This dissertation will examine the Knowledge-as-Theory-and-Elements perspective on knowledge structure. The dissertation creates a set of theoretical criteria given within a template by which lesson plans can be designed to teach mathematics and the physical sciences. The dissertation also will test the Knowledge-as-Theory and-Elements theoretical perspective by designing lesson plans to teach a branch of mathematics, graph theory, by using the new template. The dissertation will include a comparative study investigating the effectiveness of the lesson plans conforming to the new template and the lesson plans designed by the traditional theoretical perspective Knowledge-as-Elements.

Thesis (Ph. D.)--University of Nevada, Reno, 2005. / "July 2005." Includes bibliographical references (leaves 103-108). Online version available on the World Wide Web. Library also has microfilm. Ann Arbor, Mich. : ProQuest Information and Learning Company, [2005]. 1 microfilm reel ; 35 mm.

The purposes of the study were: (1) to examine the perceptions superintendents, principals, and teachers have relative to the utilization of scheduled preparation time; (2) to determine if teachers with more experience had a different perception of the utilization of scheduled teacher preparation time than less experienced teachers; (3) to determine if teachers had a preference when the preparation was scheduled; and (4) to determine if the use of preparation time for people interaction, preparation and planning tasks, administrative tasks, personal and co-educational tasks were perceived in the same way by superintendents, principals, and teachers.The preparation period is one of the standards used by the North Central Association for secondary school accreditation. The preparation period was recognized as a part of the teaching -load, was strongly recommended for each teacher, wan included in each teacher's schedule, and had to be included within the six-hour day.In order to compare perceptions of superintendents, principals, and teachers relative to utilization of preparation period, a questionnaire was developed for the study. In final form, the questionnaire was comprised of 34 items. Demographic data were also obtained from each group of respondents. A total of 1227 questionnaires was mailed. There were 975 usable questionnaires returned.The population comprised 50 Indiana secondary schools accredited by the North Central Association; the superintendents of each school corporation in which the 50 schools were located; the principals of each of the 50 schools; and 40 per cent of the teachers selected at random from each school. The 50 schools, located in 42 school corporations, were randomly selected from the official NCA roster of accredited secondary schools.The hypotheses for the study were stated in null form to facilitate testing and statistical treatment. For each population sample (superintendents, principals, and teachers) an absolute frequency was computed for questionnaire responses. Utilizing the absolute frequency, the median test and relative frequency was computed. The chisquare test was used to determine the level of significance. The hypotheses were rejected above the .05 level of significance. Each hypothesis had five sub-parts. The acceptance or nonacceptance of the hypotheses was determined by the statistical significance of three of the five subparts.The study indicated most secondary teachers have assigned preparation time. From the 892 teacher questionnaires, two teachers indicated they did not have a preparation period. It can be concluded that guidelines have been established for teacher scheduled preparation time within the school day.To meet the needs of students, scheduled teacher preparation time should be within the school day. A vast majority of teachers utilized preparation time for students to make up tests, for students enrolled in independent study, and for student conferences. This requires the student to be in attendance and if all preparation time was before or after school, student attendance would be more difficult to attain.The data revealed a considerable range in the perceptions of superintendents, principals, and teachers in the utilization of preparation time for instructional and non-instructional responsibilities, but it can be concluded tasks related to students and instructional procedures were utilized the most often.Hall monitoring, lunch room supervision, extra curricular activities, and publications do not utilize a significant portion of teacher preparation time. Superintendents and school boards have provided for teacher preparation time free from monitoring non-instructional activities.

Thesis (M.Ed.)--Regis University, Denver, Colo., 2007. / Title from PDF title page (viewed on Oct. 29, 2007). Includes bibliographical references.

No description available.

