Neoliberalism is a socio-political economic movement spreading over the world, supported by an institutional framework, and influencing many spheres, including education. There is an impact on the purpose of education, the role of teachers and teaching. In the Canadian context, there are many indicators of these influences being felt. In this thesis, neoliberalism is not only considered as a political philosophy, it is also extensively examined as a part of the social imaginary of people, giving neoliberalism the status of ‘common sense’ rather than ideology. In this way, it becomes ‘normal’ to expect the system to work following neoliberal principles, and to find neoliberal solutions to problems — even in spheres that it had previously never impacted. This thesis investigates high school teachers’ experiences and perceptions of the influence of neoliberalism in the Canadian school systems. In so doing, the main aim is to give a voice to teachers, so they can describe their experiences regarding neoliberal influences, in order to identify the problems as they perceive them. The study establishes how neoliberalism affects their work, their identity as professionals and the purpose of education. This research is a phenomenographic study, using Skype interviews from seven high school teachers having worked in Yellowknife, the capital city of Northwest Territories. The analysis identified an outcome space where teachers’ experiences and perceptions were associated with neoliberal influences on education. A discrepancy between the rather liberal ideals and the neoliberal reality of the teachers was described as a problem. The corporate way of managing education was experienced as detrimental. Economy based agendas, and accountability for teachers were felt to be especially harmful. Neoliberal norms such as efficiency, competition, image, measurement, labels and performance were all perceived as negative influences on the profession and on education in general. The thesis considers how the neoliberal social imaginary has created problems and disjuncture in education. This imaginary has become the new ‘reality’ for people, making problems look ‘normal’, ‘natural’, ‘inevitable’ or ‘common sense’. The participants saw problems triggered by neoliberalism, and most of them desired corrective changes, yet none of them were involved in instigating deep changes in education. To an extent, some of the problems perceived by the teachers have been integrated into their reality and normality; alternatives are difficult to imagine. The thesis concludes that problems caused by neoliberalism were commonly identified and perceived by the teachers, and this is the first step towards sustainable reforms implemented from the teacher level up. The thesis also concludes that if teachers gained a critical awareness of the neoliberal social imaginary, it could help them engage more with changes, shaping or reconstructing the social imaginary themselves, to make it more relevant to their own professional ideals.

This research intends to investigate obstacles to moral education in a private school in Brazil, based on teachers’ views, which were gathered through interviews, questionnaires and discussions during workshops. It is a qualitative case study conducted in a country where neoliberal values increasingly influence education, and where high rates of socio economic inequalities are easily observed. Similarly to other emerging economies, Brazil faces increasing privatisation in education, mainly in higher education but also in basic education levels. Although the majority of students attend public schools, the relevance and representativeness of private schools in the country go beyond these numbers. Historical and political circumstances have favoured their establishment, expansion and influence in the Brazilian society. As a general rule, private schools tend to work under little scrutiny of the Ministry of Education, and little attention is given to the values they promote. Concern for moral education and collective wellbeing, although part of national education policies, still need great efforts to be included in school practices on a daily basis in Brazil. Moral education holds potential to raise awareness of social injustices and to improve concern for collective wellbeing. Its relevance seems even stronger in the so-called developing countries, such as Brazil, where high rates of corruption and little concern for the common good reinforce existing inequalities in society. In this thesis, moral education is disconnected from more traditional or religious practices, while progressive approaches, such as values clarification (VC), are understood as an important contribution to the practice of moral education in schools. The main argument underpinning this research is the need to recognise education as a moral enterprise, and to develop moral education in schools as a response to contemporary challenges and the need for justice in society. In this sense, this thesis supports moral education and concern for collective wellbeing as essential components of schooling — which is increasingly viewed as a synonym of education — as well as their potential to assist in developing a more holistic conception of education, and deemphasising its instrumental value, which is dominant nowadays. This qualitative case study was developed with five teachers working in a private school in Brazil, and qualitative content analysis was applied to analyse the primary set of data (interviews). The results derived from the combination of this analysis and the secondary set of data (questionnaires and notes from a research diary from observations made during the workshops with teachers). They indicate that teachers consider students’ parents as the main obstacle to moral education in the school, particularly the conflict of values between teachers and parents. Teachers also mentioned neoliberal influences as an obstacle to moral education, e.g. overloaded school curriculum and little time for extra initiatives, great pressure and concern from parents and school administration in relation to the use of books and students’ performance. The school conduct, interests and decisions were pointed out as an obstacle to moral education as well, with emphasis on the lack of support for teachers on conflict situations with parents. Results suggest that teachers view moral education as an essential part of their job but also as a burden when developed without support from parents and school administration. Additionally, the study identified that teachers lack knowledge and practical training in moral education during their studies to become teachers, which could also constitute an obstacle to its development in the school. Finally, the suggestions mentioned to improve moral education in the school included more support for teachers, more communication between teachers, parents and school administration, and real engagement from the institution on matters of moral education. Although a qualitative case study without aims of generalisation, this research offers data and results relevant to numerous cases in Brazil and in other countries facing similar challenges, particularly in contexts of increasing privatisation in education and neoliberal values in society. It offers contributions to comparative studies in education, and it provides empirical data that could contribute to restrain existing hindrances to the inclusion of moral education in school practices in Brazil.

