- 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.
Search results
Showing 81 to 87 of 87 (0.063 seconds)Spelling suggestions: "subject:"bleacher attribution"" "subject:"7teacher attribution""
| 81 |
An Alternate Route to Urban Mathematics Teaching: The NYC Teaching Fellows ProgramCooley, Laurel A. 12 April 2012 (has links)
The NYC Teaching Fellows (NYCTF) program, as the nation’s largest alternative certification program, aims to provide high-needs NYC public schools with highly qualified teachers in such hard-to-staff areas as math, science, and special education. Reports of NYCTF teacher retention are mixed; The New Teacher Project (TNTP) claims high retention rates, but other research indicates that fellow recruits have lower retention rates than other teachers in similar NYC schools – only Teach for America (TFA) exhibits higher attrition (Boyd et al., 2006). After scrutinizing these contrary claims, this paper examines the retention of a recent cohort of approximately 300 Mathematics Teaching Fellows (MTFs) in the NYCTF program, examining MTF’s early attrition, movements from school to school in the NYC system, and professional plans for the future. We also include findings on teacher
induction, school leadership, and school context that affect MTF retention.
|
| 82 |
A Phenomenological Study of Contributing Factors and Common Trends Related to Teacher Attrition in Western North CarolinaClarke, Preston 01 August 2022 (has links)
A phenomenological approach was used to identify contributing factors and common trends related teacher attrition by conducting interviews with teachers who decided to exit a North Carolina School District located in Western North Carolina. A qualitative approach allowed the researcher to gain valuable insight into the decision-making process of the 15 research participants. Data collection involved conducting one on one telephone interviews with participants by asking a series of open-ended questions that allowed for probing and follow-up questions. Analysis of researcher notes, evaluation of textual data produced by interviews, and observations allowed the qualitative investigator to identify emerging themes and patterns to answer the research questions. Family, spouse, job opportunity, money, and relocation were identified as contributing factors in the decision-making process of research participants to leave the North Carolina School district. Suggestions for future research include researchers working with school districts to develop an exit interview in the form of a quantitative research design to identify emerging themes and patterns related to teacher attrition. This will allow for the quick collection of data, and researchers will be able to conduct statistical analysis in a timely manner.
|
| 83 |
Developing the Personal and the Professional Addressing Teacher Attrition Through Self-Care & Leisure ProgrammingDeVine Rinehart, Tamara 07 August 2023 (has links)
No description available.
|
| 84 |
Retaining and Sustaining Mid-Career Teachers: The Middle Years MatterMoulthrop, Dorothy Russo 02 August 2018 (has links)
No description available.
|
| 85 |
Female principals' experiences of teacher attrition in Gauteng ProvinceMabusela, Mapula Rebecca 05 1900 (has links)
Teacher attrition in schools is a common and ongoing phenomenon experienced nationally and internationally. Teacher attrition takes place continuously in schools either voluntarily or involuntarily in the form of retirement, resignation, transfer, dismissal, redeployment, ill-health and death, affecting the teaching and learning process in a negative way. The purpose of this study was to explore the experiences of female principals on teacher attrition. The study was conducted in the public schools of Tshwane West District of Gauteng Province.
Transformational leadership theory and ethics of care theory underpinned this qualitative study positioned within the constructivist paradigm. A case study design was used to explore the case of teacher attrition. Purposive sampling was used to select the female principals to participate in this study. Data were collected through face-to-face semi-structured interviews, observation and document analysis. Qualitative content analysis was employed for data analysis.
