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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.
1

Difficulties recognized by elementary teachers and their implications for supervision

Moore, Eoline Wallace. January 1934 (has links)
Thesis (Ph. D.)--George Peabody College for Teachers, 1934. / Includes bibliographical references (p. 59).
2

Classroom talk : Rhetoric and reality

Dougall, P. K. January 1986 (has links)
No description available.
3

General and special education teachers' perspectives on coteaching practice and barriers /

Attardi, Kristie L. January 1900 (has links)
Thesis (M.A.)--Rowan University, 2005. / Typescript. Includes bibliographical references.
4

Instructional decision making of high school science teachers

Carver, Jeffrey S. Rhodes, Dent. Hunter, William J. F. January 2006 (has links)
Thesis (Ed. D.)--Illinois State University, 2006. / Title from title page screen, viewed on April 22, 2007. Dissertation Committee: Dent M. Rhodes, William J.F. Hunter (co-chairs), Thomas P. Crumpler. Includes bibliographical references (leaves 251-256) and abstract. Also available in print.
5

Problems of beginning teachers at the secondary level

Pfister, Christina Cara. January 2006 (has links)
Thesis (PH.D.) -- Syracuse University, 2006 / "Publication number AAT 3241865."
6

The balm in Gilead: A descriptive study of two after-school tutoring models sponsored by African-American churches and the nurturing tradition within the African-American church

Peters, Ronald Edward 01 January 1991 (has links)
Many African-American congregations in urban settings have established after-school tutorial programs as a means of assisting students toward better academic performance. While there is some consensus that church sponsored tutoring programs in the Black community are welcome and should be encouraged, to date the research documenting what is actually taking place in these programs and what the responses are of those affected by the programs is generally sparse. Descriptive case studies of tutoring activities sponsored by two churches, the Martin Luther King, Jr. Community Church of Springfield, Massachusetts and the New Covenant Presbyterian Church of Miami, Florida, form the basis of this study. These free tutoring programs are an attempt to offer remediation to inner-city youngsters within the context of volunteer staffing patterns based upon the caring tradition of the African-American church. Background information was gathered from church and tutoring program records, giving attention to program purpose, evolution, and organization. Interviews and questionnaires were used to gather data on the perceptions of those involved with these tutorial efforts (students, tutors, and parents) concerning the program's effectiveness in helping students academically. A telephone survey of twenty other churches located in differing urban areas was taken regarding their tutoring experiences and these responses were compared with the perceptions of individuals involved in the case studies. The Martin Luther King, Jr. Church program's fifteen year history betrayed a continual metamorphosis in the program while the New Covenant tutoring experience was much more brief, slightly more than a year. Similarly, among the churches programs surveyed, some tutorial programs had long histories and others were new. The perception was widespread among persons involved with the twenty-two programs that these activities were of positive benefit to the students involved. Among community-based organizations, many Black churches have long histories and extensive resource networks within their neighborhoods which make them reliable community alternatives for the establishment of relatively low-cost remediation programs that could prove highly effective. Follow-up research documenting actual impact on academic performance is needed.
7

School computer policies and student computer access and use in schools

Raker, David Aaron 01 January 1997 (has links)
This study explores the possible associations between school computer policy and equitable computer access and use in selected public schools. The study answers four research questions: (1) What are the various written policies of selected K-12 schools and school districts for student access to and use of computers? (2) How is computer policy for the selected schools established and disseminated? (3) What is the nature of student access to and use of computers in selected schools? (4) How does the nature of student access to and use of computers match the existing written school and/or district computer policy? Data were drawn from four samples of populations including five superintendents, 48 school principals, 14 selected teachers, and 21 observed classrooms. Participating educators and schools were all members of the National Coalition For Equality In Learning (NCEL), a diverse coalition of eight school systems from seven states that are dedicated to providing a quality education to all children of all families. Findings indicated that a majority of school districts (75%) and a minority of schools (8.3%) have written computer policy. Many policies focused exclusively on allocation of computer equipment, while others also included general and/or more specific statements to influence access and use. Policies in general were developed by committees and distributed through meetings and inservice training. Observation or monitoring were most often utilized to determine teacher adherence to policy mandates. Findings indicated that the reality of classroom practice did not always match the existing school/district computer policy. Also, findings suggest that the existence of computer policies in schools did not necessarily ensure greater computer equity. These findings raise serious questions about the effectiveness of policy to facilitate increased computer utilization and greater computer equity in schools. Recommendations for practice were proposed. The primary recommendation was to encourage schools and school districts to develop written computer policy which clearly states that all students have equal access to computers. In addition, the computer policy should help guide computer use and not dictate to teachers when and how to use them. The policy should help teachers understand that computers are not to be used exclusively for remedial work and that all students can utilize computers at high levels.
8

Teachers' perceptions of collaboration between guidance and discipline : a case study /

Chiu, Chiu Hing, William. January 2001 (has links)
Thesis (M. Ed.)--University of Hong Kong, 2001. / Includes bibliographical references (leaves 101-108).
9

Expanding our perspective on learning in context : how students experience project-based learning /

Gibney, Terresa S. January 1997 (has links)
Thesis (Ph. D.)--University of Missouri-Columbia, 1997. / Typescript. Vita. Includes bibliographical references (leaves 152-158). Also available on the Internet.
10

Expanding our perspective on learning in context how students experience project-based learning /

Gibney, Terresa S. January 1997 (has links)
Thesis (Ph. D.)--University of Missouri-Columbia, 1997. / Typescript. Vita. Includes bibliographical references (leaves 152-158). Also available on the Internet.

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