Thesis (M.S. Education)--Dominican University of California, 2002. / At head of title: Teacher Induction, A California Induction Program. BTSA is a teacher induction program that is administered jointly by the California Department of Education (CDE)and the California Commission on Teacher Credentialing (CCTC). Includes bibliographical references (leaves 32-34).

Submitted by Gislaine Aparecida Puton Zortêa (gi.zortea@outlook.com) on 2018-06-22T23:43:51Z No. of bitstreams: 1 Gislaine Zortêa_Dissertação pronta para repositório.pdf: 2466054 bytes, checksum: f2bfc73f25da48f76a2dc53ca9448dbf (MD5) / Approved for entry into archive by Cristina Alexandra de Godoy null (cristina@adm.feis.unesp.br) on 2018-06-25T12:01:00Z (GMT) No. of bitstreams: 1 zortea_gap_me_ilha.pdf: 2466054 bytes, checksum: f2bfc73f25da48f76a2dc53ca9448dbf (MD5) / Made available in DSpace on 2018-06-25T12:01:00Z (GMT). No. of bitstreams: 1 zortea_gap_me_ilha.pdf: 2466054 bytes, checksum: f2bfc73f25da48f76a2dc53ca9448dbf (MD5) Previous issue date: 2018-05-30 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / A presente dissertação vincula-se à linha de pesquisa “Educação Matemática” do Programa de Pós-Graduação em Ensino e Processos Formativos da Universidade Estadual Paulista “Júlio de Mesquita Filho” de Ilha Solteira – SP (FEIS/UNESP) e teve como objetivo verificar em que sentido a experiência de compartilhar e narrar suas experiências em Geometria contribui para o aprender e ensinar em um grupo com características colaborativas. A metodologia adotada se enquadra no campo dos estudos qualitativos na modalidade de pesquisa ação-estratégica. Os dados foram coligidos no contexto de sessões reflexivas, bem como por meio de dois roteiros de entrevista semiestruturada com duas docentes em início de carreira no ambiente da colaboração. Adotamos um referencial teórico que discute aspectos da formação para o ensino de Matemática em cursos de Pedagogia, a presença da Geometria na Educação Básica a partir de uma articulação com as bases para o ensino de Lee Shulman (conhecimento específico de conteúdo, conhecimento pedagógico de conteúdo e conhecimento curricular de conteúdo) e processos de colaboração experienciados por grupos colaborativos no Brasil no campo da Educação Matemática. O contato direto com a situação problematizada nesta dissertação possibilitou caracterizar a fase do início da docência como sendo um momento conturbado, conflituoso e, ao mesmo tempo, de aprendizagens intensas para professoras iniciantes, uma vez que, no cotidiano da profissão, elas acabam por mobilizar saberes para “sobreviver” aos desafios que lhes são apresentados tanto pela escola quanto pela prática pedagógica em Matemática. No espaço do grupo, foi possível verificar que a interação com os demais membros proporcionou, pelo que indicam os dados, a ampliação do repertório didático-pedagógico em relação aos conteúdos ligados à Geometria, o que acaba por contribuir para o resgate desse campo matemático no cotidiano das aulas, como ainda para a prática de reflexão “de” e “sobre” seu ensino. Um elemento importante foi que no decorrer da experiência de pesquisa, com a prática de estudo coletivo, organização e planejamento das aulas, as professoras iniciantes passaram a gravar fragmentos de episódios de Geometria e compartilharam no grupo, razão que nos permite afirmar o potencial do recurso da videogravação como elemento de reflexão. Com o término desta investigação, é possível afirmar que as duas docentes tiveram contribuições importantes para a constituição de suas próprias práticas, promovendo autonomia e autocrítica ao se desenvolverem profissionalmente com apoio do grupo colaborativo. / The present work is linked to the line of research “Mathematical education” of the Postgraduate Program in Teaching and Formative Processes of the São Paulo State University “Júlio de Mesquita Filho” from Ilha Solteira – SP (FEIS/UNESP) and its aim was to verify in which sense the experience of the sharing and talking about experiences on Geometry contributes to the learning and teaching in a group with collaborative characteristics. The adopted methodology is fitted to the area of the qualitative studies in the modality of action-strategic research. The data were collected on the context of reflexive sections as well through use of two semi structured interview scripts with two teachers in the beginning of their carrier on the collaboration ambient. We have adopted a theoretical referential that discusses aspects of the formation to the teaching of the Mathematic in Pedagogy courses, the presence of the Geometry in the Basic Education from an articulation with the basis to the teaching of Lee Shulman (specific content knowledge, pedagogical content knowledge and curricular content knowledge) and processes of collaboration observed by collaborative groups in Brazil in the area of Mathematical Education. The direct contact with the problematic situation in the present work allowed to characterize the phase of the beginning of the teaching as being a troubled and conflicted moment but, at the same time, as a phase of intense learning by the beginning teachers, since, in the daily of the profession, they mobilize knowledge to “survive” amid the challenges presented by the school and the pedagogic practice in Mathematic. In the space of the group, it was possible to verify that the interaction with other members promoted the enlargement of the didactic-pedagogic repertoire in relation to the content liked to Geometry. This affirmation was supported by the observed data and it contributes to the rescue of this mathematical campus in the classes daily, as to the practice of the reflection on “of” and “about” its teaching. During the experience of the research with the practice of the collaborative studies, organization and planning of the classes, the beginning teachers have started to recording fragments of the episodes of Geometry and also to sharing with the group, reason the support the potential of the video recording as a reflection element. With the ending of this investigation, it is possible to affirm that both teachers had important contributions for the constitution of their practices through of the promotion of the autonomy and self-criticism to their professional development with the support of the collaborative group. / CAPES 19/3300415-3

