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A case study on school-based induction programmes for new kingergartenteachersHo, Wing-hung., 何詠雄. January 1998 (has links)
published_or_final_version / Education / Master / Master of Education
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A study of deputy heads' view on school-based in-service teacher educational needs: implications for the roleof professional tutors in Hong Kong secondary schoolsLee, Chi-kwong, Paul, 李志光 January 1993 (has links)
published_or_final_version / Education / Master / Master of Education
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Hong Kong secondary school teachers' perception of peer observation: implications for school-based staffdevelopment programmesLee, Sha-lun, Sheridan., 李沙崙. January 1993 (has links)
published_or_final_version / Education / Master / Master of Education
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A case study on teachers' perception of school-based staff developmentactivities: implications for schooldevelopmentIp, Chuen-chip., 葉存楫. January 1998 (has links)
published_or_final_version / Education / Master / Master of Education
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The existing situation of the practice of evaluation on school-based INSET programmes in Hong Kong secondary schoolsKu, Kin-wa, Stephen., 古建華. January 1993 (has links)
published_or_final_version / Education / Master / Master of Education
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Enhancing science teaching in an elementary school : a case study of a school-initiated teacher professional development programBrooks, Clare M. 11 1900 (has links)
This naturalistic case study documents a year long Teacher Professional Development
Program (TPDP) initiated by an elementary school staff in British Columbia. The TPDP was
designed to enable the teachers to meet their objective of making science instruction more
frequent, more active, and more student-centered in all classrooms in the school. This case
study addresses two research questions:
1. What attributes of the Teacher Professional Development Program supported the school's
"objective" for improved science instruction?
2. How did the outcomes of the Teacher Professional Development Program relate to the
achievement of the school's educational objective?
The site for the research was a kindergarten - Grade 7 school. A university professor and
the researcher were invited to visit the school on a bi-weekly basis during one school year
(1993-94) to facilitate a series of science workshops involving the entire teaching staff and to
provide classroom support to teachers. Teachers were offered university course credit for
their participation.
This case study draws on qualitative data including: audio recordings of
planning/debriefing sessions, workshop discussions, and interviews with participants; field
notes and written observations; a survey of teachers' opinions about the TPDP; and
documents relating to the school accreditation process in 1994-95.
The results of the study show that teachers, administrators, and parents were satisfied that
the school's objective for science instruction was met, and that the TPDP contributed
significantly to this outcome. The study identifies TPDP attributes which supported the
school's objective with reference to the teachers and their context, the planning process, and
the organizational context, that is, the school.
This study contributes to our understanding of teacher professional development by
examining an alternative to more common approaches to elementary teacher science inservice in British Columbia, which are typically short-term, designed by inservice providers with little
input from participants, and removed physically and conceptually from the classroom. Such
inservice experiences often lack administrative and collegial support for the teacher who
attempts classroom implementation. While this study relates to science, the discussion is
relevant to other curriculum areas such as fine arts or physical education.
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Faculty development and support for computer-assisted writing instructionSiering, Gregory John January 2001 (has links)
Despite calls for better training of college composition teachers utilizing computer-assisted writing instruction (CAWI), English departments have only recently begun to systematically address the faculty development needs of these teachers. Other fields such as adult education and staff development have begun applying theory and research to faculty development efforts, but CAWI proponents have yet to attain that depth of study and commitment.By investigating methods and characteristics of CAWI faculty development programs, this study found that academic-year workshops were the most common development activity, although teachers preferred personal, collaborative approaches like mentors, consultants, and discussion groups. These patterns were consistent across types of colleges and universities, indicating general context descriptors like institutional size and mission did not significantly influence or limit faculty development practices. This discrepancy between preferred and offered programs indicates faculty needs are not being met, and offers potential reasons for a lack of satisfaction with CAWI faculty development and administration.Faculty respondents identified adequate time and funding as the most important contributors to the success of CAWI faculty development, noting that faculty support-particularly the personalized attention teachers prefer-is time-intensive and requires extensive commitment from those providing the services. These time concerns reflect staffing patterns: CAWI administrative duties were added to the workload of current departmental administrators just over half of the time, and CAWI support duties were assigned to current administrators over onethird of the time. These support duties were assigned to non-tenure-line personnel over one-quarter of the time, a practice that raises questions about authority and credibility needed to administer faculty development programs.Despite a relative lack of concern among faculty, evaluation and reward systems play an important long-term role in CAWI support. Current structures do not adequately recognize and reward CAWI-related scholarship and service, including faculty development work. Applying Boyer and Glassick's expanded concepts of scholarship might prove useful in improving and professionalizing CAWI faculty development efforts, thereby helping secure scholarly identity for CAWI and its support activities. / Department of English
