The aim of the research reported in this thesis is to examine the factors that Irish post-primary teachers report as influencing their decision making regarding engagement in continuing professional development (CPD) and to present a conceptualisation of what I call engagement. The study examines the current research and theorising about CPD and from this develops an analysis and argument about how there is a need, within the context of CPD, to examine the relationship between the agency of the professional and the structuring context in which they are located. The study offers, through case study work with teachers in six post-primary schools in Ireland, new understandings of teachers' personal views, opinions and reflections with regard to the factors that influence their decision making regarding engagement in CPD. The analysis of the data leads to a number of outcomes, firstly, it offers a conceptualisation of these factors as a contribution towards a refinement of understanding of a model of engagement in CPD, secondly, consideration is given to what engagement means for professionalism and professionality and the implications that arise for both the policy makers and for post-primary teachers in Ireland. In pursuit of these aims the following research questions are addressed:1. What are the factors that influence teacher decision making regarding engagement in CPD?2. What does this mean for CPD and professional practice?The findings presented in this study are twofold. Firstly, in general, Irish post-primary teachers recognise the need for, and appreciate the potential value and benefit of professional learning in developing their understanding of the learning processes and its potential to improve the student experience and learning outcomes. Secondly, within the current Irish context individual teachers’ decision making with regard to engagement in CPD is influenced by a variety of factors but none more so than that of the impact of their decision to engage on their own personal lives. Consequently, it shows that there are emerging tensions between teachers and the Government in light of recent Government policy to locate more and more CPD events in an after school-time elective context. These issues combine to an examination of how teachers are being positioned and are positioning themselves for the reform process and what this means for the professionalism and professionality of Irish post-primary teachers.

This capstone project was part of a group project completed by three principals in elementary schools in Hillsborough County, Florida. The project began because of our passion to understand effective teachers. Our collective goal was to have more engaged teachers which would create more engaged students resulting in greater student and teacher success. Our overall group project purpose was to discover the behavior and characteristics an engaged teacher demonstrates and how these behaviors affect the learning environment and the students that are in that environment. The project was guided by the question, how does a culture of engaged teachers develop and support student engagement, choice, and voice? My area of focus was, how do children and adults benefit from an engaged learning environment? Selected literature was reviewed that concentrated on the impact of teacher engagement on student learning; student, teacher and parent voice, student and teacher mutuality, and building capacity for engaged learning environments. Results of two district-administered survey instruments were used as data sources: the School Climate and Perception Survey (SCIP) and the Teaching, Empowering, Leading and Learning (TELL). A secondary analysis of the 2014-2015 survey results was conducted for this project, using our three schools as the unit of analysis. Key findings in my area of focus included the importance of relationship and student voice in student engagement; the importance of teacher autonomy, self- and collective efficacy in teacher engagement; and barriers to engagement in the learning environment.

It has been said that the difference between involvement and commitment is like a ham and egg breakfast – the chicken was involved but the pig was committed. To better understand teacher commitment to inclusion, this study examined the perspectives and experiences of 8 elementary teachers who had included students with significant disabilities in their general education classrooms. A questionnaire was developed to determine prior and current opinions about inclusion and participants were assigned to one of the following categories: (a) those who were optimistic about inclusion prior to their experience of including a student with a significant disability and who have remained optimistic, (b) those who were optimistic about inclusion prior to their experience but who have become sceptical as a result of their experience, (c) those who were initially sceptical about inclusion prior to their experience of including a student with a significant disability but who have become optimistic as a result of their experience with inclusion, and (d) those who were initially sceptical about inclusion and who remain sceptical. Interviews were conducted to explore the effect their experiences had on their opinions about inclusion and the factors that facilitated or hindered teacher engagement. Qualitative analysis of the data suggested that teachers who are able to include students with significant disabilities are more engaged, are generally satisfied with their experiences and have become more optimistic about inclusion and more committed to it. Implications for teacher education and professional development are discussed. / October 2005

It has been said that the difference between involvement and commitment is like a ham and egg breakfast – the chicken was involved but the pig was committed. To better understand teacher commitment to inclusion, this study examined the perspectives and experiences of 8 elementary teachers who had included students with significant disabilities in their general education classrooms. A questionnaire was developed to determine prior and current opinions about inclusion and participants were assigned to one of the following categories: (a) those who were optimistic about inclusion prior to their experience of including a student with a significant disability and who have remained optimistic, (b) those who were optimistic about inclusion prior to their experience but who have become sceptical as a result of their experience, (c) those who were initially sceptical about inclusion prior to their experience of including a student with a significant disability but who have become optimistic as a result of their experience with inclusion, and (d) those who were initially sceptical about inclusion and who remain sceptical. Interviews were conducted to explore the effect their experiences had on their opinions about inclusion and the factors that facilitated or hindered teacher engagement. Qualitative analysis of the data suggested that teachers who are able to include students with significant disabilities are more engaged, are generally satisfied with their experiences and have become more optimistic about inclusion and more committed to it. Implications for teacher education and professional development are discussed.

It has been said that the difference between involvement and commitment is like a ham and egg breakfast – the chicken was involved but the pig was committed. To better understand teacher commitment to inclusion, this study examined the perspectives and experiences of 8 elementary teachers who had included students with significant disabilities in their general education classrooms. A questionnaire was developed to determine prior and current opinions about inclusion and participants were assigned to one of the following categories: (a) those who were optimistic about inclusion prior to their experience of including a student with a significant disability and who have remained optimistic, (b) those who were optimistic about inclusion prior to their experience but who have become sceptical as a result of their experience, (c) those who were initially sceptical about inclusion prior to their experience of including a student with a significant disability but who have become optimistic as a result of their experience with inclusion, and (d) those who were initially sceptical about inclusion and who remain sceptical. Interviews were conducted to explore the effect their experiences had on their opinions about inclusion and the factors that facilitated or hindered teacher engagement. Qualitative analysis of the data suggested that teachers who are able to include students with significant disabilities are more engaged, are generally satisfied with their experiences and have become more optimistic about inclusion and more committed to it. Implications for teacher education and professional development are discussed.

