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The Global ETD Search service is a free service for researchers
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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.
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Showing 21 to 29 of 29 (0.075 seconds)Spelling suggestions: "subject:"ateacher perspectives"" "subject:"7teacher perspectives""
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Perspectives of Foreign Language Teachers on Influences, Challenges, and Practices Affecting Language ChoiceLloyd, Brant M. 01 March 2016 (has links)
In light of the 2010 recommendation of the American Council on the Teaching of Foreign Languages that teachers use the target language (TL) "as exclusively as possible," teachers face the necessity of promoting target language use and assessing how their language choices influence their students. The purpose of this study was to analyze teachers' perspectives and practices of whether to use students' first language or the target language. Data from over 100 foreign language teachers, predominantly those in the K-12 sector, were collected through a survey in order to measure how teachers manage the phenomenon of language choice. The findings were analyzed descriptively, categorically, and inferentially to find relationships among teachers in general, as well as within subgroups of participants. Findings indicate that teachers felt using the target language was more of a challenge for academic purposes because of their belief that they should be conducted in the TL. Academic tasks were also reported involving a greater quantity of speech functions, which made them more difficult to complete in the target language. Additional findings showed that teachers in general were most often influenced by student attitudes, motivation, and proficiency as well as their own attitudes, motivation, and proficiency. For certain subgroups, however, when teachers focused more on their own proficiency, motivation, training and experience they were more likely to reach 90% TL use or more. Furthermore, it was found that promoting the target language effectively equated with incorporating many strategies that supported TL goals. The most prevalent techniques found for promoting TL use were preparing for making input comprehensible, giving praise and recognition, and explaining its importance at the beginning of the year. Recommendations for increasing the ability of teachers to face the challenges of TL use are to simplify and increase the academic, social, and managerial purposes for which it can be used, prioritize and focus on the most influential factors of language choice (LC) within teachers' control, and form and promote a plan for TL use built upon a foundation of most effective techniques and practices for optimizing language choices.
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Generation Opioid: Teacher Perspectives of Students Affected by OpioidsSawyer, Molly K. 30 April 2020 (has links)
No description available.
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Executive Functioning in Preschool Children in Foster Care or Alternative Living SituationsHughes, EmyLee Cristine 07 August 2023 (has links)
No description available.
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Using a cross-cultural conception of play to explore the play perspectives of children and parents of Somali heritage and primary school practitionersBishop, Elizabeth May January 2017 (has links)
This two phase study explored perspectives of play according to children and parents of Somali heritage and primary school practitioners, in a city in South West England. In an addition to the considerable research base concerning play, this study investigated the frequently overlooked cultural dimension of play and how this affects the education of Somali heritage children in England. The broader contentious concern of play’s role in Early Years and Primary education was also explored. A mixed methods pragmatic approach was employed in this study. In Phase One, a photograph sorting activity based on the Activity Apperception Story Procedure by Howard (2002), was used to enable the participation of young children and participants for whom English is not their first language. Established via this activity were definitions of play and work according to children and parents of Somali heritage and primary school practitioners. Exploratory Data Analysis was applied to examine this data. In Phase Two, a focus group design was used, with discussions drawing on cross-cultural conceptions of play (Gaskins, Haight & Lancy, 2007; Göncü, Tuermer, Jain & Johnson, 1999). This enabled the exploration of how parents of Somali heritage and primary school practitioners perceive play’s relationship to children’s development and learning, with consideration for their own experiences of childhood. Focus group data was analysed using thematic analysis, supported by the Cultural Historical Activity Theory framework. The findings of this study highlight shared and individual definitions of play, competing benefits of play and the cross-cultural importance of play being intrinsically motivated. Implications for practice centre on the need to recognise play as part of unique cultural milieus at a practitioner, school, educational psychology service and policy level.
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Pushing Students' Self/Other Boundaries in Order to Teach Critically About DifferenceMcClimans, Melinda C. 21 June 2019 (has links)
No description available.
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Examination of a Rating Scale to Assess Teachers' Treatment Acceptability of Reading Interventions for Struggling Readers in Elementary SchoolsUnluol Unal, Neslihan 02 May 2018 (has links)
No description available.
