Instructional scaffolding is a powerful tool that many teachers utilize to meet the challenge of individualizing instruction for diverse learners. The concept of instructional scaffolding is complex (Meyer, 1993), in that teachers have to determine what, how much, and what kind of help to give to students in a moment’s notice (Rodgers, 2004/05). Gaining expertise with scaffolding can take years, which leads us to worry about the effectiveness of novice teachers. A scarcity of research examining how to support a teacher’s development of instructional decisions such as scaffolding is reported (Anders, Hoffman, & Duffy, 2000). The ability to make scaffolding decisions requires teachers to be cognitively flexible, drawing from multiple domains of understanding to meet the individual needs of a group of students. However, little is known about which domains and understandings teachers draw on during scaffolding events or the rationales underlying this decision-making process. This naturalistic study examined the decision-making processes of a novice elementary ESOL teacher as she scaffolded instruction for her third-grade students. As she videotaped what she considered to be a successful scaffolding event each week, we unpacked the event together using the lens of Cognitive Flexibility Theory (CFT). The guiding questions were: (1) How can the decision-making processes underlying a novice ESOL teacher’s instructional scaffolding be described? (2) How can the lens of Cognitive Flexibility Theory inform a novice ESOL teacher’s scaffolding decisions? Data sources included interviews, field notes, and reflections of the sessions. Constant comparative analysis (Glaser & Strauss, 1967; Miles & Huberman, 1994) was used to analyze data. Rigor was demonstrated by establishing credibility, transferability, dependability, and confirmability (Lincoln and Guba). A grounded theory model of a kaleidoscope was created to describe the novice ESOL teacher’s decision-making processes during scaffolding events. The participant’s decisions were influenced by a variety of pedagogical and contextual domains while also being impacted by her views on scaffolding, on assessment, and on the connection between theory and practice. The participant’s conceptions of scaffolding became more complex and her confidence and sense of agency became stronger as a result of mentoring underpinned by CFT.

Šiame darbe aptariama religinės savimonės pokyčiai XX a. pradžios lietuvių literatūroje. Nagrinėti pasirinkti romanai Vinco Mykolaičio – Putino „Altorių šešėlis“, Igno Šeiniaus „Kuprelis“ (trečiasis (1913 m.) ir ketvirtasis (1932 m.) variantai ir Julijono Lindės – Dobilo „Blūdas“. Nes laikoma, kad jie ryškiausiai atvaizduoja ir parodo XX amžiaus pradžios lietuvių savimonę. Tokį kūrinių pasirinkimą lėmė, antropologinis žiūrėjimas į tekstus, aptinkamus būtent juose pasikartojančius ir bendrus religinės savimonės elementus. Darbe keliama hipotezė, jog XX a. pradžioje lietuviškoje religinėje kultūroje ir sąmonėje įvyko pokyčiai, kurie reiškėsi ir per literatūrinius tekstus, kurie, kaip to laiko dokumentai, byloja apie kultūrinėje terpėje vyravusį pasikeitimą. Šie romanai byloja apie naują, individualios, savimonės susiformavimą ir kitimą bei skirtybę nuo vyraujančio kultūrinio masyvo. Prieštaraujančią jam, bet neišvengiamai darančią įtaką, labiau nei etaloninis bei idealus religijos praktikos aprašymas J. Gintauto apysakoje „Tiesiame kelyje“, kuris sukurtas kaip tendencinga dvasininkijos apologija. Senasis būdas tikėti, net jei kultūriškai buvo priimtinesnis ir netgi visuomenės labiau palaikomas, neprigijo, nes tolesnis mechaniškas ritų ir tikėjimų visuma paremtas religijos supratimas, bei religinė savimonė jau buvo pakitusi. Darbe susikoncentruota į religinės savimonės, jos raiškos ir pokyčių konkrečiuose literatūriniuose kūriniuose tyrimą, paremtą antropologiniu kultūros... [toliau žr. visą tekstą] / The objective for these Master theses is to discuss alteration of religious self awareness in the Lithuanian literature of the beginning of the 20th century. For analysis there were selected several novels: V. M. Putinas “Altoriu sesely”, I.Seinius “Kuprelis” (the third edition released in 1913 and the fourth edition released in 1932) and J. Linde – Dobilas “Bludas”. These novels were chosen for several reasons: they distinctly reflect and demonstrate self awareness of Lithuanians in the beginning of 20th century; also anthropological viewpoint of chosen novels exhibits repeated and common elements of religious self awareness. These Master theses are raising hypothesis, that in the beginning of 20th century in religious and cultural consciousness changes happened, they were expressed through literature, and as literature is a as document of a particular time period, it shows an alteration in cultural environment. Analyzed novels show the formation and change of new, individual self awareness also distinction from dominant cultural array. It is reverse to the tradition, but culturally more significant than ideal description of religion practices in J. Gintautas novel “Tiesiu keliu”, which was written as tendentious apologia of clergy. Old - fashioned way of faith, though culturally more acceptable and yet more supported by society, didn’t entrench mostly because further mechanical understanding of religion (based on rituals as well as entirety of beliefs) and religious self... [to full text]

