This dissertation describes the personal struggle of one high school English teacher to conduct her classes according to her vision of student-centeredness, within a school whose culture sometimes made her doubt her own decisions. It suggests that the outside support of a teacher educator was the pivotal force for her gaining of perspective, through non-judgmental feedback, dialogue and reflection. It concludes that both roles, teacher and teacher educator, need to be reconceptualized if teachers whose vision is the empowerment of students are to remain in the public schools.

This work describes the culmination of two separate projects. In the first endeavor, efforts to synthesize peptidomimetics are described using trans-hydroxy proline to make a functionalized bis-peptides, or spiroligomers. The bis- peptide was then tested for catalytic activity on esterification reactions. The remainder of this manuscript describes a method to create complex molecular scaffolds using [4 + 4] photocycloaddition of trimethylsilyl substituted benzyl ethers tethered to 2 – pyridones. Upon irradiation at low concentrations, these structures intramolecularly react to give cyclobutanoid compounds. Initially, it was thought that [4 +4] photoreactions would would yield cyclooctanoid structures. Finally, a meta substituted methyl ester is intramoleculary reacted with a benzyl pyridone and eventually transformed into a dimethyl alcohol, creating a cubane – like structure. This caged structure is then subjected to rearrangement when exposed to strong acid conditions. / Chemistry

The purpose of the thesis is to investigate a specific case of curriculum change; that of organizing teacher training courses around learner outcomes in line with the Bologna process. The investigation is an example of a practitioner research case study and looks at how official Bologna policy messages are re-interpreted and recontextualised at the local micro level. A variety of methods are used to collect and analyse the data produced. A form of discourse analysis, as well as a survey of research literature, is used to identify policy discourses connected with the Bologna process. At the local micro level, local documentation as well as teacher talk in planning meetings are analysed to throw light on how the Bologna process was implemented. A number of discourses were found in policy documents; including the need to modernize higher education and to move towards a more student centred approach to learning. The thesis shows that these discourses were mediated locally by a regulative discourse portraying teachers as role models who have the task of passing on knowledge that is essential for the students to obtain before entering the profession. Instead of challenging the pedagogic identities for teachers and students, the introduction of learning outcomes acted to strengthen the fundamental vertical relations between teachers and students, cementing and confirming the level of control that teachers had over all aspects of the curriculum. Changes made in connection with the introduction of learning outcomes had a minimal influence on practice and were contested by some teacher educators. Teacher educators resisted and mediated the changes made by continuing to use their traditional practices. / <p>Akademisk avhandling som med tillstånd av utbildningsvetenskapliga fakulteten vid Göteborgs universitet för vinnande av doktorsexamen i pedagogiskt arbete framläggs till offentlig granskning Fredagen den 20 september, kl. 13.15 vid Högskolan i Borås.</p>

The study set out to assess the quality of the DTEP offered by the LCE by examining its strengths and limitations regarding student teachers‟ home and academic background, mode of delivery, entry requirements, course materials, content and pedagogic approach. This was done through analysis of some course documents and materials, interviewing course designers, tutors as well as final year student teachers. DTEP appears to be doing well in some areas and not so well in others. To start with, the programme came as the main answer to qualifying the teachers that were employed as un/under qualified at the pressing demands of UPE and FPE in the early 2000s. DTEP goes beyond teaching primary school content and methodology, onto teaching content aimed at opening doors for further study and thus other careers for its clientele. But there‟s still dire need to convince student teachers that this is good practice and for their benefit and not an unnecessary burden, as they perceive it to be. DTEP also appears to be succeeding in not just changing the negative attitudes and/or perceptions that most of its clientele tend to have at entry point, but also in them actually changing from wrong practices as well. However, the programme is characterized with some serious administrative challenges such as lack of transport which results in late delivery of study materials and irregular school visits. Also the DTEP entry qualifications are very low and yet there‟s no form of bridging course put in place to compensate for this. It as well seems that, though they are the only means of course communication, the DTEP course materials tend to be well written, interactive and thus of a good quality. The revisions of such materials, started late 2009, was completed early 2010. DTEP tutors as well stress to their students the importance of learner centred methods of teaching even though they are not able to demonstrate their use to them most of the time.