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Teachers’ perspectives on continuing professional development : a case study of the Mpumalanga Secondary Science Initiative (MSSI) projectMokhele, Matseliso Lineo 08 1900 (has links)
Continuing Professional Development (CPD) of teachers is increasingly becoming a priority in most countries throughout the world. It is widely viewed as the most effective approach to prepare teachers adequately, and to improve their instructional and intervention practices, for when they enter the workforce (Fraser et al 2007). Despite the general acceptance of CPD programmes as essential to the improvement of education, reviews of professional development research constantly point out the ineffectiveness of most of these programmes (see Cohen and Hill, 1998 and 2000). Furthermore, many teachers express dissatisfaction with the professional development opportunities made available to them in schools and insist that the most effective development programmes they have experienced have been self-initiated (National Research Council, 2007). There is a consensus that many CPD programmes have yet to understand professional development from a teacher‘s perspective. This perspective acknowledges what drives teachers to enlist in these programmes and how such programmes can make a difference to them and their classrooms.
Therefore, this study seeks to return the emphasis of professional development to the teachers. The study explores the teachers‘ perspectives of CPD in general, the personal meaning of CPD, and its meaning in the context of their work. By interviewing the teachers who were part of the Mpumalanga Secondary Science Initiative (MSSI) project (a seven year science and mathematics professional development intervention), I explore: the teachers‘ opinions of the intervention; its meaning to them and their work; and its impact on their classroom practices and students for the duration of the intervention and beyond. In this study, I explore data from an extensive and longitudinal study of teachers who were part of the CPD programme in greater detail. In discussing my data, I propose that CPD, however well intentioned and executed, is received differently by each teacher as a result of their personal circumstances and investment in the programme. I argue that the greater the unity between the personal circumstances and motivations of the teachers and those of the CPD intervention, the more likely the outcome will be meaningful for the participating teachers. In turn, the ability to sustain the benefits of the intervention will be enhanced. / Further Teacher Education / D.Ed. (Curriculum Studies)
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Teachers’ perspectives on continuing professional development : a case study of the Mpumalanga Secondary Science Initiative (MSSI) projectMokhele, Matseliso Lineo 08 1900 (has links)
Continuing Professional Development (CPD) of teachers is increasingly becoming a priority in most countries throughout the world. It is widely viewed as the most effective approach to prepare teachers adequately, and to improve their instructional and intervention practices, for when they enter the workforce (Fraser et al 2007). Despite the general acceptance of CPD programmes as essential to the improvement of education, reviews of professional development research constantly point out the ineffectiveness of most of these programmes (see Cohen and Hill, 1998 and 2000). Furthermore, many teachers express dissatisfaction with the professional development opportunities made available to them in schools and insist that the most effective development programmes they have experienced have been self-initiated (National Research Council, 2007). There is a consensus that many CPD programmes have yet to understand professional development from a teacher‘s perspective. This perspective acknowledges what drives teachers to enlist in these programmes and how such programmes can make a difference to them and their classrooms.
Therefore, this study seeks to return the emphasis of professional development to the teachers. The study explores the teachers‘ perspectives of CPD in general, the personal meaning of CPD, and its meaning in the context of their work. By interviewing the teachers who were part of the Mpumalanga Secondary Science Initiative (MSSI) project (a seven year science and mathematics professional development intervention), I explore: the teachers‘ opinions of the intervention; its meaning to them and their work; and its impact on their classroom practices and students for the duration of the intervention and beyond. In this study, I explore data from an extensive and longitudinal study of teachers who were part of the CPD programme in greater detail. In discussing my data, I propose that CPD, however well intentioned and executed, is received differently by each teacher as a result of their personal circumstances and investment in the programme. I argue that the greater the unity between the personal circumstances and motivations of the teachers and those of the CPD intervention, the more likely the outcome will be meaningful for the participating teachers. In turn, the ability to sustain the benefits of the intervention will be enhanced. / Further Teacher Education / D.Ed. (Curriculum Studies)
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| 29 |
Accommodating Amish Students in Public Schools: Teacher Perspectives on Educational Loss, Gain, and CompromiseOzar, Ryan H. 23 August 2018 (has links)
No description available.
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