Includes bibliography. / This dissertation tests the core assumptions of a particular model for INSET (teacher in-service education and training). The study uses as an illustrative case study an INSET programme for junior primary teachers which self-consciously aligns itself with the assumptions underpinning the transformative action reflection model. The assumption of this model is that it is the impact of Courses on teachers' understanding and classroom behaviour of the model both in terms of technical practice and in terms of teachers' ability to employ appropriate practices which will bring about improvement in the quality of teaching and learning in classrooms. The enquiry entailed operationalising measures through which the core assumptions of the model could be tested. In particular the research entailed measuring whether an INSET course based on this model impacts on 1. a) teachers' understanding of a model for teaching; b) teachers' practice of the model in the classroom; and 2. assessing whether the impact can be judged as improvement in teaching quality. Instruments to measure the impact of the course on teachers' understanding and practice of new pedagogies have been constructed on the basis of explicit criteria drawn from the objectives of two Courses from the particular INSET programme used for the study. Qualitative and quantitative data are used to measure the impact of the two Courses on teachers' understanding and practice of the model. Assessing whether the impact can be said to be improvement in the quality of teaching involved using two independent experts in the field of junior primary teacher training. The craft experts used specially constructed schedules to observe videos of the lessons of a mixed sample of teachers who had attended the INSET course and judge the appropriateness of teachers' practices within specific contexts. Data from the study reveals reasonable evidence to support the assumption that, in terms of its objectives, the claims of the INSET model appear to be valid. The appropriateness of the classroom behaviour of those teachers who according to the study have demonstrated evidence of adequate understanding and practice or mastery of the model was singled out by the craft experts. However, data from the study also reveals that overall only a small band of teachers demonstrate adequate understanding and practice of the model and that, in spite of a quality intervention based on the INSET model, the focus of the teaching of most teachers in the sample selected is on teaching content and vocabulary rather than on teaching concepts, skills and strategies.

No description available.

During the 1984-85 school year, a metropolitan school system investigated the research on effective schools to determine which program, once put into place, would serve the system in the remediation of low academic achievement. The program chosen for implementation was the Teacher Expectations and Student Achievement (TESA) Program. This study examined the relationships between the frequency of use of TESA-prescribed behaviors in the classroom and (a) time lapse since TESA training, (b) who taught the TESA classes, (c) training type, (d) training quality, and (e) principal support. A teacher survey was developed to collect data on the five predictor variables. One hundred percent of the teachers responded. The TESA observation technique was employed to measure the criterion variable--the frequency of use of the TESA-prescribed behaviors in the classroom. Data were collected during the months of May and June in the 1988-89 school year. Correlations, t-tests, and stepwise regression analysis were employed to analyze the data. Who taught the TESA classes, time lapse since taking TESA training, and training type were found not to significantly predict the frequency of use of TESA behaviors in the classroom. However, statistically significant relationships were found between specific TESA behaviors and certain factors within the multi-item predictor variables of training quality and principal support. / Ed. D.

No description available.

This descriptive study investigated those factors associated with mandatory staff development training that teachers reported as being conducive to the implementation of the content presented. To obtain the necessary data for this study, 24 elementary teachers from Portsmouth, Virginia Public Schools were interviewed. The interview guide sought answers to questions relating to 1) mandatory staff development participation, 2) school based support of staff development training, 3) relevancy of content presented, 4) factors that motivate teachers in wanting to attend staff development training programs, and 5) demographic information. The major findings were that there is no clear distinction between responses of those teachers who implemented and those that did not implement the mandatory staff development training. The majority of the responses toward mandatory staff development training were positive, even though the impact of the content presented was not as great on some teachers as it was on others. Most of the teachers saw staff development training as being very important and did tend to use some or most of the content presented. School based support by the principal was revealed as being helpful when teachers sought their assistance. Teachers' colleagues and central administration were reported as being positive and enthusiastic, thus enhancing the implementation of the content presented. Also, motivational status of the teachers was a primary factor in affecting the implementation of staff development training. Lastly, the demographic variable, currently enrolled in graduate work, was found to be the predictor variable in whether or not a teacher would tend to be an implementor of staff development training. / Ed. D.

