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The implementation of teacher support teams at schools : issues and experiences.Duncan, Garth Norval. January 2005 (has links)
Teacher Support Teams have recently been established at all schools within the
Republic of South Africa. Their success, however, has been mixed and some have
ceased to function at all. It has therefore been the purpose of this research project to
evaluate the current status of implementation at a sample of schools within one circuit
of the Ilembe district within the KwaZulu Natal Department of Education.
This study therefore reports on the degree of success experienced by schools in the
operation of Teacher Support Teams as they have grappled with the harsh realities of
the communities that they serve. Many problems and obstacles serve to impede their
progress and it is the intention of this study to learn from these experiences. In so
doing, one is in a position to provide added and valued support to such schools.
Lastly, the research aims to assess whether there are significant differences between
the experiences and the nature of interventions between primary and secondary schools.
A survey methodology was conducted that utilised a standardised questionnaire and
thereafter, a semi-structured interview. Both quantitative and qualitative data provided
an insight into the issues confronting Teacher Support Teams, and thereby allowed for
recommendations to follow that could assist in future advocacy programmes. A
critique of current theoretical frameworks is provided, followed by a more pragmatic
approach that is suggested as an alternative to better suit the context of South African schools. / Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2005.
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No writer left behind examining the reading-writing connection in the reading first classroom through a teacher study group /Coady, Kim Street. January 2007 (has links)
Thesis (Ph. D.)--Georgia State University, 2007. / Title from file title page. Dana Fox, committee chair; Steven Whatley, Joyce Many, Amy Flint, committee members. Electronic text (145 p.) : digital, PDF file. Description based on contents viewed August 8, 2008. Includes bibliographical references (p. 133-140).
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Teacher transformation: Creating texts and contexts in study groups.Saavedra, Elizabeth Rose Marie Martinez. January 1995 (has links)
This ethnographic study describes events and interactions that occurred between a group of teachers involved in a Teachers' Study Group in order to examine the process of transformation and essential transformative conditions. Data collected over a two year period includes field notes from participant observation, audio tape transcriptions, video-tapes, interviews, and written reflections by teachers and the researcher. An analysis of reflective dialogue and assessments by participants determined the transformations, the process of transformative learning that occurred for the participants and the formation of the collective group. Findings from an integrative analysis of discourse determined transformative events and conditions which were socially constructed and facilitated the transformation of individual teachers and the group as a whole. The paradigms underlying research and implementation models on teacher learning and change was examined and challenged. Two major directions were taken in this study. First, the transformation of an individual teacher as she engaged in inquiry through the cyclical progressions of the study group process is presented in a case study. This case study focuses on the construction of meanings and ideologies and the internalization of these meanings and their effects on learning, change and transformation for the teacher. Second, the process of transformation within the context of the study group is explored. This is presented as a case study which examines the transformation of the group showing how the participants constructed "transformative social events" whereby they could "live" and experience transformative learning through critical personal and collective reflection. The data suggests that transformative learning occurs through the process of face-to-face interaction between participants (teachers and researcher) in social contexts designed for the purpose of reflection, learning, and change. In order to understand the process of transformation, it is essential to examine the interrelationship between context and activities that participants use to constitute the culturally, socially, and historically organized social worlds they inhabit. From this view the relationship between context and product (ie. language) is considered a process that emerges and changes. Participants are situated within contexts which are capable of rapid and dynamic change as the event they are engaged in unfold.
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Professional learning communities, teacher collaboration, and student achievement in an era of standards based reform /Bunker, Vanessa J. January 2008 (has links)
Thesis (Ph. D.)--Lewis & Clark College, 2008. / Includes bibliographical references (leaves 164-175).
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A life preserver for the "Sink or Swim" years an investigation of new teacher obstacles and the impact of a peer support group /Brandt, Shannon Lindsey, Boyd, Pamela C. January 2005 (has links) (PDF)
Dissertation (Ph.D.)--Auburn University, 2005. / Abstract. Vita. Includes bibliographic references (p.95-101).
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"Se hace camino al andar" : the development of critical capacity in an urban elementary school /Markholt, Anneke. January 2002 (has links)
Thesis (Ph. D.)--University of Washington, 2002. / Vita. Includes bibliographical references (leaves 194-206).
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Using the internet to support teacher learning : technology, collaboration, and science in teacher practice /Havelock, Bruce Geoffrey. January 2002 (has links)
Thesis (Ph. D.)--University of Washington, 2002. / Vita. Includes bibliographical references (leaves 443-452).
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The design of a virtual community of practice to facilitate communication, information and knowledge sharing amongst art educatiors in Botswana junior secondary schools /Sibanda, Den Bushdoctor. January 2009 (has links)
Thesis (M.A.)-University of KwaZulu-Natal, Durban, 2009. / Full text also available online. Scroll down for electronic link.
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Cluster system : an innovative network for teacher development.Mphahlele, Lydia Kgomotso. 22 October 2014 (has links)
D. Tech. Education / The effectiveness of teacher development has been a concern for decades in South African schools. Linked to this, is the lack of or no innovative networks that is dependent on quality of teachers and continuous professional growth is an essential part of improvement in the quality of teaching. However, in this study it has emerged that professional development for teachers is unsatisfactory and has not met its intended purpose. Research indicated that the ineffectiveness of teacher development programmes is based on faulty assumptions or even no research at all. This study aimed to investigate a new paradigm on how cluster systems as innovative network could enhance teacher development to improve quality teaching because of the major obstacles perceived in its implementation.
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Professional support for teachers in primary school of Konekwena area, Limpopo.Thamaga, Junius Sebata. January 2012 (has links)
M. Tech. Education / Transformation in the education system of South Africa brought new trends in education on policies, curriculum and teacher education. The educational reforms resulted in the negative implications to all role players in the teaching profession, as well as quality of teaching and learning programmes. Quality support services, at all levels of the new educational system, were, and continue to be in great demand for sustainability and development. This research provides an analysis and critique of the role of school management support teams with respect to the professional support and also prescribed by White Paper 6 of 2002. The aim of this research is to investigate the provision of professional teacher support and the role of teacher support teams or school management of the programme.
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