What influences the evolution of junior school reading programmes in the classrooms of beginning teachers? Of all the classroom skills required of beginning teachers, those contributing to the implementation of an effective instructional reading programme perhaps represent some of the most complex and sophisticated challenges that will be encountered. Add to this the critical importance to young children of successfully learning to read and the very obvious picture of reading progress revealed by modern assessment practices, and the result is an aspect of teaching that can assume a position of significant focus. This is especially true for teachers working with junior school children. This study investigated the current practices of three junior school teachers during their first two years teaching, how these practices have evolved over time and identifies the factors that have influenced each teacher. Participants' stories were gathered during individual interviews to establish current practices and these were compared with a typical sample of classroom reading instruction that had been captured on video prior to the initial interviews. Each teacher also participated in an individual follow up interview during which they were able to observe the sample video excerpt and comment reflectively upon their practice in the light of their observations. This study found that developing effective junior school reading programmes generated considerable angst for these beginning teachers. While they were able to draw upon preservice preparation when articulating their intentions, the transition from the abstractions of theory to the realities of classroom practice challenged their teaching skills in this fledgling stage of their career. Despite an apparent commitment to guided reading as emphasized in pre-service literacy courses, each participant implemented round robin reading as their initial teaching strategy. In order to implement reading pedagogy as advocated within their pre-service experiences, the emergence of a professional conscience appears to have been critical. The way that teachers' understanding of literacy acquisition consolidates is greatly influenced by their practical classroom experiences and the personal capacity that they bring to the teaching role. The findings of this study support Berliner (1994) and Huberman (1989) because each of the teachers could be placed on a trajectory of teacher development. However stage related views of professional development do not fully reflect the complexity of individuals combined with the uniqueness of their contexts. The broader perspective highlighted in the work of Nias (1989) provided a framework more accommodating of the realities encountered during this study.

This study has investigated the problems experienced by female educators in relation with their job satisfaction by focussing on: The nature of job satisfaction; The problems and factors which cause job satisfaction/job dissatisfaction among female educators; To achieve these goals a literature study and an empirical study has been conducted. The literature study was undertaken by consulting primary and secondary sources. After the nature of job satisfaction and the problems causing satisfaction or dissatisfaction were established and discussed, a questionnaire was drafted. From a review of the literature, it appeared that the problems experienced by the female educators were intrinsic problems, within the classroom, outside the classroom, and within the community. A study population was used in which female educators who worked in secondary schools in the Potchefstroom District were involved. The empirical investigation indicated that the major problems experienced by the female educators were mostly outside the classroom. A minor problem for female educators appears to be that the learners are not under the obligation to tell if they are HIV/Aids infected. Also safety does not seem to be of influence on the job satisfaction of female educators in secondary schools / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2005.

In this workshop we present an innovative teaching, learning and research setting that engages beginning teachers in mathematical inquiry as they investigate, represent and connect mathematical ideas through mathematical conversation, reasoning and argument. This workshop connects to the themes of teacher preparation and teaching through problem solving. Drawing on new paradigms to think about teaching and learning, we orient our work within complexity theory (Davis & Sumara, 2006; Holland, 1998; Johnson, 2001; Maturana & Varela, 1987; Varela, Thompson & Rosch, 1991) to understand teaching|learning as a complex iterative process through which opportunities for learning arise out of dynamic interactions. Varela, Thompson and Rosch, (1991) use the term co-emergence to understand how the individual and the environment inform each other and are “bound together in reciprocal specification and selection” (p.174). In particular we are interested in the conditions that enable the co-emergence of teaching|learning collectives that support the generation of new mathematical and pedagogical ideas and understandings. The setting is a one-week summer math program designed for prospective elementary teachers to deepen particular mathematical concepts taught in elementary school. The program is facilitated by recently graduated secondary mathematics teachers to provide them an opportunity to experience mathematics teaching|learning through rich problems. The data collected include questionnaires, interviews, and video recordings. Our analyses show that many a-ha moments of mathematical and pedagogical insight are experienced by both groups as they work together throughout the week. In this workshop we will actively engage the audience in an exploration of the mathematics problems that we pose in this unique teaching|learning environment. We will present our data on the participants’ mathematical and pedagogical responses and open a discussion of the implications of our work.