This exploratory study examined how pre-service teachers use the Internet while preparing lesson plans. Participants (N=30) prepared a literacy-focused lesson using the Internet as their only resource. Data were collected through screen capture technology, tracking where participants went and how they used the Internet, and afterwards, participants’ reflections were obtained through structured interviews. Most participants first visited the Google search engine to find information, or the Ontario curriculum document to check the grade level expectations. Participants conducted three or more Google searches on average, and government, commercial, teacher hosted, and organization sites were the most often visited. These sites were used to find more information on the selected lesson plan, generate ideas by seeing what lessons are available online, look for materials for the lesson, check curriculum expectations and/or, in a few instances, copy a lesson plan directly from a website. Many participants reported regularly preparing lessons in the observed manner.

This exploratory study examined how pre-service teachers use the Internet while preparing lesson plans. Participants (N=30) prepared a literacy-focused lesson using the Internet as their only resource. Data were collected through screen capture technology, tracking where participants went and how they used the Internet, and afterwards, participants’ reflections were obtained through structured interviews. Most participants first visited the Google search engine to find information, or the Ontario curriculum document to check the grade level expectations. Participants conducted three or more Google searches on average, and government, commercial, teacher hosted, and organization sites were the most often visited. These sites were used to find more information on the selected lesson plan, generate ideas by seeing what lessons are available online, look for materials for the lesson, check curriculum expectations and/or, in a few instances, copy a lesson plan directly from a website. Many participants reported regularly preparing lessons in the observed manner.

Thesis (M.A.)--Brigham Young University. Dept. of Mathematics Education, 2002. / Includes bibliographical references (p. 79-82).

This thesis reports on an ethnographic inquiry into student teachers’ professional learning and development in a four-month practicum, during which no mentor is present. The subject background is Teaching Chinese as a Second Language (TCSL) in mainland China. This study draws on a variety of theories, such as Wenger’s social learning theory, Brookfield’s significant personal learning theory, Fuller’s teacher concern theory and Ghaye’s reflection hierarchy model, to conceptualize a theoretical framework to interpret collected data. The research involves two phases, i.e., the pilot and main study, each of which includes three participants. This thesis mainly reports the three cases in the main phase, with a brief account of the pilot phase. The methodological orientation of this research is naturalistic inquiry, which involves multiple data collection methods, such as student teachers’ reflective journals, individual and group interviews, lesson observations, documentary analysis, field notes and email correspondence, of which reflective journals are the main data source. The findings suggest that the student teachers are highly self-reliant in undertaking professional learning when no mentors are present. Very little participation in the professional community has been identified in all of the six cases, which is presumably attributed to the no mentorship context. Student teachers who possess a strong passion for teaching make attempts to expand their professional communities at the initial stage of the practicum; however, they are demotivated when their attempts fail. They thereafter have to rely on their own initiative by drawing on their prior teaching experiences or other resources available in their personal communities. Those who are not passionate about teaching do not take the initiative to widen their professional communities and make no changes throughout the practicum. The results also indicate that the student teachers suffer extreme anxiety, often for the whole practicum period. They are tormented by self-doubt and panic about the uncertainties and emergencies in teaching. They show great concern for “self” throughout the practicum and rarely demonstrate concern for “tasks”, “teaching performance” or “learners”. Their concern for survival predominates the whole practicum. The student teachers’ reflections as revealed in their teaching journals are basically at the descriptive and perceptive level. Little higher-level reflection has been identified. This is also likely to be associated with the no mentorship context. Recommendations for the TCSL teacher preparation programmes and the student teachers are highlighted. For the programmes, providing a more structured and supportive environment is suggested. The student teachers are advised to take more initiative to widen their professional communities and to have more peer learning and self-directed learning. A good combination of formal and informal learning can enable them to achieve the maximum professional growth in the practicum. / published_or_final_version / Education / Doctoral / Doctor of Philosophy

Thesis (M.Ed.)--Regis University, Denver, Colo., 2007. / Title from PDF title page (viewed on Oct. 30, 2007). Includes bibliographical references.