Classroom walkthroughs as a means of providing data for inquiry between principals and teachers and between teachers show promise for improving classroom instruction. Using data collected from classroom walkthroughs and through the development of a community of practice where administrators and teachers utilize dialogue and inquiry around these data collected, educators can design and improve instruction. Inquiry, involving both dialogue and reflection, is key to the effective use of these data. A case study of one elementary school embedded in a suburban district is used to investigate this district's implementation of the classroom walkthrough process to inquire through reflection and dialogue. Interviews with a district administrator and all four elementary principals in the district led to the identification of one elementary school with the highest level of implementation. In the third year of the initiative, intensive interviews with the four elementary principals and six teachers were conducted to gain understanding of the scope of the initiative, to determine the process by which the district administrator and school principals supported and implemented classroom walkthroughs, to understand how the principals used the walkthrough data, and to identify how the data informed dialogue and inquiry with teachers. Although the district administrators spent a great deal of attention to the process of collecting data, the initiative seemed to stall at this point. Little evidence of dialogue and inquiry about the classroom walkthrough data was found at the study school. Possible explanations for the stagnated implementation process include: a lack of movement from a focus on the collection of data for documenting the use of teaching strategies to dialogue and inquiry about the data in order to change instruction; an inconsistent purpose and vision for the initiative and communication of that vision; educational policy interference; and lack of agreement on the number of walkthroughs needed prior to engaging in dialogue and inquiry about the data.

Syftet med undersökningen är studera vad som präglar auktoriteten i den svenska skolan, undersöka värdet av goda relationer i klassrummet samt studera hur konflikthantering påverkas av gruppsituationen som råder i klassrummet. Mina frågeställningar handlar om vilken betydelse ledarskap, respekt och auktoritet får i relationen mellan lärare och elever, vad som avgör om en lärare respekteras av elever och vad det beror på att en lärare får eller inte får auktoritet i en grupp. I studien undersöks också hur det är möjligt att på olika sätt hantera konfliktsituationer.    För att undersöka detta har jag gjort strukturerade intervjuer med sex olika lärare inom gymnasiet och högstadiet, med olika bakgrund, erfarenhet och ämnesområden. Resultatet har jag sedan jämfört med olika teorier om ledarskap, grupprocesser och konflikthantering.   Min undersökning visar att auktoritet måste förtjänas genom bland annat social kompetens och goda relationer. I studien framgår att de viktigaste yttre faktorerna för att lyckas är gruppstorleken och tiden. När det gäller konflikthantering, kan slutsatsen dras att det är viktigt att gå varsamt fram i ett inledande skede, och att fokus i början måste ligga på att skapa en positiv känsla och få med sig gruppen. Vid fostrande av elever och korrigerande av avvikande och respektlösa beteenden, visar undersökningen att det är önskvärt och betydligt effektivare att ta en konflikt utanför klassrummet, i ett enskilt samtal med en elev. / The aim of this study is to discern what characterizes authority in the modern Swedish school, to explore the value of good relations in the classroom, and also to examine how the management of conflicts is affected by the group situation which occurs in the classroom.   The questions at issue are to which degree leadership, respect and authority affect and determine the relation between teacher and students, in what manner a teacher receives respect from his students, and why a teacher may or may not gain authority in a classroom. I am also curious as to how to handle certain common conflict situations in the best way.   In order to examine these questions, I have interviewed six teachers of varying age and professional experience, who all teach in high schools. The result of the interviews has then been compared with the current theories about leadership, group processes and conflict management.   My study shows that authority must be acquired through social skills and good relations. The most important factors, which are not dependent upon the teacher, are the size of the group and time. Regarding the management of conflicts, a conclusion may be made that it is important to be careful and gentle in the initial phase, and to create a positive feeling at the beginning in order to be accepted by the group. If misbehavior must be corrected and a conflict is emerging, the study shows that it is more efficient to deal with the student outside  the classroom, speaking in private. In this way, the student is not affected by the rest of the group, and the conflict is less likely to escalate.