The purpose of this study was to evaluate the effectiveness of a short-term math/science inservice based upon the participants' perceived changes in attitude and behavior relevant to the projects' goals and objectives. One hundred and three elementary school teachers from twelve schools in an urban school district participated in the inservice. The treatments were administered during two eight hour days, one month apart. The project was designed to improve the participants' attitude and behavior relevant to ten goals that centered around increasing awareness and use of science process and math problem solving approaches to teaching. The evaluation instrument was a pre- and post-treatment survey. Seventy questions were created and apportioned to test twenty hypotheses. Two hypotheses were tested to determine the achievement of each goal. One hypothesis tested the teachers' perceived change in attitude and the other tested the teachers' perceived change in teaching behavior relevant to a specific goal. Goal achievement was determined by comparing changes (significant at the.05 level) in attitude and behavior. All ten attitude hypotheses indicated a significant positive change occurred in attitude. None of the behavior hypotheses showed a significant positive change. It was determined that the inservice was totally effective in changing the teachers' attitude, relevant to the goals, but it failed to make a positive impact upon the teachers' perceptions of their actual practice in the classroom. It was speculated that the failure to affect behavior change was a result of one or a combination of the following four factors: insufficient time lapse to affect behavior, more accurate reporting on the post test, retrenchment resulting from feelings of inadequacy, and fear of venturing out alone primarily due to the lack of organizational development. Suggestions for improving the inservice were based upon proposed remedies for the above four factors.

by Li Shek Hoi. / Chinese title in romanization: Yi ge wei zai zhi jiao shi er she di wei xing dian nao xun lian ke cheng di ping jian. / Thesis (M.A.Ed.)--Chinese University of Hong Kong, 1987. / Bibliography: leaves 69-72.

蘇碧姸. / 論文(哲學碩士) -- 香港中文大學硏究院敎育學部, 1997. / 參考文獻: leaves 134-147. / Su Biyan. / 謝詞 --- p.I / 論文摘要 --- p.II / 內容目次 --- p.III-IV / 附表目錄 --- p.V / 附圖目錄 --- p.VI / Chapter 第一章 --- 緖論 / Chapter 第一節： --- 問題的背景與研究動機 --- p.1-5 / Chapter 第二節： --- 硏究的目的 --- p.6 / Chapter 第三節： --- 主要的硏究問題 --- p.7-8 / Chapter 第四節： --- 硏究意義 --- p.9-10 / Chapter 第五節： --- 名詞定義 --- p.11-13 / Chapter 第二章 --- 文獻探討 / Chapter 第一節： --- 在職教師教育的理論槪念的發展 --- p.14 -17 / Chapter 第二節： --- 在職教師教育課程的槪念度向 --- p.18-21 / Chapter 第三節： --- 知識與教師專業的關係 --- p.22 -24 / Chapter 第四節： --- 在職教師教育課程的課程內容 --- p.25-28 / Chapter 第五節： --- 課程評鑑 --- p.29-38 / Chapter 第六節： --- 普羅佛斯的差距模式 --- p.39-41 / Chapter 第三章 --- 硏究方法 / Chapter 第一節： --- 硏究設計 --- p.42-43 / Chapter 第二節： --- 硏究對象 --- p.44-45 / Chapter 第三節： --- 工具 --- p.46-50 / Chapter 第四節： --- 資料蒐集程序 --- p.51-65 / Chapter 第四章 --- 硏究結果與討論 / Chapter 第一節： --- 教育界人士對理想中在職小學教師教育(學位） 課程的期望 --- p.66-82 / Chapter 第二節： --- 現實中兩所專上院校的應界畢業學生，對他們 現時所就讀的課程的意見 --- p.83-108 / Chapter 第三節： --- 差距評鑑模式的分析：理想與現實 --- p.109-121 / Chapter 第五章 --- 結論 / Chapter 第一節： --- 硏究結果及討論 --- p.122-129 / Chapter 第二節： --- 硏究限制 --- p.130-131 / Chapter 第三節： --- 建議 --- p.132-133 / 參考書目 --- p.134-147 / 附 錄 / Chapter 附錄一： --- 特爾斐硏究：第一階段研究之邀請信 --- p.148 / Chapter 附錄二： --- 導師介紹信 --- p.149 / Chapter 附錄三： --- 特爾斐硏究法之中、英文簡介 --- p.150-151 / Chapter 附錄四： --- 特爾斐硏究之應邀回條 --- p.152 / Chapter 附錄五： --- 特爾斐研究：第一階段問卷 --- p.153-154 / Chapter 附錄六： --- 特爾斐硏究：第二段問卷之邀請信 --- p.155 / Chapter 附錄七： --- 特爾斐硏究:第二階段問卷 --- p.156-159 / Chapter 附錄八： --- 特爾斐研究:第二階段問卷之建議 --- p.160-163 / Chapter 附錄九： --- 特爾斐硏究：第三階段問卷之邀請信 --- p.164-165 / Chapter 附錄十： --- 特爾斐研究:第三階段問卷 --- p.166-174 / Chapter 附錄十一： --- 特爾斐硏究：第三階段問卷之建議 --- p.175-183 / Chapter 附錄十二： --- 特爾斐硏究之專家簡介 --- p.184-189 / Chapter 附錄十三： --- 學生意見調查問卷 --- p.190-194 / Chapter 附錄十四： --- 邀請浸會大學持續進修學院參與本研究之邀請信 --- p.195-196

