from first page of PDF file. Includes bibliographical references (p. 306-314).