Thesis (Ph. D.)--University of Chicago, 1941. / Reproduced from type-written copy. Bibliography: p. 398-408.

Part of Thesis (Ph. D.)--University of Chicago, 1936. / Photolithographed. "Private edition, distributed by the University of Chicago libraries." Bibliography: p. 337-341.

Thesis (Ph. D.)--University of Chicago, 1941. / Reproduced from type-written copy. Bibliography: p. 398-408.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1980. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 147-156).

Thesis (M.S.)--Butler University, 1935. / "A dissertation submitted in partial fulfillment of the requirements for the degree Master of Science." Includes bibliographical references (leaves 110-113).

M.Ed. / This dissertation endeavours to gain an overview of the way in which the beginner-teacher experiences his entry into the teaching profession. The presumption underlying the investigation is that beginner-teachers are often disillusioned and experience what is termed as reality shock when they first find themselves in the actual teaching situation. In the light of the problem sketched above the aim of the study was, firstly, to identify the factors leading to such disillusionment, and, secondly, to determine whether teachers of differed: categories Based on personal data) experience these factors differently. Very little research on the beginner and his initiation into the teaching profession has been done in South Africa. Consequently a thorough study of overseas literary sources had to be made initially, in order to identify the factors refer to above. With these factors serving as a frame of reference a questionnaire was devised through which the opinion of beginner- teachers on the Witwatersrand could be investigated. A factor analysis was made of the data retrieved through the questionnaire, after which the chi-square test was used to determine possible relations between teachers of different categories and their views on the various factors. The following are some of the most significant findings: The training programs of the various universities possible vary since teachers who qualified at different universities reacted differently in respect of the various aspect Some groups of beginner-teachers were of the opinion that they had not been adequately prepared for the actual teaching situation. The practical component of teacher training should receive more attention; in equal proportion to the theoretical component. Those teachers in particular, whose professional training extended over four years, tend to be more critically disposed towards teaching practice. It appears generally as if teaching practice, as it figures at present, does not facilitate the transition from training to actual practice. Teachers often experience their initial dealings with the department of education as unsatisfactory. Beginner-teachers do not find sufficient time to prepare adequately, particularly at the beginning of the year. Beginner-teachers experience a considerable measure of autonomy in the classroom situation. Teachers, and especially women rather than men, find the lack of motivation in pupils problematic~ more so than any reluctance on the part of the pupils to accept the authority of a young teacher. Beginner-teachers, particularly those who teach standard 10 pupils, find that there isn't sufficient opportunity or time to consult with more experienced colleagues. They hardly ever, moreover, regard the inspector as a person to turn to for advice or support. The principal is, on the whole, given considerable credit for his role as manager, adviser and evaluator. Women. however, have a more critical attitude to the principal, than men. Beginner-teachers resent the attitude of parents and find opportunities for meeting with them unsatisfactory.

This is a study of seconded teachers' experiences as university instructors and faculty advisors in the Faculty of Education at the University of British Columbia. Data were gathered for this study through interviews with 17 seconded teachers (5 first-year seconded teachers, 8 continuing seconded teachers, and 4 teachers who reentered the school system after secondment). The purpose of my study was to understand more clearly the experiences of seconded teachers in the teacher education program through the use of Glaser and Strauss's (1967) grounded theory approach. The results indicated that the seconded teachers in this study moved through stages: seeking the position, preparing for secondment, expressing self doubts and loneliness, adjusting to the tempo and workload, working with adult learners, and looking for support. As university instructors, seconded teachers bring realism to the teacher education program by presenting fundamentals of teaching, by modeling teaching strategies, by connecting theory and practice, and by sharing narratives. Seconded teachers acknowledge with reservations that as evaluators they possess power over student teachers. Regardless of how they might prefer to conceive of their role, in the end, they become evaluators. Seconded teachers displayed various communication styles. Reflection, an aspect of communication, was also identified as important. The themes that have emerged in this study point to 5 general central issues: the contrast between university and school cultures, the strength of reflection on practice, seconded teachers' commitment to classroom teaching, seconded teachers' professional identities, and secondment as professional development. The results of this study suggest that the temporary, short-term nature of secondment, as it now stands, may be a lateral career move rather than a vertical progression. Comments suggest that the Faculty of Education could do a better job of educating seconded teachers about, not only the preservice teacher education program, but specifically the expectations and roles for the seconded participants. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate

