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  • About
  • 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.
1

Attention-deficit / hyperactivity disorder: teacher knowledge and referral for assessment

Macey, Katherine DeGeorge 30 October 2006 (has links)
Attention-Deficit / Hyperactivity Disorder (ADHD) continues to be one of the most commonly diagnosed disorders in school-aged children As teachers are important gatekeepers for referring students who are in need of special services or classroom modifications, understanding what teachers know about ADHD and the factors that may lead to referral are important. First, the present study examined whether or not teachers were sensitive to academic achievement when making special education referrals. Second, the present study also examined if teachers could differentiate between ADHD behaviors and non-ADHD behaviors. Third, it examined the role of general teaching self-efficacy and self-efficacy related to teaching students with ADHD in making referrals and fourth, what are the sources of information teacher access for information about ADHD.
2

The relationship between student teachers and cooperating teachers as a foundation for the development of reflective thinking : an exploratory study based on student teachers' perceptions

Thibeault, Johanne January 2003 (has links)
The development of reflective thinking in student teachers has been gaining greater attention in the teacher education literature. Nevertheless, some of the multiple factors involved in this process have not yet been examined. This study focused on the perceptions that student teachers have of their relationship with their cooperating teachers in the context of a practicum. More specifically, it attempted to determine if and how cooperating teachers trigger student teachers' reflective thinking. Seventeen student teachers, who made up the first cohort to experience the four-year undergraduate program in teaching English as a second language, participated in this exploratory study. Three sets of data were collected through questionnaires, interviews and reflective logs. Two phases of analysis followed, allowing the categorization of results and patterns into five distinct categories that corresponded to the research questions. The quantitative phase provided the results to the Likert-type questionnaire using two statistical management softwares: SPSS 10.0 and Excel. The qualitative phase used a coding system to identify the emerging patterns in the interview and in the reflective log data. The first phase of analysis provided descriptive statistics indicating that it is the cooperating teachers' verbal communication that most triggers student teachers' reflective thinking. The second phase revealed that student teachers attribute the triggering of their reflective thinking more to themselves and to class incidents than to their cooperating teachers. Based on the findings, Taggart's (1996) Reflective Thinking Model was enhanced by a socio-constructivist micro-model designed to help cooperating teachers better support student teachers' reflection. The study contributes to teacher education research by elucidating the relationship between student teachers and cooperating teachers with regards to the development of reflective thinking.
3

Setting the scene for liminality: non-francophone French second language teachers' experience of process drama

