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Teachers' perceptions of their working environment in departmental and interdisciplinary teaming organization in middle level schools.Ayalon, Aram Itzhak. January 1988 (has links)
The purpose of this study was to compare middle level teachers' perception of their working environment under two different organizational structures: departmental (DEP) and Interdisciplinary Teaming Organization (ITO). In addition within the ITO schools, this study compared the working environment perception of teachers between different schools and between team members and non-team members. ITO is characterized by organizing teams of teachers around a core of subjects and providing them with a block of time, a common planning period, and shared students. Studies suggested that ITO provided circumstances for increased cooperation among teachers and enhanced decision making participation comparing to DEP schools. As a consequence teachers reported more job satisfaction and higher level of efficacy. However, very few studies were found to study these differences at the school level. The sample of this investigation consisted of 78 middle level teachers--Forty-seven teachers from two middle schools with ITO and thirty-one teachers from two DEP junior high schools. Subjects were administered a slightly modified questionnaire, previously used with elementary teachers, consisting of 16 different scales depicting the various aspects of the teachers' working environment. In addition, in order to enhance the analysis of the results other data was collected through open-ended interviews, as well as 2-way Analysis of Variance of teacher background components was conducted. The findings revealed: (1) ITO teachers felt more positive than DEP teachers with regard to the factors: faculty cohesiveness; socialization and recruitment of new teachers; goal-setting; teacher evaluation; instructional coordination; homogeneity and shared values; and instructional rewards. No significant differences were obtained with regard to job satisfaction, efficacy and decision making participation. (2) No significant differences in attitudes were obtained between ITO members and non-members within each ITO school. (3) Teachers in ITO 2 school felt more positive than ITO 1 teachers on only three scales: decision making participation, managing student behavior, and instructional rewards. Results suggest that ITO has a positive impact on the teachers' working environment, however, decision making participation, job satisfaction and efficacy level may be affected more by other factors. Future research should focus on improving the effectiveness of ITO.
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Secondary teaching as a profession in Brazil and the United States.Lopes, Hildaci Maria Oliveira de Melo January 1989 (has links)
The secondary teaching profession in Brazil is compared with the secondary teaching profession in the United States. The role of the secondary teaching profession is influenced by cultural values and beliefs, as well as by social and economic conditions. Similarities and differences in the role and preparation of secondary teachers in Brazil and the United States are identified and related to the historical and cultural contexts in which they have developed. The role of the secondary teaching professions in these two cultures is examined through the analysis of two types of data. Historical trends and cultural processes which have influenced the development of the secondary teaching professions are identified through a comparison of information obtained from the education literature. A second body of data consisted of information about professional status and job satisfaction collected through questionnaires distributed to secondary teachers in Petropolis, Rio de Janeiro and Tucson, Arizona. Qualitative as well as quantitative techniques were used to analyze these data, so that cultural values and beliefs could be identified along with statistically significant differences in the teachers' responses. When historical and cultural factors affecting secondary education were examined, five major patterns were identified. These patterns were related to the role of the Catholic church in education, the social function of education, centralization of the educational system, the social and political organizations shaping secondary education, and funding for education. Questionnaire responses indicated that low pay was the most important factor affecting job satisfaction for both Brazilian and American secondary teachers. There were significant differences, however, in the social rankings of education related professions in the two countries. Brazilian teachers ranked the professions of University professor and elementary teachers significantly lower than did the American teachers. American teachers ranked the profession of school principal significantly lower than did the Brazilian teachers. The two groups of teachers shared similar feelings about the effects of factors such as national politics and parental cooperation on their professions.
