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Teacher socialization: how beginning teachersmove from college to schoolCheng, May-hung, May., 鄭美紅. January 1993 (has links)
published_or_final_version / Education / Master / Master of Education
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Teachers' perceptions of the 1989 certificate of education geography curriculum and an analysis of possible implementation problemsLeung, Wai-kwan., 梁煒坤. January 1985 (has links)
published_or_final_version / Education / Master / Master of Education
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The relationship between professional development and the changing reading practices of teachers in low-performing elementary schoolsUnknown Date (has links)
The purpose of this multi-case study was to identify the influence of professional development experiences on the changing reading practices of third-grade teachers in low-performing schools. Schools were chosen to participate based upon a steady increase in reading achievement scores despite failing to meet Adequate Yearly Progress (AYP) and being placed within the Corrective Action Phase of No Child Left Behind. Six teachers from 4 schools were chosen as participants based on the changing reading practices they reported on an initial survey of 13 teachers. Interviews, observations, focus groups, and collection of archival data was completed over the course of 5 months in order to determine the influence of professional development on their reading practices. It was determined that teacher change following professional development is heavily influenced by the domain of power the directive or development is coming from. A continuum was developed to illustrate the relationship between these varying domains of power and their influence on changes made within reading practice. The changes were categorized as tending toward self-propelled or compelled changes. Teachers within this study reported higher levels of change when they were personally vested in professional development experiences and when those experiences met the immediate needs of their own personal growth or the growth of the students in their classroom. / by Michelle Vaughan. / Thesis (Ed.D.)--Florida Atlantic University, 2009. / Includes bibliography. / Electronic reproduction. Boca Raton, Fla., 2009. Mode of access: World Wide Web.
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An investigation of secondary school algebra teachers' mathematical knowledge for teaching algebraic equation solvingLi, Xuhui, 1969- 28 August 2008 (has links)
This study characterizes the mathematical knowledge upon which secondary school algebra teachers draw when pondering problem situations that could arise in the teaching and learning of solving algebraic equations, as well as examines the potential connections between teachers' knowledge and their academic backgrounds and teaching experiences. Seventy-two middle school and high school algebra teachers in Texas participated in the study by completing an academic background questionnaire and a written-response assessment instrument. Eight participants were then invited for followup semi-structured interviews. The results revealed three topic areas in equation solving in which teachers' mathematical subject matter understanding should be strengthened: (a) the balancing method, (b) the concept of equivalent equations, and (c) the properties of linear equations in their general forms. The participants provided a wide range of instances of student misconceptions and difficulties in learning how to solve linear and quadratic equations, as well as a variety of strategies for helping students to improve their understanding. Teachers' subject matter knowledge played a central or prerequisite role in their reasoning and decision-making in specific contexts. When the problem contexts became broader or more general, teachers drew from across the three basic domains of mathematical knowledge for teaching (knowledge of the mathematical subject matter, knowledge of learners' conceptions, and knowledge of didactic representations) and showed individual preferences. Overall, teachers tended to rely more heavily upon their knowledge of students' specific or general learning characteristics. Statistical analyses suggest that teachers who majored in mathematics and who had the most experience in teaching first-year or more advanced algebra courses performed significantly higher on the assessment than their counterparts, and there is a linear relationship between teachers' performance and the number of advanced mathematics course they have taken. Neither course-taking in mathematics education nor number of years of algebra teaching made a significant difference in their performance. Results are either unclear or inconsistent about the role of teachers' (a) use of algebra textbooks, (b) prior experience with a method or a manipulative, and (c) participation in professional development activities. Teachers also rated (a) collaborating with and learning from colleagues and (b) dealing with student conceptions and questions as highly influential on their professional knowledge growth.
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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 student teachers using journal writing as a tool for reflectionLi, Wai-shing., 李偉成. January 1993 (has links)
published_or_final_version / Education / Master / Master of Education
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A study of the curriculum development strategy for the certificate in primary education programmeChan Yip, Ah-may, Amy., 陳葉雅薇. January 1996 (has links)
published_or_final_version / Education / Master / Master of Education
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A study of the beliefs of science and non-science student teachers of a college of education on teaching primary scienceLee, Oi-lan, Anna., 李愛蘭. January 1994 (has links)
published_or_final_version / Education / Master / Master of Education
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Fostering knowledge building among pre-service teachers in a computer-supported collaborative learning environmentTang, King-chi., 鄧敬池. January 2003 (has links)
published_or_final_version / abstract / toc / Education / Master / Master of Education
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Exploring the complexities of the practicum : case studies of two school advisorsChin, Peter M.K. 11 1900 (has links)
This study investigates how school advisors, in a secondary-school science context,
conceive of and enact their roles in working with student teachers. It describes the
interactions between school advisors and student teachers in relation to their personal
conceptions of teaching, learning, and the process of learning to teach. The study provides a
better understanding of the practicum setting with particular attention to the school advisor's
perspective.
Detail-rich cases highlight a range of issues for school advisors as they enact their
responsibilities in attending to the student teachers' learning. These cases poignantly depict
the complexities of the school advisor/student teacher dynamic and the various tensions that
arise when conflicts emerge as the practicum unfolds. There are three questions that guide
this study: (1) How do teachers perceive their roles as school advisors?; (2) How do teachers
enact their roles as school advisors, and what are the foci of the school advisors' work with
student teachers?; and (3) How do student teachers perceive the role of the school advisors?
The practicum is a context in which one person assists the other in learning (to teach) and for
this reason the conceptual framework used for data analysis is a curriculum perspective.
Two levels of curriculum are discussed; level one of the curriculum framework is
meeting the needs of the students while level two is meeting the needs of the student teacher.
Both levels must be attended to throughout the teaching practicum. Five thematic areas were
identified: (a) the student teachers' learning, (b) the working relationship, (c) experiences
outside of the classroom, (d) lesson planning, and (e) classroom management.
This study makes a significant contribution to the research literature on teacher
education. First, it focuses upon the school advisor's role within the practicum. Second, one
of the two case studies that deteriorated to the point where a change of venues was in order,
serves as a rare example of a less-than-ideal practicum experience. Third, the conceptual
framework of regarding the practicum as curriculum provides a new perspective for gaining
insights into the complexities of learning to teach.
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