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  • About
  • The Global ETD Search service is a free service for researchers to find electronic theses and dissertations. This service is provided by the Networked Digital Library of Theses and Dissertations.
    Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
21

Preservice teachers explore gender issues in education through talk

Cammack, J. Camille 11 May 1998 (has links)
The purpose of this study was to analyze preservice teachers' talk about gender issues in education through a poststructural feminist theoretical framework. Eighteen Master of Arts in Teaching students volunteered to participate in a seminar. During the seminar the participants wrote about and discussed gender issues in teaching. Data collected from the seminar included transcripts of audio-taped conversations as well as response journals and autobiographical sketches written by the participants. Four themes, gender talk, teacher talk, confessional talk, and resistance talk, were explored in the data. The theme gender talk included the participants' observations of and discussions about the differences between females and males. Teacher talk included discussions of what it means to be a teacher and how gender, race, and class impact the teacher's role and the educational experience of children. The data illustrated the multiple and competing discourses these preservice teachers employed when discussing gender issues. The themes confessional talk and resistance talk focused on how the participants talked about gender. These themes raised questions about teacher education practices. They served to illustrate the power relationships inherent in teacher education and how these relations of power act to authorize some discourses and suppress others. Modifications of teacher education practices were recommended by the researcher. These recommendations included helping preservice teachers deconstruct the discourses of education and the role of the teacher as well as suggesting that preservice teachers could benefit from alternate and varied educational sites in which to explore issues of teaching. / Graduation date: 1998
22

A collaborative inquiry with white women about our understanding of difference in education

Dray, Barbara Jean, 1973- 28 August 2008 (has links)
Not available / text
23

Administrators' perspectives of support for elementary science education

Hanegan, Nikki Notias 15 March 2011 (has links)
Not available / text
24

CURRICULUM CHANGES IN THE PREPARATION OF READING TEACHERS

Kies, Daniel Allan, 1936- January 1970 (has links)
No description available.
25

A Quantitative Modeling Approach to Examining High School, Pre-Admission, Program, Certification and Career Choice Variables in Undergraduate Teacher Preparation Programs

Williams, Cynthia Savage 12 1900 (has links)
The purpose of this study was to examine if there is an association between effective supervision and communication competence in divisions of student affairs at Christian higher education institutions. The investigation examined chief student affairs officers (CSAOs) and their direct reports at 45 institutions across the United States using the Synergistic Supervision Scale and the Communication Competence Questionnaire. A positive significant association was found between the direct report's evaluation of the CSAO's level of synergistic supervision and the direct report's evaluation of the CSAO's level of communication competence. The findings of this study will advance the supervision and communication competence literature while informing practice for student affairs professionals. This study provides a foundation of research in the context specific field of student affairs where there has been a dearth of literature regarding effective supervision. This study can be used as a platform for future research to further the understanding of characteristics that define effective supervision.
26

The English private school system in South Africa

Randall, Peter Ralph January 2015 (has links)
No description available.
27

A descriptive analysis of the assessment techniques used by supervisors of physical education student teachers

Treanor, Laura Jeanne 06 June 2008 (has links)
The purpose of this study was to describe the various assessment techniques used by supervisors of physical education student teachers. A survey instrument was sent to physical education supervisors at colleges and universities listed in the 38th Annual Guide to Accredited Education Programs/Units. A total of 177 Surveys were sent out; 109 were returned for an overall response rate of 61.5%. The study generated demographic information about supervisors of physical education student teachers as well as information about the assessment practices of the supervisors. The frequency with which certain assessment techniques (ie. intuitive assessment, eyeballing, rating scales, checklists, systematic observation, anecdotal notes, reflection and conferencing) and assessment modes (live observation, videotape and audiotape) were used was also collected. Factors that supervisors assess with the particular assessment techniques (ie. time, management, lesson content) were also analyzed. The data from this study indicate that all assessment techniques and modes are used to some degree by supervisors of physical education student teachers. However, some techniques are used more frequently than others and some only when certain modes are used. The assessment technique most frequently used by supervisors was conferencing (97%) and least frequently was eyeballing (42%). Overall, live observation was utilized most often (97%) and audiotape least often (5%). The data also indicate that supervisors use many different techniques of assessment to gather information about such factors as discipline, organization, Management and time. It was concluded that some factors were assessed through a variety of techniques, perhaps indicating that supervisors combine the information from different assessment techniques in order to more accurately assess their student teachers. / Ed. D.
28