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Designing a management model for in-service teacher education : the RAU-INSET projectSteyl, Elize 17 August 2012 (has links)
D.Phil. / This research will focus on a description and exploration of the management principles, procedures and processes in a university-based, in-service training programme for unqualified practicing teachers in community schools in the Orange Farm area. It is aimed at the construction of a theoretical framework, illuminating the evolving management model in such a way that it could be conceptually transferred to similar organic training programmes. The conceptual framework, which will be constructed from a literature investigation, will be complemented and integrated with a problematised and interpretive documentation of the management structures as they evolved in the project. Main theory concepts that will be investigated are community education, inservice teacher education, educational management and adult education. The research report commences with an orientation to the study in which the groundedness of the design is presented and discussed. It includes a brief presentation of the researcher's presuppositions and assumptions as well as a - description of the context of the research. The main research question is of an open and ethnographic nature and states the problem as being the unknownness of management structures in organic community education programmes. The need for an ecologically or conceptually valid management model is expressed concisely in the literature on NGO education programmes. Management models that function successfully in formal education are assumed to fail in community programmes, which often reveal highly idiosyncratic characteristics. The literature study is presented subsequently. General management principles are explored and discussed. This is followed by a detailed discussion on educational management and its relation to general management. A discussion of the function of INSET and the management of change conclude this section. In the following section of the research report the design of the field research is discussed against the background of the paradigm of qualitative research, describing the case format as mode of exploratory descriptive research. The analysis of the written documentation as major research activity is emphasised. The data of the report are then presented in the format of examples and description of the various management activities in the programme. The final categories of data are emphasised with a view to support the construction of the envisaged management model. The report is concluded with the interpretation and validation of the data.
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Faktore wat voortgesette studie deur die laerskoolonderwyseres beinvloedGrimsehl, Elma 28 July 2014 (has links)
M.Ed. (Curriculum Studies) / The subject of this thesis is the female primary school teacher as adult learner. The characteristics of the female primary school teacher as adult learner have been discussed, with particular attention paid to probable underlying reasons why the female primary school teacher does not involve herself in further studies. Furthermore, careful consideration has been given to the importance of study by the female primary school teacher, and in what way the desire to learn can be induced in the female primary school teacher. The main objective of the thesis was to investigate factors, from an educational perspective, which could be responsible for the female primary school teacher not taking up further studies. For this purpose, a questionnaire was distributed to female primary school teachers in Pretoria, who are currently in the teaching profession yet not involved in present.
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Enhancing science teaching in an elementary school : a case study of a school-initiated teacher professional development programBrooks, Clare M. 11 1900 (has links)
This naturalistic case study documents a year long Teacher Professional Development
Program (TPDP) initiated by an elementary school staff in British Columbia. The TPDP was
designed to enable the teachers to meet their objective of making science instruction more
frequent, more active, and more student-centered in all classrooms in the school. This case
study addresses two research questions:
1. What attributes of the Teacher Professional Development Program supported the school's
"objective" for improved science instruction?
2. How did the outcomes of the Teacher Professional Development Program relate to the
achievement of the school's educational objective?
The site for the research was a kindergarten - Grade 7 school. A university professor and
the researcher were invited to visit the school on a bi-weekly basis during one school year
(1993-94) to facilitate a series of science workshops involving the entire teaching staff and to
provide classroom support to teachers. Teachers were offered university course credit for
their participation.
This case study draws on qualitative data including: audio recordings of
planning/debriefing sessions, workshop discussions, and interviews with participants; field
notes and written observations; a survey of teachers' opinions about the TPDP; and
documents relating to the school accreditation process in 1994-95.
The results of the study show that teachers, administrators, and parents were satisfied that
the school's objective for science instruction was met, and that the TPDP contributed
significantly to this outcome. The study identifies TPDP attributes which supported the
school's objective with reference to the teachers and their context, the planning process, and
the organizational context, that is, the school.
This study contributes to our understanding of teacher professional development by
examining an alternative to more common approaches to elementary teacher science inservice in British Columbia, which are typically short-term, designed by inservice providers with little
input from participants, and removed physically and conceptually from the classroom. Such
inservice experiences often lack administrative and collegial support for the teacher who
attempts classroom implementation. While this study relates to science, the discussion is
relevant to other curriculum areas such as fine arts or physical education. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate
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