Lesson study has been introduced in the United States as a collaborative professional development process focusing on improving teachers’ content knowledge and instructional skills as teachers plan a research lesson, teach and observe students’ thinking and learning behaviors and then revise and re-teach the lesson. The origin of lesson study in the United States began shortly after, The Teaching Gap by James Stigler and James Hiebert was published in 1999. The researchers attributed Japanese students’ high achievement scores in mathematics and science to their teachers’ participation in the lessons study process. Lesson study professional development formally began with a grant from the U.S. Department of Education in 1999; however, research on effective professional development programs and practices have been studied and reported for decades. Results from these studies and findings on teacher and adult learning were examined and reported in this study. This case study examined the learning experiences of six elementary and middle school teachers as they participated in the lesson study process. The teachers first began with sessions on discussing lesson study research, the lesson study process and viewing other teachers participating in lesson study. The teachers later collaborated to create, teach, observe, revise and re-teach a 5th grade mathematics research lesson on elapsed time during summer school. The qualitative research incorporated teacher interviews, observations, written reflections and artifacts such as agendas, planning documents and lesson plans. The data collected helped provide insight in examining the three research questions: a) How do teachers understand lesson study as a professional development process?; b) How will engaging in the lesson study affect the teachers’ planning and practices?; and c) What are some challenges in learning and applying key lesson study concepts? The case study data affirmed existing research on quality professional development, effective teacher/adult learning and accurate lesson study practices and supported the emerging themes of the teachers’ valuing collaboration, teachers’ valuing the deepening of their mathematics understanding and enhancing of their instructional practices, and finally, the teachers’ valuing the incorporation of student thinking in their planning, teaching and re-teaching experiences. / text

The aim of establishing the Transkei Teachers’ In- Service College (Trinset) in 1986 by the former Transkei Department of Education, was to alleviate the problem of inappropriately qualified teachers. This problem was seen as impacting negatively on the performance of matriculation candidates in the final examinations. In the twelve years since the college’s inception there has been no formal evaluation, this despite the perception of the importance of evaluation as an integral part of planning and implementation for any educational endeavour (Mc Naught, Taylor & O’Donoghue, 1990). This study analyses the courses offered at Trinset with particular reference to the subject of Geography. The aim is to explore how best these courses can support educators in the light of the current changes in South African education. The analysis of the in-service courses used a multifaceted approach guided by the participatory principle underlying Fourth Generation Evaluation. The analysis of the in-service courses offered by Trinset, in particular by the Geography Department, has served to raise questions and to highlight issues that are seen as particularly valuable in the reconfiguration of Trinset that is part of the current educational transformation process in South Africa in terms of the provision of in-service education.