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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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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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Teacher commitment in an academically improving, high-poverty public schoolMutchler, Sue Ellen 28 August 2008 (has links)
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Teacher perceptions of teacher advocacySoul, Karen E. Covington 28 August 2008 (has links)
Not available / text
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Preservice teachers' beliefs about and experiences with parents and parent involvementMcQueen, Candice Danielle 10 June 2011 (has links)
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Investigating teachers' understanding and diagnosis of students' preconceptions in the secondary science classroomMorrison, Judith A. 05 May 1999 (has links)
A large amount of research has been conducted that establishes that students
of all ages hold conceptions about a variety of science topics that are not in line
with accepted scientific beliefs. These preconceptions have been identified in a
variety of ways in research situations; this study focused on how secondary science
teachers actually attempt to diagnose students' preconceptions in the classroom and
the understanding the teachers have about these preconceptions. The use the
teachers made of any information gathered in a diagnosis and the reasons for a lack
of diagnosis were also investigated.
Four experienced science teachers were studied in depth, they were
interviewed three times and classroom observations were conducted for nine
weeks. The teachers' classroom practices, questioning techniques, understanding of
students' preconceptions, and assessment of students' understanding were all
analyzed.
In this study, the teachers did not use any formal strategies for diagnosing
students' preconceptions such as concept mapping, interviews, journals, or writing
prompts. The teachers studied claimed that it was important to conduct diagnosis
but only one teacher was seen to actually do so. The teacher who did use class
discussions as a strategy for diagnosis was the most experienced teacher of the four
and also the teacher with the strongest subject matter background. The other three
teachers all claimed that they did do diagnosis of preconceptions by questioning
their students but they were not seen to do this in their classes.
The conclusions from these results are that the teachers did not have a
complete understanding of the concept of diagnosing students' preconceptions in
order to use that information to attempt conceptual change. The teachers' beliefs
were not consistent with their practices in this situation; they may have had certain
constraints on them that inhibited the translation of their beliefs into practice.
The implications are that preservice and inservice teachers may need to be
trained about the importance of, the strategies involved with, and the justification
for diagnosing students' preconceptions in the regular classroom environment.
Teachers must have an understanding of students' preconceptions and the effect
they have on students' learning. / Graduation date: 1999
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Teacher thinking and interconnectedness: teachers' thinking about students' experiences and science concepts during classroom teachingUpadhyay, Bhaskar Raj 28 August 2008 (has links)
Not available / text
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A comparison of perceptions of public relations, marketing, and advertising educators toward integrated marketing communicationsHanpongpandh, Peeraya January 1994 (has links)
This thesis sought to answer the research question: How do the top educators in the area of public relations, marketing, and advertising perceive the concept of integrated marketing communications as compared to one another?The mail survey applying Q methodology was sent to 15 top educators in each of the three fields in the United States for a total sample of 45 educators. A total of twenty-five responses were returned representing 55.5 percent of the sample. When the respondents were analyzed by discipline, there were eight responses from the pubic relations educators, nine from the marketing educators, and eight from the advertising educators. As a result the responses from each disciplines comprised, respectively, 53.3 percent, 60 percent, and 53.33 percent of the total sample.The statements in Q-Sorting were collected from the review of literature and in interviews with the Ball State University advertising, and public relations professors. Each statement either agreed or disagreed with the perception of integrated marketing communications. Each educator was asked to indicate how strongly they agreed or disagreed with each statement.A computer program developed for Q-Methodology studies was used to extract the factors from the educators' responses. After the Q-Sorts were tabulated, the researcher identified two factors, Factor I, and Factor II. The majority of Factor I respondents were the marketing, and advertising educators. The majority of Factor II respondents were public relations educators.The researcher concluded that these two groups had clearly different attitudes toward IMC. Stated in another way, marketing educators and advertising educators had similar perceptions of IMC, while public relations educators perceived the IMC concept very differently. Public relations educators indicated that the concept of IMC would be acceptable if it should be viewed as a total organizational communications function. / Department of Journalism
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A study of factors that influence experienced teachers in grades kindergarten through five to integrate computer technology into the teaching and learning processBradford, Doss C. 06 May 1999 (has links)
Although the public schools have spent billions of dollars on computer
technology, only a few teachers are integrating them into their teaching. The
purpose of this study was to determine barriers to the integration of computers into
teaching and potential teaching strategies to encourage integration. Teachers (N=122) from 14 elementary schools completed a questionnaire that assessed computer
use. Nine experienced teachers representing different levels of computer use were
then selected to participated in interviews that focused on barriers to the integration
of computer technology into their teaching. Results indicate barriers exist in two
broad areas: institutional limitations (i.e., equipment, training, support, and
leadership) and legislative mandates (i.e., benchmarks and state tests). Teachers
report a significant lack of computers available for students in the classroom and
computer labs, a lack of training and knowledge of how to use software, and a lack of support and leadership at the district and building level. Overall, teachers
perceive significant barriers to the integration of computer technology exist in the
areas of equipment, training, support and leadership. The findings suggest that
some school districts may fail to recognize the need to adequately provide teachers
with the necessary external factors of equipment, training, support and leadership,
and they may fail to consider the internal factors of perceived relevance, and selfcompetence
that are essential for the integration of technology. The study may also
suggest that school districts fail to account for educational reform measures, and
their impact on teacher ability to integrate computers into the teaching and learning
process. Results of this study may indicate that the interrelationship of the external
and internal factors must be recognized and integrated when developing learning
strategies for the training of integrating computer technology into the teaching and
learning process. / Graduation date: 2000
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