Brain development in children has always been fascinating to me; it was the reason I chose to major in Early Childhood Education. I have often wondered how the expectations and behavior of parents and teachers affect young children academically. Specifically, how do early gender messages from adults, peers, and the popular media have a powerful impact on the development of young brains? The professional responsibility of all educators is to help every child reach their full potential. This thesis explored the potential impact early childhood educators have in developing and reinforcing stereotypes that can affect children academically by surveying teachers about their own backgrounds, thoughts and feelings about their male and female students. Confirming my belief that most teachers had similar backgrounds I was able to find that among the 59 respondents surveyed; 98% were female, 81% attended mixed gender public schools, 85% grew up in a two-parent home and 90% had a father working full-time outside of the home. While looking for similarities in descriptive language I was able to find that given a choice of 14 words from a word bank teachers used the same terms over and over to describe their male and female students. Teachers chose words that described physical characteristics when recalling their male students and chose emotional words when they were asked to describe their female students. When teachers were asked to recall which students they believed to be the most challenging in their classrooms and to identify the gender of these students, they identified male students three times more than their female students. I was left wondering if the mostly female teachers who all shared similar backgrounds were transferring unconscious bias onto their students. Why was the descriptive language they used so similar? Why were males students identified as challenging so much more than female students?

The purpose of this study is to present a history of the progress made in advancing the welfare of teachers, to evaluate the trends in teachers' salaries over a period of twenty years, and to show the extent to which teacher retirement and teacher tenure laws have gained momentum in the United States. Recommendations for improvement will be made in cases where deficiencies exist.

Classroom teacher leadership is a very broad concept that evolved over years and includes various concepts in the paradigm of education leadership (York-Barr & Duke, 2004: 255). Two concepts in the education leadership paradigm, which are closely related to and interlinked with classroom teacher leadership, are instructional leadership and distributive leadership. A new school of thought emphasises the importance of the classroom teacher as an instructional leader (Horgn & Loeb, 2010: 66). The only way that the classroom teacher can assume this required role as instructional leader is within a distributive leadership environment and therefore, distributive leadership is at the core of instructional leadership (Hoadley, Christie & Ward, 2009: 377). We can therefore conclude that classroom teacher leadership refers to classroom teachers who teach and lead (York-Barr & Duke, 2004: 267). Classroom teacher leadership is the type of quality leadership required to create effective schools. In recent studies done in South African schools it was, however, clear that although research proposes that the classroom teacher should assume leadership roles within a distributive leadership environment, classroom teacher leadership has not yet realised in the schools studied. The gap in the literature is that it shows what should happen, it indicates that it is not happening in some South African schools but it does not indicate how it should happen. This study aimed through a qualitative, case study design to investigate classroom teacher leadership in effective top-performing schools in the Pretoria area in the Gauteng province. Through semi-structured interviews the experiences of classroom teachers and their principals on classroom teacher leadership revealed that classroom teacher leadership is evident in these top-performing, secondary schools. Through their experiences various classroom teacher leadership practices could also be identified shedding light on how classroom teacher leadership can be implemented and promoted in order to create the quality leadership required for an effective school. / Dissertation (MEd)--University of Pretoria, 2016. / Education Management and Policy Studies / MEd / Unrestricted

Philosophiae Doctor - PhD / It has been noted by Lin (2013) that studies on multilingual talk, as illustrated by code switching in the classroom, have been repetitive and descriptive, and have for a while not been underpinned by substantially new or different questions (Lin, 2013:15). First, many of the studies in the literature have, for instance, concluded that there is a functional allocation of languages (FAL) in multilingual classroom teacher talk (e.g. Baker, 2012; Martin, 1996; Probyn, 2006, 2014; Jegede, 2012; Modupeola, 2013; Salami, 2008), such that language „a‟ is used for presentational knowledge, and language „b‟ is used for explanatory knowledge, and these claims have not been subjected to sustained scrutiny. Secondly, codeswtiching and translanguaging increasingly have been the dominant and exclusive frameworks used, and this has limited the kinds of insights that can be obtained or the kinds of questions that can be posed. / 2024

An explanatory mixed method research design was utilized to examine the elementary teachers&rsquo / (classroom teachers) perceptions towards ICT integration in education and its effect on their teaching. In the first phase instruments were translated into Turkish and pilot tested with 282 classroom teachers. For the main study, the survey was distributed to classroom teachers in 90 schools in Ankara. With a 45% percent return rate, 1055 surveys from elementary teachers were used in the quantitative data analysis part. Two simultaneous multiple regression analysis were conducted and the results showed that teachers&rsquo / perceptions towards ICT integration in education and its effect on their teaching can be explained by different sets of variables where the most important one is teachers&rsquo / pedagogical beliefs. In the third phase, teachers were clustered under constructivist and behaviorist groups and ten teachers from each group were interviewed to reveal the differences on teachers&rsquo / ICT integration perception in relation to education and their teaching. The research result presented that elementary teacher pedagogical beliefs affect their perceptions towards ICT integration in teaching and learning process. Qualitative data analysis presented differences between constructivist and behaviorist group participants in relation to ICT integration in teaching and learning process.