It is important that physical educators, teacher educators, and researchers do all they can to understand and help promote positive attitudes among students, as attitudes toward physical education (PE) may influence students' physical activity intentions and behaviors. The purpose of this study was to identify children's perceptions of PE as it is delivered via a district-wide PE program. Specifically, the study examined the following: (a) student perceptions of enjoyment and usefulness of the PE program as it is systematically delivered in their district, (b) student likes and dislikes with respect to PE, and (c) student voice as expressed directly by the students. The study used a previously validated attitude questionnaire (N = 277) with fifth and sixth grade students (ages 10-13) and follow-up focus-group and individual interviews (n = 24) to identify student perceptions of PE. Results identified three main categories: (a) teacher engagement, (b) student engagement, and (c) the impact of PE on students. Findings show students in this study had positive attitudes toward PE. This was due to curriculum and teachers, both perceived as enjoyable and useful. The quality of the PE these students received was possible through the components of the district-wide PE program.

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[pt] Esta tese propõe que a liderança empoderadora tem um importante papel no engajamento de profissionais com alta qualificação, e, como consequência, sobre o seu desempenho e resultados alcançados pelas organizações, particularmente em empresas de serviços. O trabalho desenvolve um modelo teórico que associa a liderança empoderadora com o engajamento de profissionais da área de ensino, e através de sua mediação, com atitudes e comportamentos de alunos no segmento do ensino técnico. Estas premissas são investigadas empiricamente através de um estudo de campo, realizado a partir de dados levantados em uma amostra de 71 coordenadores de programas de ensino técnico, 404 docentes desses mesmos programas, e 577 discentes matriculados nos cursos. Os dados foram analisados através da aplicação de análise de regressão multivariada e testes de mediação. Os resultados sugerem que a liderança empoderadora tem impacto direto no engajamento de docentes do ensino técnico, e indireto na satisfação de discentes com o ensino, e em sua atitude em relação ao programa cursado. / [en] This thesis proposes that empowering leadership plays an important role in engaging highly qualified professionals, and consequently, on their performance and results achieved by organizations, particularly service companies. This work develops a theoretical model that associates empowering leadership with the engagement of professionals in education, and through its mediation, with attitudes and behaviors of students in professional education. These premises are investigated empirically through a field study, based on data collected from a sample of 71 coordinators of professional programs, 404 faculty from these programs, and 577 students enrolled in the courses. Data were analyzed through the application of multivariate regression analysis and mediation tests. The results suggest that empowering leadership has a direct impact on the engagement of faculty in professional schools, and indirectly affects the satisfaction of students with teaching, and their attitude towards the programs.

Made available in DSpace on 2016-08-03T16:15:43Z (GMT). No. of bitstreams: 1 Sebastiao.pdf: 1239149 bytes, checksum: 97b23c0ee99b0773cbea32368d923eb4 (MD5) Previous issue date: 2013-12-10 / Este trabalho de pesquisa aborda uma questão que está presente na ordem do dia da educação brasileira, há algum tempo: a alfabetização nas séries iniciais na escola pública. Permitimo-nos fazer uma escolha ao tratar desta temática, ou seja, optamos por identificar práticas de alfabetização de sucesso na rede de educação municipal, na cidade de Diadema. Para isso, escolhemos trilhar o caminho da pesquisa qualitativa, através da abordagem metodológica de um estudo de caso na Rede Municipal de Educação de Diadema, com a realização de entrevistas envolvendo 12 profissionais da educação municipal: 7 professores alfabetizadores que desenvolvem práticas consideradas de sucesso, 3 gestores das escolas municipais, 1 assistente pedagógica e 1 formadora dos professores alfabetizadores da rede. O presente trabalho foi estruturado da seguinte forma: na Introdução, um passeio histórico ao longo da vida do autor da pesquisa, detectando as influências acontecidas para que o mesmo fizesse a opção pela atuação no magistério. No Capítulo 1, Histórico e Fundamentos da Alfabetização no estado de São Paulo, a partir da década de 1980, realizamos um resgate histórico do novo paradigma da educação no estado de São Paulo a partir do movimento de redemocratização do país paradigma esse que se irradiou para o resto do Brasil, no qual o aluno passa a ser visto de um jeito novo, mudando-se o foco para a construção do conhecimento (o Construtivismo). Para visualizarmos a evolução desse processo, apresentamos quais foram as políticas públicas implementadas no estado de São Paulo nos últimos trinta anos. No Capítulo 2, A Formação Continuada de Professores na rede Municipal de Educação de Diadema, a partir da década de 1980, apresentamos como se deu a construção de uma política pública de gestão democrática no município de Diadema, e quais as influências desse processo na educação municipal e na formação do quadro de profissionais da rede. No Capítulo 3, Os Procedimentos Metodológicos e as Análises de Dados, demonstramos a escolha pela linha de pesquisa, como se organizou a metodologia da pesquisa, quem são os sujeitos participantes, a definição dos instrumentos para a coleta e análise dos dados. Nas Considerações Finais apresentamos uma síntese dos capítulos em interface com os resultados obtidos. As discussões realizadas tiveram como principal aporte teórico os estudos e as pesquisas de Bahia (2002), Duran (1995), Ferreiro e Teberosky (1985), Figueredo (2011) e Mortatti (2000).

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