by Shiu Wing Yi. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2000. / Includes bibliographical references (leaves 64-77). / Text in English; abstracts and appendices in English and Chinese. / by Shiu Wing Yi. / ACKNOWLEDGMENTS --- p.i / ABSTRACT --- p.ii / TABLE OF CONTENTS --- p.iv / LIST OF TABLES --- p.viii / LIST OF FIGURES --- p.ix / Chapter CHAPTER ONE --- INTRODUCTION --- p.1 / Chapter 1.1 --- RATIONALE FOR FOCUSING ON TEACHING BEHAVIOR --- p.1 / Chapter 1.2 --- STUDY OF MULTIPLE VARIABLES --- p.2 / Chapter 1.2.1 --- PLANNING --- p.2 / Chapter 1.2.2 --- INSTRUCTIONALBEHAVIOR --- p.3 / Chapter 1.3 --- LIMITATIONS OF PREVIOUS STUDIES --- p.3 / Chapter 1.3.1 --- LABORATORY SETTING --- p.3 / Chapter 1.3.2 --- FOCUS ON PRESERVICE TEACHERS --- p.4 / Chapter 1.3.3 --- STUDY OF STUDENT LEARNING --- p.6 / Chapter 1.4 --- PURPOSE OF STUDY --- p.7 / Chapter 1.5 --- DEFINITION OF TERMS --- p.7 / Chapter 1.6 --- SIGNIFICANCE OF THE STUDY --- p.8 / Chapter CHAPTER TWO --- REVIEW OF LITERATURES --- p.9 / Chapter 2.1 --- ELEMENTS OF EFFECTIVE TEACHING --- p.9 / Chapter 2.1.1 --- GENERAL GHARACTERISTICS OF EFFETIVE TEACHING --- p.9 / Chapter 2.1.2 --- TEACHERS' VIEWS OF EFFECTIVE TEACHING --- p.10 / Chapter 2.1.3 --- EFFECTIVE TEACHERS IN PHYSICAL EDUCATION --- p.11 / Chapter 2.2 --- PLANNING --- p.12 / Chapter 2.2.1 --- TEACHER THOUGHT PROCESS --- p.12 / Chapter 2.2.2 --- MODEL OF TEACHER PLANNING --- p.13 / Chapter 2.2.3 --- TEACHERS' INSTRUCTIONAL PLANNING IN PHYSICAL EDUCATION --- p.14 / Chapter 2.2.4 --- EFFECT OF PLANNING ON INSTRUCTIONAL BEHAVIOR --- p.16 / Chapter 2.3 --- INSTRUCTIONAL BEHAVIOR OF PHYSICAL EDUCATION TEACHERS --- p.18 / Chapter 2.3.1 --- TEACHER FUNCTIONS IN TEACHING-LEARNING PROCESS --- p.18 / Chapter 2.3.2 --- SYSTEMATIC OBSERVATION OF INSTRUCTIONAL BEHAVIORS --- p.19 / Chapter 2.3.3 --- INSTRUCTIONAL BEHAVIORS --- p.20 / Chapter 2.3.4 --- QUALITATIVE INSTRUCTIONAL BEHAVIORS --- p.21 / Chapter 2.4 --- STUDENT LEARNING IN PHYSICAL EDUCATION --- p.23 / Chapter 2.4.1 --- STUDENT LEARNING IS THE GOAL OF PHYSICAL EDUCATION --- p.23 / Chapter 2.4.2 --- LEARNING PROCESS IN PHYSICAL EDUCATION --- p.25 / Chapter 2.4.3 --- MEASURE OF STUDENT LEARNING IN PHYSICAL EDUCATION --- p.26 / Chapter 2.5 --- EXPERIENCED VS NOVICE PHYSICAL EDUCATION TEACHERS --- p.27 / Chapter 2.5.1 --- COMPARING EXPERIENCED AND NOVICE TEACHERS --- p.27 / Chapter 2.5.2 --- TEACHING STRATEGIES --- p.28 / Chapter CHAPTER THREE --- METHODOLOGY --- p.30 / Chapter 3.1 --- PARTICIPANTS --- p.30 / Chapter 3.2 --- EQUIPMENT --- p.30 / Chapter 3.3 --- RESEARCH DESIGN --- p.30 / Chapter 3.3.1 --- BASKETBALL SKILLS TEST --- p.31 / Chapter 3.3.1.1 --- OBSTACLE DRIBBLING TEST --- p.31 / Chapter 3.3.1.2 --- SPOT SHOOTING TEST --- p.32 / Chapter 3.3.2 --- COLLECTION OF PLANNING DECISION AND INSTRUCTIONAL BEHAVIOR --- p.32 / Chapter 3.3.2.1 --- PRIOR TO PLANNING --- p.32 / Chapter 3.3.2.2 --- PLANNING DECISIONS --- p.33 / Chapter 3.3.2.3 --- TEACHERS' QUALITATIVE INSTRUCTIONAL BEHAVIORS --- p.34 / Chapter 3.3 --- INSTRUMENTATION AND DATA COLLECTION --- p.35 / Chapter 3.3.1 --- TEACHER PLANNING DECISION CODING SYSTEM --- p.35 / Chapter 3.3.2 --- QUALITATIVE MEASURES OF TEACHING PERFORMANCE AND STUDENT ACHIEVEMENT --- p.36 / Chapter 3.3.3 --- PRETEST AND POSTTEST ON BASKETBALL SKILLS --- p.37 / Chapter 3.4 --- STATISTICAL ANALYSIS --- p.37 / Chapter CHAPTER FOUR --- RESULTS --- p.38 / Chapter 4.1 --- PLANNING --- p.38 / Chapter 4.1.1 --- TASK/ACTIVITY DECISIONS --- p.38 / Chapter 4.1.2 --- INSTRUCTIONAL STRATEGY DECISIONS --- p.38 / Chapter 4.2 --- QUALITATIVE MEASURES OF TEACHING PERFORMANCE SCALE --- p.39 / Chapter 4.3 --- ACHIEVEMENT DATA --- p.40 / Chapter CHAPTER FIVE --- DISCUSSION --- p.42 / Chapter CHAPTER SIX --- CONCLUSION AND RECOMMENDATION --- p.53 / TABLES --- p.58 / REFERENCES --- p.64 / APPENDICES --- p.78

