Spelling suggestions: "subject:"beacher coreparation"" "subject:"beacher apreparation""
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Preparing K-12 Teachers for Online InstructionBrecheisen, Katherine M. 14 December 2015 (has links)
No description available.
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A National Assessment of the Impact of the Institutes for Higher Education Academy on School Health FacultyHuelskamp, Amelia Catherine January 2016 (has links)
No description available.
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A Replication Comparing Two Teaching Approaches: Teaching Pre-service Teachers to Implement Evidence-Based Practices with FidelityHensley, Lauren Elizabeth 28 December 2016 (has links)
No description available.
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Disciplinary Literacy in Social Studies: Changes in Teacher Candidates' Beliefs and AttitudesBottomley, Amy January 2016 (has links)
No description available.
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Exposed pedagogy: investigating LGBTQ issues in collaboration with preservice teachersConley, Matthew D. 01 August 2005 (has links)
No description available.
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Ohio joint vocational school district superintendents' perceptions of the importance and level of implementation of PRAXIS III teaching skills and performance in beginning teacher assistance programsSandoval, Gloria Theresa 24 August 2005 (has links)
No description available.
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The influence of the collaborative videotape assessment process on preservice technology education teachers' confidence, lesson plan preparation and teaching experiencesWhite, David William 14 July 2006 (has links)
No description available.
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Importance and Capability of Teaching Leadership as Perceived by Beginning Agricultural Education TeachersSimonsen, Jon C. 03 September 2010 (has links)
No description available.
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How Do Selected Novice Middle School Teachers from Various Certification Pathways Perceive the Effectiveness of Their Teacher Preparation?Hesson, Nicole Lee January 2016 (has links)
This dissertation study compared the three most common pathways of traditional preparation for novice middle level teachers (elementary, middle level, and secondary) and attempted to answer the central question of which group felt best prepared for middle level teaching. Selected novice teachers from each of the three pathways were interviewed and asked to reflect on their preparation program. All participants were graduates of the same large, urban, public university. Data were collected using an interpretivism paradigm and analyzed using the constant comparative method. The state has recently redesigned its certification structure and teacher education institutions have redesigned their programs to reflect these changes. This study sought to discover if the restructuring resulted in greater feelings of preparedness among novice teachers. This study was exploratory, but initial findings indicate that there was very little difference in feelings of preparedness among the three pathways for teaching at the middle level with respect to program components and understanding of the needs of middle level adolescents. There was limited difference among the three pathways with respect to content preparation. This poses an interesting policy question: If the state’s intent in restructuring the certification tiers was to ensure more prepared teachers for the middle level and this exploratory study shows little difference in feelings of preparation, was the decision to restructure teacher certification a worthwhile endeavor? The study offers possible programmatic changes to increase feelings of preparedness as well as ideas for further research around this topic. / Educational Administration
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Developing Emotional Competence in Young Children: Teachers as SocializersRoberts, Elizabeth Roberts January 2016 (has links)
Emotional competence is empirically associated with children’s success both socially and academically. Emotion knowledge and emotion regulation, the components of emotional competence, help children navigate interactions with peers and teachers in order to reach their goals while respecting the needs of others. An abundance of research exists on curricula to build social-emotional skills, as well as research on the role parents play in socializing children about emotional competence. However, little research exists on emotion socialization by teachers. Literature on what pre-service teachers learn about emotion socialization and emotional competence is even smaller. This study aims to learn what Early Childhood Education students at a large, urban northeastern university learn about emotional competence and emotion socialization through the use of surveys, interviews, and written reflections on the student teaching experience. A mixed-methods design elicits both breadth and depth of data on the topic. Pre- and post-measures show significant differences in self-efficacy relating to emotion socialization practices, but not knowledge or practices learned through the student teaching experience. Interview data shows pre-service teachers do believe emotion socialization to be part of their teaching role and that they influence the types of emotions felt and expressed by students in the classroom. Results will help improve the student teaching program and help the larger field of early childhood education learn about how to make the student teaching experience as helpful as possible. / Educational Psychology
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