A sociocultural theoretical lens is used to study university and school collaboration, and the ways in which a context for teacher learning is created in this process. It also examines the results of teacher learning. Using qualitative data gathered in the two projects, the study confirms that collaboration can offer a supportive context for teachers to learn. / As an area of inquiry, teacher learning has grown increasingly important in the field of teacher development and school improvement. It is commonly believed that teacher development is a form of professional development; and professional development implies 'learning' by teachers. Even though opportunities for teachers' professional development have increased in recent years, there has been little advancement toward a commonly shared understanding of the vital aspects of professional development: What are the essential factors for success? What do teachers really learn from professional development? Based on the idea of facilitating school improvement and teacher development more effectively, several important university-school collaborative projects were introduced and launched in Hong Kong and Beijing in the last decade. / During the process of appropriation, teachers master and own the necessary cultural tools, and then aquire about new knowledge and skills that enhance understanding on practice. During the process of collaboration, which is established on the principles of trust and equality, university faculties provide teachers with cultural tools, which is essential for teacher change. Only when the cultural tools are appropriated by teachers as agents can real change take palce. / From the institutional perspective, school organization, education policy, and social culture are important factors that have a strong impact on teachers. This study finds that teachers can construct a new understanding on the major subject that they teach, their relationship with the student, and their role and identity as a teacher. This is accomplished through a reflection on the moral dimension of teaching, an exercise that involves both the teachers and univerisy faculty. / Key words. teacher learning; teacher professional development; university-school collaboration; sociocultural theory; teacher professional identity / This study aims to delineate teacher learning in the context of university and school collaboration. The two projects under investigation are based in Hong Kong and Beijing. While the two projects have different missions, the participants in both projects share a common belief that collaboration should enhance teacher capacity and ultimately help to improve students' learning. / 鍾亞妮. / Adviser: Lo Nai-Kwai-Leslie. / Source: Dissertation Abstracts International, Volume: 69-08, Section: A, page: 3114. / Thesis (doctoral)--Chinese University of Hong Kong, 2007. / Includes bibliographical references (p. 242-258). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Electronic reproduction. [Ann Arbor, MI] : ProQuest Information and Learning, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstracts in Chinese and English. / School code: 1307. / Zhong Yani.

Thesis (PhD (Curriculum Studies))--University of Stellenbosch, 2007. / This dissertation is an interpretive analysis of the professional experiences of six beginning Home Economics teachers in Malawi. The specific aim of the study was to explore the opportunities, challenges and problems of the teachers in their first year of teaching. The data for the study were developed using a triangulation of five research methods, including a questionnaire, face-to-face interviews, classroom observations, teachers’ reflective diaries and focus group discussions. Grounded theory was used as the methodology and analytical framework of the study. Research in teacher education acknowledges that learning to teach is a complex process (Calderhead & Shorrock, 1997; Flores, 2001; Flores & Day, 2006; Solmon, Worthy & Carter, 1993) and that the first year of teaching has a very important impact on the future careers of beginning teachers (Stokking, Leender, De Jong and Van Tarwijk, 2003; Solmon et al., 1993). The transition from the teacher training institution to the secondary school classroom is characterised by a type of reality shock in which the ideals that were formed during teacher training are replaced by the reality of school life (Lortie, 1975). The results in this study point at the school context as the ‘reality definer’ in the professional experiences of the teachers. The findings also support previous studies of beginning teachers which have emphasised the vulnerability of beginning teachers and show the first year of teaching as a ‘sink or swim experience’. However, the results show a unique relationship between the school context and school expectations. In this dissertation I contend that it is this relationship that was fundamental to the professional experiences of the six beginning Home Economics teachers. In the dissertation I present a three-stage substantive-level theory of the beginning teachers’ experiences and argue for the redefinition of the perception of teacher learning in Malawi: from a definition of pre-service teacher education as teacher learning, to teacher learning as a ‘triadic process’ comprised of teacher education, school induction and continued professional development.

published_or_final_version / Education / Master / Master of Education

published_or_final_version / Education / Master / Master of Education

The purposes of this study were to determine (a) what teacher evaluation processes or instruments are used in the 45 independent schools of the Southwest, (b) what types of professional development activities or programs are provided for teachers in these schools, and (c) how the development and implementation of the teacher evaluation process and professional development programs are perceived by the teaching faculty in selected schools. Questionnaires were administered to chief administrators of the 45 member schools of the Independent Schools Association of the Southwest. From the 28 schools submitting completed questionnaires and evaluation instruments, it was found that: (a) 3 of the schools had a very informal process, (b) 7 of the schools had an informal process, (c) 12 of the schools had a formal process, and (d) 6 of the schools had a very formal process. Four generalizations emerged from factors evident at the 5 schools selected for on-site visitations which should be addressed by independent schools regardless of the type of evaluation process used: (a) each school should develop a teacher evaluation policy; (b) each school should develop evaluation criteria and procedures that relate to each teacher's classification; (c) each school should delineate the specific role of the chief administrator in the evaluation process, and (d) each school should design a program of preferred professional development activities for each teacher's classification and level of the school. Finally, the recommendation was made that further research on teacher evaluation in independent schools include the investigation of how and why schools select a particular teacher evaluation process.

