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The role of a new leadership team in transforming a school district /Biard, Richard Palmer, January 2000 (has links)
Thesis (Ph. D.)--University of Texas at Austin, 2000. / Vita. Includes bibliographical references (leaves 146-154). Available also in a digital version from Dissertation Abstracts.
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Faculty in the learning college : an examination of theorist and practitioner perceptions /Wilson, Cynthia Denise, January 1999 (has links)
Thesis (Ph. D.)--University of Texas at Austin, 1999. / Vita. Includes bibliographical references (leaves 259-274). Available also in a digital version from Dissertation Abstracts.
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Learning to change : a study of continuing teacher development in two contexts of educational reform.Samson, Annie-Hélène. January 2013 (has links)
Systemic educational reforms entail major changes at the different levels of the system, of
which classroom practice is ultimately crucial to obtaining the desired output. Within this
paradigm shift, experienced teachers have to replace what they are likely to consider good
teaching and learning approaches with unfamiliar strategies. Continuing professional teacher
development (CPTD) plays a key role in successfully changing classroom practices.
This in-depth case study research —six teachers in two different countries, Canada and South
Africa—looks into the information acquisition process of instructors. Interviews were
performed at different levels of the educational system – policy makers, pedagogic/subject
advisors as well as teachers for which questionnaires and classroom observation were also
used to collect data. A research-based analytical tool developed by Laura Desimone
(Desimone, 2009) guided the exploration of the vast data collected and served as the analytical
framework for the various data sources, drawing a link between the intended, implemented and
attained policies. The thorough discourse analysis situated in the interpretivist framework
gives global insight into the teachers’ perception of the impact of CPTD as it enables a deep
understanding of the information acquisition and utilization by teachers. The examination of
teachers’ pedagogical content knowledge in different reform contexts brings a profound
perspective on how professional development activities contribute to the professional capital
of educators, as envisaged by Hargreaves and Fullan (2012).
Data suggest that policies related to professional development are adequate in Québec and in
South Africa, but that planning around implementation is hasty or lacking altogether.
Regardless of the socio-economic environment and the professional development accessibility,
teachers do not perceive CPTD as being a major vector of change and they were found to lack
the necessary capacity to change their practices to reflect their beliefs. Finally, teachers
reported that the most influential factor on practices is the availability of teaching and learning
material and learners’ reaction to it.
In conclusion, in the two contexts observed, CPTD was not emphasised to the level required
for a paradigm change such as constructivist-based systemic reforms. I suggest adapting
CPTD delivery methods to teachers’ need by ensuring widespread and reform-aligned
professional development. In addition, access to information through appropriate teaching
materials combined with appealing and applicable activities should be facilitated. / Thesis (Ph.D.)-University of KwaZulu-Natal, Pietermaritzburg, 2013.
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The Québec Education Program in praxis : an investigation of the philosophical and practical elements of the curriculum reform in QuébecSaltarelli, Nancy. January 2007 (has links)
The recently reformed Quebec Education Program has been implemented since the fall of 2000 and has drawn our attention to many questions regarding the philosophical and practical elements of education in Quebec. This thesis critically examines the implementation of this reform. It investigates the philosophical underpinnings of this new program, its approaches and implementation objectives. It provides an overview of the design of this new program and outlines some of the dominant themes emerging from its approach. It critiques the implementation of this reform by presenting some of the factors that make it difficult to effectively sustain change in school. Finally, it will conclude that we need an education that encompasses the authenticity of teaching and learning and which creates an atmosphere that will actively engage students in their learning.
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An examination of the effects of a systemic approach to mathematics reform on the attitudes and practices of special and general educators in an inclusive settingMcTier, Calvin January 2007 (has links) (PDF)
Thesis (Ph.D.)--Auburn University, 2007. / Abstract. Includes survey instruments. Includes bibliographic references (ℓ.187-204)
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The effects of whole school reform on instructional program coherence in urban elementary schools /Garcia, Myrna E. January 2006 (has links)
Thesis (Ed. D.)--Seton Hall University, 2006. / Includes bibliographical references (leaves 107-112).
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Effects on academic achievement of small learning communities by student ability level, race, and gender : a dissertation presented to the faculty of the Graduate School, Tennessee Technological University /Simpson, Kathy Tiller. January 2006 (has links)
Thesis (Ph.D.)--Tennessee Technological University, 2006. / Bibliography: leaves 45-48.
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Educational technology associations as change agents : a case study /Stephenson, Christine January 1900 (has links)
Thesis (Ph. D.)--Oregon State University, 2008. / Printout. Includes bibliographical references (leaves 200-206). Also available on the World Wide Web.
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Purposeful cultural changes at an alternative high school a case study /Parish-Duehn, Synthia Lee. January 2008 (has links) (PDF)
Thesis (Ed. D.)--Washington State University, May 2008. / Includes bibliographical references (p. 125-132).
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Public school responses to charter school presenceErtas, Nevbahar. January 2007 (has links)
Thesis (Ph. D.)--Georgia State University, 2007. / Title from file title page. Electronic text (142 p. : ill.) : digital, PDF file. Christine H. Roch, committee chair; Gary T. Henry, Gordon A. Kingsley, Gregory B. Lewis, Mary Beth Walker, committee members. Description based on contents viewed May 8, 2008. Includes bibliographical references (p. 132-142).
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