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THE EFFECTIVENESS OF THE READING MISCUE INVENTORY AND THE READING APPRAISAL GUIDE IN GRADUATE READING PROGRAMS (ASSESSMENT, REMEDIAL, TEACHER EDUCATION).LONG, PATRICIA CATHERINE. January 1984 (has links)
The purpose of this study was to examine differences in the effectiveness of two graduate teacher education programs in reading assessment, one group using the Reading Miscue Inventory and the other using one of its simplified forms, the Reading Appraisal Guide. The main question that is answered in this study is whether it is more effective for teachers to be given training in the Reading Miscue Inventory, or is training in the Reading Appraisal Guide sufficient to enable teachers to carry out competent assessments of children's reading ability? In the six months of the study's duration, different types of data were collected. These consisted of assessments of children's taped readings of a story by two groups of teachers before (the pretest) and after (the posttest) their respective training programs; anecdotal records of the teachers' views of the programs and the assessment instruments they were using, and observations of the teachers' reading assessments of children selected by them for their practicum. Quantitative analyses of the pretest and posttest were made; these were based on criteria drawn from the Reading Miscue Inventory manual and the investigator's own miscue analysis of the children's taped readings. They showed that the teachers trained in miscue analysis, as reflected in the Reading Miscue Inventory, were able to make significantly better assessments of children's reading ability than the teachers trained in the Reading Appraisal Guide. In addition to the quantitative analysis, written and oral statements made by the teachers during the pretest, posttest and training programs were subjected to qualitative analysis and comparisons. These indicated that both groups' programs had strengthened the teachers' adherence to the Goodman model of reading, but those trained in the use of the Reading Miscue Inventory developed more effective assessment abilities and were more approving of the instruments they used, than were those trained in the use of the Reading Appraisal Guide. It was concluded that the Reading Miscue Inventory is an appropriate assessment instrument for use in college graduate reading programs. It proved complex and time-consuming to use, but at the same time it enabled teachers to make more accurate, in-depth assessments of children's reading than did the Reading Appraisal Guide. The latter was found to have some serious drawbacks, mostly arising from attempts to make it quicker and easier to use.
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Time is the key to reform : a study of teacher perceptions regarding a change in a middle school scheduleOlsen, Kris J. 30 March 1999 (has links)
Time is the educational resource educators most desire, but which is
in shortest supply. Educators cannot add more days to the 12-month
calendar year, or minutes to the day. Whatever control is to be had over the
calendar and clock rests in the way time is managed by those in the
position of decision-maker.
This study examined the change in one middle school's schedule,
from a traditional seven period to a four period extended block, as it related
to teacher perceptions about time for staff development, instructional
preparation, and staff collaboration. Additionally, the study examined
teacher perceptions regarding student achievement, student contact
overload, and school climate as a result of the change in the school
schedule.
Subjects for the study were drawn from practicing classroom
teachers and other licensed personnel employed at the site school. Two
research instruments, the School Schedule Questionnaire Survey and
School Schedule Interview Survey, were used to gather data. The School
Schedule Questionnaire Survey used a Likert Scale, which asked each
subject to respond to a series of statements by indicating whether they
strongly agreed, agreed, were undecided, disagreed, or strongly disagreed.
This study concludes that teacher perceptions about time available
for staff development, instructional preparation, and staff collaboration are
greatly influenced by their perceptions about the degree to which they
control that time, and can make decisions about its use. It also concludes
that teacher perceptions about student achievement is difficult to assess
without quantitative measures, and that although teachers felt the schedule
had a positive impact on student achievement, most were concerned about
the lack of objective measures when making such an assessment. And
finally, it concluded that class size may not be the determining measure to
assess teacher perceptions about student contact overload, that the total
number of students a teacher comes into contact with each day has a
greater impact on their perception in this area. / Graduation date: 1999
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Factors that influence career choice and development for gay male school teachers : a qualitative investigationTerndrup, Anthony I. 24 September 1998 (has links)
This study investigated factors that influence career choice and
development for gay male school teachers. Ten gay educators
participated in the investigation. Data collection methods involved
two semi-structured personal interviews and one structured telephone
interview for a total of 30 sampling units. Data analysis procedures
included reviewing audiotapes, reading transcriptions, browsing
documents, coding text units, consulting with mentors and peers,
comparing coding categories with previous literature and research, and
reflecting on emerging relationships among the data.