No description available.

This diploma theses is focused on support of class teachers on the beginning of their career in high schools, generally, the core of this work is its competences necessary for the performance of this function and the duties connected with it, its legislative framework. I chose this topic as i am a class teacher for the first time. And would like to do this work with high responsibility. Meanwhile I'm inspired by more experienced colleagues, whose advice are very precious to me. The aim of this work is to cover the topic of competences of class teachers in secondary vocational schools. To include the aspect of socialization - adaptation of class team, social structure of the class, education of this social group. In the empirical part of this work is case study of class teachers and their work experiences. Semi structured interviews are mapping demands of fulfilling their duties, personal experience in positive and negative aspect. i conducted these semi structured interviews in private high school with two class teachers. The objective of this diploma thesis is that support for beginning teachers at a given school has a lot of room for improvement. The semi-structured in-depth interviews showed that support for beginning classrooms is provided by rather informal help to senior colleagues, less so...

In the year 2000, over one million children were involved in a new divorce. These statistics indicated that this subgroup of children would continue to be a large part of the school population. The school, because of time spent there, becomes a likely place for the recognition and identification of problems that may arise from parental divorce, thus providing an appropriate setting for interventions to be conducted. The purpose of this study was to determine how parents, classroom teachers, and school counselors viewed the role of the school as a support system for children of divorce. The study also explored opinions about intervention and suggestions from divorced parents with children in schools. In this phenomenological study, a guided interview guide was used to interview 20 parents, 20 classroom teachers, and 8 school counselors. Data were collected, analyzed, and arranged into themes. From the findings the researcher concluded that parents, classroom teachers, and school counselors were aware that families of divorce sometimes require school intervention for their child's well being. Parents interviewed indicated that school staff should be informed of a parental divorce, by stating that the classroom teacher and counselor, if needed, should be involved with the child's well being. They also indicated that they believed school counselors were trained to provide divorce intervention, and they gave suggestions for the school to consider when working with children of divorce. Classroom teachers interviewed indicated that intervention should be used for children of divorce in the school setting if needed, that they used some kind of strategy when needed, and that they saw the school counselor as a resource in divorce intervention. School counselors interviewed indicated that it was the counselor's responsibility to assist children of divorce. They stated that they had not had specific training in divorce intervention, and gave examples of divorce intervention techniques used in their home school.

