The purpose of this project was to develop a teacher friendly guide that would help teachers not only apply brain-based strategies in the classroom, but also to see results from transforming their classrooms into brain-based learning environments.

The study analyzed burnout of nursing faculty to determine the frequency, intensity, and predictors of burnout. Christian Maslach's burnout questionnaire, Maslach Burnout Inventory (MBI), and a demographic data survey were used to measure burnout. A random selection of 250 nursing faculty was mailed both a burnout questionnaire and a demographic data survey. There were 192 useable responses that were used in the study. Each questionnaire and demographic data survey were reviewed for completeness and rechecked for accurate data entry. The results were presented in summary tables. Data analysis included frequency, means, Pearson r, and downward, stepwise regression analyses. There was a high frequency and intensity of burnout in all nursing faculty, as measured in the three MBI subscales (depersonalization, emotional exhaustion, and personal accomplishment). There was a significant relationship between the number of hours nursing faculty spend with academic advising and the intensity of emotional exhaustion. None of the demographic data, except hours spent in academic advising, were a predictor of burnout.

This study explored the factors expert teachers reported as influences in the development and sustainment of their expertise as well as those that challenge it. Through one-on-one interviews with 15 expert teachers, the generated data were scrutinized using a grounded theory approach. The analysis protocol followed a multi-step process of three stages – exploration, amalgamation, and conceptualization. In each of those stages, the data were examined using a cyclical and recursive process of investigation-interpretationintegration- illustration. By the completion of the conceptualization stage, a theory was developed to describe the interdependence of the four influential factors that shape and sustain teacher expertise. Among the findings, the study revealed that both endogenous and exogenous elements are necessary to develop and sustain teacher expertise. The endogenous factors are more intrinsic and include energy (a teacher’s drive, commitment, and ability to extend past her/his comfort zone) and examination (reflection and goal-setting), while the exogenous factors are more environmental and include encouragement (the succor a teacher receives through collaboration and school leadership) and erudition (professional learning that influences a teacher’s knowledge and skills). The theory proposes that the evolution of expertise is neither chronological nor linear; rather, each of the four factors plays an integral role and is interconnected and synergistic with the others. In addition, when one or more influences is lacking or is compromised, expertise is impeded. Impedances represent the challenges the participants reported as their expertise evolved. These challenges interfere with their energy, examination, encouragement, or erudition and, ultimately, their expertise. Furthermore, a diagram depicting a quaternary gear system was created to illustrate teacher expertise in motion. This is especially relevant at a time when teacher quality is the prominent discourse in the field and at the forefront of educational policy. Understanding the interdependent factors that shape and sustain teacher expertise can inform pre-service teachers, developing and expert teachers, educational leaders, and decision-makers on the nuances of teacher expertise as a way to optimize teacher growth and maximize student success. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2016. / FAU Electronic Theses and Dissertations Collection

This study focuses on the history of school mathematics through the discourse surrounding the function concept. The function concept has remained the central theme of school mathematics from the emergence of both obligatory schooling and the science of mathematics education. By understanding the scientific discourse of mathematics education as directly connected to larger issues of governance, technology, and industry, particular visions for students are described to highlight these connections. Descriptions from school mathematics focusing on expert curricular documents, developmental psychology, and district reform strategies, are meant to explain these different visions. Despite continued historical inquiry in mathematics education, few studies have offered connections between the specific style of mathematics idealized in schools, the learning theories that accompanied these, and larger societal and cultural shifts. In exploring new theoretical tools from the history of science and technology this study seeks to connect shifting logic from efforts towards rational organization of capitalist society with the logic of school mathematics across the discursive space. This study seeks to understand this relationship by examining the ideals evinced in the protocols of educational science. In order to explore these architectures, the science of mathematics education and psychology are examined alongside the practices in the New York City public schools--the largest school system in the nation. To do so, the discourse of the function concept was viewed as a set of connections between mathematical content, psychology, and larger district reform projects. Four architectures--the mechanical, thermodynamic, cybernetic, and network models--are examined.

Li Yin. / "August 2002." / Thesis (Ph.D.)--Chinese University of Hong Kong, 2002. / Includes bibliographical references (p. 193-204). / 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 Company, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Mode of access: World Wide Web. / Abstracts in English and Chinese.

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The study investigated the relationship between the expressed meaning and value of work and satisfaction of a group of school educators. The main objective of the current study was to explicate what teachers' express as making work meaningful, and what it is that gives them satisfaction as school teachers and also how that perception affects their performance. The relationship between the expressed meaning of work and job satisfaction will be dealt with, and in attempting to explain the concept of Job satisfaction, theories such as those by Herzberg and Maslow were employed to aid in answering the above mentioned questions. Some of the factors which have been identified in the literature and are seen as contributors of job satisfaction of teachers are motivation, workplace conditions, support from learners and their parents, job security as well as interpersonal relations and good social standing with other colleagues. While there may be no evidence to draw a causal relationship between pay, meaning of work and job satisfaction, pay has been widely studied in relation to job satisfaction. It is associated with achievement and recognition by one's peers, so the relationship between money and job satisfaction and pay satisfaction was explored in an attempt to find a correlation in that job and life satisfaction. The study was unable to find a concrete basis to conclude that teachers from one type of school were more satisfied than teachers from another type of school, based on the two types of schools studied in the research. It was also discovered using "The need- satisfaction in work scale", that white teachers seem to score higher on Independence, recognition and on economic and social security, but black teachers have scored higher on self-expression. Just like many other employees, teachers also desire decent salaries and benefits, suitable working conditions, recognition, and promotion opportunities and contrary to popular belief, the study found that many teachers are happy with their professional roles as teachers. / Thesis (M.Soc.Sc.)-University of KwaZulu-Natal, Pietermaritzburg, 2005.