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Teacher Study Groups: A Case StudyRowland, Elizabeth Fraser 05 1900 (has links)
The purpose of this qualitative study was to describe the operation and impact of teacher study groups at one school site throughout a school year. The study was exploratory in nature. The research questions focused on the major factors in the school's external and internal context that impacted the study groups, the typical behaviors and interactions of the study group participants, and the impact of the study groups on the participants, the curriculum, and instruction.
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The Effectiveness of a Self-directed Inservice Program to Educate Teachers about the Classroom Needs of Students with Hearing ImpairmentWhiteley, Teresa Michelle 31 July 1996 (has links)
Students with mild to moderate hearing losses, and some with severe hearing losses, are mainstreamed in a regular classroom for all or part of the day (Martin, Berstein, Daly & Cody, 1988). While these students may require special education services, the classroom teacher plays a vital role in the overall education and daily management of a child with a hearing impairment (Hass, 1987). Villa (1989) reported that many school employees have not received adequate training to educate these students. Therefore, it becomes the school's responsibility to educate teachers through a comprehensive inservice training program. One format for providing such a program is a self-directed inservice program. This approach can be utilized as a cost-effective means of meeting the professional needs of educators, although little is known regarding its' effectiveness to train teachers about the needs of students with hearing impairments. To address the effectiveness of a self-directed inservice approach, a comprehensive self-directed inservice program which provides information about hearing loss, behavior manifestations of children with hearing impairment, hearing aid maintenance, and mainstreaming was developed. This program was designed to educate teachers about the classroom needs of students with hearing impairment. A group of 20 teachers were randomly assigned to either the experimental group, which received the inservice program or control group, who read a brief article. A post test was administered to both groups, and the experimental group also answered a questionnaire regarding the inservice program. The results revealed a significant difference in the basic knowledge of regular education teachers about the classroom needs of students with hearing impairments for those receiving the program. This suggests that a self-directed inservice program is a viable method of educating teachers about the needs of students with hearing impairments.
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Developing computer communications for professional collaborationHolkner, Bernard, 1953- January 2001 (has links)
Abstract not available
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Guidelines for a proposed inservice teacher training program for the use of computers in Korean elementary school classroomsKwon, Soon-chang 30 April 1992 (has links)
This study was undertaken to analyze the opinions of
elementary school teachers in Korea about actual and desired
levels of computer education and the sources of computer
anxiety, with the object of developing guidelines for
a teacher training program. A survey instrument was developed
and tested to provide basic sample demographic data,
tabulation of opinions on computer competencies, as well as
an analysis of three variables of anxiety: 1) use of computers
as educational tools, 2) lack of personal ability,
and 3) lack of computer knowledge. The instrument was administered
to a sample composed of 421 teachers, parents,
or computer experts, and three analyses of variance procedures
were performed to analyze the sources of computer
anxiety.
Analysis of the data revealed the following: 1) most
of the teachers sampled had little experience with computers
or computer applications; 2) older teachers or those
with little experience reflected the highest degrees of
computer anxiety; 3) training programs should focus on computers
as instructional tools; 4) computer language training
should be addressed on a broad level; 5) development of
a broadly focused training program, ranging from basic instruction
in computer capabilities to advanced programming
skills; and 6) there is a need for support and commitment
to computer education by educational administrators.
A model for the development of guidelines for computer
training programs was proposed, based upon the assumption
that computer literacy cannot be equated with computer science.
Based upon objectives derived from an analysis of
the nature of Korean society, learners, and the state of
their knowledge, the following program goals were suggested:
1) instructors should be made aware of computer capabilities
and limitations; 2) classify the scope and sequence
of programs to reduce computer anxiety in accordance
with existing skill levels and levels of needs among teachers;
3) encourage a teacher-centered approach based upon
voluntary participation; 4) select knowledgeable training
personnel with communicative skills; 5) encourage small
group training to enable collaborative learning; 6) extensive
use of hands-on methods, with adequate hardware and
software resources; 7) training periods of a length to assure
provision of practical classroom skills; 8) provision
of incentives; 10) focus upon the integration of computers
into the instructional process. / Graduation date: 1992
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The relationship of teacher role characteristics, staff development, and school climate to the use of manipulatives in primary grade mathematicsSmith, Karen Clark 25 May 1990 (has links)
A review of the literature revealed that there are many variables that
influence teachers' instructional practices. These influential variables fall into
three categories: those related to the teacher, which are referred to in this
study as teacher role characteristics; those related to the inservice education
activities of teachers, referred to as staff development variables; and those
related to the teachers' individual teaching situations, referred to as school
climate variables. It was hypothesized that there may be variables that are
related to the use of manipulatives for mathematics instruction by primary
grade teachers. Nineteen independent variables in the three categories were
studied.
In order to investigate the hypotheses, a population of teachers was
located in eight school districts outside of but within a sixty-mile radius of
Corvallis, Oregon, and a sample was drawn from those teachers having some
specialized training in the use of manipulatives beyond their initial teacher
certification college coursework. One hundred eighty teachers were mailed a
survey instrument, designed and field-tested by the researcher, whose
purpose was to determine amount of manipulatives use. Following the
completion of this survey, there were 145 participating teachers who were
then sent a questionnaire, designed and field-tested by the researcher, which
Pearson correlations were calculated for the variables based on
continuous data and one-way analysis of variance was computed for the
variables based on categorical data. Multiple regression analysis was then
performed on the three independent variables that were statistically
significant at the .05 level.
A teacher's attitude toward the usefulness of manipulatives training,
his/her current teaching beliefs (child-centeredness), and perceived attitude
of students' parents were all highly correlated with manipulatives use. In the
final regression model, each of these three variables made a unique
contribution for explaining the variance in teachers' use of manipulatives.
Other variables that may also have some relationship to the use of
manipulatives included: quality of manipulatives training, follow-up from
initial manipulatives training, and perceived response from students. / Graduation date: 1991
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An exploratory study of the implementation and teacher outcomes of a program to train elementary educators about ADHD in the schoolsNiznik, Marina Enrica 28 August 2008 (has links)
Not available / text
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High school staff orientation and induction : a study from Imbali, Kwazulu-Natal.Thenjwayo, Vusi Brian. January 2010 (has links)
M. Tech. Education, Tshwane University of Technology, 2010.
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Brain-compatible instruction : a case study in district-wide staff developmentEinfalt, Lori Jayne Toole, 1960- 20 April 2011 (has links)
Not available / text
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A case study of basic information technology training for teachers in Hong KongMau, Ping-kuen., 繆炳權. January 2001 (has links)
published_or_final_version / Education / Master / Master of Education
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The impact of a Malaysian government sponsored ICT training programme on secondary school English language teachers' perceptions towards ICT and classroom practiceZainal, Azlin Zaiti January 2012 (has links)
No description available.
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