This study examines the issue of educator power in the classroom and suggests a practical mechanism by which educators can reflect on their power use and develop a deeper consciousness of it in their teaching. A review of the literature conducted for this study revealed a gap in the discussion of educator power between the theoretical and practice-oriented literature bases. This study considers whether a comparable gap exists in actual practice and through phenomenological interviews investigates the perceptions of classroom power use for ten faculty in higher education. Through classroom observations, these perceptions are compared to classroom practices for all participants and gaps are seen for all ten participants. The theoretical frame of analysis for this study is drawn from the review of the educational literature including critical and feminist pedagogy, multicultural, social justice, humanistic, and teacher education, as well as faculty development and self awareness literatures. The examination of this literature highlights the areas of educator power presently underinvestigated in both theory and practice. Specifically, this review lead to the development of two models for understanding educator power: the Spheres of Educator Power and the Sites of Educator Power. The Spheres model is an organizational schema that groups educator power into three primary ‘spheres’, Public, Private and Intimate, with the bulk of the literature addressing the Public and the Private leaving the Intimate significantly underinvestigated. The Sites model further explores the Intimate Sphere and identifies seven fundamental sites of educator power in the classroom—social identity, teacher education programs, educational biography, personal history, content mastery, student abdication, and institutional conferrence. These two frames for understanding educator power, combined with the interview and observational results, are the foundation of an action—reflection model, the Power Praxis model, designed to assist educators in becoming more conscious of their use of power in the classroom. Rooted in the aforementioned literatures, it is believed that a deeper awareness of the use of educator power in the classroom as a result of this model will lead to a more empowering educational experience for both students and educators.

This dissertation examines the attitudes and career plans of college-age Latino/a students in order to determine the best next steps for educator preparation programs as they seek to recruit, prepare, support, and retain teachers of color, specifically Latino/a teachers, for the K-12 public school system. A review of the literature regarding the recruitment of teachers of color informed this research. The components of recruitment programs were examined in terms of how they addressed the individual and the career of teaching. The effectiveness of these recruitment models is not completely clear, and many have not been proven to have long term success. However, there are a few promising models worthy of serious study. This research utilized data obtained from interviewing college-age Latino/a students who were making decisions about career choices. Data from student participants validated much of what is thought to be known about the challenges of teacher recruitment. For example, there is a continued perception that teacher salaries are relatively low and are not competitive with many other professions, the status and prestige of the teaching profession is low, and the often inadequate working conditions for teachers can dissuade students of color from pursuing careers as teachers. Also, minority student access to higher education continues to remain a problem. Access issues need to be addressed during the formative (K-12) years in order to fill the pipeline more fully. The findings also suggest that problems associated with recruitment models are systemic in nature. Challenges range from long-term commitment toward valuing diversity and program development to sustainability of programs via regular and reliable funding sources. Conclusions include specific recommendations that provide hope for future success. In order to help diversify the teaching force, educator preparation programs should consider the following recommendations: market the field of education; develop active recruitment processes; diversify college faculty and staff; develop sound mentoring and support systems on campuses; provide assistance with financial support; and increase collaboration with K-12 partners and policymakers. Each of these recommendations should be institutionalized in order to be fully utilized and effective.

Researchers say that what really differentiates mature age students is not age as much as it is life experiences. How and in what ways does that influence the preparation of pre-service teachers? What happens in the classroom is more related to the teacher than any other variable. All, and especially older student teachers, bring rich experiences and images into the classroom that affect their attitudes, approach, and decision-making. The overall purpose of this research was to learn how life experiences of mature age student teachers influence their learning to teach children in an elementary classroom. Participants are five students between the ages of 38 and 45, who did their student teaching practicum within a traditional teacher preparation program. Data was gathered from three in-depth interviews, three classroom observations with field notes and video tapes, and from selected documents. The Rainbow of Life Roles (Super, 1980) was used to supplement interviews about the life experiences of each participant. Stimulated Recall (Bloom, 1953 and others) was used to discover what past experiences influenced decision making and problem solving. Interview questions focused on participants' interpretation of their life experiences, their perspectives of themselves as learners, workers, and parents, and their ideas about teaching. Based on the data, the following conclusions were reached. (1) Life experiences, from activities such as other jobs, parenting, travel, reading, coaching, and community work were embedded in the perspectives of the emerging teacher serving as a lens or filter through which decisions were made in the classroom. (2) Life experiences provided connections to build upon or barriers to be reconstructed. Examination of prior experiences and beliefs will help to reconstruct these experiences into meaningful ideas about teaching that will be more than an overlay experience that may be washed out in the early rigors of learning to teach. Implications for teacher education include the need for promotion of the examination of prior life experiences to integrate self-knowledge with theory and practice and to remove possible barriers to the development of solid teaching practices.

