Thesis (Ed. D.)--West Virginia University, 2000. / Title from document title page. Document formatted into pages; contains xi, 222 p. Vita. Includes abstract. Includes bibliographical references (p. 100-102).

Thesis (Ph. D.)--University of Wisconsin--Madison, 1981. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 187-196).

Thesis (Ph. D.)--Columbia University, 1900. / Vita. Published also as Columbia university contributions to philosophy, psychology and education, vol. XII, no. 1-4. New York : The Macmillan Co., 1903. Includes bibliographical references (p. [258]-391).

The purpose of this study was to analyze perceptions of the tasks of male physical educators in the performance of their jobs in secondary schools as held by the following three groups of physical educators: 1. a panel of authorities whose writings and leadership activities help to establish the theoretical bases for this field; 2. the administrative leaders of Texas' college and university programs for the preparation of physical education teachers; and 3. a representative group of physical education teachers in Texas secondary schools, who define the tasks in practical terms.

The purpose of this study was to examine the literacy-related professional development preferences of participating secondary teachers in one school board in Ontario. Data was collected using a survey. The findings of this study confirm and extend existing research: the majority of secondary teachers want to engage in literacy-related professional development; secondary teachers have preferences for various forms of professional development, including duration and form; there are differences in preferences for duration, form, and content of teachers in different subject areas; and differences exist in preferences for form and content of teachers of different course types. The findings of this study that confirmed existing research included: the preferences by teachers of Science and Geography for literacy-related professional development on instruction of reading graphical text; the preference for literacy-related professional development by teachers of Math on reading word problems; the preference for literacy-related professional development that results in practical ideas and strategies; and the preference for literacy-related professional development that meets the needs of teachers and students. Interesting themes emerged that extend previous research: the preference for literacy-related professional development that is short in duration (between one to five hours); a higher percentage of teachers of Science, Math, and Technology wanting no literacy-related professional development; the preference by teachers of Open type courses for literacy-related professional development on differentiating literacy instruction; and a stronger focus on the content (as opposed to a focus on form) of literacy-related professional development by teachers of Science, Math, and Technology. / Thesis (Master, Education) -- Queen's University, 2011-07-30 22:17:45.962

The problem with which this investigation was concerned was the relationship between selected facilitative characteristics of human interaction and other factors associated with the secondary teacher. These factors included job satisfaction and courses completed beyond the bachelor's degree.

The problem with which this study deals is that of describing and analyzing current new teacher orientation programs and practices in selected Texas secondary schools.

Students with disabilities (SWDs) are being placed in inclusive settings. The problem is that in many cases, teachers who are assigned to these students may not have necessary training in special education. Lack of such teacher training can lead to deficits in learning for SWDs. The purpose of this phenomenological study was to identify secondary general education teachers' perspectives on professional development (PD) regarding teaching SWDs in inclusion classroom settings. The conceptual framework for this study was Bandura's self-efficacy construct as presented in social cognitive theory. For teachers, self-€efficacy may influence instructional practices, classroom climate, and attitudes toward educational processes. In this phenomenological study, data were gathered from 12 high school general education teachers with experience in teaching SWDs in inclusive settings using one-€on-€one interviews and a short demographic questionnaire. The first research question concerned whether general education teachers believed that PD could improve teachers-€™ performance with SWDs in inclusion settings. Results indicated that respondents generally believed that PD inclusion training was needed. The second research question concerned how PD should influence coteaching in inclusion settings. Results indicated that respondents generally believed that PD inclusion training should provide skills to allow teachers to assist special education students in inclusion settings without making them feel differentiated or singled out. In future studies, it is recommended that the sample be segmented into groups of general education teachers and special education teachers, with an equal number of each. It is also recommended that a quantitative study be initiated to examine whether the findings are confirmed with a larger population.

This study highlights the professional development needs and perceptions of secondary teachers in the Australian Capital Territory (ACT) as these relate to teacher promotion level, years of teaching experience, and subject specialisation. The study also investigates the delivery mechanisms best suited to these needs and perceptions. In a devolving education system, effectiveness of teachers' professional development will depend on finding an appropriate balance between the systems' needs, the schools' needs and the needs of individual teachers. A mismatch appears to exist between the provision of professional development and teachers' perception of their professional development requirements. This study was conducted in secondary government high schools and colleges in a selected school region of the ACT. It involved circulating, collecting and analysing a survey which included seven questions related to four selected themes on professional development. These are � teachers' participation in professional development activities by time and provider � teachers' perception of the effectiveness of formal and informal professional development in and away from the workplace � teachers' preferred delivery system of professional development � professional development and the role of the Advanced Skills Teacher classification. The overall findings of this study indicate that the professional development needs of secondary teachers in the ACT are as multifaceted and diverse as those found in other studies such as Logan (1990), DEBT (1991), Boomer (1988) and the Schools Council (1990). A less centralised more devolved system of professional development has a greater chance of meeting the varied needs of individual teachers according to the DEBT (1991) study and the ACT review (ACTDET, 1993: 52). In the ACT a centralised program of professional development is provided by the Professional Development Section of the ACT Department of Education and Training (ACTDET). This centralised model of professional development delivery is the most used provider of professional development services and programs within the ACT, although 43% of the respondents in this study did not attend any courses offered by the Professional Development Section. Overall this study found very little variation occurred in teachers' beliefs about whether professional development is more effective if conducted through formal courses, or by informal associations with teachers, students and parents. The findings imply the need for a balance between on-site and off-site delivery mechanisms of professional development. Working with colleagues for professional development purposes is supported by the respondents who agreed with involving the proposed Advanced Skills Teacher 2 classification (AST 2) with specific organisational and leadership responsibilities for professional development. This study found that respondents in Health/PE and Science had very low participation rates in courses offered by the Professional Development Section, compared to other key learning areas, and they perceived that they improved their knowledge and skills to a greater degree 'on' the job, that is, at school. Teachers with extended teaching experience perceived formal courses to be a more effective means of improving their skills and knowledge. In conclusion this study raises the question of balancing the needs of the individual teacher with those of the school and the system. It has highlighted the need for a more structured professional development plan for ACT teachers so that funding and programs do not focus solely on system priorities or school priorities at the expense of the individual teachers' needs and priorities.

Thesis (Ph. D.)--UCLA, 2009. / Vita. Description based on print version record. Includes bibliographical references (leaves 419-443).