The study found that teacher attrition affects schools negatively. It disrupts and destabilises the schools, affecting the morale of the teachers as well as affecting learner performance and discipline as it takes place throughout the academic year. The female principals employ various strategies to address the issue of teacher attrition and to motivate for teacher retention. The study recommended that female principals be empowered to enable them to cope with their role of managing teacher attrition. / Educational Management and Leadership / Ph. D. (Education (Educational Management and Leadership))
|
| 86 |
New Teacher Recruitment, Hiring, and Retention Strategies for the Canton Public School DistrictLuckett, W K, Jr 11 August 2017 (has links)
This investigation focused on identifying model foundational strategies to assist Canton Public School District (CPSD) officials in recruiting new teachers, successfully hiring them, and then retaining them the district. Located within the boundaries of the city of Canton, Mississippi, CSPD is geographically located in the central portion of the state. The district consists of 1 high school, 2 middle schools, 4 elementary schools and Canton Education Services Center. CSPD is continually affected by an ever-increasing teacher shortage because new teachers tend to leave the district after they are hired. More than 50% of new teachers leave their teaching positions in the district’s schools within 5 years. The investigation utilized published literature and other archival data (e.g., scholarly papers presented at conferences) accessible to the public in the form of books, chapters in published books, journal articles, and scholarly papers presented at learned societies and associations. Two research questions guided the investigation. The first research question asked: What does the published literature and related archival data (e.g., available scholarly papers retrievable from sources such as colleges, universities, foundations, conferences, etc.) accessible to the public reveal about recruiting, hiring, and retaining teachers? Overall, the material collected and analyzed yielded abundant information. Much of the available information proved valuable because the material focused attention the “how-to-do-it” aspects of recruiting, hiring, and retaining quality new teachers. The second research question asked: Will information gleamed from an analysis of the published literature and other archival data (e.g., unpublished scholarly papers) lead to the development of foundational strategies for assisting school district officials in recruiting, hiring, and retaining new teachers for CPSD? It was possible to develop a model holding potential for improving teacher recruitment, hiring, and retention at CPSD. The model that was developed features seven foundational strategies that if implemented, hold potential for improving teacher recruitment, hiring, and retention at CPSD. The seven strategies are: (1) identify the vacancy and write the job description, (2) announce and advertise the teacher vacancy, (3) develop a customized application form, (4) paper screening process, (5) interviewing process, (6) salary and benefit package, and (7) induction and mentoring.
|
| 87 |
Evaluating Improvisation As A Technique For Training Pre-service Teachers For Inclusive ClassroomsBecker, Theresa 01 January 2012 (has links)
Improvisation is a construct that uses a set of minimal heuristic guidelines to create a highly flexible scaffold that fosters extemporaneous communication. Scholars from diverse domains: such as psychology, business, negotiation, and education have suggested its use as a method for preparing professionals to manage complexity and think on their feet. A review of the literature revealed that while there is substantial theoretical scholarship on using improvisation in diverse domains, little research has verified these assertions. This dissertation evaluated whether improvisation, a specific type of dramatic technique, was effective for training pre-service teachers in specific characteristics of teacher-child classroom interaction, communication and affective skills development. It measured the strength and direction of any potential changes such training might effect on pre-service teacher’s self-efficacy for teaching and for implementing the communication skills common to improvisation and teaching while interacting with student in an inclusive classroom setting. A review of the literature on teacher self-efficacy and improvisation clarified and defined key terms, and illustrated relevant studies. This study utilized a mixed-method research design based on instructional design and development research. Matched pairs ttests were used to analyze the self-efficacy and training skills survey data and pre-service teacher reflections and interview transcripts were used to triangulate the qualitative data. Results of the t-tests showed a significant difference in participants’ self-efficacy for teaching measured before and after the improvisation training. A significant difference in means was also measured in participants’ aptitude for improvisation strategies and for self-efficacy for their implementation pre-/post- training. Qualitative results from pre-service teacher class iv artifacts and interviews showed participants reported beneficial personal outcomes as well as confirmed using skills from the training while interacting with students. Many of the qualitative themes parallel individual question items on the teacher self-efficacy TSES scale as well as the improvisation self-efficacy scale CSAI. The self-reported changes in affective behavior such as increased self-confidence and ability to foster positive interaction with students are illustrative of changes in teacher agency. Self-reports of being able to better understand student perspectives demonstrate a change in participant ability to empathize with students. Participants who worked with both typically developing students as well as with students with disabilities reported utilizing improvisation strategies such as Yes, and…, mirroring emotions and body language, vocal prosody and establishing a narrative relationship to put the students at ease, establish a positive learning environment, encourage student contributions and foster teachable moments. The improvisation strategies showed specific benefit for participants working with nonverbal students or who had commutation difficulties, by providing the pre-service teachers with strategies for using body language, emotional mirroring, vocal prosody and acceptance to foster interaction and communication with the student. Results from this investigation appear to substantiate the benefit of using improvisation training as part of a pre-service teacher methods course for preparing teachers for inclusive elementary classrooms. Replication of the study is encouraged with teachers of differing populations to confirm and extend results.
|
Page generated in 0.0709 seconds