- About
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The Global ETD Search service is a free service for researchers
to find electronic theses and dissertations. This service is
provided by the
Networked Digital Library of Theses and Dissertations.
Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
Search results
Showing 301 to 310 of 311 (0.113 seconds)Spelling suggestions: "subject:"bleacher coreparation"" "subject:"bleacher apreparation""
| 301 |
Special Education That Isn't So Special: A Phenomenological Study of Urban Special Educators Within the General Education ClassroomsPayton, Nadja Darrielle 20 December 2022 (has links)
No description available.
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| 302 |
Heartache and Hope: A Black Mom's Exploration of the Mindset of White Teachers Who Teach Black ChildrenLay, Crystal D. 12 April 2023 (has links)
No description available.
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| 303 |
Representation Counts: Intern Teachers of Color and Their Perspectives of Teaching in a California CountyHale, Girlie M. 01 January 2023 (has links) (PDF)
Intern teachers are more likely to be placed in hard-to-fill content areas, such as math, science, and special education, which exacerbates their initial teaching experiences as teachers of record. For new teachers in their intern credential program, these factors compound the stress of attending coursework while managing their experience as a novice in the classroom. Without proper mentoring and support in these placements, teachers of color may perceive themselves as feeling less successful in the classroom. In this mixed methods study, the researcher investigated the types of support intern teachers of color need in successfully completing their teacher preparation program. Quantitative data were collected using archival research to determine perceived levels of preparedness by intern teachers of color. In alignment with explanatory sequential method, interviews were conducted to gather qualitative context to explain the quantitative data. Three themes emerged from the data analyses that formed these theories: (a) as a new teacher, it is common to feel overwhelmed, confused, or frustrated while trying to balance multiple demands; (b) teaching racially diverse students presents unique challenges; and (c) to thrive as a teacher, it is crucial to seek support from colleagues, mentors, and support networks. Implications for practice include systematizing strong mentorships, implementing teacher team models, and training intern support networks on cultural awareness. These findings provide information to intern programs about the types of support needed to be culturally responsive to the needs of both diverse teachers and the students they serve.
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| 304 |
There’s No Place Like Us: Beyond Fidelity of Implementation in Rural ContextsWeiss, Margaret P., Rowe, Dawn A., Mims, Pamela J., Farmer, Thomas W. 18 February 2023 (has links)
Rural schools experience difficulty in filling teaching positions at higher rates than non-rural schools. Recruiting and retaining teachers are critical in these districts; however, because the term “rural” is variable, a one-size-fits-all response is not possible. Rural communities tend to be geographically remote, have a low critical mass of students with distinct disabilities, and have relatively few resources to provide differential support for students. In this context, special educators may find themselves in circumstances where they operate as general specialists who are responsible for addressing a broad range of student needs without the support of other related service providers (e.g., school psychologists, curriculum specialists, school counselors, speech and language pathologists). Garwood’s article provides a catalyst to consider ecological system factors that affect burnout, attrition, and, as a consequence, instruction, particularly for students with disabilities. In this response, we view this issue from a perspective of rural schools, where the system contexts are varied and directly impact teacher-level variables, such as the ability to implement evidence-based practices (EBPs) with fidelity. Taking a developmental systems approach, we describe what makes rural settings unique and how these characteristics interact with the critical features of EBPs, as well as suggest how preparation and induction programs might better prepare and sustain teachers to adapt instruction to these rural contexts. We conclude with implications for practice and policy.
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| 305 |
Culture, Efficacy and Outcome Expectancy in Teacher Preparation: How Do the Beliefs of Pre-Service Interns, Mentor Teachers, University Supervisors and Teacher Educators Compare?Alexander, Sashelle Thomas 22 June 2011 (has links)
No description available.
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| 306 |
Promoting Equitable Outcomes for Students with DisabilitiesBunch, Clarissa L. 11 June 2018 (has links)
No description available.
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| 307 |
TPACK Development in Science Teacher Preparation: A Case Study in Queensland, AustraliaSickel, Jamie L. 22 July 2016 (has links)
No description available.
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| 308 |
The Best of Both Worlds: Teaching Middle School and College MathematicsBrahier, Daniel J. 12 April 2012 (has links)
As a full-time Professor of Mathematics Education, as well as a part-time eighth grade (13 and 14 year olds) mathematics teacher, I have the opportunity to experience the teaching profession from “both sides of the fence.” My university courses are enhanced by my work in the field, while my eighth graders’ learning is strengthened by educational principles studied at the university. In this paper (and
presentation), I will explain this partnership and the benefits to both audiences.
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| 309 |
Experiences of Teacher Educators Utilizing Technology in Teacher Preparation ProgramsEdwards, Cynthia Jane 13 May 2022 (has links)
No description available.
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| 310 |
Teachers and Technology: A Qualitative Program Evaluation of Technology SkillsDevelopment in a Teacher Preparation ProgramDonnelly, David M. 16 September 2022 (has links)
No description available.
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