Doctor of Philosophy / Curriculum and Instruction Programs / Frederick Burrack / One of the most important roles of a conductor is to prepare an ensemble to perform, not only accurately but expressively, utilizing physical gestures and facial expressions. For many music students, the development of physical gestures that elicit expressive performance are typically introduced in a beginning undergraduate conducting course. This is important in establishing a framework for understanding the technical aspects of conducting, considering that many beginning student conductors lack a basic comprehension of conducting fundamentals. However, the interpretative and expressive principles of conducting are equally important as basic technique and are often more difficult to teach to undergraduate students. There is an overwhelming amount of gestural skill that should be experienced and explored by a beginning undergraduate conductor. Despite a students’ best efforts in the classroom and in the practice room, expressive conducting skills that represent internal musical intentions remain a primary challenge with novice conducting students. The purpose of this study was to explore the experiences of a beginning undergraduate conductor as they learned to conduct and develop their considerations and skills of conducting to elicit expression. Through case study, exploring the experiences of an undergraduate music student enrolled in a beginning conducting course from a Midwestern university exposed valuable information that could become helpful when designing instruction. The findings addressed the research questions of the study and revealed additional aspects of the learning experience from the perspective of the participant. Through reflection, navigation of self, guided video elicitation, discussion of expressive conducting, and acknowledgement of prior musical expectations and intent, the participant discovered the differences between their perceived expressive gestures and the realization of an audible response from an ensemble.

This thesis focuses on beginning early childhood educators and their stories, contributing to an area in the literature that has not been researched extensively. Deleuze and Guattari’s (1987) philosophical concepts of assemblage and a rhizome underpin the methodological and theoretical threads in this study, which explores the following research questions: What are the possibilities of conversations when beginning early childhood educators get together? What conditions are needed for beginning educators to stay excited and engaged in their work? With intention to move beyond an individualistic approach of considering educators as “subjects” telling their individual stories, this study focuses on transcripts, stories, audio recordings, images, materials, the researcher’s memories and stories, related texts, and concepts as vital parts of the assemblage, directing attention to what emerges through connections between the elements. To explore the research questions, four 90-minute group conversation sessions were conducted with four early childhood educators who had been working in the field between one and two years. Collage was used as part of group conversation sessions, to pay attention to what unfolded through engaging with materials and one another. Bringing together elements of rhizomatic and narrative approaches in the data analysis highlights the importance of listening deeply, attending to one another, and developing trust to engage in genuine conversations from the heart to form caring relations, as well as directing attention to the complexities and tensions of educators’ practice. The results of the study also point in the direction of switching focus from an individualistic, fast-paced professional development approach to meaningful collective opportunities for professional learning, attending to the concept of time as relational. The study suggests creating a network of educators to continue genuine conversations and nurture connections that will help educators to stay excited and engaged in their work. / Graduate

