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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

A comparative analysis of high school students' perceptions of classroom quality in traditional pathway and second career teachers' classrooms

Barna, Eric G. January 2008 (has links)
Thesis (Ph.D.)--George Mason University, 2008. / Vita: p. 104. Thesis director: Gary R. Galluzzo. Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Education. Title from PDF t.p. (viewed Jan. 8, 2009). Includes bibliographical references (p. 99-103). Also issued in print.
2

High school transformation the lived experience of teachers moving to small learning environments /

Lawrence, Reginald. Marina, Brenda. January 2009 (has links) (PDF)
"A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education." Title from PDF of title page (Georgia Southern University, viewed on June 26, 2010). Brenda Marina, major professor; Lucinda Chance, James Green, Georj Lewis, committee members. Electronic version approved: December 2009. Includes bibliographical references (p.175-208).
3

Individual instructor's perceptions of teaching context : identifying facilitators and barriers to completion of teaching projects

Moxness, Katherine. January 2001 (has links)
No description available.
4

A qualitative study of a capacity building professional development experience

Cox, Theodora R. January 1900 (has links)
Thesis (Ed. D.)--West Virginia University, 2003. / Title from document title page. Document formatted into pages; contains ix, 160 p. Vita. Includes abstract. Includes bibliographical references (p. 136-147).
5

Utilizing implementation data to explain outcomes within a theory-driven evaluation model

Edmonds, Meaghan Suzanne, 1972- 28 August 2008 (has links)
This study examined the moderating effects of teachers' implementation of a research-based comprehension intervention on a related student outcome. In addition to looking at the utility of including implementation data in a model of student outcomes, the stability of implementation ratings across occasions and the relationship between two implementation data sources (teacher logs and researcher ratings) were examined. The program featured in the study consisted of research-based comprehension strategy instruction implemented in 4th grade classrooms during social studies. Two measures of implementation -- fidelity and overall instructional quality -- did not predict student outcomes. In the tested model, a student's comprehension skills upon entering 4th grade did more to predict post-intervention comprehension achievement than did the teacher's instructional practices. Secondary analyses showed that an overall measure of teacher quality appears to be relatively reliable across only a few measurement occasions. Fidelity scores were less stable across occasions. The alternative method of collecting implementation data used in this study (audio recordings) appears to offer a viable and less costly means of obtaining implementation data. In addition, when measured at a macro level, implementation fidelity data from two sources (teacher logs and researcher ratings) were moderately correlated. Results inform future theory-driven evaluation activities by providing information on approaching the task of documenting implementation and using that information to understand program outcomes.
6

The effects of teacher efficacy on teaching method

Yan, Hau-sim. January 2002 (has links)
published_or_final_version / abstract / toc / Educational Psychology / Master / Master of Social Sciences
7

Individual instructor's perceptions of teaching context : identifying facilitators and barriers to completion of teaching projects

Moxness, Katherine. January 2001 (has links)
Frameworks seeking to explain teaching competency and development in higher education indicate that context and personal perspectives, as well as knowledge and action are crucial components in the understanding of how and why faculty teach as they do and how development may be encouraged and may be supported. This study sought to contribute to a deeper understanding of individual instructors' perceptions of context of higher education as it related to their teaching projects. This study investigated the daily pursuits and pre-occupations (teaching goals/projects) of an individual instructor, specifically, the instructional demands, departmental demands, the personal and professional pursuits of knowledge and the pursuits of pedagogical knowledge. More specifically, this study investigated perceived facilitators and barriers to the realization of individual teaching and other work projects. / Nineteen full-time faculty members in the Departments of Physiotherapy, Occupational therapy, Nursing, Social Work, Educational Psychology and Education at a large research and teaching university in Montreal, Quebec participated in this study. The instructors were asked to complete an adapted version of Little's (1983) Personal Project Analysis (P.P.A.) instrument, which is designed to elicit an instructor's current pre-occupations or projects in his or her current context. The instructors were asked to rate these projects (seven teaching projects and seven other work projects) using a Likert scale (0 to 10) on twenty-one empirically supported dimensions. These dimensions included the following: enjoyment, difficulty, control, initiative, stress, time pressure, outcome, self-identity, others' view, value congruency, challenge, commitment, competence, support, self-worth, fun, others' benefit, self-benefit, supportiveness of culture (departmental level), hindrance of culture (departmental level), and overall current satisfaction. Instructors were asked to assess their perceived conflicts between two of their teaching projects and two of their other work projects in addition to completing a demographic questionnaire. / The findings indicate that instructors identified five different types of daily pursuits that formed and defined their teaching context, as they perceived it. These five types of daily pursuits (projects) included: course planning and preparation projects; student investment, support and delegation of tasks to student projects; knowledge building and knowledge sharing projects; committees, faculty support and faculty teaching projects; and finally, teaching strategy projects. The instructors also identified five different types of daily pursuits that formed and defined their other work context. These included: publishing, conference presentation and research projects; grant proposals and funding projects; office organization projects; correspondence, university committees, outside mandates, departmental expectations and management of student and faculty projects; and finally, personal objectives and technical skill building projects. / P.P.A. enabled the researcher to identify on an individual instructor level the instructor's perceived facilitators and barriers to the successful completion of teaching and other work projects. Furthermore, P.P.A. as a faculty development instrument or as an alternative to semi-structured interview methods is supported by the findings.
8

Utilizing implementation data to explain outcomes within a theory-driven evaluation model

Edmonds, Meaghan Suzanne, January 1900 (has links)
Thesis (Ph. D.)--University of Texas at Austin, 2007. / Vita. Includes bibliographical references.
9

Teacher voice : how the research-based practices of professional learning teams, implemented to address the challenges of standardization, validate teacher voice /

Oberg, Timothy Chris. January 2008 (has links)
Thesis (Ph. D.)--Lewis & Clark College, 2008. / Includes bibliographical references (leaves 128-134).
10

The relationship of teacher efficacy to teacher concerns and job-embedded professional development

Doughney, John F. Laney, James Duke, January 2008 (has links)
Thesis (Ed. D.)--University of North Texas, August, 2008. / Title from title page display. Includes bibliographical references.

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