龍榮淦 = The attitude of Hong Kong secondary school teacher towards school-based staff development / Lung Wing Kam. / 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 106-119. / Long Ronggan = The attitude of Hong Kong secondary school teacher towards school-based staff development / Lung Wing Kam. / 鳴謝 --- p.i / 目錄 --- p.ii / 圖表目錄 --- p.v / 論文撮要 --- p.vi / 頁碼 / Chapter 第一章 --- 緒論 --- p.1 / Chapter 1.1 --- 背景 --- p.1 / Chapter 1.1.1 --- 教育環境改變 --- p.1 / Chapter 1.1.2 --- 學校管理模式改變 --- p.2 / Chapter 1.1.3 --- 教師成長的需要 --- p.3 / Chapter 1.1.4 --- 組織改進 --- p.3 / Chapter 1.1.5 --- 教師專業化 --- p.4 / Chapter 1.2 --- 研究目的 --- p.5 / Chapter 1.3 --- 研究的意義 --- p.6 / Chapter 第二章 --- 文獻探討 --- p.8 / Chapter 2.1 --- 教職員發展 --- p.8 / Chapter 2.1.1 --- 教職員發展的含義 --- p.8 / Chapter 2.1.2 --- 新舊教職員發展比較 --- p.9 / Chapter 2.1.3 --- 校本教職員發展的內容 --- p.12 / Chapter 2.2 --- 態度的定義 --- p.16 / Chapter 2.3 --- 成長需要強度 --- p.17 / Chapter 2.3.1 --- 需要理論 --- p.18 / Chapter 2.3.1.1 --- 層級理論 --- p.18 / Chapter 2.3.1.2 --- 雙因子理論 --- p.20 / Chapter 2.3.1.3 --- 成長需要強度 --- p.21 / Chapter 2.4 --- 感受的工作困難程度 --- p.25 / Chapter 2.5 --- 職業階段理論 --- p.26 / Chapter 2.5.1 --- 職業階段理論 --- p.26 / Chapter 2.5.2 --- 教學年資、職級、職位與職業階段 --- p.29 / Chapter 2.6 --- 學校氣氛 --- p.31 / Chapter 2.6.1 --- 學校氣氛研究的發展 --- p.32 / Chapter 2.6.1.1 --- 組織氣氛描述問卷 --- p.33 / Chapter 2-6.1.2 --- 修訂的組織氣氛描述問卷 --- p.34 / Chapter 2.6.1.3 --- 組織氣氛指數 --- p.35 / Chapter 2.6.1.4 --- 健康組織問卷 --- p.36 / Chapter 2.6.1.5 --- 小結 --- p.37 / Chapter 2.6.2 --- 學校氣氛的三個方面 --- p.37 / Chapter 2.6.2.1 --- 人際關係氣氛 --- p.37 / Chapter 2.6.2.2 --- 決策參與氣氛 --- p.38 / Chapter 2.6.2.3 --- 專業取向氣氛 --- p.40 / Chapter 2.6.3 --- 小結 --- p.42 / Chapter 2.7 --- 總結 --- p.43 / Chapter 第三章： --- 理論架構 --- p.44 / Chapter 3.1 --- 前言 --- p.44 / Chapter 3.2 --- 校本教職員發展 --- p.44 / Chapter 3.3 --- 參與校本教職員發展的經驗 --- p.45 / Chapter 3.4 --- 教師態度 --- p.46 / Chapter 3.5 --- 成長需要強度 --- p.46 / Chapter 3.6 --- 感受的工作困難程度 --- p.47 / Chapter 3.7 --- 教學年資、職級、職位與職業階段 --- p.47 / Chapter 3.8 --- 學校氣氛 --- p.48 / Chapter 3.9 --- 理論架構 --- p.49 / Chapter 3.10 --- 研究問題 --- p.49 / Chapter 第四章 --- 硏究方法 --- p.53 / Chapter 4.1 --- 前言 --- p.53 / Chapter 4.2 --- 定義 --- p.53 / Chapter 4.2.1 --- 香港中學教師 --- p.53 / Chapter 4.2.2 --- 校本教職員發展 --- p.53 / Chapter 4.2.3 --- 校本教職員發展態度 --- p.54 / Chapter 4.2.4 --- 參與校本教職員發展的經驗 --- p.54 / Chapter 4.2.5 --- 成長需要強度 --- p.54 / Chapter 4.2.6 --- 感受的工作困難程度 --- p.54 / Chapter 4.2.7 --- 職級、職位及教學年資 --- p.54 / Chapter 4.2.8 --- 學校氣氛 --- p.55 / Chapter 4.3 --- 抽樣方法 --- p.55 / Chapter 4.4 --- 分析單位 --- p.56 / Chapter 4.5 --- 研究假設 --- p.56 / Chapter 4.6 --- 調查工具 --- p.58 / Chapter 4.6.1 --- 教師的基本個人資料 --- p.58 / Chapter 4.6.2 --- 教師的成長需要強度 --- p.59 / Chapter 4.6.3 --- 參與校本教職員發展的經驗 --- p.59 / Chapter 4.6.4 --- 感受的工作困難程度 --- p.59 / Chapter 4.6.5 --- 學校氣氛 --- p.60 / Chapter 4.6.6 --- 校本教職員活動的態度 --- p.61 / Chapter 4.7 --- 跟進訪問 --- p.61 / Chapter 4.7.1 --- 跟進訪問目的 --- p.61 / Chapter 4.7.2 --- 跟進訪問進行步驟 --- p.61 / Chapter 4.7.3 --- 訪問情況 --- p.62 / Chapter 4.8 --- 分析工具 --- p.62 / Chapter 4.9 --- 研究限制 --- p.63 / Chapter 第五章 --- 結果分析與討論 --- p.65 / Chapter 5.1 --- 個人特徵分析 --- p.65 / Chapter 5.2 --- 態度變項分析 --- p.65 / Chapter 5.3 --- 不同個人特徵教師對校本教職員發展的態度之比較分析 --- p.69 / Chapter 5.3.1 --- 不同性別教師的態度 --- p.69 / Chapter 5.3.2 --- 不同學歷教師的態度 --- p.71 / Chapter 5.3.3 --- 教師職級與各態度變項的關係 --- p.72 / Chapter 5.3.4 --- 教師職位與各態度變項的關係 --- p.73 / Chapter 5.3.5 --- 教學年資與各態度變項的關係 --- p.74 / Chapter 5.4 --- 態度變項與其他變項的相關分析 --- p.75 / Chapter 5.4.1 --- 教師參與校本教職員發展經驗與態度變項的關係 --- p.75 / Chapter 5.4.2 --- 教師成長需要強度與態度變項的關係 --- p.78 / Chapter 5.4.3 --- 教師感受的工作困難程度與態度變項的關係 --- p.79 / Chapter 5.4.4 --- 教師感知的學校氣氛與態度變項的關係 --- p.80 / Chapter 5.4.4.1 --- 教師感知的人際關係學校氣氛與態度變項的關係 --- p.80 / Chapter 5.4.4.2 --- 教師感知的決策參與程度之學校氣氛與態度變項 的關係 --- p.81 / Chapter 5.4.4.3 --- 教師感知的專業取向之學校氣氛與態度變項的關 係 --- p.82 / Chapter 5.4.5 --- 小結 --- p.83 / Chapter 5.5 --- 複變項的分析 --- p.84 / Chapter 5.5.1 --- 中學教師對校本教職員發展個人層面活動之態度和 各變項的迴歸分析 --- p.85 / Chapter 5.5.2 --- 中學教師對校本教職員發展小組層面活動之態度和 各變項的迴歸分析 --- p.87 / Chapter 5.5.3 --- 中學教師對校本教職員發展學校層面活動之態度和 各變項的迴歸分析 --- p.89 / Chapter 5.5.4 --- 小結 --- p.92 / Chapter 5.6 --- 跟進訪問 --- p.92 / Chapter 5.7 --- 總結 --- p.96 / Chapter 第六章 --- 結論及建議 --- p.98 / Chapter 6.1 --- 結論 --- p.98 / Chapter 6.2 --- 建議 --- p.102 / Chapter 6.2.1 --- 實用方面 --- p.102 / Chapter 6.2.2 --- 研究方面 --- p.103 / Chapter 6.3 --- 總結 --- p.105 / 參考資料 --- p.106 / 附錄調查問卷 --- p.120