Baranowski, Krystyna January 2010 (has links)
Non-francophone teachers of French as a second or additional language (FSL) often struggle with overwhelming oral anxiety, consequent low self-confidence, and workplace marginalisation. Core French or Basic French teachers, in particular, and their subjects have been undervalued (Carr, 2007; Lapkin, McFarlane, & Vandergrift, 2006; Richards, 2002). Moreover, recent national FSL research points to challenges in the areas of teacher attrition, lack of methodological and /or linguistic preparation, and lack of professional development opportunities in the FSL context (Karsenti, 2008; Salvatori, 2007). In this dissertation, I present the findings of my qualitative research study, which examined the conditions and experiences of non-francophone FSL teachers in Manitoba. To do so, I looked at the teachers' relationship with French and how French oral competency and oral language communicative confidence are intertwined to foster the teachers' sense of agency. The theoretical orientations underpinning this study draw from socio-constructivism (Bruner, 1985, 1990; Vygotsky, 1978), Feminist Standpoint theory (De Vault, 1999; Lather, 1991), Bakhtinian dialogism (Vitanova, 2005), and Institutional Ethnography (Smith, 1987, 2005). The lens I used to understand and interpret the voices and self-perceptions of the teachers is Process Drama, delivered in the form of professional development workshops. Process Drama (Heathcote, 1991) consists of thematically based improvisations, which are used to explore a topic and, at the same time, to invite self-exploration. It possesses unique characteristics, and has been successfully used in the second and foreign language classroom (Dicks & Le Blanc, 2009; Kao & O'Neill, 1998; Liu, 2002; Marshke, 2005). My particular focus, however, was on the Manitoba FSL teacher as a student, rather than as a teacher of language. Findings from this study indicate reduced oral anxiety as related to French language competency, reduced “performance / Les enseignantes et enseignants non-francophones du français langue seconde et additionnelle (FL2) se trouvent parfois aux prises avec l'anxiété orale, le manque d'estime de soi et la marginalisation au travail. En particulier, les enseignants du Français de base sont souvent sous-valorisés par rapport à la matière enseignée (Richards, 2002 ; Lapkin, McFarlane & Vandergrift, 2006 ; Carr, 2007). Des sondages et des études récentes à l'échelle nationale indiquent des défis dans le domaine de l'attrition professionnelle, du manque de préparation méthodologique et/ou linguistique, et de la pénurie d'occasions de perfectionnement professionnel dans le contexte du FL2 (Salvatori, 2007 ; Karsenti, 2008). Ce mémoire de thèse présente les résultats de mon étude qualitative où j'ai examiné les conditions et les expériences des enseignants non-francophones du FL2 au Manitoba. Je me suis concentrée sur la relation entre l'enseignant et la langue française et comment la compétence orale et la confiance communicative se combinent pour construire l'identité linguistique et l'agentivité du locuteur non-natif. À la base de cette étude, mes orientations théoriques proviennent du socio-constructivisme (Vygotsky, 1978 ; Bruner, 1985, 1990), de la théorie de « Feminist Standpoint » (De Vault, 1999; Lather, 1991), du dialogisme bakhtinien (Vitanova, 2005) et de l'ethnographie institutionnelle (Smith, 1987, 2005). Les voix et les perceptions des enseignants-participants de cette étude sont interprétées sous l'optique du Process Drama. Le Process Drama (Heathcote, 1991) consiste en épisodes thématiques improvisés où les participants explorent un sujet et s'explorent parallèlement. Le Process Drama possède des caractéristiques uniques qui font l'objet de recherche dans des classes de langue seconde et de langue étrangère (Dicks & Le Blanc, 2009 ; Kao & O'Neill, 1998 ; Liu, 2002; Marshke, 2005 ). Mon intérêt, cependant, porte sur l'e
4

Teachers' responsibilities towards the bullying behaviours of students

Leonard, Colleen January 2013 (has links)
Bullying is a serious issue faced by teachers on a regular basis in schools. Governments are instating antibullying legislations to try to curb bullying in schools. However, teachers may not be equipped to effectively recognize bullying, let alone deal with it successfully. This research examines the legal responsibilities of teachers and what barriers may be present that prevent teachers from meeting their obligations. It also investigates what resources and supports are necessary to ensure teachers are best equipped to successfully deal with bullying in their schools and classrooms. / L'intimidation est un problème grave qui confronte les enseignants régulièrement dans les écoles. Les gouvernements adoptent des législations contre l'intimidation pour tenter de l'endiguer dans les écoles. Toutefois, les enseignants ne sont pas nécessairement équipés pour reconnaître effectivement l'intimidation, et encore moins y faire face avec succès. Cette recherche examine les responsabilités légales des enseignants et quels obstacles peuvent être présents qui empêchent les enseignants de s'acquitter de leurs obligations. Elle enquête également sur les ressources et les soutiens nécessaires pour s'assurer que les enseignants sont les mieux équipés pour traiter avec succès l'intimidation dans les écoles et dans les classes.
5

"Amazed by details and the really big bustle." The mirror of identity and practice. A university teacher educator's narrative inquiry into education students' construction of beginning teacher identity