作者 張滿常 = A study of the relationship between the ... / 據手稿本影印. / 附加書名頁題: 在職小學敎師訓練課程之畢業班學員對科學之態度之硏究. / Thesis (M.A.)--香港中文大學硏究院敎育學部. / Ju shou gao ben ying yin. / Fu jia shu ming ye ti: Zai zhi xiao xue jiao shi xun lian ke cheng zhi bi ye ban xue yuan dui ke xue zhi tai du zhi yan jiu. / zuo zhe Zhang Manchang = A study of the relationship between the ... / Thesis (M.A.)--Xianggang Zhong wen da xue yan jiu yuan jiao yu xue bu. / 作者簡歷 --- p.i / 誌謝 --- p.ii / 圖表目次　 --- p.ix / 論文提要 --- p.xiv / Chapter 第一章 --- 導　言　 --- p.1 / 問題背景　 --- p.1 / 香港在職小學教師訓練課程的發展　 --- p.6 / 研究的意義 --- p.10 / 研究的目的 --- p.11 / 研究的問題　 --- p.11 / 重要的名詞闡釋 --- p.13 / 文獻評述 --- p.15 / 測量科學態度的意義 --- p.15 / 與態度有關的文獻參攷 --- p.23 / 與科學態度有關的文獻參攷 --- p.28 / 本研究的理論基礎：Haladyna Olsen及Shauqhnessy (1982) 的理論模式 --- p.41 / 與本研究中學員回憶中三時期經驗有關的文獻參攷 --- p.60 / Chapter 第二章 --- 研究方法 --- p.64 / 研究的對象與取樣　 --- p.64 / 研究工具 --- p.65 / 研究設計 --- p.76 / 研究程序 --- p.76 / 資料分析 --- p.81 / Chapter 第三章 --- 結果與討論 --- p.83 / 本研究中全體學員對科學的態度及男女學員對科學的態度的差異 --- p.83 / 相關分析結果與討論　 --- p.85 / 複迴歸分析結果與討論 --- p.99 / Chapter 第四章 --- 總結、限制與建議 --- p.124 / 總結 --- p.124 / 研究限制 --- p.129 / 建議 --- p.132 / 參攷書目 英文部分 --- p.138 / 中文部分 --- p.153 / 附錄 --- p.158 / Chapter 　附錄一 / 甲部：學生、教師、學習環境量表 Haladyna 239}0Μ¡Shaughnessy：The Inventory of Affective Aspects of Schooling (IAAS） --- p.158 / 乙部：科學態度量表 Shriqley 239}0Μ¡ Johnson Science Att.tnde Scale (SAS) --- p.162 / Chapter 　附錄二 / 甲部：IAAS　量表中各分項的信度係數及量表的效度 --- p.163 / 乙部：SAS量表的信度係數及其效度 --- p.166 / Chapter 　附錄三　 --- 第一次預試中，IAAS量表內各分項的內在一致性信度 --- p.169 / Chapter 附錄四 --- 第二次預試中，IAAS量表內各分項的內在一致性信度 --- p.172

As the New Curriculum Reform proceeds to its second stage, the key roles played by teachers in curriculum implementation are increasingly recognized by policy makers and researchers. As a result, teacher professional development has become the focus of a series of major policies, projects and plans. However, are teachers empowered by such measures, especially by officially sanctioned institutionalized learning? From the perspective of teacher leadership, this study attempts to examine the teachers' role in training and to explore the possibility of a teacher-led professional development. In this study, teacher-led professional development refers to (1) teachers' self-direction and autonomy over their own professional growth, and (2) teacher leaders' influence over the professional community. The major research questions of this study are: (1) What are the power relations between the state, university professors and school teachers? In the context of power relations, what is teacher leadership? (2) What kind of teacher leadership exists in the Chinese schools? (3) What are the obstacles that prevent teachers from leading? What conditions are necessary for teachers to genuinely own their professional development? / In order to answer the above questions, documentation research and field research was conducted at state, provincial, municipal, district and school levels. Documentation research warranted content analysis of relevant policies and field research warranted observations and interviews in two schools. / In the United States and the United Kingdom, two policy stances were developed in response to global change: policies for standardization, accountability, and assessment; and policies for capacity building and good practices. Teacher leadership is a reform strategy in the second stance. It postulates that teachers should become leaders in curriculum, instruction, school restructuring and professional development. This study is an attempt to explore teacher's leadership over their professional development in the Chinese Mainland. / This study argues that the existing system of teacher professional development in the Chinese Mainland is power-coercive, and formal teacher leadership was characterized by hierarchy, meritocracy and instrumentalism all of which have a negative impact on teacher professional development. The state performs multiple roles as reformer, monopolizer, legislator and enforcer. To implement the New Curriculum, "technologies of power" are employed and they form a tight control over the process of continuing teacher education. University professors have a relatively smaller impact on teachers as their effects on school reform are dubious. Teachers feel deprofessionalized and powerless in most institutionalized training which offer no choice and autonomy. Confronted by the state's monopoly of power, distorted professional values, weak professional awareness, and weak support from school leader, teacher leadership faces strong challenges. The finding of this study suggest that in order for teacher leadership to emerge, four conditions are necessary: delegation of power to school and teacher, reconstruction of professional values, more support from school leaders to teacher leaders, and a collaborative teacher culture. / 陳崢. / Adviser: Leslie Lo Nai Kwan. / Source: Dissertation Abstracts International, Volume: 69-08, Section: A, page: 2956. / Thesis (doctoral)--Chinese University of Hong Kong, 2007. / Includes bibliographical references (p. 278-293). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Electronic reproduction. [Ann Arbor, MI] : ProQuest Information and Learning, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstracts in Chinese and English. / School code: 1307. / Chen Zheng.

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