The purpose of this case study was to describe and further understand how faculty are being prepared and developed to teach web-based courses at a college in Florida. The study examined practices used by the college in preparing their faculty to teach online. Faculty preparation and development were defined as any activity which expands knowledge about how to teach web-based courses. Broward College was chosen as the site of study. Utilizing the qualitative case study approach, the researcher collected and analyzed data during the Fall 2009 academic semester. Data collection methods included interviews, observations of faculty development workshops as well as online classrooms, and document analysis. The study revealed Broward College's method of preparing faculty to teach online. Faculty are prepared to teach online through the Instructional Technology Department. This method focuses heavily on professional development workshops that directly correlate with the types of online classes offered at the college. Faculty are also prepared to teach online through the use of consultants, known as e-associates, as well as other follow-up support. This was an educational leadership study that focused on preparing faculty to teach online. Florida's community colleges are becoming baccalaureate degree-granting colleges, and as enrollments increase, so will the demand for online classes. In turn, college faculty need to be prepared to teach online. This study emphasizes the importance of leadership, administration, and support needed in order to successfully prepare faculty to teach online. / by Stephanie Arsht. / Thesis (Ph.D.)--Florida Atlantic University, 2011. / Includes bibliography.

This qualitative study examined the influence of the 2011 Oregon Writing Project (OWP) Summer Institute (SI) on the professional development of six teachers in the following ways: 1. The development of case descriptions of teachers' personal and professional backgrounds relevant to their teaching of writing. 2. An examination of the effects of the Summer Institute on participants' self-reported teaching practices, attitudes, and beliefs about the teaching of writing. 3. An examination of participants' perceptions of aspects of the SI program that they deemed 'influential' in their professional development. Data was collected from Summer Institute application materials, written coursework, and follow-up interviews. Using inductive reasoning, systematic analysis of the data resulted in the following findings: 1. Teachers reported a neglect of writing education in their teacher preparation programs, as well as in the professional development programs offered by K-12 schools. 2. Participants tended to report change in their professional and personal practices, attitudes, and beliefs related to writing following the Summer Institute. 3. Participants unanimously identified the characteristics of time and a safe learning environment as significant in their professional development experience. The study suggests the need for more comprehensive inclusion of writing instructional methods in preservice and professional development programs. The study also reinforces pre-existing research that supports professional development models that are designed to be teacher and context-centered within a collaborative community. The present research highlights the need to consider factors of time and participant feelings of "safety" when designing professional development programs. Finally, the study maintains that effective professional development may offer the important teacher learning and confidence needed in K-12 schools / Graduation date: 2012

published_or_final_version / Education / Master / Master of Education

M.Ed. (Education Management) / Please refer to full text to view abstract

D.Ed. / The purpose of this research is to create a managerial training model to address the classroom and workshop management skills of teachers responsible for Farm Mechanics at agricultural schools. The research mainly comprises four sections. Firstly, literature exists on the inception and development of agricultural education since Pestalozzi's sense-perception and self-activity was regarded as fundamental to knowledge and education, up to present day implementation of outcomes-based education. Outcomes-based education is a new method whereby the existing gaps in education are inter alia, addressed as a whole. This presents a challenge to the agricultural school, the teachers, the parents and the community. The agricultural school with its colourful history, is a vocationally directed institution that serves the agricultural community in which it is situated in a special way — more specifically by introducing Farm Mechanics with its broad technical impact. On account of the multidisciplinary nature of Farm Mechanics as an educational presentation, stiff demands are made on the teacher, who usually lacks initial training and technical experience. Farm Mechanics covers approximately seven trades extending over the three main engineering fields namely, civil, electrical, and mechanical. Instruction and teaching are widely regarded as the most important tasks the teacher must fulfil in order to ensure that learners realise their full potential during and after their school days. One of the main reasons that students at tertiary institutions are performing badly and that novices in industry and agriculture are untrainable, is, among others, the shortcomings of teachers regarding classroom expertise and management skills. This problem can be overcome through a well-planned management training programme. The role of in-service training is an important instrument in coping with change and can be used to address the particular and distinctive training needs of the Farm Mechanics teacher.Secondly, an empirical study using qualitative- and quantitative research methods was done (phase one). The qualitative research consisted of interviews with Farm Mechanics teachers and educational specialists in agricultural- and technical fields of study. During these interviews certain problem factors were identified. The quantitative research was used to verify the qualitative research. This involved an analysis of the two most recent examinations in which the problem areas in the grade 8 to 12 syllabi occurred. With this information as basis, the pre-test questionnaire (phase two) was compiled. To obtain appropriate representation, a group of 21 Farm Mechanics teachers were chosen from two provinces to form the experimental and control group. The pre-test questionnaire was completed by the Farm Mechanics teachers and was analysed to determine the training needs in order to develop a management training model. Thirdly, different curriculum development models were probed in order to enable the researcher to develop a suitable management training model for the in-service training of Farm Mechanics teachers at agricultural schools. The results of the pre-test were used to perceive trends and to develop a management training programme addressing all the identified training requirements for Farm Mechanics teachers. Furthermore, a general management training model and more specifically the management training programme, were evaluated with a post-test questionnaire (phase three). After the completion of the post-test by the experimental- and control group, the information was processed. According to the results the attendance of the management training programme has shown a statistically significant improvement by the experimental group in their professional management skills. Deficiencies were however experienced in some management areas and recommendations were made in this regard. This research gives a synopsis of education management problems experienced by Farm Mechanics teachers at agricultural schools. The research does not provide for instant solutions for all problems which Farm Mechanics teachers experience in classroom and workshop management, but does give rise to optimism for positive co-operation and the continued search to improve agricultural education. Lastly, this research emphasises the fact that education and learning can only succeed if the teacher, as facilitator, commands effective classroom and workshop skills, as well as management expertise.