Rudd, Christina January 2011 (has links)
University teacher education programs struggle to find or create contexts where, rather than risk constituting a "weak intervention", (Burant & Kirby, 2002; Wideen, Mayer-Smith & Moon, 1998), such settings can help students develop a teacher identity that represents their "talents, choices and actions" (Pinnegar, 2005, p. 271). Education students need opportunities before graduation to live, reflect on, tell and learn from the stories teachers experience (Doyle & Carter, 2003), to experience from the beginning of their teacher education program, being "beginning teachers." My study significantly extended the degree of autonomy available to Education students through personally meaningful alternative field experiences. The research question emerged from concerns I heard reiterated over the years by students seeking greater autonomy as "beginning teachers" within their university programs: What kinds of contexts can be created that offer Education students real life, real time, community-based teaching and learning experiences to help them construct their beginning teacher identity? Research contexts involved community partnerships within the framework of a university program but outside of its traditional boundaries, and were self-initiated by beginning teachers. Three Education students (hereafter "beginning teachers") developed pedagogical relationships in 'real life, real time' situations with elementary children who saw them as their real teachers. A community-based learning approach provided time and space for participants to negotiate identities so that "becoming a teacher could be widely recognized as an ongoing process that involves moments of instability and uncertainty" (Farnsworth, 2010, p. 1488). The LiLi/ABC Project brought together aspects of narrative inquiry, intrinsic case study and community-based learning within an action research project that sought to make sense of the distinctive voices and stories that emerged from conversation interviews with beginning teachers. Narratives emerged from audio taped, open-ended conversation interviews with beginning teachers, and audio/videotaping of at least one of their sessions plus beginning teachers' self selected Portfolios of video/audiotapes, photographs, and student work. My study found that the kinds of contexts that helped the beginning teachers construct their identities were the ones they chose, on their own, intuitively, emotionally, pragmatically; where they created distinct pedagogical relationships with distinct students; where they were treated and listened to as real teachers; where the choices they made and the stories they told belonged to them; where their work was their way of becoming a beginning teacher. This study holds out important theoretical and practical implications for the theory and practice of teacher education. Beginning teachers can benefit from: 1) opportunities to create self-initiated projects in alternative contexts and work with small groups of children away from formal observations and assessments; 2) living out their "beginning teacher" stories with a degree of autonomy not usually found in traditional education programs; 3) telling their beginning teacher stories in open-ended sessions that allow them to highlight emotions and discuss pedagogical relationships with their students in unrehearsed situations; 4) discovering who they are as teachers in unrehearsed situations and relationships where they can learn that uncertainty is an inevitable and natural part of their beginning teacher story. The research further contributes to the theorizing of "autonomy" and "self initiated contexts" in teacher education, particularly with respect to the field experience and its relationship to university courses. It also supports the place of narrative and arts-based methods of inquiry in both teacher education as well as research on teacher education and with beginning teachers. / Les programmes universitaires de formation des maîtres s'efforcent de trouver ou de créer des contextes où, plutôt que de risquer d'offrir une « intervention faible » (Burant et Kirby, 2002; Wideen, Mayer-Smith & Moon, 1998), le cadre d'ensemble peut aider les étudiants en éducation à construire une identité d'enseignant qui représente leurs propres « talents, choix et actions » (Pinnegar, 2005, p. 271). Les étudiants en éducation, avant d'obtenir leur diplôme, ont besoin d'occasions de faire eux-mêmes l'expérience de ces épisodes que vivent les enseignants, d'y réfléchir, de les relater, de s'en instruire (Doyle & Carter, 2003). Mon étude a donné un degré d'autonomie considérablement plus grand à des étudiants en éducation en leur permettant de vivre des expériences sur le terrain différentes, plus personnellement significatives. La question de recherche est née des préoccupations qu'au cours des années j'ai plusieurs fois entendu exprimer par des étudiants en éducation désireux d'avoir plus d'autonomie comme « enseignants débutants » dans le cadre de leurs programmes universitaires : Quels genres de contextes peut-on créer pour permettre aux étudiants en éducation de vivre des expériences d'enseignement et d'apprentissage dans la vie réelle, dans le temps réel, dans la communauté, pour les aider à structurer leur identité comme enseignant débutant? Les contextes de la recherche en faisant dans le cadre d'un programme universitaire mais à l'extérieur de ses limites traditionnelles, et ont été complètement auto-initiés par les enseignants débutants. Trois étudiants en éducation (« enseignants débutants ») ont élaboré des relations pédagogiques dans des situations vécues dans la « vraie vie » et le « vrai temps » avec des enfants de niveau primaire qui les considéraient comme leurs vrais enseignants. L'étude LiLi/ABC a réuni aspects de recherche narrative, étude de cas intrinsèque et apprentissage dans la communauté; j'ai également enregistré et filmé au moins une session de chaque étudiant. Les enseignants débutants ont aussi colligé, partagé et expliqué leur propre choix de bandes audio et vidéo, de photographies et de travaux d'élèves pour le portfolio professionnel. Mon étude a fait apparaître que les genres de contextes qui aidaient les enseignants débutants à structurer leur identité étaient des contextes choisis par eux, selon leurs intuitions et leurs émotions, de façon pragmatique ; où les étudiants avaient créé une relation pédagogique distincte avec des élèves distincts ; où les étudiants avaient été traités et écoutés comme de vrais enseignants ; où les étudiants s'étaient approprié les choix qu'ils avaient faits et les récits qu'ils avaient narrés ; où leur travail était leur façon de devenir un professeur débutant. Voici des points qui peuvent être bénéfiques pour les enseignants débutants : 1) occasions de créer des projets auto-initiés dans des contextes différents, et de travailler avec des enfants loin des évaluations et des observations formelles ; 2) vivre leurs histoires d'enseignant débutant avec d'autonomie; 3) relater leurs histoires d'enseignant débutant dans des entretiens non directifs; 4) découvrir qui ils sont en tant qu'enseignant dans des situations et relations spontanées, où ils peuvent apprendre que l'incertitude est et un élément inévitable et naturel de leur histoire d'enseignant débutant. La recherche apporte une nouvelle contribution à l'élaboration des théories de l'« autonomie » et des « contextes auto-initiés » en formation des maîtres, en particulier en ce qui a trait à l'expérience sur le terrain et sa relation avec les cours universitaires. Elle renforce également la place des méthodes narratives et basées sur les arts aussi bien en matière de formation des maîtres que de recherche sur la formation des maîtres et avec les enseignants débutants.
6