Writing instruction has been neglected, both in teacher preparation courses and in professional development in literacy. Yet, the adoption of new standards and teacher evaluation systems by many states demands increased writing instruction and teacher “effectiveness” in providing it. Teachers, then, have faced higher expectations for writing instruction with little support for what those expectations mean or how to enact them in their own contexts. To meet these demands, it has been suggested that teachers must see themselves as writers in order to work most productively with children as writers. Therefore, if teachers must identify as writers to be “effective,” then teachers who do not identify as writers are also denied an identity as “good teachers.” These static, binary identity categories serve as “cover stories” to obscure a much more complicated reality. Informed by critical writing pedagogy and a literacy-and-identity studies framework, this study explored how teacher-writers in one school-based writing group perform, understand, and narrate their identities as writers and teachers of writing. Utilizing a narrative inquiry methodology for group meetings and interviews, I analyzed the complex, fluid, and sometimes contradictory identities of teacher-writers, and the construction, reconstruction, and mobilization of stories within and about the group. The static, binary identities group members claimed served as cover stories, the static categorical writer-selves that we construct in relation to our conceptions of an idealized writer. My study concluded that the relative autonomy of the writing group provided a shelter from the school culture of accountability where emotion and profanation were possible. This work proposed that, in acknowledging the complex nature of writing identities and the “unofficial” emotional lives of teachers, we can push beyond a static writer/non-writer binary and disrupt a hierarchical, outcome-based notion of staff development. As a result, space for staff development, in which a diverse school community joins together to engage in experiences, learning, and identity work that make space for emotion, may be created.

Thesis (M.Ed.)--University of Hong Kong, 1981. / Includes bibliographical references (leaf 391-398). Also available in print.

Thesis (M. Ed.)--University of Hong Kong, 2005. / Title proper from title frame. Also available in printed format.

The study was designed to determine how learner outcomes, one aspect of a comprehensive assessment plan at an urban community college in the Northwest, may have influenced professional practice. Research subjects were selected from a group of forty-four faculty who participated in a college sponsored professional development activity. The purpose of this activity was to provide resources for faculty to develop curriculum from a learner outcomes perspective. The researcher was interested in how the adoption of learner outcomes may have influenced pedagogical methods, instructional content, classroom assessment, or other aspects of professional practice. Research participants responded to open-ended interview questions administered by the researcher. The shared phenomenon being investigated was the experience of community college faculty who were directly involved with transforming instructional objectives to learner outcomes and/or assisting other faculty with the conversion. Data were analyzed following a five-step process based on phenomenological research methods. Five themes were evident in the data: 1) importance of the process (writing outcomes and designing curriculum); 2) changes in classroom instruction; 3) classroom assessment modifications; 4) the integrative nature of the experience; and 5) changes in the classroom experience for students. The data indicated that participants shared two common experiences--writing outcomes and changing the syllabi as a result of incorporating learner outcomes. The findings indicated that learner outcomes influenced professional practice. However, the degree of influence was not at the same level of intensity for all participants and the degree of influence was not related to the number of years a participant had been teaching. Experienced faculty with twenty or more years of experience were distributed among three subgroups which denoted the degree of influence on professional practice or the amount of change evident from lower to higher levels of intensity. / Graduation date: 2003

Thesis (Ph. D.)--University of Idaho, 2006. / Abstract. "April 2006." Includes bibliographical references (leaves 171-179). Also available online in PDF format.

Thesis (Ed.D.)--University of Delaware, 2006. / Principal faculty advisor: James Raths, School of Education. Includes bibliographical references.

Thesis (PhD(Education Management))--Universiteit van Pretoria, 2000. / Includes bibliographical references.

Many public school districts around the nation have implemented performance pay programs to provide teachers the opportunity to earn additional pay based on measures of student achievement. These programs aim to improve student achievement and teacher effectiveness. Existing research on performance pay demonstrates no positive impact of such programs on student and teacher outcomes; however, little research assesses the impact of performance pay combined with addition supports and working condition improvements on student achievement and teacher effectiveness. This study empirically examined the impact of teacher performance pay combined with additional human capital improvements on student growth and teacher mobility in one Texas school district. The district implemented the program in only 15 of the district’s 144 schools. Nine schools implemented the full intervention, which included performance pay, teacher supports, and working condition improvements, while six schools partially implemented the program, offering teachers the opportunity to earn performance pay only. Results demonstrate that student growth was significantly, positively related to full program implementation in math and reading; yet, the magnitude of the results was small. Over time, teacher effectiveness increased on campuses that implemented the most comprehensive version of the program. Average teacher turnover rates increased on full program campuses the year before and the year after implementation; yet, the most effective teachers remained on campuses that provided performance pay and improved working conditions. Results suggest that financial incentives combined with additional human capital improvements, rather than financial incentives alone, could lead to small improvements in student achievement and teacher effectiveness in high need, urban public schools. These findings hold implications for policymakers and researchers, providing evidence on how to best design and implement school district human capital initiatives that show promise in improving student and teacher outcomes. / text

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