Submitted by Renata Lopes (renatasil82@gmail.com) on 2017-01-11T13:54:13Z No. of bitstreams: 1 antoniotomedasilvasouza.pdf: 1001530 bytes, checksum: 81609945a394cabac094e31c8eeb0fe4 (MD5) / Approved for entry into archive by Diamantino Mayra (mayra.diamantino@ufjf.edu.br) on 2017-01-31T11:18:50Z (GMT) No. of bitstreams: 1 antoniotomedasilvasouza.pdf: 1001530 bytes, checksum: 81609945a394cabac094e31c8eeb0fe4 (MD5) / Made available in DSpace on 2017-01-31T11:18:51Z (GMT). No. of bitstreams: 1 antoniotomedasilvasouza.pdf: 1001530 bytes, checksum: 81609945a394cabac094e31c8eeb0fe4 (MD5) Previous issue date: 2016-02-25 / A presente dissertação aborda o caso de gestão referente à formação dos Professores Presenciais no Projeto Ensino Médio Presencial com Mediação Tecnológica/EMPMT no município de Beruri/AM. A pesquisa possui as seguintes questões centrais: a formação do Professor Presencial que atua no Projeto Ensino Médio Presencial com Mediação Tecnológica consegue atender a todas as atribuições que a ele compete? A formação em licenciaturas ou Normal Superior, juntamente com a capacitação ofertada pelo Centro de Mídias, dá ao Professor Presencial o suporte necessário para o aprendizado dos alunos no Projeto? Para analisar estas questões, a pesquisa pautou-se na metodologia qualitativa, com a utilização dos seguintes instrumentos: análise documental, entrevistas e questionários. As entrevistas foram realizadas com a responsável pela contratação de professores e a responsável pela formação/capacitação dos Professores Presenciais do Projeto EMPMT. O questionário foi aplicado a todos os Professores Presenciais que atuam no Projeto EMPMT em Beruri. Para fundamentação desta pesquisa foi utilizado como referencial teórico as reflexões de autores como Maia (2010), Campos (2011), Costa (2015), Kenski ( 2003, 2007). A pesquisa dialoga também com as reflexões de Saviani (2013), Cardoso e Toscano (2011) e Moran (2013). Os resultados da pesquisa apontam para uma problemática central: as dificuldades dos Professores Presenciais em realizar com competência a mediação pedagógica dos componentes que compõem a matriz curricular do Projeto EMPMT no município de Beruri. A partir dessa constatação, propusemos um Plano de Ação Educacional (PAE) para minimizar essa questão. Este PAE visa implementar duas ações, um Curso de Formação em Metodologia para o Ensino Médio Presencial com Mediação Tecnológica para os Professores Presenciais do município de Beruri e, a proposta de seminários semestrais para o diálogo entre os Professores Ministrantes, os Professores Presenciais e a Equipe Pedagógica do Centro de Mídias cuja intenção é proporcionar maior participação ao Professor Presencial na implementação do Projeto. / This thesis addresses the management case concerning the formation of In-Person Classroom Teachers in Secondary Education Project with Technological Mediation in the municipality of Beruri / AM. The research has as its central issue: The formation of the Classroom Teacher that works in the Classroom School Project with Technological Mediation realize all assignments that he competes? Does training in undergraduate or Normal Superior, along with the training offered by the Media Center gives, Professor Face, the support necessary for effective student learning in the project? To examine this question, the research was based on the qualitative methodology, using the following research tools: document analysis, interviews and questionnaires, which supported the data collection. Interviews were conducted with responsible for hiring teachers and responsible for the formation / training of Teachers in On-site EMPMT Project. The questionnaire was administered to allPerson Teachers who work in EMPMT Project Beruri. For reasons of this research was used as theoretical reflections of authors such as Maia (2010), Campos (2011), Costa (2015), Kenski (2003, 2007). The survey also dialogues with the reflections of Saviani (2013), Cardoso and Toscano (2011) and Moran (2013). The survey results point to a major problem: the difficulties of In-Person Teachers perform competently in the mediation of the components that make up the curriculum of EMPMT Project in the municipality of Beruri. From this observation, we proposed a PAE to minimize this problem: Methodology Training Course for High School Classroom with Technology Mediation for On-site teachers of the municipality of Beruri, to be held on vacation in January and June at the Amazon Educational Media Center and the proposed biannual meetings for dialogue between ministering Teachers, Teachers and Educational On-site team , with the aim of giving voice to Professor Face in the implementation of the Project.