Studying 'self' to teach 'others': assessing a teacher's personal and professional intercultural identity development

Pinard, Michele January 2012 (has links)
This self-study focuses on critical incidences (CIs) that occurred during three personal and professional periods of one teacher's life: a semester abroad as an undergraduate; an independent fellowship year abroad as a post-graduate; and, as a volunteer serving abroad. Using constant comparison methods to analyze archival documents generated in intercultural educational settings and contemporary data drawn from interviews and surveys with fifty participants, the study concentrates on how CIs did or did not affect the teacher's intercultural competence and identity development. Methods of inquiry utilized include ghostwriting (Rhodes, 2000) and shadowwriting (Clerke, 2009), and introduce a technique called BENCHspeaking to activate co-participants' voices. Five contested identity metaphors that emerge to describe the researcher's personal and professional identity are exposed: homebody, social networker, boundary pusher, opportunist, and goal setter. Teacher educators' ability to cultivate intra-cultural competence, personally and professionally, conclude the research, and pedagogical suggestions and implications for contributing to pre-service and teacher educator identity development are outlined. / Cette étude se concentre sur trois épisodes/ expériences transformatrices professionnelles dans la formation d'un seul professeur/du chercherur: ses études à l'étranger, le stage qu'elle a fait à l'étranger après avoir terminé ses études, et, son service bénévole/comme volontaire à l'étranger. Se servant de méthodes comparatives pour analyser des documents primaires créés dans des milieux interculturels, et l'information tirée des sondages et des entretiens avec 50 participants, l'étude est axée sur la manière dont les expériences critiques ont influencé, ou n'ont pas influencé la compétence interculturelle du professeur et le développement de son identité. Les méthodes utilisées comprennent « ghostwriting » (Rhodes, 2000) et "shadowwriting" (Clerke, 2009), et introduisent une technique appelée "Benchspeaking" pour inspirer l'expression des co-participants. L'étude révèle cinq métaphores qui se manifestent pour décrire l'identité conflictuelle personnelle et professionnelle du chercheur: 1) la femme au foyer/la casanière, 2) la personne qui crée un réseau social/qui a une vie sociale, 3) celle qui pousse/dépasse les limites et les frontières, 4) l'opportuniste, et 5) la personne qui montre la voie et établit des objectifs. L'étude se termine par une discussion de la capacité de l'enseignant à cultiver la compétence inter-culturelle, à la fois dans sa vie personnelle et professionnelle, et offre des suggestions d'ordre pédagogique pour la préparation des enseignants.
7