This qualitative study evaluated the effects of implementing a peer coaching process with ten graduate interns during their student teaching experiences in an alternative, elementary education program. A peer coaching model was provided in combination with an existing and more traditional model of supervision from cooperating teachers and university supervisors. This study explored the ways in which a peer coaching process affected the preservice teachers' reflective and instructional practices, and how it impacted their acquisition and development of collaboration skills. The study also examined difficulties that were encountered and how the process might be adjusted to make it more successful for future use. The findings of this study suggest that a peer coaching process can provide a valuable component to a teacher education program. Having the opportunity to interact with peers provided immense affective support for the interns as well as opportunities for reflective interactions, some of which were centered on inquiry into the craft of teaching. The interns in this study also used the peer observation process to increase their teaching effectiveness by adding to and refining their pedagogical skills. The peer coaching experience offered additional support than that provided by the mentor teacher and resource person, with the interns suggesting that what they learned from peers was different but complementary from what they learned from their mentor teachers and resource staff. While the majority of the interns' perceptions of the peer coaching experience were positive, they were able to offer specific suggestions for improving the process, including the need for additional guidance on facilitating reflection conferences in order to provide more critical and honest feedback to peers. The following four factors appeared to contribute to the successful implementation of a peer coaching process within this teacher education program: (1) Overall opportunities for collaboration were an integral component of the teacher education program. (2) Cohorts of interns were placed in only two sites, one of which was an urban setting. (3) Structured preparation was provided in the peer coaching process. and (4) The peer coaching process was a required program component.

The purpose of this study was to explore and describe the effects that multicultural and diversity training had on preservice teacher perceptions with low-socioeconomic minority and urban students on the secondary (middle and high school) level. Eleven middle- and high- school student teachers of disadvantaged or minority students were purposefully selected as participants. Data were collected through semi-structured interviews, direct observations, detailed field notes, and reflective journals kept by participants. Document data such as lesson plans, student work samples and classroom and district curricula were also collected. All data, including field notes and reflective journals, were analyzed according to Strauss and Corbin's (1990) grounded theory method. Responses for each research question were coded and categorized inductively. Results are discussed in light of literature on the effects multicultural and diversity training has on preservice teacher perceptions and dispositions with culturally diverse and minority youth on the secondary level. These findings have implications for informing new directions in teacher education, multicultural education, teacher preparation and teaching effectiveness.

This study examined the effectiveness of a national support program in Namibia designed to help new teachers improve teaching and enhance student learning. The support activities currently undertaken are short-lived and not effective, therefore not providing teachers with the continual support needed to strengthen and augment their repertoires. The study also examined problems experienced by new teachers in their initial years of teaching. A major problem affecting teachers' competencies in Namibia is the availability of teaching and learning resources. Another impediment perplexing teachers is learner discipline. Teachers need the appropriate skills to be able to adequately deal with these and other problems, so as to create a nurturing environment for teaching and learning. Based on the recommendations teachers made, a national support program for helping teachers deal effectively with aspects of teaching and learning was advanced. Teachers recommended that the support program incorporate induction and mentoring sessions for new teachers. They also strongly recommended that the program effectively deal with competencies in curriculum and instruction. Teachers reiterated the need for access to knowledge, provision of sufficient teaching and learning resources, and opportunities for further education.

This case study investigated the planning, implementation, and assessment of a staff development project designed to reduce stress and provide a support base for improved learning by introducing Movement/Relaxation skills to an urban elementary school. Focus of the research was directed towards meeting the needs of differently-abled children in the low income African American community. It examined possible body/mind strategies for making the curriculum more accessible to the active learning style of African American children. The program also took into consideration concerns of the adult learners among the professionals. It acknowledged school improvement as an ongoing process that must appeal to the efficacy of teachers who may commit to change when they feel what they are doing will make a difference. During workshops and coaching sessions, an action team of volunteer educators explored aspects of nonverbal communication in space, ways of bringing Movement/Relaxation into the curriculum and techniques for developing body depth, or inner space, and relaxation. The action team generated a group dynamic that enabled the participants to: (1) share experiences; (2) clarify understandings; (3) encourage each other in the classroom practice of body/mind activities; (4) gain an awareness of nonverbal communication and how to improve teacher/student relationships; (5) realize the value of relaxation as basic to concentration, attention and learning; (6) excite the interest of other faculty members; and (7) foster a more nurturing school climate. Endorsement of the study by central administration strengthened the commitment of school personnel who contributed towards its implementation. Cooperation by the principal, math and reading coordinators, as well as the responsibility demonstrated by school aides were essential to the progress of this research. The time spent working together served to bond the participants and those who lent supportive assistance to their efforts.