This thesis analyses induction programmes in low-socioeconomic New Zealand primary schools. A review of the literature indicates that effective induction is integrated and has four main components: pedagogical development, socioemotional support, professional agency, and structured balance. In addition, New Zealand’s induction programmes are reported to be strong by international standards. Literature is synthesised to create a framework of low-socioeconomic schools as induction experts. Although there have been large-scale analyses of New Zealand induction programmes, there has been no research on the integrated induction systems found in low-socioeconomic primary schools. A mixed-methods approach was used to investigate the support provided for beginning teachers (BTs) in these schools. Methods included a nationwide survey of BTs in low-socioeconomic primary schools, which was mailed to 467 primary and intermediate BTs (44% response rate). Additionally, from all 156 low-socioeconomic primary schools, five exemplar induction programmes were selected and visited throughout the 2007 school year. Survey analysis, success case methods, discourse analysis, and grounded theory methods indicated that induction in these schools is integrated and strong by international standards. Findings indicate that induction programmes in low-socioeconomic schools are pedagogical, supportive, and well structured; however, not all schools focus on enhancing the professional agency of teachers. Exemplar practices such as peer coaching, university partnerships, on-site BT support groups, curricular leadership roles, and formal programme evaluations were found at case study sites. Analyses of factor themes, cluster graphs, frequency-utility matrices, documents, events, and transcripts of meetings and interviews reveal several key findings. First, the Hauora model—a Mäori concept of balanced pedagogical, spiritual, socioemotional, and physical development—may be applicable to induction in the New Zealand setting. Second, analyses indicate that low-socioeconomic schools have relatively strong induction programmes. Third, some teachers—particularly those beginning after the start of the school year or older teachers in their second year of teaching—may receive varied support. Findings from this research may provide framing for induction programmes in New Zealand as well as for international longitudinal studies of teacher induction models.

This thesis analyses induction programmes in low-socioeconomic New Zealand primary schools. A review of the literature indicates that effective induction is integrated and has four main components: pedagogical development, socioemotional support, professional agency, and structured balance. In addition, New Zealand’s induction programmes are reported to be strong by international standards. Literature is synthesised to create a framework of low-socioeconomic schools as induction experts. Although there have been large-scale analyses of New Zealand induction programmes, there has been no research on the integrated induction systems found in low-socioeconomic primary schools. A mixed-methods approach was used to investigate the support provided for beginning teachers (BTs) in these schools. Methods included a nationwide survey of BTs in low-socioeconomic primary schools, which was mailed to 467 primary and intermediate BTs (44% response rate). Additionally, from all 156 low-socioeconomic primary schools, five exemplar induction programmes were selected and visited throughout the 2007 school year. Survey analysis, success case methods, discourse analysis, and grounded theory methods indicated that induction in these schools is integrated and strong by international standards. Findings indicate that induction programmes in low-socioeconomic schools are pedagogical, supportive, and well structured; however, not all schools focus on enhancing the professional agency of teachers. Exemplar practices such as peer coaching, university partnerships, on-site BT support groups, curricular leadership roles, and formal programme evaluations were found at case study sites. Analyses of factor themes, cluster graphs, frequency-utility matrices, documents, events, and transcripts of meetings and interviews reveal several key findings. First, the Hauora model—a Mäori concept of balanced pedagogical, spiritual, socioemotional, and physical development—may be applicable to induction in the New Zealand setting. Second, analyses indicate that low-socioeconomic schools have relatively strong induction programmes. Third, some teachers—particularly those beginning after the start of the school year or older teachers in their second year of teaching—may receive varied support. Findings from this research may provide framing for induction programmes in New Zealand as well as for international longitudinal studies of teacher induction models.

This thesis analyses induction programmes in low-socioeconomic New Zealand primary schools. A review of the literature indicates that effective induction is integrated and has four main components: pedagogical development, socioemotional support, professional agency, and structured balance. In addition, New Zealand’s induction programmes are reported to be strong by international standards. Literature is synthesised to create a framework of low-socioeconomic schools as induction experts. Although there have been large-scale analyses of New Zealand induction programmes, there has been no research on the integrated induction systems found in low-socioeconomic primary schools. A mixed-methods approach was used to investigate the support provided for beginning teachers (BTs) in these schools. Methods included a nationwide survey of BTs in low-socioeconomic primary schools, which was mailed to 467 primary and intermediate BTs (44% response rate). Additionally, from all 156 low-socioeconomic primary schools, five exemplar induction programmes were selected and visited throughout the 2007 school year. Survey analysis, success case methods, discourse analysis, and grounded theory methods indicated that induction in these schools is integrated and strong by international standards. Findings indicate that induction programmes in low-socioeconomic schools are pedagogical, supportive, and well structured; however, not all schools focus on enhancing the professional agency of teachers. Exemplar practices such as peer coaching, university partnerships, on-site BT support groups, curricular leadership roles, and formal programme evaluations were found at case study sites. Analyses of factor themes, cluster graphs, frequency-utility matrices, documents, events, and transcripts of meetings and interviews reveal several key findings. First, the Hauora model—a Mäori concept of balanced pedagogical, spiritual, socioemotional, and physical development—may be applicable to induction in the New Zealand setting. Second, analyses indicate that low-socioeconomic schools have relatively strong induction programmes. Third, some teachers—particularly those beginning after the start of the school year or older teachers in their second year of teaching—may receive varied support. Findings from this research may provide framing for induction programmes in New Zealand as well as for international longitudinal studies of teacher induction models.