Continuous workforce training programs are important for business productivity. Traditional professional development practices (those that make teachers passive consumers of knowledge) may no longer satisfy the need for teachers' professional growth and for student achievement as measured by test scores. The purpose of this quantitative, nonexperimental study was to consider the importance of professional development and collegiality (teacher collaboration) on student achievement. This study was based on Piaget's constructivism. The research question asked whether teachers thought collegial professional development and management's support helped teachers improve student achievement based upon the type of professional development (PD) employed at their schools. The Standards Assessment Inventory (SAI) was used to gather data from a convenience sample of 68 charter school teachers in metropolitan New Jersey. A t test used to analyze SAI differences across groups that either received generic PD delivered by an external service or those who received PD that was internally designed to the specific needs of their schools. Results were used to document that charter school teachers reported frequent use of all 11 SAI criteria at their schools, and the internally designed PD group reported significantly more types, diversity and research-based PD than those receiving generic programs. The recommendation is that administrators allow teachers to practice peer coaching and observe colleagues who implement effective teaching strategies in their classrooms rather than endorsing specific professional development methods. Implications for social change include improving student achievement through the collaborative practice of teachers, and assisting students to realize their full potential.

This study explored the Teacher Education Accreditation Council (TEAC) and the evaluation of teacher education in Taiwan-related issues that provide to educational authorities to implement the reference teacher education accreditation system in the future. The quality of teacher education is one of the important factors which are connected with national development and competitiveness. In view of the fact that the evaluation of teacher education in Taiwan is important in determining quality of teacher education, improving the progress of teacher education program, and to pursue excellence of system. The study aims to explore TEAC and its implications for the evaluation of teacher education in Taiwan. The study employs three methods of collecting data, including literature review, G. Z. F. Bereday's Comparative Method, and Delphi Method. So we use the methods to explore of TEAC and its implications for the evaluation of teacher education in Taiwan. According to the results, the following conclusions have been concluded: 1. Lacking of teacher education accreditation institutions dedicated units 2. Evaluation of teacher education in Taiwan lacks characteristics of self-evaluation 3. Evaluation of teacher education in Taiwan must be a standardized set of teacher education accreditation principles, objectives and process sequence 4. Evaluation of teacher education in Taiwan experts and members of the organization to be defined 5. Lacking of regular evaluation procedures and appeal procedures 6. Results of the using are the difference between TEAC and Evaluation of teacher education in Taiwan Based upon the above conclusions, some suggestions have been raised by the researcher to play a solid basis for teacher education accreditation and to upgrade the quality of future institution.

abstract: First-year alternatively certified teachers face significant challenges as they attempt to address the complexities of classroom teaching, particularly when they are assigned to teach in urban school settings. As the number of alternatively certified teachers continues to increase, it is important to provide them with professional development opportunities that address the challenges that they encounter in their first year of teaching. This action research study was conducted to examine a professional development model designed to support the development of a small group of first-year alternatively certified teachers in the Mary Lou Fulton Teachers College (MLFTC) at Arizona State University. As first-year teachers within the Induction, Masters, and Certification (InMAC) program, their professional learning needs were unique. They had an immediate need to effectively acquire knowledge and apply it in their teaching practice as they concurrently completed coursework to obtain their master's degree and certification while serving as the teacher of record. This study provided the opportunity for five first-year alternatively certified teachers to participate in a project that provided professional development to meet their specific needs. This two-pronged professional development model included two components: (a) a mentoring component provided by a recently retired master teacher, and (b) a learning community that included opportunities for observation, collaboration, and reflection with National Board Certified teachers. This study was designed to improve teaching practices and increase teaching self-efficacy among the first-year alternatively certified teacher participants. Results from the mixed-method study provided evidence that the model benefited the participants by improving their teaching practices and increasing their teaching self-efficacy. In the discussion, the importance of non-evaluative feedback provided by the mentors was emphasized. Further, highly developed interpersonal relationships, effective communication processes, and helpful collaborative procedures were useful in understanding how alternatively certified teachers benefited from mentor feedback and guidance. Finally, implications for future practice and further research were offered. / Dissertation/Thesis / Ed.D. Leadership and Innovation 2013

