Dissertation (Ph.D.)--The University of North Carolina at Greensboro, 2009. / Directed by Barbara Levin; submitted to the Dept. of Curriculum and Instruction. Title from PDF t.p. (viewed May 6, 2010). Includes bibliographical references (p. 195-201).

Thesis (Ph. D.)--Ohio State University, 2006. / Title from first page of PDF file. Includes bibliographical references (p. 178-185).

Thesis (Ed.D.)--University of Missouri-Columbia, 2004. / Typescript. Vita. Includes bibliographical references (leaves 198-212). Also available on the Internet.

Thesis (Ed.D.)--University of Missouri-Columbia, 2004. / Typescript. Vita. Includes bibliographical references (leaves 154-162). Also available on the Internet.

Thesis (Ed. D.)--University of Missouri-Columbia, 2000. / Typescript. Vita. Includes bibliographical references (leaves 110-120). Also available on the Internet.

Ph.D. / The primary aim of this research project was to develop an appropriate management framework based on the development and management of teacher development activities through mentorship programmes, especially because this is one of the major challenges facing schools and or educational organizations' today, and in general and more specifically for the Gauteng Provincial Education Department, again for continuous school based teacher development especially the novice teachers in the selected adaptive schools of Soweto and in order to achieve the general aim of the research project, the following specific aims were investigated, namely: • develop an appropriate and specific framework for managing effective educator development activities through mentorship programmes • describe and develop relevant policies to improve the implementation and effectiveness of the mentorship and induction programmes. • describe the educator development and management of education through mentorship process and procedures as a vital component of education transformation • investigate empirically the perception of educator development and management of education in respect of mentorship activities, within the education personnel

Current literature on adult education indicates that educators’ teaching orientations are informed by their beliefs, assumptions and views (also called personal teaching theories) about teaching. Educators normally hold two sets of theories, viz; those that they espouse and those that inform their actual behaviour, daily actions and classroom practices. In this study I make a distinction between espoused personal theories and espoused teaching orientations. In the context of the study, I use the latter to refer to methods or approaches educators believe could be used to achieve the objectives of adult education. On the other hand, espoused personal teaching theories refer to the educators’ personal beliefs and assumptions about teaching that influence their teaching orientations. Adult Basic Education and Training (ABET) educators are increasingly espousing learning-centred teaching orientations. These are orientations that emphasize cooperative and participative teaching methods or approaches. Though educators generally espouse learning-centred teaching orientations, they in reality use teacher-centred orientations, these being orientations characterized by a one-way transmission of information from the educator to the learner. The educator dominates the learning experience to the detriment of the learners. Espousing a learning-centred orientation to teaching and implementing a teacher-centred one inevitably creates a discrepancy between the educators’ espoused and actual teaching orientations. This study sought to develop a substantive grounded theory to explain this discrepancy. In doing so I used a qualitative approach grounded in a constructivist paradigm, with semi-structured interviews. I analyzed the data through the constant comparative method. I eventually came up with the “Theory of ABET educators’ espoused and actual teaching orientations: explaining the discrepancy between the two.” It stated thus, ABET educators’ interpretation of teaching and learning inform their espoused teaching orientations. However interplay between a number of factors and conditions that include poorly structured lessons, inability to effect learning-centred curriculums and de-motivated learners negate the implementation of the espoused teaching orientations, and re-enforce the use of traditional teaching orientations that are epitomized by information transfer. This creates a discrepancy between the educators’ espoused and actual teaching orientations. / Prof. S.J. Gravett

No description available.

This study was conducted to determine whether there were significant factors contributing to a teacher's ability to perform effectively in the classroom. An approximate 5% stratified random sample was selected from 9,401 possible subjects in Florida's Beginning Teacher Program between 1982 and 1985. A comparison of descriptive and reportive data was performed for teachers who completed and teachers who did not complete the program. Statistical measures included the use of contingency tables, chi-square statistic, frequency distributions and t-tests. Results suggested that a teacher's possibility of successfully completing Florida's Beginning Teacher Program was influenced by the participant's age, grade point average, type of university, college of education background, student teaching experience and teaching field. Of the teachers surveyed, those teachers who completed the Beginning Teacher Program reported significantly higher levels of performance in competencies dealing with discipline and motivation. All teachers cited peer teachers and coaching as the most common methods of assistance. Teachers who did not complete the program were more likely to lack student teaching and education background, to teach in critical shortage areas and to receive more assistance from principals than more successful teachers.

published_or_final_version / Education / Master / Master of Education