The development of interdisciplinary teaching approaches among pre-service science and mathematics teachers

Miranda Martins, Dominique January 2012 (has links)
This study sought to understand how a group of pre-service teachers in a combined secondary science and mathematics teaching methods course conceptualized and experienced interdisciplinary approaches to teaching. Although knowing how to plan interdisciplinary activities is an essential teaching practice in Quebec, these pre-service teachers faced many challenges during the process of learning to teach with this approach. By using two interdisciplinary frameworks (Nikitina, 2005; Boix Mansilla & Duraising, 2007), I qualitatively analyzed the development of the pre-service teachers' prior and emerging ideas about interdisciplinarity and their ability to plan interdisciplinary teaching activities. The provincial curriculum and issues related to time greatly shaped students' conceptions about interdisciplinarity in the classroom and constrained their ability to plan for and envision the enactment of interdisciplinary lessons in secondary science and mathematics classes. In addition, images of themselves as content-specialists, self-efficacy beliefs in relation to interdisciplinary teaching, and student learning as a source of teacher motivation emerged as key factors promoting or interrupting the development of interdisciplinary teaching approaches. Examination of these factors highlights the need for teacher-education programs to provide opportunities for pre-service teachers to explore how they see themselves as educators, increase their instructional self-efficacy beliefs, and motivate them to teach in an interdisciplinary fashion. Keywords: interdisciplinary teaching, student-teachers, curriculum, teacher-education program, self-efficacy, motivation / Cette étude a cherché à comprendre comment un groupe d'enseignants en formation qui suivaient un cours sur les méthodes d'enseignement combiné de science et de mathématique au secondaire conceptualisaient les démarches d'enseignement interdisciplinaire et en faisaient l'expérience. Même s'ils savent que le fait de planifier des activités interdisciplinaires est une pratique d'enseignement essentielle au Québec, ces futurs enseignants faisaient face à nombre de défis pendant le processus d'apprentissage de cette démarche d'enseignement. À l'aide de deux structures interdisciplinaires (Nikitina, 2005; Boix Mansilla & Duraising, 2007), j'ai réalisé une analyse qualitative de la progression des concepts antérieurs et émergents des enseignants en formation à l'égard de l'interdisciplinarité et de leur capacité à planifier des activités d'enseignement interdisciplinaire. Le cursus provincial et les enjeux relatifs au temps ont permis de donner une structure solide aux conceptions des étudiants quant à l'interdisciplinarité dans la classe, et ont freiné leur capacité de planifier et d'imaginer la réalisation de cours interdisciplinaires en science et en mathématique au secondaire. En outre, leur perception d'eux-mêmes à titre de spécialistes de contenu, le sentiment d'efficacité personnelle en lien avec l'enseignement interdisciplinaire et l'acquisition des connaissances des étudiants comme source de motivation pour l'enseignant ont émergé comme les facteurs clés faisant la promotion ou interrompant le développement de démarches d'enseignement interdisciplinaire. L'examen de ces facteurs met en lumière le besoin de programmes d'éducation qui offriraient aux futurs enseignants l'occasion d'explorer la façon dont ils se perçoivent en tant qu'éducateurs, d'augmenter leur sentiment d'efficacité personnelle et de les motiver à enseigner dans un mode interdisciplinaire. Mots clés : enseignement interdisciplinaire, étudiant-enseignants, cursus, programme d'éducation à l'intention des enseignants, sentiment d'efficacité personnelle, motivation
8