Research has suggested PD as a way of enhancing teacher instruction. Although research has shown that many factors improve its effectiveness, the role of teacher motivation has not been thoroughly assessed. If PD is to have its intended impact, then school leaders need to address it when planning. Using Herzberg’s (1959) two-factor theory, this study set out to determine which factors, intrinsic and extrinsic, increased teacher engagement and disengagement, respectively, and how well school leaders address them. The findings showed the following for the role of intrinsic factors: (a) professional growth and the PD work itself including relevance to the classroom, presentation quality/presenter credibility, collaboration with colleagues, and choice are highly significant and school leaders are mostly planning for them; (b) autonomy over their own PD work is highly significant although school leaders are not planning explicitly for it; (c) recognition is significant although school leaders are not planning explicitly for it; and (d) although important, PD achievement is not the greatest motivator nor are school leaders effectively planning for it. The findings showed the following for the role of the extrinsic factors in teachers’ disengagement during PD: (a) lack of organization and management including work already known/repetitive work and work that is irrelevant to the classroom—an intrinsic factor—are dominant; however, school leaders are mostly attending to these; (b) poor working conditions including poor timing/too long, other work demands, and tired are significant; however, the findings were inconclusive for how school leaders were attending to them; (c) disruption to personal life, inadequate physical space, negative relationships with supervisors, negative relationships with colleagues, and lack of compensation are not as significant; however, although some improvements need to be made, school leaders are attending to them; and (d) although school leaders are attending to it, lack of security was ruled out as significant.

A dissertation submitted in the Faculty of Education in partial fulfilment of the requirements for the Masters of Education Degree in the Department of Social Science Education at the University of Zululand, 2018. / Subject advisors encountered problems that affected curriculum delivery in the intermediate phase of schools in South Africa and other countries. There are factors influencing curriculum delivery in different countries ranging from what happens in and with the government to what takes place and is obtained in the classroom. If challenges or factors influencing curriculum delivery, such as political interference, social, economic, access to technology and environmental factors, are not addressed, this will have detrimental consequences not only to the delivery and implementation of curriculum but also to our education system. Teacher education curriculum, recruitment, training and retaining of teachers, non- professionalization of teachers, poor funding and insufficient ICT access; are the reasons for the challenges faced in the actual delivery of the curriculum. This quantitative research design was conducted in King Cetshwayo District in Kwa-Zulu Natal Province with the aim of finding out what the subject adviser`s perceptions are in curriculum delivery. The sample consisted of educators, SMT`s and subject adviser`s. Data was collected through questionnaires and quantitative research. The study revealed the need for the Department of Education to increase the number of Subject Advisers` with the purpose of educating more educators about the curriculum, through facilitated workshops and other refresher training. The study also divulged the need for the government to improve the existing infrastructures in the schools, in order to motivate educators and members of the school management team in the discharge of their duties.

In a local middle school, students were not meeting standards on the state mathematics tests. The purpose of this qualitative study was to explore mathematics teachers' perspectives on effective mathematics instruction vis-Ã -vis the principles of the National Council of Teachers of Mathematics (NCTM). Within this framework, the 6 principles in the creation of quality mathematics programs included equity, curriculum, teaching, learning, assessment, and technology. Seven teachers from around the country participated; all met the criteria of a graduate degree in education, at least 5 years of experience teaching adolescent learners, and at least 3 years teaching mathematics. Participants were surveyed about their perspectives using a modified Delphi method. In Round 1, they listed practices that they believed were helpful in all NCTM content standards. In Round 2, they ranked all of the practices and provided rationales. In Round 3, they viewed Round 2 rankings/rationale and then rated the practices a last time. Qualitative content analysis was used to analyze Round 1; descriptive analysis was used to analyze ranking data from Rounds 2 and 3. The results revealed the most effective instructional practices for middle school mathematics in each of the NCTM content standards. With that information, a training plan was developed to give local mathematics teachers a tool with which to analyze their instructional practices and then integrate the effective ones based on the modified Delphi study results to improve their students' achievement. Implications for positive social change include providing the local site with a research-based teacher training plan to improve mathematics instruction and potentially improve student achievement.