This study investigated the question of whether an adaptation of documentation as practiced in the schools in Reggio Emilia, Italy, can be successfully utilized in the United States. If documentation is successful, connections, extensions, and projects will develop as a result of the documentation process. A case study approach was used. Four teachers were given seven training sessions dealing with the theory and application of specific documentation techniques. These teachers were observed and interviewed to determine whether they used documentation more effectively in the classroom than at the start of the study. They were compared with other teachers who had not received instruction in the documentation process.

Although it has been clearly established in the literature that there is a relationship between classroom climate and student achievement, teachers often fail to be aware of or consciously attend to their own behaviors which affect climate in their classrooms. The purpose of this study was to examine classroom climate and specifically to document teacher behaviors which seem to be associated with positive and negative climate in two classrooms each for five eighth grade subjects (language arts, mathematics, social studies, science, and conversational foreign language). Four data collection methods were used: qualitative field notes adopted from Saphier scripting, teacher and student interviews, quantitative teacher and student classroom climate surveys, and document analysis of student grade reports. Though no overall significantly negative climates were identified, there were noted inconsistencies in the presence of positive classroom climate elements from one data source to the next. Results supported teachers failing to be aware of or consciously attending to behaviors which affected climate in their classrooms and allowed for the creation of ideal climate profiles.

The purpose of this study was to determine how continuous on-line communication could help meet the needs of beginning teachers, foster reflection of both the mentor and the protégé, and serve as a medium for open dialogue. Two problems that this study directly addressed were (a) current mentoring programs not offering support which is systematic and ongoing; (b) the lack of training provided for mentor teachers. The significant findings from this study can be grouped into three categories: (a) how on-line communication influenced discussions, (b) how on-line communication influenced group cohesion, and (c) how on-line communication paralleled and differed from traditional mentoring parameters.

Former colonial societies, largely categorized as the Third World, are still affected by negative retentions of their colonial past. The education system in these societies is arguably the most affected in this regard; and teacher education is no exception. Since teacher training is such a pivotal component of this sector, it is a key point of entry to gain a deeper understanding of the effects of colonialism on educational institutions, structures and processes. Jamaica provides an important context for this study in light of its dual or two-tiered system of education which evolved from slavery and colonialism. Using both phenomenological and postcolonial theoretical frameworks, I conducted a study to ascertain what the experiences of Jamaican teachers' college lecturers would reveal about the status of teacher education. Using an in-depth interviewing methodology, I interviewed 17 lecturers from five (5) of the six (6) teachers' colleges in Jamaica. Each interview was approximately 90 minutes long, and each participant was interviewed thrice. Interviews were audiotaped and transcribed verbatim. I judiciously read each interview transcript, and then coded segments that were salient to my research focus---the lived experience of Jamaican teachers' college lecturers. These coded segments indicated nine (9) themes which overwhelmingly suggest that as tertiary institutions, teachers' colleges are viewed in low regard and continue to occupy the lower rung of an inequitable two-tiered system. In keeping with the second theoretical frame of the study---postcolonial discourse---I analyzed six (6) of the themes with a view to uncovering deeper meanings underlying the educators' experiences. The preponderance of the meanings derived strongly suggests that there are retentions of colonialism that prevent teachers' colleges from cementing their place as legitimate tertiary institutions. However, there is some measure of hope, as the findings also indicate that there are pockets of radical pedagogical shifts among teachers' college lecturers, away from hegemonic conceptions of teaching rooted in British colonialism and imperialism.

This case study instantiates longitudinal change over a two year period by examining the role of School Situated Sustained Professional Development (SSSPD) on the evolution of the participant’s practice. The participant was a secondary science teacher who emerged as an exemplar in integrating Technology Enhanced Formative Assessment (TEFA) pedagogy into her practice, which was facilitated by personal response systems (PRS). The research question was: What could be revealed about the impact of SSSPD by studying teacher learning of a teacher who emerged as an exemplar? The participant was one of ten teachers learning the TEFA pedagogy. Professional development (PD) that facilitates change in teachers’ practice and that sustains those changes over time is critical. Findings were triangulated from seven quantitative and qualitative data sets including monthly surveys, lesson observations, journal entries, interviews and action research sessions. The major findings of the study were: (1) implementing TEFA led to changes in the participant’s practice, and (2) the SSSPD model was instrumental in the participant learning how to implement TEFA. Findings also revealed changes in the participant’s beliefs, teaching strategies and in her modification of TEFA. Eight elements of teacher change were identified which were used to develop the Elements of Teacher Change in Adoption of Pedagogy (ETCAP) model. Gaining a better understanding of the SSSPD model and its potential as an effective model for PD is dependent on proving its effectiveness in promoting teacher change and sustaining that change over time. Key words: professional development, Technology Enhanced Formative Assessment, personal response systems, teacher change, teacher learning