Many children in the United States cannot read on level by fourth grade. Traditionally, teachers have delayed reading instruction until first grade. However, involving children sooner in literary activities may provide skills needed to enable them to read on grade level. The purpose for this study was to determine the extent to which daily writing in kindergarten influences the development of invented spelling and learning to read. Five teachers modeled writing with 78 kindergarten children who wrote every day or almost every day for 20 weeks. There were 51 children in an experimental group, and 27 in a control group who were given a pretest and a posttest using the Observation Study (Clay, 1993). Results from a mixed model ANOVA indicated a significant difference between the control group and the experimental group on the Dictation Task F (1, 76) = 11.76, P≤ .001 and the Writing Test F (1, 76) = 4.33, P≤ .01. Results from a z-Test of dependent proportions indicated there were significant differences in the reading levels of the control group from the pretest to the posttest (z = 7.51, P ≥ .05) because (z = 7.51, Zcv = 1.96). The experimental group results from pretest to posttest were also statistically significant (z = 6.48, P ≥ .05) because (z = 6.48, Zcv = 1.96). At the end of kindergarten 82.35% of the experimental group was reading, while only 48.15% of the control group was reading. This research indicates that if kindergarten children are encouraged to write daily and use invented spelling there is a greater possibility they will enter first grade reading.

Reformed teaching is better for students' conceptual understanding compared to the more popular traditional style of teaching. Many beginning teachers wanting to teach reformed conform to traditional teaching within their first couple years of teaching. I argue that this can happen because the emotional labor to continue teaching reformed without support is too high. Having a reformed math mentor can decrease this emotional labor and provide more support to beginning reformed teachers. This study builds on and adds to Hargreaves (2001) emotional geography framework to better understand the emotional closeness/distance beginning and veteran reformed teachers have talking about their practice. The results of this study show the emotional closeness/distance of four emotional geographies: moral, political, physical, professional of two mentor/mentee teachers pairs.

Widespread critical shortages of high-quality teachers in the United States (Sutcher, Darling-Hammond, Carver-Thomas, 2016) has prompted considerable research on staffing trends within the teaching profession. Research suggests both an increase in the demand for teachers and a "chronic and relatively high annual turnover compared with many other occupations" (Ingersoll & Smith, 2003, p. 31). Recent studies have highlighted the negative effects that high teacher turnover has on financial costs, school climate, and student performance. Since attrition rates appear to be higher for beginning teachers (Ingersoll & Smith, 2003; Ingersoll, 2012), it is important to understand why beginning teacher attrition occurs and what factors influence beginning teachers to stay in the profession, move to another school, or return to the profession. While several studies suggest multiple factors influence teacher attrition, having a better understanding of how these factors correlate with each other and how the impact of these factors changes over time will provide additional information into how time influences teacher attrition. Exploring where teaching go after they leave teaching and why some teachers decide to return to the profession will provide additional insight into the complex nature of teacher attrition patterns in the United States. The purpose of this study was to examine attrition patterns among K-12 teachers who began teaching in a public school in the United States during the 2007-2008 academic year and factors that influenced teachers decisions to move from their initial school to another school, discontinue teaching, or return to the position of a K-12 teacher. This study used data collected as part of the Beginning Teacher Longitudinal Study (BTLS) and explores the effect that various predictor variables have on the probability that BTLS teachers will either leave teaching or move to another school. Using a structural equation modeling (SEM) approach to discrete-time survival analysis made it possible to simultaneously model systems of equations that included both latent and observed variables, allow for the effect of mediators, and analyze how the effect of each predictor variable changed over time. Results suggest the higher the teachers' base salary during their first three years of teaching, the less likely they were to leave the profession during their second through fourth years of teaching. Teachers who supplement their base salaries by working extra jobs are more likely to leave the profession after their fourth year of teaching. Teachers who participated in an induction program during their first year of teaching were less likely to leave the profession in Wave 2 of the study and teachers who had taken more courses on teaching methods and strategies before they started teaching were less likely to leave teaching in all waves of the study than teachers who had taken fewer courses on teaching methods or strategies. Teachers who reported higher levels of positive school climate during their first year of teaching were less likely to leave the profession in Wave 2 and 4. Teachers who indicated higher levels of satisfaction with being a teacher in their school were less likely to move schools than teachers with lower levels of satisfaction and teachers who taught in schools with higher percentages of students who were approved for free or reduced prices lunches were more likely to move schools than teachers with lower percentages of students who were approved for free or reduced price lunches. However, due to convergence issues, these results should be interpreted with caution. Weighted item response descriptive analyses suggest teachers' most important reason for moving schools was to work in a school more convenient to their home. Teachers who leave teaching are more likely to enter professions or occupations in education-related fields than occupations outside the field of education. Results also suggest teachers who leave the profession of teaching are more likely to be working in a job, either full-time or part-time, than not working in job. Finally, the majority of teachers who return to the profession of teaching do so because they missed being a K-12 teacher or they want to make a difference in the lives of others. This study contributes to the existing literature on teacher attrition by testing whether multiple relationships exist between various predictor variables and beginning teacher attrition and examines how the influence of each of these predictor variables changes over time. The study also investigates topics that have been relatively unexplored in the literature, including where teachers go when they leave the profession and factors that influence teachers' decisions to return to the profession. The results of this study may benefit researchers, teachers, educators, administrators, and policy makers interested in and/or studying teacher attrition in the United States.

