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Implementation of the Carl D. Perkins career-technical education reforms of the 1990s postsecondary education outcomes of students taking an enhanced vocational curriculum /Novel, Julie L. January 2009 (has links)
Thesis (Ph. D.)--Ohio State University, 2009. / Title from first page of PDF file. Includes bibliographical references (p. 106-116).
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The good, the bad, and the struggling beliefs about student preparedness among teachers in an adult learner college /Gray, Janet Ellen. January 2006 (has links)
Thesis (Ph. D.)--Michigan State University. Higher, Adult, and Lifelong Education, 2004. / Title from PDF t.p. (viewed on Nov. 17, 2008) Includes bibliographical references (p. 220-229). Also issued in print.
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Capturing the stories of non-college preparatory Latina/o high school graduates reclaiming their stake in education and their dreams /Pérez, Claudia María Lara, January 2006 (has links)
Thesis (Ed. D.)--UCLA, 2006. / Vita. Includes bibliographical references (leaves 226-237).
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The causes of, and possible solutions to the post-high school dropout problem within the education system of Lesotho (a focus on the immediate post-high school dropouts of Rankakala region of Qacha's Nek district) /Ogolla, Samuel Otieno. January 2003 (has links)
Thesis (Master)--University of the Free State, 2003. / Includes bibliographical references (leaves 79-81).
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Establishing college preparatory conditions and a college-going culture in California charter high schoolsKoven, Karyn Ashley, January 2009 (has links)
Thesis (Ed. D.)--UCLA, 2009. / Vita. Includes bibliographical references (leaves 190-198).
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Investigating student readiness for tertiary educationAgherdien, Nuraan January 2014 (has links)
Many tertiary institutions are confronted with the challenge of unprepared students. This epidemic is largely due to factors in and out of individuals‟ control. These factors include academic proficiency, course-student match, support and integration, financial stability, preparation, personal circumstances and engagement. The main objective of this study is therefore threefold: Firstly, to describe what student readiness entails; secondly to understand why there is a lack of readiness among first-year Human Resource Management students, and thirdly, to identify and improve upon interventions that prepare students for tertiary education. For this study student readiness refers to the ability of students to meet the basic requirements to successfully enrol for a course without remedial assistance and to successfully complete their studies in the recommended timeframe. The target population of this study focussed on students who registered on a full-time basis for the National Diploma in Human Resource Management for the academic year 2014 (n=117). A self-administered questionnaire was distributed to the students and an open-ended questionnaire additionally to the lecturers who teach first-year Human Resource Management students. The study was subjected to various statistical techniques such as Cronbach‟s alpha, t-tests, Pearson moment product correlation and Cohen‟s d. In doing so an improved insight into student readiness and success was developed. The main findings of the study indicated that there is a relationship between the type of schooling and readiness factors as statistical significance was noted. In addition, students who scored high on readiness factors were more likely to succeed in tertiary education. Moreover the number of interventions students is exposed to positively influence student readiness and success. This study has contributed to the body of knowledge which relates to the broader educational environment in South Africa and provides recommendations to address student readiness and success.
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edTPA ConsultationRock, Terryl 01 May 2017 (has links)
No description available.
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How edTPA Supports TEAMRock, Terryl 01 November 2017 (has links)
No description available.
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edTPA ConsultationRock, Terryl 01 June 2018 (has links)
No description available.
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Toward relevant immigrant pedagogy: teacher and student interactions in an urban classroomAdams, Benedict Lazarus 11 July 2016 (has links)
Indiana University-Purdue University Indianapolis (IUPUI) / One in five children in schools today are from immigrant families and speak a
language other than English. Research reveals many teachers in urban schools feel
inadequately prepared to meet the unique needs of these students. Teachers lack research-
based knowledge about culturally relevant teaching and differentiated instructional
strategies that benefit all learners. They do not understand issues such as ethnicity,
poverty, racism, cultural and linguistic identities, and immigration. Few studies have
described the nature of the learning experiences of English Language Learners (ELLs)
and immigrants in urban high schools.
Using identity, sociocultural, and self-efficacy conceptual frameworks (relevant
immigrant pedagogy), this qualitative case study focused on classroom interactions and
instructional efforts of two teachers in an English 10 class in an urban high school. The
researcher observed class activities, took field notes, interviewed teachers and students,
collected instructional planning documents, and photographed student artifacts and
interactions. One teacher in the classroom had an English as a Second Language (ESL)
certification and extensive professional development to increase her competency as a
teacher of immigrants. The other teacher had English Language Arts certification.
Findings indicated that relevant immigrant pedagogy was an expansive
instructional framework which transformed ELLs and immigrants to grow in their
construction of self and identity, self-efficacy, sociocultural consciousness, and
academic rigor within a period of five months despite the prescriptive curriculum from
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the district in a restricted environment. The urban teachers displayed skills, zeal, and
commitment to building a community of learners of all ability levels in class and bridged
the gaps between immigrants and non-immigrants. All students grew together in their
learning and socio emotional experiences and became advocates and helpers for one
another, not competitors. The conclusions suggest that it is possible to improve the
educational programs for immigrant students and English Language Learners through
well-developed research-based instruction, and proposes a model for effective urban
teacher education.
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