The application of interpersonal communication and group dynamics skills as a curriculum component for the professional development of pre- service teachers

Parker, Paul Rodney 28 July 2008 (has links)
This study explores the development of teacher professionalism as it is reflected both historically and philosophically in the educational reform movements of the 1830's and 1980's. Within this framework the study argues that interpersonal communication and group dynamics skills training is now a necessary component for the development of professionalism in teacher education programs. The study reviews the Carnegie (1986), Holmes (1986) and Nation At Risk (1983) reports on education, focusing on the issue of the professionalization of teaching. The study evaluates the potential impact of the notion of "critical democracy" (Giroux and Mclaren, 1986) on the preparation of pre-service teachers in the 1990’s. The study reviews the following elements: (1) the educational reform movement of the 1980's, specifically focusing on the issues of teacher professionalism, collaboration in educational settings, shared decision making, and critical literacy, (2) the historical foundations of teacher education in America, specifically focusing on the development of the First Normal School at Lexington, Massachusetts (1839), and the professionalization of teaching in the reform movement of the 1830's, and (3) the theoretical development and the practical application of interpersonal communication and group dynamics skills training in the development of professionalism, specifically exploring the utilization of such training in the curricula of pre-service teacher education programs. The study sets forth a normative philosophical framework for professional development which is grounded in the models of interpersonal communication and group dynamics developed by Jack Gibb (1970) and Gerrard Egan (1976). Specific practical applications are explored and the primary elements of the theory are illustrated in the form of possible curricular elements. These practical applications address the issues of: (1) Team Building and Group Contract Development, (2) Interpersonal Communication and Group Dynamics Skills Training, and (3) Collaborative Decision Making/Empowerment. The study also critiques the possible benefits associated with the proposed theoretical framework and its practical applications for use in pre-service teacher education programs. Finally, the study makes recommendations for utilization of the theory in various' educational settings and explores the possibility of further research and publication. / Ed. D.
29

Speaking up-speaking out: What does it take to prepare early childhood professionals to advocate for children and families?

Brunson, Mary Nelle 12 1900 (has links)
The early childhood profession regards advocacy as a professional and ethical responsibility yet little is known about advocacy instructional practices in teacher education programs. This study surveyed selected early childhood teacher educators who currently prepare undergraduate preservice professionals in two- and four-year institutions throughout the United States to identify and evaluate the existing advocacy training practices in preservice education. The study was designed to: (a) determine what leaders in the field of early childhood believe constitutes appropriate advocacy training for preprofessionals, (b) describe the advocacy activities of teacher educators, (c) determine if there is a difference in the advocacy instructional practices of two- and four-year institutions, and (d) recommend a model for advocacy in preprofessional programs. The participants included 607 teacher educators who responded to a mailed questionnaire and 14 leaders of early childhood professional organizations who participated in telephone interviews. Participants represented 48 states and all geographic regions of the United States. Results indicate that teacher educators and leaders believe advocacy instruction is important in preparation programs. The most frequently included advocacy activities are professionalism and understanding the professional role. Advocacy skills and strategies focused on public policy were included the least. Findings show that teacher educators participate in a variety of advocacy activities although few participate in public policy activities. No statistically significant differences were found between two- and four-year institutions in advocacy instructional practices. Based on study data, the researcher developed the Brunson Model for Advocacy Instruction in order to provide the profession with a consistent and sequenced approach to advocacy instruction. Recommendations for future research include: investigation of effective strategies for teaching advocacy; a study of the developmental nature of advocacy; and a study of the Brunson Model for Advocacy Instruction to determine the model's effectiveness in preparing professionals who will have the ability to speak up and speak out for children and families.
30

A Study to Determine a Sound Pattern of Teacher Education for Teachers for Modern Public Schools of a Democracy

Kearns, James Kell 08 1900 (has links)
The problem is to develop a sound pattern of teacher education that will produce teachers capable of functioning adequately in modern public schools of a democracy.

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