Learning a foreign language is stressful. If learners are anxious, they might be less confident and less willing to communicate (MacIntyre, Dörnyei, Clément, & Noels, 1998). Mental Contrasting with Implementation Intentions (MCII) are widely used in the field of personal health, career pursuit among others. I introduce mental contrasting techniques to Chinese teaching and learning to see if MCII help learners lower their anxiety level. Foreign Language Classroom Anxiety Scale is implemented to test participants’ self-perceived anxiety. Participants’ cortisol in saliva serve as a manifestation of participants’ anxiety (i.e., stress) levels and as a measure of the changes of their anxiety levels. The results show that MCII can effectively lower participants’ speaking anxiety. Qualitative data also show that participants consider MCII helpful with Chinese learning and lowering anxiety levels.

This study was broken into two sections, the first being a comprehensive meta-analysis describing a profile of the juvenile female who sexually offends. The second section was the collection of data of juvenile females who sexually offend in the State of Utah. After the data were collected, a profile was described and compared to that found in the Review of the Literature and a typology was presented. Ecosystemic legacies were shown to be passed down from one generation to the next. The juveniles were found to come from highly chaotic homes, and subject to maltreatment. Diagnostically, they show symptoms of conduct disorder, substance use/abuse, as well as other risks. Social policy, and legal and therapeutic implications were presented from this typology.

The purpose of this study was to determine the value, if any, of utilizing the instant playback feature of television videotape replay in teaching the front crawl and elementary backstroke to beginning swimmers at Utah State University. A review of literature revealed controversy as to the usefulness of the VTR media in teaching selected motor skills. Subjects consisted of 30 male freshmen and sophomore college students placed into two groups: experimental and control, on the basis of their individual scores on pr e -instruction skill testing. The subjects participated in 12 instructional period s of 40-50 minutes. The control group received instruction by a conventional method involving verbal explanation, demonstration, practice , instructor analysis and correction. The experimental group received the same type of instruction except that they were supplemented by the use of television videotape replay. Both test groups were taught by the same instructor. A panel of five judges evaluated videotaped performances of a pre and post skill test of each subject performing the two selected strokes. The judges rated four areas; proper arm movement, proper leg movement, arm-leg coordination and smoothness of style from l-1 0. The high score and low score for each subject was dropped and the raw score was determined by averaging the three middle scores of the five judges. An analysis of variance program was applied to the data with the pre test scores subtracted from the post test scores to determine performance differences . Sixty different observations were made on the 30 subjects , Summated analysis of variance was subjected to an F test for significance. The preset level of acceptance was . 05. The X change for both groups was 6. 24 with the experimental group having a higher mean than the control group; 6. 66 as compared with 5. 83 . The X reflects a positive learning curve for both groups . F tests for statistical significance indicated no difference between the means of the two test groups at any level of significance. It was concluded that the conventional method of instruction involving verbal explanation, demonstration, and correction is not benefited by the use of videotape replay in teaching the front c r awl and elementary backstroke to beginning swimmers.