abstract: Past experiences influence how teachers identify as teachers, writers, and teachers of writing and impacts what they do in their classrooms, including their motivation and effectiveness in teaching writing. When teachers fail to identify as writers, they tend to spend less time teaching writing and may find it difficult to model a genuine passion and love for writing. Because of this, it is important to address the writing identities of preservice teachers before they enter their own classrooms. The purpose of this mixed methods study was to investigate and address preservice teachers' identities as teachers, writers, and teachers of writing using an adaptation of a visual literacy strategy known as full circling. Quantitative data were collected through a pre- and post Teacher/Writer Identity Survey and qualitative data were collected through classroom discourse transcripts, student reflective journals, field notes, and the researcher's reflective journal. Data analysis included a t-test comparison of pre- and post survey results and open and axial coding of qualitative data to establish major themes from emerging codes. The following conclusions were derived from the data: a) past experiences in writing affected the writing identities of the preservice teachers in the study; b) the full circling process provided a means for the preservice teachers to build knowledge on the traits and skills of effective teachers, writers, and teachers of writing; and, c) through full circling the preservice teachers demonstrated shifts in their identities as teachers, writers, and teachers of writing. Findings provided evidence that using a full circling strategy assisted preservice teachers in uncovering their identities as teachers, writers, and teachers of writing. / Dissertation/Thesis / Ed.D. Leadership and Innovation 2014

As demographics change, our school populations are ever changing. Preservice teachers (PSTs) need to be aware of how to meet the needs of all of their future students. Teacher education programs have been charged with the duty of preparing these PSTs for the diverse school population they will encounter. This qualitative multiple case study focused on the influence of specific work with PSTs in the inquiry process within a learning community to make sense of critical literacy. The following research questions guided this study: (1) How do elementary PSTs engaged in practitioner inquiry make meaning of critical literacy instruction within a facilitated learning community? (2) How do PSTs enact critical literacy instruction in the field experience elementary classroom while engaged in practitioner inquiry in a facilitated learning community? (a) What facilitates PSTs as they enact critical literacy instruction in the elementary field experience classroom? (b) What inhibits PSTs as they enact critical literacy instruction in the elementary field experience classroom? Participants included six PSTs from a cohort in a two-day a week field experience. A sample of three cases was selected to analyze in more detail and for a cross-case analysis. Data sources included transcriptions of learning community meetings, PST written reflections at the end of each learning community meeting, two interviews with each participant, a researcher’s journal, video-recorded literacy lesson and lesson plan, critical literacy concept maps, literacy belief platforms, and plans for learning community sessions. The findings for each case are detailed in chapters four, five, and six. These findings were analyzed to develop assertions in a cross-case analysis. These assertions included: (1) The three preservice teachers’ sensemaking and/or enactment of critical literacy was impacted as they “saw” examples of critical literacy, (2) Making meaning of critical literacy and critical literacy enactment are an interwoven process that inform each other, (3) As these PSTs engaged in the PLC, their sensemaking and enactment of critical literacy evolved, (4) All PSTs faced similar inhibitors to critical literacy enactment, however, Jodi and Tira were able to negotiate many of these inhibitors to enact critical literacy.

abstract: This research shares findings from a qualitative case study featuring pre-service teachers enrolled in an undergraduate English methods course at a large public university. The participants engaged in a semester long course focused on different critical pedagogies, such as culturally sustaining pedagogy (Paris & Alim, 2014), funds of knowledge (Moll et al., 1992), and multicultural education (hooks, 1992). The purpose of the study was to determine what effect the study of critical pedagogies would have on the pre-service teachers’ design of a civic action unit for a secondary English language arts context. In terms of which critical pedagogies influenced the design of the civic action units, how the critical pedagogies were adapted for specific contexts, and how the critical pedagogies are negotiated with other systemic educational forces. The data collection occurred over the final six weeks of the course and in a follow-up interview a month later. Data were drawn from the following sources: (1) participant’s weekly reflections, (2) audio recorded class discussions, (3) researcher field notes, (4) participant’s civic action units, and (5) follow-up interviews. The participant reflections, civic action units, and interviews went through three rounds of coding and were categorized to identify salient findings. The audio recordings and field notes were referenced to provide contextual details. These findings show that when pre-service teachers engage in an ongoing dialogue about critical pedagogies, they design civic action units that apply a variety of critical pedagogies for a unique context while accounting for different systemic forces including educational standards, colleagues, and parents and policies. For the course, the participants were able to pick their unit’s focus and were responsible for the unit’s design. The participants designed units that engaged students in consciousness-raising experiences, and created opportunities for students to critically reflect on their world and take action to improve it. As a result, the participants in this study all reported that they planned on using their civic action unit in their future classrooms. / Dissertation/Thesis / Doctoral Dissertation English 2020