Spelling suggestions: "subject:"achool off training"" "subject:"achool oof training""
81 |
Staff Development Methods for Planning Lessons with Integrated TechnologyHeine, Jennifer Miers 12 1900 (has links)
This study compared cooperative and individual staff development methods for planning lessons with integrated technology. Twenty-three teachers from one elementary school participated in the study. The sample was the entire population. Nine participants were assigned to the control group, and fourteen participants were assigned to the experimental group. Names of participants were randomly drawn to determine group assignment. Participants in the control group worked individually in all three staff development sessions, while participants in the experimental group chose a partner, with whom they worked cooperatively in all three staff development sessions. Each participant or pair of participants submitted a lesson plan prior to participation in three staff development sessions. Following the sessions, each participant or pair of participants submitted a lesson plan. Three independent raters rated lesson plans to determine the participants' respective levels on the Level of Technology Implementation Observation Checklist (Moersch, 2001). The ratings of the lesson plans submitted before the training were compared to those collected after the training using a two-by-two mixed model ANOVA. The occasion (pre- vs. post-test), group, and interaction variables were all statistically significant at the .1 level; however, only the occasion variable had a strong effect size. These data suggest that (1) all teachers who participated in the training, whether individually or cooperatively, were able to develop lesson plans at a higher level of technology implementation and (2) cooperative staff development methods had no advantage over individual staff development methods with respect to teachers' ability to write lessons with integrated technology.
|
82 |
Interim Evaluation of the UNT/Dallas Public Schools Leadership Development Program: A Working ModelNewman, Carol A. 05 1900 (has links)
The purpose of this study was to determine if, after one year of operation, the UNT/Dallas Public Schools Leadership Development Program was progressing in accordance with the goals set out for the program. Questionnaires administered to 26 interns and 10 mentor principals and follow-up focus group interview sessions provided answers to the study's five research questions that explored the following: selection process; how interns' involvement in campus-based decision-making had changed; how mentor principals' perceptions toward interns had changed; and how administrative interns' perceptions of themselves and educational administration had changed. Findings from this study revealed the selection process provided the Dallas Public Schools an opportunity to select teacher-leaders from the district and to include a representative number of minority and women candidates for participation in the program. An area of weakness was seven interns with low GRE scores were admitted through an appeals process at the university. Another weakness revealed the majority of interns had been assigned more duties and responsibilities at the schools, but only 4 of 26 interns were being allowed to participate in any campus-based decision-making processes that could have an impact on school improvements. The study found the role of the mentor principal to be the most important factor in determining the satisfaction and success of the interns in the program. The embedded internship proved to be a disadvantage for the interns and principals, as the majority reported not having enough time to spend on administrative activities. Interns reported growth in personal and professional maturity and gained knowledge about the world of educational leadership. All 26 interns expressed the desire to become administrators in Dallas Public Schools upon completion of the program. Further research should include comparison studies between graduates of restructured programs and graduates of traditional programs to determine if there is a difference in school improvements and student achievement based upon the nature of the training of the school leader.
|
83 |
Perceptions of undergraduate education students from within an elementary teacher education programmeMacMath, Sheryl. 10 April 2008 (has links)
No description available.
|
84 |
Relationships Between the National Teacher Examinations, Certain Variables, and Secondary Teacher Education CurriculaHarvey, Eva Davis 08 1900 (has links)
The purposes of this study were, first, to determine the degree and direction of relationships between scores on The National Teacher Examinations and certain variables for the two hundred and forty-nine secondary teacher education majors included in this study.
|
85 |
The Development of A Philosophy for Advising Elementary Education Majors in their Selection of an Academic Area of SpecializationAnthony, Virgil Allen, 1930- 08 1900 (has links)
This study is concerned with the problem of providing a program of formal advising for aiding elementary education majors in their selection of an academic area of specialization.
.
|
86 |
The Adequacy of the Professional Preparation of the Catholic School SuperintendentMeyers, John F. 08 1900 (has links)
The problem of this study was to determine the adequacy of the professional preparation of the Catholic school superintendent for his role as the educational leader in the diocesan school system. The study was divided into the following subdivisions: 1) establishing evaluative criteria to measure the adequacy of the professional preparation of the Catholic school superintendent; 2) evaluating the professional preparation of the superintendent in the light of the established criteria; 3) proposing a program which might close the gap between the existing practices and the established criteria.
|
87 |
Teacher Perceptions of Technology Integration Professional Development in a 1:1 Chromebook EnvironmentUnknown Date (has links)
A variety of computing devices are available in today’s classrooms, but they have
not guaranteed the effective integration of technology. Nationally, teachers have ample
devices, applications, productivity software, and digital audio and video tools. Despite
all this, the literature suggests these tools are not employed to enhance student learning
according to best practices. The purpose of this qualitative case study was to describe
and understand perceptions of a technology integration professional development (TIPD)
experience of elementary teachers at a suburban, independent school. The TIPD was an
ongoing, 40-minute class led by a technology specialist, taking place in teachers’
classrooms, engaging teachers and their students in a 1:1 Chromebook environment.