M.Phil. (Educational Linguistics) / The construct of this study consists of the perceptions and experiences of unqualified junior primary teachers in an INSET project which covered the teaching of initial reading. The rationale for the study is that scientific inquiry into an organically constructed teaching programme could yield new knowledge which is rooted in a specific and complex context such as the informal settlement communities where the teachers involved in this research project teach. The research report commences with an orientation to the study in which the groundless 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 physical context of the research. Subsequently the theoretical framework is presented, consisting of theory of INSET, specifically in the South African context as well as theory of reading and the teaching of initial reading. The final part of the framework covers reading across the curriculum. The theoretical framework is presented as support structure for the construct and also to problematical the research question (problem) from complementary angles. In the following section of the report the design of the field research is discussed against the background of the paradigm of qualitative research, describing especially the case study format as mode of exploratory, descriptive research. The analysis of verbal data as major research activity is emphasized. The data of the report are then presented in the format of examples of the route from raw data, through data-in-process, the to processed and categorized data. The process of coding and categorizing is emphasized.

The purpose of this study was to investigate the effect of a professional development intervention conducted with mainstream middle school teachers of English language learners (ELLs) in a North Texas school district. Teacher change was examined in the context of this intervention. Three groups of teachers participated in this study. Group 1 (n= 4) consisted of teachers returning to the intervention for a second year. Group 2 (n= 12) consisted of teachers new to the intervention. Group 3 (n = 16) served as the control group and consisted of teachers who were not part of the intervention. Mixed methods were utilized, including a self-assessment questionnaire, an observation tool, and data from the Texas Assessment of Knowledge and Skills (TAKS) test. Statistically significant differences were found between teachers in Group 1 and teachers in Group 2 in the perception of self-efficacy. Statistically significant differences were also found for Group 1 and Group 2 teachers between the beginning and the end of the year. Group 3 teachers experienced a decrease in their perception of self-efficacy between the beginning and the end of the year. A statistically significant difference in the use of interaction was found across time for teachers in Group 1 and Group 2. The interaction of ELLs decreased between the beginning and the end of the year for teachers in Group 3. The use of modifications increased significantly for teachers in Group 1 and Group 2 and remained stable for teachers in Group 3 between the beginning and the end of the year. In the area of high expectations, no statistically significant difference was found between intervention teachers and the control group across time. An analysis of data for the Texas Assessment of Knowledge and Skills (TAKS) test revealed a statistically significant difference in the percentage of All Students Commended for the writing test and in the percentage of All Students Met Standard in the social studies test between intervention and non-intervention classrooms.

This dissertation study focused on three aspects of staff development in North Texas: 1) funding sources, 2) types of professional learning programs, and 3) teachers' views of the effectiveness of the funded programs. Qualitative data came from interviews with nine district administrators concerning funding sources and how those resources enhanced teacher skills. Quantitative data came from 1,277 responses from teachers regarding their background and perceptions about staff development. Data from interviews with district administrators were diagrammed to depict elements of funding staff development and to reveal how resources were used to plan, implement, and evaluate staff learning. An analysis of interview data revealed that availability of grants, property tax rates, and student enrollment affected how districts funded staff development. Administrators reported that districts funded professional learning that was planned according to academic initiatives, met the needs of adult learners, and adapted to the changing needs of school communities. Both administrators and practitioners reported that time was a lacking resource critical to developing staff knowledge. Practitioners reported that sufficient opportunity to collaborate with colleagues about learning initiatives was more valuable than teaching materials. Teacher questionnaires were analyzed for possible relationships between participant variables and responses concerning knowledge about funding constraints and professional development experiences. Data revealed that practitioner experience and graduate degrees were not related to teachers' use of knowledge about financial constraints to more efficiently implement learning from staff development. Participants did not perceive professional learning differently than peers. Most teachers connected professional learning with improved teaching practices but a small percent attributed student achievement to their professional learning. The majority of teachers considered collaborative learning settings to elicit more personal professional growth than other formats. The findings of the teacher questionnaire suggest that teaching practices could be impacted if participants gained more knowledge about district financial constraints when developing staff professionally. Therefore, future research about how districts share information concerning funding for professional learning is warranted.

Call number: LD2668 .T4 1978 C57 / Master of Science