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The best nonverbal immediacy practices of teachers based on student opinion /Savelli, Melanie Richters, January 2010 (has links)
Thesis (M.S.) -- Central Connecticut State University, 2010. / Thesis advisor: Christopher Pudlinski. "... in partial fulfillment of the requirements for the degree of Master of Science in Communication." Includes bibliographical references (leaves 36-40). Also available via the World Wide Web.
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The Effects of Implementing an Interactive Student Response System in a College Algebra ClassroomBlodgett, Dina L. January 2006 (has links) (PDF)
No description available.
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Teacher conversations: what happens when teachers talkKlitsie, Clara January 2014 (has links)
Teaching has a primary focus on engagement with students, but paradoxically, it can be experienced as lonely, private work, in classrooms behind closed doors, with an accompanying sense of deep disconnection from peers. When six experienced teachers sought to counteract this isolation, they formed a group which embarked on a shared journey of reflection and conversation, with the purpose of increasing selfknowledge, clarifying a sense of self as teacher, extending understanding of the selfhood of other teachers, and exposing the deeper sources of meaning underlying the vocation of teacher. This study sought to describe the information, opinions and beliefs which were exchanged among participants within the group and to describe the dynamics within the group. Furthermore, it sought to identify and describe the self-perceived impact of the experience of such a group, on the vocational vitality of each of the participants. Within an interpretivist epistemology a qualitative phenomenological research approach was adopted for the study. Data were obtained from two sources, consisting of transcripts of conversations from the meetings of a collaborative reflective group and from semi-structured individual interviews with group participants. These were analysed using an inductive approach with the aid of qualitative data analysis software: Atlas ti®. Findings from the study show that a high level of trust and a sense of safety were created through the use of guiding principles for meetings. Content chosen for reflective conversations and the general experience of meetings was perceived as providing a rare opportunity for participants to discover their selfhood as teachers. They reported that this understanding was further broadened by exposure to the selfhood of other teachers. Furthermore, members of the talk group reported that participation had resulted in a lowering of their sense of professional isolation and a renewal of vitality in their teaching.
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"I'm Not Teaching Writing, I'm Just Assessing It" : Exploring Assimilationist Writing Pedagogies in a New Graduate School of EducationNagrotsky, Kathryn January 2020 (has links)
This qualitative multiple case study provides insight into how teachers make sense of the teaching of writing within the context of a prescriptive curriculum designed by Excellence Academies, a prominent no excuses charter management organization. Drawing from Ivanič’s discourses of writing (2004) and the tenets of culturally sustaining pedagogies (Alim & Paris, 2014), the study relies on multiple data sources to make sense of the discourses that teachers have access to: the teacher education curriculum, their school level writing curriculum, primary teacher interviews, and secondary administrative interviews.
A critical curriculum content analysis reveals that while the genre and process discourses are present at the macro level in graduate coursework and institutional materials, these discourses are muted by an emphasis on literacy as a tool for college readiness. My analysis reveals how literacy as a primarily skills-based endeavor becomes entangled with a coherent instructional model aimed to achieve college readiness through the acquisition of high test scores. The objectification of students and their capacities to be literate only in the ways valued by direct writing assessment constrained teachers from accessing a robust understanding of discourses of writing.
Findings also reveal a lack of teacher knowledge and training devoted to the teaching of writing which results in students being subjected to underprepared teachers who are more susceptible to and reliant on harmful prescriptive skills-based writing pedagogies, curricula, and assessment practices. Additionally, the study reveals the paradox of an Advanced Placement course that appears to be a rigorous college preparatory learning experience, highlighting meso and macro level discourses that work to restrict student opportunities for meaningful writing experiences and tangibly benefit the charter management organization’s expansion rather than students themselves. Recommendations for policy, practice, and research are provided.
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The emergence of group interaction in early childhoodParnass, Jodi January 1995 (has links)
No description available.
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The correlation between preschool teacher self-concept and teacher-child interaction /Vartuli, Sue Ann January 1979 (has links)
No description available.
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"Being with others" in the educational process /Lemish, Peter Stanley January 1984 (has links)
No description available.
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Developing an interaction matrix (Intermat) for school-community relations /Roberts, Donald J., 1930- January 1973 (has links)
No description available.
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Analysis of the instructional ecology in tutorial tennis settings /England, Kathleen Mary January 1993 (has links)
No description available.
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The effects on verbal teaching analysis as an in-service education activity /Hill, William Morris January 1966 (has links)
No description available.
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