Project (M.A.) - Simon Fraser University, 2006. / Theses (Dept. of Economics) / Simon Fraser University. Also issued in digital format and available on the World Wide Web.

Thesis (Ph. D.)--University of Hong Kong, 2001. / Includes bibliographical references (leaves 260-273).

Thesis (EdD)--Open University. BLDSC no. DXN080745.

Thesis (Ph.D)--Virginia Commonwealth University, 2009. / Prepared for: School of Education. Title from title-page of electronic thesis. Bibliography: leaves 178-201.

Thesis--PlanB (M.S.)--University of Wisconsin--Stout, 2001. / Includes bibliographical references.

Thesis (Ph. D.)--York University, 2000. Graduate Programme in Sociology. / Typescript. Includes bibliographical references (leaves 296-315). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://wwwlib.umi.com/cr/yorku/fullcit?pNQ56235.

Thesis (Ph. D.)--University of Texas at Austin, 2002. / Vita. Includes bibliographical references. Available also from UMI Company.

This report explores the concept of sheltered instruction in response to the shifting demographics of English language learners (ELLs) in educational institutions across the United States. Following a discussion of the goals of and threats to sheltered instruction, I recommend the integration of social studies pedagogy and English language development in the sheltered classroom. The blending of social studies instructional practices and language acquisition pedagogy promotes a safe, culturally-sensitive environment in which ELLs can develop linguistic, socio-cultural, and academic skills in secondary school. I also acknowledge that teachers’ attitude toward ELLs can potentially influence their academic achievement. Therefore, I recommend that all teachers participate in three areas of professional development: socio-cultural sensitivity, pedagogical practices, and policy awareness. Enhancing sheltered social studies instruction and participating in professional development have the potential to provide ELLs with quality grade-level education and the means to become successful secondary students. / text

The Living Newspaper Project, a project-based learning model in which students conduct research on a topic, create a script, and perform their work for their peers, has been an outreach program in the Department of Theatre and Dance at the University of Texas at Austin since 2005, but its potential as a professional development program has never been explored at this institution. This MFA Thesis documents the process of designing, implementing, and analyzing a collaborative professional development program for the Living Newspaper Project. The Living Newspaper Project collaborative Professional Development Program was piloted with an English teacher in Austin, Texas, and three Spanish Teachers in Merida, Venezuela. This document examines their thoughts, observations, and experiences in the program, as well as the writings of theorists and the work of other professionals in arts-based professional development to determine what aspects of a professional development program enable teachers to implement a Living Newspaper in their classrooms. / text

Professional development is key to improved student and school success, however research in this field is relatively new and teacher learning is often lackluster. Additionally, alternative strategies are needed to address the unique professional development needs of experienced teachers. One possible strategy is classroom-embedded reciprocal coaching, such as that used in the National Science Foundation's GK-12 program, between experienced classroom teachers and graduate student scientists. Teachers were surveyed to determine if their participation in GK-12 provided a positive professional development experience. It was found that teachers benefited from this type of professional development with a perceived increase in their science content knowledge and an overall high level of satisfaction with the program. Interviews revealed common themes such as the teacher's viewpoint of whether this was professional development, the teachers' areas of learning, the reciprocal nature of the coaching relationship, and the prospect of sustainability. / text