Data collected were through classroom observations, teacher written reflections,
school documents, and face-to-face interviews. The results of multiple cycles of coding
wrought findings in regard to teachers’ perceptions of effective technology integration, technology class as professional development (PD), and technology class as enabling
effective technology integration. The findings showed teachers perceived technology
integration to be effective if it benefited the skills or productivity of themselves or their
students and if it directly related to their curriculum. Teachers required the support of
their colleagues, technology specialist, IT department, as well as traditional and
alternative forms of PD to overcome internal and external barriers to integration. Five of
the seven teachers explicitly conveyed the technology class to be effective TIPD and all
seven learned about a technology tool or resource, technical knowledge or skills, or ideas
for integration during the technology classes. Findings also showed the technology class
enabled reflection, which led to ideas for integration; the class enabled integration when
the content was related to or the tools were useful for their subject area; the class
provided the collaboration necessary for integration to occur. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2017. / FAU Electronic Theses and Dissertations Collection
|
88 |
The effects of student teaching upon the development of secondary student teachers in ThailandNontapa, Sutee 23 August 1993 (has links)
This study examined the practice of student teaching and the effects of student
teaching upon the development of three secondary Thai language student teachers
from Chiangmai Teachers' College in Chiangmai, Thailand from July to September,
1992. The research questions were: What are the methods of teaching which are
used during student teaching experience, and what developments or changes occur as
a result of student teaching from the point of view of the student teachers?
The research methodology was qualitative, utilizing the methodologies of
open-ended interviewing of student teachers as the primary mode. Other sources
such as observations of student teacher teaching and student teacher journals were
used to add depth to the study and to triangulate the findings. Interviews were
conducted in two phases. Observations were conducted as the student teachers taught
five class sessions. The data were processed using the constant comparative method.
A preliminary study of three secondary teachers was conducted to test the interview
guides and add direction to the study.
The analysis of data resulted in the generation of the following working
hypotheses:
1. Formal college training plays a more influential role in student
teachers' methods of teaching than the student teachers realize.
2. Student teaching experience affects student teachers' attitude toward
teaching.
3. Student teaching experience has a powerful impact on the development
of student teachers as teachers and as individuals. / Graduation date: 1994
|
89 |
Learning to teach nature of science: a video-based approach賴晴., Lai, Ching. January 2012 (has links)
Understanding nature of science (NOS) is an important learning objective of the science curricula in many countries. However, research shows that there is a large gap between the curriculum emphasis and classroom practice. There have been calls for more studies on how teachers can be better prepared for teaching NOS. This study examines what teachers have learned, how they have learned it and the factors affecting their learning in a teacher professional development (TPD) programme to prepare them to teach NOS. The study was conducted in 2008-10, when the new Hong Kong Senior Secondary Biology curriculum, with its emphasis on NOS, was introduced.
Three of the 18 teachers participating in the programme were chosen for in-depth case studies to illuminate their process of learning to teach NOS. Over a 20-month period, the teachers worked collaboratively to learn how to teach NOS in study group settings. Initially, the teachers were given curriculum materials designed for the explicit and reflective teaching of NOS. They selected, adapted and refined the curriculum materials to suit their own students. They then taught NOS to their students using the modified curriculum materials in their classroom, and the lessons were videotaped. These videos were later shared and analyzed collaboratively in study group meetings and workshops.
To monitor their learning, the teachers were asked to complete reflection tasks and follow-up interviews after participating in each of the TPD activities, including the trial teaching of NOS in their own classroom, reflecting on the lesson, reflecting on the lesson video, and discussing the lesson video with their peers. Using an interpretive approach, other data sources, including field notes from classroom observations, transcripts of teacher discussions in meetings and workshops, and interviews with individual teachers before and after the programme on their confidence and concerns about NOS teaching, were also collected for triangulation purposes, and for the production of individual case reports for each teacher.
It was found that the teachers had improved their NOS knowledge, NOS teaching skills, confidence as well as intention to teach NOS after participating in the programme. The process of learning to teach NOS can be characterized as lengthy, recursive and closely embedded in authentic classroom practices. Four major factors related to the TPD programme were identified as contributory to teachers’ learning to teach NOS. They are: (1) the formation of a community of practice with a shared goal to improve NOS teaching, (2) the provision of educative curriculum resources for explicit and reflective teaching of NOS, (3) first-hand experience of teaching NOS in authentic classroom settings, and (4) video-based discussions on NOS teaching in meetings and workshops. Based on the findings, an emergent model of effective use of video for learning to teach NOS was also proposed. The implications of the findings on the design of effective TPD programmes for learning to teach NOS were discussed. / published_or_final_version / Education / Doctoral / Doctor of Philosophy
|
90 |
Exploratory comparative case studies of two principal preparation programsFranklin, Sandra Hayes 28 August 2008 (has links)
Not available / text
|
Page generated in 0.1107 seconds