This study examined the demographics, self-perceived autonomy and isolation of the work, and level of burnout of the family child care provider. This was done by surveying the 249 licensed small group family child care providers of New Hampshire. The analysis is based on 71 participants who represented a 28.5% return. The Family Child Care Provider Work Conditions Survey assessed her self-perceptions of the autonomous and isolating factors of the job. Levels of emotional exhaustion, depersonalization, personal accomplishment and burnout ranking were measured using the Maslach Burnout Inventory-Human Services Survey. Demographic information was gathered. Participants were female, European American and married. Most were 31 to 50 years old, 71.8% had some to four years of college, and 46.4% had children of their own under 10 years old. They worked for an average of 12.78 years with a span of one to forty years. Their workday ranged from 3 to 12.5 hours with an average of 10 hours. The characteristics of this sample were contrasted to Kontos' 1992 review of the family child care provider literature. Results demonstrated that the majority reported low burnout profiles. Correlations were evident between several of the perceptions of autonomy and isolation and the burnout subscales. Those participants reporting moderate to high emotional exhaustion were more likely to feel lonely, wish for more contact with other providers, to share responsibilities with other adults and for more time to themselves during the day. Participants reporting moderate to high depersonalization were also likely to report this. Those with high feelings of personal accomplishment were more likely to report rarely feeling lonely, and scored high on the degree to which they liked being their own boss. Those providers reporting a high sense of accomplishment were also those likely to be experiencing little role conflict and an internal locus of control. Results were also discussed in terms of what factors of their work may be moderating the high demands of this job. Implications included suggesting research into understanding when and how the family child care provider chooses to define her work as a career choice.

This study investigates teacher attitudes about language and education. The purpose of the study is to help program designers develop professional development efforts that successfully address some of the major identified challenges teachers face when transitioning into Mother Tongue Based Multi-Lingual Education (MTBMLE), including negative attitudes. It also suggests protocols and issues that trainers should consider when designing professional development for MTBMLE teachers. The research question guiding this study is: (1) Do teachers' attitudes towards and knowledge about mother tongue-based instruction change after they participate in professional development that is consistent with good professional development practice? (a) What were teachers' knowledge and attitudes about MTBMLE before the professional development program? (b) Did teachers' knowledge and attitudes change after participating in the professional development program? (c) Why did teachers hold particular attitudes towards MTBMLE prior to professional development and what factors influenced their change? I conducted this research during a three-month MTBMLE professional development program with a group of indigenous first grade teachers and their school principals in Save the Children's outreach areas in rural Mindanao in the Philippines. I used a Q sort methodology for initial interviews conducted with a subset of five first grade teachers followed by a second interview after the professional development program. The interview data showed that teachers came into the trainings with two distinct viewpoints; mother tongue supporters and one mother tongue resister. After the professional development program, however, teachers were all more positive about using the mother tongue as the language of instruction. Interviews revealed that teachers were more positive and confident in teaching the mother tongue when they had the opportunity to: (1) spend time learning about their own language, (2) create mother tongue teaching and learning materials, and (3) reflect on their early learning experiences and experience what it is like to learn in a language that is not familiar. This paper will discuss the research findings in depth and will provide a clearer picture of how to train and support teachers who are transitioning into MTBMLE.

Through observations, life history research, and qualitative data analysis, this study seeks to answer the question: Who and what influences elementary school teachers to ultimately use or not use art in their current classroom practice? This study examines the personal histories of nine elementary school general education teachers in the United States and Japan. Through reflections upon life history, pre and post teacher education this study investigates what influences the use of the arts in teaching practice and what influences the recognition of the arts as a vehicle for learning in a cross cultural context. In order to have a deeper understanding of this study investigated what ultimately contributed to the shaping of trajectory and developing these beliefs which influence self-efficacy in the arts before entering into a teacher education program. It is with this self- efficacy already in place that teacher education programs make a mark on pre-service teachers' beliefs about arts integration, which ultimately leads to a new teacher's decision whether or not to practice using an arts integrative approach to teaching. This is a Cross-Cultural Comparative Ethnography. Using phenomenological based interviews and observations. The data was analyzed through a recursive analytic process which included both a deductive and an inductive approach. The study found four central concepts which reoccurred across the data sets. They are influences, self- efficacy, teacher education, and agency. The findings make explicit the similarities and differences across two cultures of how teacher's education, teacher's practice, and student learning are all influenced by the recognition of the arts within academic content areas.