The main objective of this study was to compare the impact of two different continuous written feedback methods—teacher initiated or peer initiated—on student learning gains. In this study, feedback is defined as written information provided by an agent (e.g., teacher, peer, self) about how one did in light of what he or she attempted (Hattie & Timperley, 2007; Wiggins, 1998). This study utilized a pre-post quasi-experimental design and both quantitative and qualitative data analysis techniques to answer the research questions. Data were collected from ninth and tenth grade Biology students from a southeast United States charter school (n= ~148) during a mini-unit on natural selection. Measures included conceptual pre-/posttests, students' written work, written feedback given by peer reviewers and the teacher and researcher field notes. Results of this study suggest that students showed similar learning gain scores after the mini-unit regardless of the method of feedback they received. However, further analyses identified the type of written feedback, corrective, given by peer reviewers and the teacher reviewer most often, 57% and 37% respectively. Other types of written feedback given by reviewers, examples, and the inclusion of written feedback in subsequent assessments are discussed and implications are presented, as well as limitations of the study and areas for future research. / A Thesis submitted to the School of Teacher Education in partial fulfillment of the requirements for the degree of Master of Science. / Spring Semester, 2011. / March 30, 2011. / Education, Written Feedback, Natural Selection / Includes bibliographical references. / Victor Sampson, Professor Directing Thesis; Sherry Southerland, Committee Member; Nancy Davis, Committee Member.

This study is a secondary analysis on a larger study that was conducted by Al Otaiba and colleagues (2011). The participants include 170 students that participated in Tier 2 and 3 intervention during a school year. The primary purpose of this mixed methods study was to determine accuracy for group membership for adequate and inadequate responders using initial language and literacy skills or initial language and literacy skills plus child characteristics. In a Discriminant Function Analysis group membership was able to be determined by initial skills plus child characteristics. Additionally, reviewing the instructional and intervention context inadequate responders exhibit behaviors positive and negative avoidance behaviors and emotions that can be divided into categories of responsiveness. Keywords: Response to Intervention, adequate responders, inadequate responders, responsiveness, reading intervention, at-risk / A Dissertation submitted to the School of Teacher Education in partial fulfillment of the requirements for the degree of Doctor of Philosophy. / Spring Semester, 2012. / December 8, 2011. / Adequate Responders, At-Risk, Inadequate Responders, Reading Intervention, Response to Intervention, Responsiveness / Includes bibliographical references. / Stephanie Dent Al Otaiba, Professor Directing Dissertation; Christopher Schatschneider, University Representative; Jeanne Wanzek, Committee Member; Carol Connor, Committee Member.

ABSTRACT Developmental screening programs identify young children with delayed skill growth or challenging behaviors and refer them to community agencies for evaluation or other services. This research studied the predictive impact of developmental screening results and child and family characteristics on the completion of these referrals for evaluation. A retrospective review of records tracked the status of a cross-section of children receiving referrals to determine which types of screening results and child and family characteristics lead to children receiving recommended evaluations. Records of 138 young children up to five years old who received a referral for evaluation from the community developmental screening program held in Tallahassee, Florida, between April, 2010, and April, 2011, were reviewed for inclusion in this study. Demographic variables, screening results and referral completion rates were collected during a retrospective review of child screening records and agency client records. Data from child records and referral agencies were used to examine statistical relationships between child screening results, child and family characteristics, and referral completion using logistical and hierarchical logistic regression analysis to determine the significance of variables to predict referral completion. Number of concerns was most significant in predicting referral completion outcomes. Referrals with health concerns or social-emotional concerns in screening results were predictive of no completion. The most significant child and family factors related to referral completion were child gender and race. White females completed significantly more screening referrals than other child demographic profiles. / A Dissertation submitted to the School of Teacher Education in partial fulfillment of the requirements for the degree of Doctor of Philosophy. / Spring Semester, 2012. / March 26, 2012. / Developmental Screening, Early Childhood Assessment, Early Childhood Special Education, Early Intervention, Referral Completion, Screening Results / Includes bibliographical references. / Mary Frances Hanline, Professor Directing Dissertation; Juliann Woods, University Representative; Ithel Jones, Committee Member; Jeanne Wanzek, Committee Member.