As the nation’s schools continue to increase in diversity, teachers are faced with numerous challenges regarding how to meet the needs and strengths of diverse student populations. In addition, small, rural schools tend not only to lack in resources, but may not be adequately prepared to understand student backgrounds, unable to support diverse learners' social and cultural well-being, especially those consisting of a homogenous, Caucasian staff. This qualitative case study examined one small, rural school’s response to a changing demographic, particularly in its Latino student population. Specific attention was given to teachers' attitudes, views, and perceptions regarding their Latino student learners. Faculty members' interviews served as the primary data collection method coupled with an examination of current school documents and notes from a researcher's journal. The three data collection methods provided insight into the research questions: 1) how does a small, rural school respond to its changing demographic, particularly in its Latino student population?; and 2) What are the views, perceptions, and attitudes of staff members regarding the school's Latino student population? The major findings suggest that the school displayed evidence of increased support in The major findings suggest that the school displayed evidence of increased support in resources are still necessary to effectively meet the needs and strengths of diverse learners within the school. At times, the evidence revealed teachers not taking responsibility of diverse learners' needs and strengths, placing blame on outside factors. Additionally, faculty members offered many examples of students' needs, but had difficulty identifying students' strengths. Staff members held narrowed views of what inhibited student learning and did not possess a thorough understanding of culturally responsive teaching practices. Also, teachers' and administrators' views varied from those they perceived of their colleagues; and lastly, generalizations latent with pity were evident in some responses. The results of the research contribute to the contemporary literature regarding teacher belief systems regarding diverse learners, how they perceive students of color, and how understanding these perceptions might help educators devise practices that will more successfully meet diverse learners' needs and strengths. Current research lacks in teacher perspectives; this research intends to add to the existing dialogue. / text

published_or_final_version / Education / Master / Master of Education

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The purpose of this study was to investigate the dilemmas pre-service science teachers encounter in relation to their participation in a project which sought to establish a constructivist and collaborative model of teaching and learning. I also explored the strategies the pre-service teachers implemented to manage the dilemmas they encountered, as well as how they perceived those dilemmas to have influenced their teaching practice and their personal philosophies of teaching and learning (PPoTaL). Since the construct of voice was an important factor in this study, I used a research method that I refer to as intercontext. This method has three major components: stimulated linkage, reflexivity and the dialectical conversation. To enact this research method, I conducted five interviews with each of the six pre-service teachers over the 12-month period of their professional preparation. In addition, I had many informal conversations with them and observed them several times during their university and school practicum experiences. I argued that social constructivism provides a fruitful theoretical framework to interpret the results of this study, because this orientation to teaching and learning is based on the notion that knowledge is socially constructed and mediated by.cultural, historical and institutional codes. In this light, three broad dilemmas were identified in relation to the students' experiences with the teacher education program's course content and design and six dilemmas were identified in relation to the roles the participants felt they needed to perform during their school practicum. The variety of dilemmas the pre-service teachers encountered and the direct and indirect strategies they implemented to manage those dilemmas could be explained in terms of two overarching issues. The first had to do with the difficulties associated with bridging the theory and practice of learning to teach in two distinct communities of practice (i.e., in the university and the school communities). The second general factor had to do with the type of relationship the pre-service teachers established with their school advisor(s) or/and faculty advisor; that is, from the the students' point of view they wondered to what extent they could trust their advisors to allow them to take the risks associated with asking questions, trying innovative approaches in the classroom, and exploring their own teaching identity without any of these reflecting negatively in their final evaluation reports. Finally, a number of suggestions for practice and further research are provided.

This study analyzed the perceptions of 184 teachers in 38 member institutions of the Canadian Association of Independent Schools to determine the most important characteristics and indicators of school effectiveness. Review of the school effectiveness literature indicated eight characteristics of school effectiveness: leadership, expectations, mission, time on task, monitoring, basic skills, climate, and parent/community participation. In addition, research on school effectiveness has found certain procedures or activities that contribute to effective schooling, termed indicators for this study. / Of the eight characteristics, creating a positive learning climate was ranked highest, as was the case in a recent study of private schools in the United States. At the level of indicators, top rankings were given to student-oriented concerns: (1) care about students as people, (2) providing an enriched and all-round quality programme for students, (3) pride in the school's and students' successes, (4) listening to students, (5) providing an enjoyable environment, (6) care of students in a professional manner. / In conclusion, these findings indicate that a balance of school effectiveness characteristics and indicators are required to render an overall quality programme for the benefit of the students.

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The Quebec Ministry of Education has implemented curriculum reforms that emphasize the integration of information technology into classroom teaching practices. Despite these efforts, however, many teachers appear to resist using computers in their classrooms. Some of these resistors are technologically literate! The purpose of this qualitative study is to better understand the reluctance of the technologically-literate teachers (with two to three years of experience) to integrate technology into their teaching practices. / The six teachers participating in this study completed questionnaires and were individually interviewed using an open-ended approach. The data were then analyzed using the Constant Comparative Method. The results showed that although the participants were using computers in their classrooms, they were not actually integrating technology as stipulated by the curriculum reforms. This was attributed to a number of factors, including personal limitations, job stability, lack of resources and funds, time, training, and curriculum issues.

This study sought to explore power dynamics between school male managers and female teachers. This is a qualitative study located in the interpretivist paradigm. This study adopts a case study research design that utilises interviews to generate data. The data was analysed using qualitative thematic approach. The study is underpinned by two theories, namely, political theory and gender and power theory. The study’s findings suggest that the relations between male managers and female teachers are not good in the researched schools. Traditional Zulu culture is used by male managers to sideline female teachers. Male managers seem not interested in the programmes that are meant to improve their managerial skills. The study recommended that both the female teachers and the male managers work together to improve their relations, amongst other things, by attending workshops that are designed to encourage communication, tolerance, trust and respect between them. / Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2012.

The purpose of this thesis is to determine how to make archaeology more accessible to teachers and students as well as how best to relay realistic information about archaeology to students in a fun and engaging way while de-emphasizing the digging aspect of the discipline. There has been much discussion within the archaeological community as to whether simulated or school-yard digs are appropriate for students as they often walk away with the impression that archaeology equals digging. While many within the archaeological community agree that archaeology should be covered within the school curricula, most want the archaeological process involving method and theory emphasized. However, teachers are unfamiliar with the archaeological process and often focus on the digging aspect as it provides a hands-on learning experience for their students. / Department of Anthropology