Curriculum for Agricultural Science Education™ (CASE) is an instructional system of support that provides professional development, curriculum, and assessments to agricultural educators. Through the CASE model, two CASE Lead or Master Teachers facilitate professional development, known as a CASE Institute. This study utilizes three sets of surveys to describe the motivation for CASE certified teachers applying to become CASE Lead and Master Teachers, determine the effectiveness of the professional development provided to Lead and Master Teachers during the Lead Teacher Orientation, and determine the Lead and Master Teachers’ demographic information.

Title from PDF of title page (University of Missouri--Columbia, viewed on Feb 25, 2010). The entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file. Dissertation advisor: Dr. Margaret Grogan. Vita. Includes bibliographical references.

Dissertation (Ed.D.)--The University of North Carolina at Greensboro, 2009. / Directed by Carl Lashley; submitted to the Dept. of Educational Leadership and Cultural Foundations. Title from PDF t.p. (viewed May 13, 2010). Includes bibliographical references (p. 129-150).

Thesis (Ed. D.)--State University of New York at Binghamton, School of Education and Human Development, 2004. / Includes bibliographical references.

Virginia, like many states and school districts has enacted beginning teacher induction programs which include the assignment of an experienced teacher or mentor to assist each beginning teacher. Unique to Virginia programs is that while support for program development has been provided by the Virginia Department of Education, specific guidelines on mentoring activities have not been mandated. Instead, local school districts have had the autonomy to make their own decisions regarding the exact structure of the program. The purpose of this study was to investigate the mentoring activities and perceived benefits and concerns related to mentoring as reported by mentees and mentors in ten Virginia mentoring programs. Three hundred sixty-six mentor/mentee dyads representing K-12 general and special education teachers in ten school divisions throughout Virginia were contacted. Of them, 157 mentees and 198 mentors participated in the study. using survey research methods participants were asked on a 23-item questionnaire to describe activities, benefits and concerns related to mentoring and their mentor programs. Data collected through the written survey questions were analyzed using both quantitative and qualitative methods. The results indicated that most mentees and mentors thought the mentoring program was beneficial. Many activities came about as a result of the mentoring relationship. These include collaborating and conferring about lesson plans, materials, classroom management, instructional techniques, and discussion of curriculum. The program provided a collegial relationship giving mentees emotional support and encouragement. In addition, mentees felt they learned new teaching techniques and strategies, better Classroom management, and how to pace instruction more effectively. Mentors liked the recognition they received from being selected as a mentor and enjoyed the sharing of professional information with mentees. The major concerns expressed by both mentees and mentors were a lack of release time to observe, have conferences or collaborate and the lack of specific role definitions for the job as mentor. Given these concerns, it makes sense that school divisions ought to give more direction to defining the role of a mentor and insure release time to give them more opportunities for professional development. / Ed. D.

published_or_final_version / Education / Master / Master of Education

One type of instruction that is of particular interest in STEM education is instruction that actively engages students in inquiry and discovery. The author develops an operational definition of instruction for discovery learning (IDL) that adopts some of the fundamental commonalities among many reform-oriented instructional frameworks such as inquiry-based and project-based instruction. Four teachers—who received their bachelor’s degree in mathematics and teacher certification from the same undergraduate teacher-preparation program—and their Algebra I classes were observed with the focus on how particular features of IDL were being implemented in their classrooms. To gain further perspective on classroom practices and interactions, student surveys were administered to a total of 142 students and each teacher was interviewed. The student surveys focused on student orientations toward IDL, attitudes toward mathematics, and their perspective of IDL implementation in their class. Student survey data was analyzed through ANOVA, post hoc tests were used to identify significant pair-wise differences between teachers for which the ANOVA identified significance, and a factor analysis was used to evaluate the component loadings for the survey questions. The surveys revealed significant differences between perceived activities in the classes (p<0.05), but did not show very significant differences between student orientations toward IDL. All four teachers expressed familiarity with and commitment to reform-oriented frameworks such as inquiry-based and project-based instruction, and certainly experienced inquiry-based learning as students themselves in their undergraduate program. However, only one teacher—the one teaching in a New Tech high school that was structured on the framework of project-based instruction (PBI)—showed consistent differences in both student perspectives of IDL and observed implementation of IDL. The author discusses the levels at which these teachers implemented IDL, the differences among student perceptions across the classes, teacher orientations toward mathematics and learning, and the importance of a supportive school culture and administration in order to fully implement IDL and influence both student and teacher orientations toward reform-oriented pedagogy. / text

Thesis (Ph. D.)--Ohio State University, 2007. / Full text release at OhioLINK's ETD Center delayed at author's request

Thesis (Ph.D.)--Mississippi State University. Department of Leadership and Foundations. / Title from title screen. Includes bibliographical references.

M.Ed. (Education) / Please refer to full text to view abstract