This thesis analyses induction programmes in low-socioeconomic New Zealand primary schools. A review of the literature indicates that effective induction is integrated and has four main components: pedagogical development, socioemotional support, professional agency, and structured balance. In addition, New Zealand’s induction programmes are reported to be strong by international standards. Literature is synthesised to create a framework of low-socioeconomic schools as induction experts. Although there have been large-scale analyses of New Zealand induction programmes, there has been no research on the integrated induction systems found in low-socioeconomic primary schools. A mixed-methods approach was used to investigate the support provided for beginning teachers (BTs) in these schools. Methods included a nationwide survey of BTs in low-socioeconomic primary schools, which was mailed to 467 primary and intermediate BTs (44% response rate). Additionally, from all 156 low-socioeconomic primary schools, five exemplar induction programmes were selected and visited throughout the 2007 school year. Survey analysis, success case methods, discourse analysis, and grounded theory methods indicated that induction in these schools is integrated and strong by international standards. Findings indicate that induction programmes in low-socioeconomic schools are pedagogical, supportive, and well structured; however, not all schools focus on enhancing the professional agency of teachers. Exemplar practices such as peer coaching, university partnerships, on-site BT support groups, curricular leadership roles, and formal programme evaluations were found at case study sites. Analyses of factor themes, cluster graphs, frequency-utility matrices, documents, events, and transcripts of meetings and interviews reveal several key findings. First, the Hauora model—a Mäori concept of balanced pedagogical, spiritual, socioemotional, and physical development—may be applicable to induction in the New Zealand setting. Second, analyses indicate that low-socioeconomic schools have relatively strong induction programmes. Third, some teachers—particularly those beginning after the start of the school year or older teachers in their second year of teaching—may receive varied support. Findings from this research may provide framing for induction programmes in New Zealand as well as for international longitudinal studies of teacher induction models.

This study explores the similar and different developmental influences that shape the practice of beginning and advanced spiritual directors. An examination of the contemporary literature on spiritual direction finds that in the main, two developmental influences shape the practice of contemporary spiritual directors: their capacity to adopt a contemplative stance towards their directees and their ability to be aware contextually of the factors that fashion the dynamic of accompaniment. While the review highlights the presence of these two influences, the literature is deficient in understanding the similarities and differences in how these two influences shape the practice of beginning and advanced spiritual directors. To address the deficiency, this study reviews three groups of Western Australian spiritual directors, Anglican, Churches of Christ and Roman Catholic. The investigation takes a qualitative, ethnographic approach, using focus groups. An analysis and discussion of the data confirms that the similarities and differences in the influences that shape their practice revolve around two key developmental influences namely, the capacity of directors to adopt a contemplative stance to their directees, and their ability to be aware contextually of the factors that fashion the dynamic of accompaniment. While both influences shape beginning and advanced directors, the former impacts more on the practice of beginning directors and the latter more affects advanced directors. Two factors may initiate and sustain the capacity of directors to adopt a contemplative stance. First, directors grow by noticing and attending to all the dimensions of their human experience. Second, directors develop by having their experience attended to in some form of therapeutic relationship or through participation in various developmental group processes. Directors may enhance their capacity to be aware contextually of the factors that fashion the dynamic of accompaniment through understanding paradigms about spiritual direction practice and spiritual development. Their appreciation of paradigms about spiritual direction may derive from two sources. The first is by how they distinguish more effectively spiritual direction from other therapeutic practices. The second is by how they grow in understanding relevant theological, philosophical, and psychological perspectives that inform good practice. Directors may further increase their comprehension of interpretive frameworks about spiritual development by redressing the attitudinal effects of fundamentalism and incorporating a multiplicity of approaches to spirituality. Training programmes are an important means to introduce and develop directors’ abilities to be aware contextually of the factors that fashion the dynamic of accompaniment. A person’s ecclesial role may influence the context in which a director commences practice. From this discussion, this study draws conclusions and offers recommendations applicable to practice and research.