Spelling suggestions: "subject:"a.teaching teams"" "subject:"asreaching teams""
31 |
The implementation of teacher support teams at schools : issues and experiences.Duncan, Garth Norval. January 2005 (has links)
Teacher Support Teams have recently been established at all schools within the
Republic of South Africa. Their success, however, has been mixed and some have
ceased to function at all. It has therefore been the purpose of this research project to
evaluate the current status of implementation at a sample of schools within one circuit
of the Ilembe district within the KwaZulu Natal Department of Education.
This study therefore reports on the degree of success experienced by schools in the
operation of Teacher Support Teams as they have grappled with the harsh realities of
the communities that they serve. Many problems and obstacles serve to impede their
progress and it is the intention of this study to learn from these experiences. In so
doing, one is in a position to provide added and valued support to such schools.
Lastly, the research aims to assess whether there are significant differences between
the experiences and the nature of interventions between primary and secondary schools.
A survey methodology was conducted that utilised a standardised questionnaire and
thereafter, a semi-structured interview. Both quantitative and qualitative data provided
an insight into the issues confronting Teacher Support Teams, and thereby allowed for
recommendations to follow that could assist in future advocacy programmes. A
critique of current theoretical frameworks is provided, followed by a more pragmatic
approach that is suggested as an alternative to better suit the context of South African schools. / Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2005.
|
32 |
An in-depth study of six United States history classes utilizing team teachingTrout, Harold Clyde January 1971 (has links)
The purpose of this study was to investigate the team-taught United States history programs in six Indiana schools. The research was designed to obtain information that would apply to the following seven hypotheses:1. When team teaching is used, there will be evidence of joint-planning to implement instruction.2. Team teaching will result in technical aids being used fifty per cent of the time.3. Team teaching will restructure the course content upon the use of multi-texts and supplementary printed materials.4. Team teaching will utilize student groups that vary in size depending upon the learning activities.5. Team teaching will involve the utilization of special teacher skills as teachers perform their tasks in large group presentations, small group work and independent study.6. Team teaching will result in students who express a positive attitude toward the class activities.7. Team teaching will emphasize the mastery of basic study skills.The sample consisted of team-taught United States history programs found in six Indiana schools. Data was collected from five principals, twelve teachers and eight hundred and twenty-one students.One method used to collect data, consisted of interviewing the principals, teachers, and selected students. In addition to the interviews, the teachers checked a questionnaire, and all of the students marked an opinionnaire. The responses were classified according to the various hypotheses.A summarization of the findings in light of the responses follows:1. Team teaching did not assure that co-operative planning would occur either with other teachers or students.2. Team teachers did not use any of the technical aids fifty per cent of the time, but both teachers and students mentioned the use of technical aids during the interviews. The two aids most frequently used were the 16mm and overhead projectors.3. Team teaching did not assure that instruction would be changed from one that is textbook-centered in content.4. Student group size did vary in each school; however, the change in the number of students in the groups did not alter the teacher-centered instruction.5. Though team teaching advocates often state that teacher capability will be better utilized, there was no evidence that any school was making an effort to determine the most capable person for the tasks to be executed.6. The students did express a positive attitude toward most of the team program, particularly the small group activity.7. There was evidence of emphasis upon skill mastery in only one school, and in this school the activities were the result of teacher-assigned reports.Among the conclusions drawn from the study the writer states that team teaching, as practiced in the schools in the study, did not result in co-operative planning by students and teachers, student involvement in learning activities, student-centered instruction, or study skills being emphasized. Students did have a positive attitude toward the small group activities, and team teachers and students frequently mentioned the use of technical aids-especially the 16mm projector. The teams that seemed to function most smoothly were the ones in which the teachers had time for extensive planning prior to the actual beginning of the school year. Finally, the ability of teachers to work together with other teachers loomed highly significant to the apparent success of the team-taught program.
|
33 |
Using critical incidents to identify educational assistants' perceptions of effective work relationships between supervising teachers and educational assistants /Cunning, Doris Ann Stossel, January 2005 (has links)
Thesis (Ed. D.)--University of Toronto, 2005. / Includes bibliographical references (leaves 119-124).
|
34 |
Initiating strategies in the sequential development of reading abilities for eighth grade students within a team-teaching structure (eighth grade unified: English and social studies team) at Starbuck Junior High - Racine, Wisconsin /Chiappetta, Leo J. January 1972 (has links)
Research paper (M.A.) -- Cardinal Stritch College -- Milwaukee, 1972. / A research paper submitted in partial fulfillment of the requirements for the degree of Master of Arts in Education (Reading Consultant). Includes bibliographical references (p. 75-77).
|
35 |
Co-teaching using video to identify current practices and promote teacher discussion in middle school mathematics classrooms /Davis, Kimberly E. Bryant. January 2008 (has links)
Thesis (Ph.D.)--University of Central Florida, 2008. / Adviser: Lisa A. Dieker. Includes bibliographical references (p. 200-213).
|
36 |
Interdisciplinary organization at the high school level : a study of perceived desirability and barriers /Sawyer, Thomas Dale, January 1990 (has links)
Thesis (Ed. D.)--Virginia Polytechnic Institute and State University, 1990. / Vita. Abstract. Includes bibliographical references (leaves 88-99). Also available via the Internet.
|
37 |
Intercultural coordination of discursive self : directive-response organizations in team-taught English classes /Miyahira, Katsuyuki. January 1998 (has links)
Thesis (Ph. D.)--University of Washington, 1998. / Vita. Includes bibliographical references (leaves [208]-219).
|
38 |
The effects of co-teaching on academic performance in a secondary mathematics class /Rogozinski, Carla M., January 2008 (has links) (PDF)
Thesis (M.S.) -- Central Connecticut State University, 2008. / Thesis advisor: S. Louise Gould. "... in partial fulfillment of the requirements for the degree of Master of Science in Mathematics." Includes bibliographical references (leaves 27, 61). Also available via the World Wide Web.
|
39 |
The professional learning community model of continuous school improvement and the effect on job satisfaction, professional collaboration, and implementation of best practicesTormala, Danielle Sullivan. January 1900 (has links)
Title from title page of PDF (University of Missouri--St. Louis, viewed March 22, 2010). Includes bibliographical references (p. 120-124).
|
40 |
Evaluating a teacher support team programme /Wheeler, Shane. January 1900 (has links)
Thesis (MTech (Education))--Peninsula Technikon, 2004. / Word processed copy. Summary in English. Includes bibliographical references (leaves 81-85). Also available online.
|
Page generated in 0.078 seconds