Major findings relate to identity development, social and family
attitudes, secrecy and disclosure, and career motivation. All of the
participants described experiences of (a) forming a vocational identity
as a school teacher and a sexual identity as a gay man, and (b)
blending or merging these primary self-concepts through occupational expressions of advocacy and activism, gender role flexibility, or both. The data further indicate that (a) social bias against public education has a negative influence on career maintenance and performance, (b) family respect for school teachers has a positive influence on career choice, and (c) special case strategies help gay men circumvent the negative influence of social bias against them to enter the teaching profession.
Most of the participating teachers revealed their primary reliance on "implicitly out" identity management strategies (Griffin, 1992) to alleviate fears of discrimination, public accusation, job loss, and impaired credibility. Additional qualitative evidence suggests that the need for gay self-disclosure varies with the potential for vocational self-expression in the teaching profession. In the course of their teaching careers, all of the participants reported either (a) compensating for some developmental lag or deficit experienced during childhood or adolescence, or (b) partially satisfying their developmental need to father children.
Hypothetical associations among these major findings form the trilateral foundation of an emerging theory that more specifically explains factors that influence the career choice and development of gay male school teachers. This three-part framework reflects the interacting influences of identity integration, self-expression, and self-actualization and reciprocal effects of and on the teaching profession.
The theory emerging from this investigation has practical applications
for counselor and teacher education, as well as for career counseling. / Graduation date: 1999
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The knowledge base and instructional practices of two highly qualified experienced secondary mathematics teachersBeauchman, Molly Laverne Taylor 26 October 2005 (has links)
The purpose of this study was to investigate the knowledge base and instructional
practices of two highly qualified experienced secondary mathematics teachers within
the context of their classrooms during a unit in a geometry class. Data collected from
interviews, classroom observations, pre and post-observation questionnaires, and
detailed analyses of several lesson segments were used to create case studies for each
teacher, which were compared to reveal any patterns in their instructional practices.
The theoretical framework used for this study was Schoenfeld's (1998) model of
teaching-in-context that included three factors that affected teachers' decisions during
instruction: beliefs, goals, and their knowledge bases. The supporting questions that
were investigated in this study dealt with teachers' conceptions of mathematics and
teaching and learning mathematics, instructional goals, instructional strategies and
curricular materials used during the unit, and any modifications made to instruction.
Both teachers in this study used a more traditional lecture and discussion style of
instruction that closely followed an explicit model of teaching instead of a more
reform-based style of teaching. The teachers incorporated the processes of
mathematics such as proof and reasoning and representation into their instruction
through modeling instead of incorporating activities into instruction designed to
engage students in the processes. Although both teachers were aware of and had used
reform-based methods, they perceived that the traditional instructional methods were
more efficient and effective. Contextual factors played a dominant role in the
decisions the teachers made about their instruction. The contextual factor that had the
greatest effect on instruction for these two teachers was the pressure to teach all of the
topics in the required curriculum to prepare their students for the state standardized
high stakes test. Other contextual factors were large class sizes, limited physical
space, and limited access to technology.
The results of this study indicated that although the teachers had strong content
knowledge and knowledge of both traditional and reform-based pedagogy, they chose
a more traditional instructional style and this decision was affected by contextual
factors such as high stakes testing, a required curriculum, and the demands of their
jobs. / Graduation date: 2006
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Through the looking-glass ceiling: the advancement of women administrators and women faculty in an institution of higher educationBeck, Alison Jean 28 August 2008 (has links)
Not available / text
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The micropolitics of a faculty-led school reformHigh, Cynthia Steele 28 August 2008 (has links)
Not available / text
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Teachers' perspectives of why and how they use the resources of informal science education sitesYouker, Christian Rene 28 August 2008 (has links)
Not available / text
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How teachers think about their work: the first step in defining quality teachersHarrell, Ty Ann 28 August 2008 (has links)
Not available / text
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