Submitted by Renata Lopes (renatasil82@gmail.com) on 2017-03-14T20:43:52Z No. of bitstreams: 1 mirleydarochamoreira.pdf: 1224748 bytes, checksum: 8343c40618f2916e0a2b26ffb5337f6c (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2017-03-16T14:18:44Z (GMT) No. of bitstreams: 1 mirleydarochamoreira.pdf: 1224748 bytes, checksum: 8343c40618f2916e0a2b26ffb5337f6c (MD5) / Made available in DSpace on 2017-03-16T14:18:44Z (GMT). No. of bitstreams: 1 mirleydarochamoreira.pdf: 1224748 bytes, checksum: 8343c40618f2916e0a2b26ffb5337f6c (MD5) Previous issue date: 2016-08-29 / A presente dissertação foi desenvolvida no Programa de Pós-Graduação Profissional em Gestão e Avaliação da Educação Pública do Centro de Políticas Públicas e Avaliação da Educação da Universidade Federal de Juiz de Fora e teve como objetivo investigar a atuação do Professor Presencial no Projeto Ensino Médio Presencial com Mediação Tecnológica, desenvolvido no Estado do Amazonas, em parceria com o gestor da Escola Matriz na cidade de Barcelos (AM). A pesquisa teve a finalidade de responder a questão norteadora deste trabalho: De que forma se dá a atuação do Professor Presencial no Projeto Ensino Médio Presencial com Mediação Tecnológica em parceria com o gestor da Escola Matriz em Barcelos (AM)? A fim de analisar esta questão, a pesquisa foi pautada em uma metodologia de base qualitativa, com a utilização de entrevistas com roteiros semiestruturados e questionários como instrumentos na coleta de dados. A entrevista foi realizada com a Gestora da Escola Matriz no município de Barcelos. Já o questionário foi aplicado aos Professores Presenciais que atuam no Projeto EMPMT no mesmo município. Este trabalho utiliza-se como referencial teórico de autores tais como Maia (2010) e Campos (2011) para a descrição da política, coaduna com as reflexões dos autores Belloni (2001), Hermida e Bonfim (2006) frente aos conceitos e abordagens sobre a EaD, as reflexões dos autores Kenski (2003), Moran (2003), Libâneo (2009) e Santos (2002) que abordam sobre o uso das Tecnologias na Educação. Bruno, Borges e Silva (2010) e Santos (2003) conceituam o papel dos atores na Educação a Distância, e Silva (2010) reforça sobre a formação dos atores na docência presencial e online. A pesquisa dialoga também com Lück (2009), Fonte (2004) e Moran (2003) com ênfase na temática da gestão escolar. Os resultados da pesquisa apontaram para quatro principais problemas: as dificuldades dos Professores Presenciais acerca dos procedimentos de mediação tecnológica; ii) as dificuldades dos Professores Presenciais quanto aos procedimentos de mediação pedagógica; iii) a necessidade de constituição da Equipe de Gestão do Projeto Ensino Médio Presencial com Mediação Tecnológica em Barcelos (AM); iiii) a necessidade de Monitoramento, Acompanhamento e Avaliação do processo de implementação do projeto. Dessa forma, foram indicadas as seguintes propostas no Plano de Ação Educacional: realização do Curso de Formação Técnica aos Professores Presenciais de Barcelos (AM) pelo Centro de Mídias de Educação do Amazonas; Criação do Fórum (online) permanente de discussões dos procedimentos de Mediação Pedagógica aos Professores Presenciais do projeto EMPMT em Barcelos; Constituição da Equipe Gestora do projeto EMPMT em Barcelos (AM) e; Implementação do Programa de Monitoramento, Acompanhamento e Avaliação da atuação dos Professores Presenciais de Barcelos (AM). / This dissertation was developed in the Professional Postgraduate Program in Management and Evaluation of Public Education of the Center for Public Policies and Education Evaluation of the Federal University of Juiz de Fora (MG) and aimed to investigate the performance of the Classroom Teacher in the Classroom High School with Technological Mediation Project in partnership with the manager of the School Matrix in Barcelos City (AM). The research had the purpose to answer the main question of this study: How is the performance of the Classroom Teacher in the Classroom High School with Technological Mediation Project in partnership with manager of the Matrix School in Barcelos City (AM)? In order to analyze this question, the research was based on a qualitative basis methodology, using semi-structured interviews and questionnaires as instruments for data collection. The interview was conducted with the manager of the Matrix School in the Barcelos City. The questionnaire was applied to Classroom Teachers who work in CHSTM Project in Barcelos City. This work uses as background theoretical authors as Maia (2010) and Campos (2011) for the policy description, consistent with the reflections of the authors Belloni (2001), Hermida and Bonfim (2006) front of the concepts and approaches to ODL, the reflections of the authors Kenski (2003), Moran (2003), Libâneo (2009) and Santos (2002) that approach on the use of Technologies in Education. Bruno, Borges and Silva (2010) and Santos (2003) conceptualize the role of actors in Open and Distance Learning, and Silva (2010) reinforces on the training of actors in classroom teaching and online. The survey also converses with the author Lück (2009), Fonte (2004) and Moran (2003) emphasizing the theme of school management. The survey results point to four major problems: I) difficulties of Classroom Teachers on technological mediation procedures; II) difficulties of Classroom Teachers about the pedagogical mediation procedures; III) the need for establishment of the Management Team of Classroom High School with Technology Mediation Project in Barcelos City; IV) the need for Monitoring, Accompaniment and Evaluation of the project implementation process. Thus, the following proposals were listed in Educational Action Plan: holding the Course of Technical Training for Teachers Classroom in Barcelos City by Media Education Center of Amazonas; Establishment of the Forum (online) ongoing discussions about the procedures of Pedagogical Mediation for Classroom Teachers of CHSTM Project in Barcelos City; Constitution of the Management Team of the CHSTM Project in Barcelos City; and Implementation of the Monitoring, Accompaniment and Evaluation Program of the performance of Classroom Teachers in Barcelos City.