Standardized Professional Development Content Validation for Educators

Sharp, Sara J. 24 December 2014 (has links)
<p> Educators in a low socioeconomic urban school district have been concerned with the quality of professional development (PD) training provided by the district. This issue affects students, parents, and teachers. Guided by the educational philosophy of inquiry and community, which hold that empowering teachers with validated PD could improve teacher pedagogy and perhaps academic outcomes, this project study examined (a) what benefits a standardized professional development content validation program for the 21st century can provide and, (b) what standardized professional development content validation for the 21st century looks like. A sequential exploratory mixed-methods design was used on a purposive sample of 8 teachers, who participated in semistructured, open-ended interviews. A quantitative questionnaire collected perceptions of teachers at the school. Interview data were analyzed via an inductive analysis approach, and survey data were analyzed via descriptive statistics. The findings of this sequential mixed methods research revealed that the content of PD activities often lacked structured validation for teachers to master important skills in their content area, new skills were undiscovered, and their pedagogy was underdeveloped. The outcome was a 3-day workshop designed to provide PD content validation for educators in 1 district in Washington State. Positive social change implications include teachers who can engage students in an informed, confident, professional manner, and increased teacher satisfaction at the research site as well as in other rural schools. Implementing this workshop will provide useful knowledge for policymakers, educators, and other researchers who are looking for a clearer definition of PD content for the 21st century.</p>
9

Assessing the impact of teacher beliefs on student achievement

Frentress, Jennifer L. 11 November 2014 (has links)
<p> This study examines the impact of cultural competency training and an equity agenda on teacher beliefs and expectations as they relate to student achievement. Despite excessive investment in education reform, prevailing efforts continue to produce inequitable outcomes. I want to advance a theory of action that promotes embedding discourse and training to build understanding of the diverse student populations in our public schools as a strategy to improve student outcomes. </p><p> I used a mixed methods research design to study the impact of cultural competency training on teachers' beliefs about the students they teach and to examine the relationship between the training and the achievement of those students. Methods included a web-based questionnaire, interviews of teachers, leaders, and consultants, document review, and analysis of student achievement scores in one school. Quantitative findings suggest a relationship between teacher beliefs and student outcomes: as teachers participated in cultural competency training, student achievement on the statewide reading test increased for all student groups and the gaps between groups decreased. Qualitative findings show an increased understanding of diverse student and family needs and improved understanding of personal bias changed teachers' beliefs and perceptions about their students and led teachers to hold higher expectations academically for their students. </p><p> While the scale of this study was small (one school in one district), findings support the need for cultural competency training in schools and districts experiencing a gap in achievement between more affluent and white students and culturally or linguistically diverse student populations.</p>
10

DEVELOPING MATHEMATICAL PRACTICES IN A SOCIAL CONTEXT:AN INSTRUCTIONAL SEQUENCE TO SUPPORT PROSPECTIVE ELEMENTARY TEACHERS'

Wheeldon, Debra 03 June 2008 (has links)
This teaching experiment used design-based research (DBR) to document the norms and practices that were established with respect to fractions in a mathematics content course for prospective elementary teachers. The teaching experiment resulted in an instructional theory for teaching fractions to prospective elementary teachers. The focus was on the social perspective, using an emergent framework which coordinates social and individual perspectives of development. Social norms, sociomathematical norms, and classroom mathematical practices were considered. A hypothetical learning trajectory (HLT) including learning goals, instructional tasks, tools and imagery, and possible discourse, was conjectured and implemented in the mathematics class. Video tapes of the class sessions were analyzed for established norms and practices. Resulting social norms were that students would: (a) explain and justify solutions, (b) listen to and try to make sense of other students' thinking, and (c) ask questions or ask for clarification when something is not understood. Three sociomathematical norms were established. These were expectations that students would: (a) know what makes an explanation acceptable, (b) know what counts as a different solution, and (c) use meaningful solution strategies instead of known algorithms. Two classroom mathematical practices with respect to fractions were established. The first was partitioning and unitizing fractional amounts. This included (a) modeling fractions with equal parts, (b) defining the whole, (c) using the relationship of the number of pieces and the size of the pieces, and (d) describing the remainder in a division problem. The second practice was quantifying fractions and using relationships among these quantities. This included: (a) naming and modeling fractions, (b) modeling equivalent values, and (c) using relationships to describe fractions. Finally, recommendations for revising the HLT for a future teaching experiment were made. This will contribute toward the continuing development of an instructional theory for teaching fraction concepts and operations to prospective elementary teachers. / Ed.D. / Department of Teaching and Learning Principles / Education / Curriculum and Instruction EdD

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