Large-scale assessments are increasingly being used for more than one purpose, such as admissions, placement, and diagnostic decision-making, with each additional use requiring validation regardless of previous studies investigating other purposes. Despite this increased multiplicity of test use, there is limited validation research on adding diagnostic purposes—with the intention of directly benefiting teaching and learning—to existing large-scale assessments designed for high-stakes decision-making. A challenge with validating diagnostic purposes is to adequately balance investigations into the score interpretations and the intended beneficial consequences for teachers and students. The Assessment Use Argument (AUA) makes explicit these internal and consequential validity questions through a two-stage validation argument (Bachman & Palmer, 2010). This research adopted the AUA to examine the appropriateness of the Canadian Academic English Language (CAEL) Assessment for diagnostic purposes, by forming a validity argument that asked, to what extent did the CAEL essay meet the new diagnostic scoring challenges from the rater perspective, and a utilization argument centered on teachers' and students’ uses of the diagnostic information obtained from the assessment. This study employed three research phases at an English for Academic Purposes (EAP) program in one Canadian university. Data collection strategies included interview and verbal protocol data from two raters (Phase 1), interview and classroom observation data from one EAP course instructor (Phase 2), and interview and open-ended survey data from 47 English Language Learners (Phase 3). A multifaceted perception of CAEL for diagnostic purposes was observed: raters noted the greatest diagnostic potential at higher score levels, and teacher and student perceptions were largely influenced by previous diagnostic assessment experiences. This research emphasized the necessity of including multiple perspectives across contexts to form a deeper realization of the inferences and decisions made from diagnostic results. / Thesis (Ph.D, Education) -- Queen's University, 2013-04-29 09:40:22.649

This study was aimed at giving a scientific answer to the following problem questions, namely, what communication apprehension connotes: whether students in a parallel medium school suffer from communication apprehension; which factors cause communication apprehension in the classroom, and what measures the teacher can take to prevent or overcome communication apprehension in the classroom. To answer these questions, a literature study on communication apprehension was first undertaken. Communication models and the evaluation of such models were investigated. Communication as a phenomenon was also applied to the classroom situation, and the conclusion was reached that interaction is a prerequisite for communication, and, consequently, also for effective teaching. Communication apprehension interferes with the success of the communication process in the classroom, as well as with the teaching-learning process. To delineate communication apprehension more clearly, the causes of communication apprehension and its influence on the teaching-learning situation were also studied. Guidelines for preventing and overcoming communication apprehension were lastly investigated. The empirical study was based on the completion of the PRCA (Personal Report on Communication Apprehension) by students from a parallel medium school in Klerksdorp, namely the Alabama Secondary School. The following results were obtained: • An average communication apprehension of 62,5% for Afrikaans speaking students versus an average of 63,4% for students speaking other languages. • The average percentage of communication apprehension for students whose mother tongue is Afrikaans is quite high, whether they communicate in Afrikaans (60,2%) or English (64,3%). • The average percentage of communication apprehension for students whose mother tongue is other than Afrikaans is quite high, whether they communicate in Afrikaans (66,0%) or English (59,2%). • The average percentage of communication apprehension of girls is somewhat higher than that of boys. • The communication apprehension of the students is the highest when they participate in public debates, and the lowest when they participate in ordinary conversations. • A fear of failure, a lack of confidence, and the teaching style of the teacher are endorsed as possible causes of communication apprehension, while a lack of communication skills is not a major cause. • The responses of the teachers identified guidelines for preventing and overcoming communication apprehension in students, of which some are in line with the literature, and others are new interesting ideas. Research on communication apprehension in parallel medium schools ought to be extended to include students from primary schools as well. The apprehension of all students to communicate in their mother tongue should also be investigated. The high level of communication apprehension in students ought to be investigated with the aim of developing programmes for inhibiting communication apprehension in students. / Thesis (M.Ed.)--Potchefstroom University for Christian Higher Education, 2000

The study aimed at providing scientific answers to two questions namely what the nature and extent of communication apprehension are among HED-students and whether the students’ level of communication apprehension changes during the course of their professional training. In order to answer these questions, communication, as typically human behavior, was studied and contextualised to the school classroom situation. Relationships between communication, classroom communication and teaching were indicated. The conclusion was reached that a very close relationship exists between communication and teaching. In fact, teaching was found to be a particular kind of communication which is qualified by the aim of enabling the learner(s) to perform certain learning tasks. Communication apprehension not only influences communication, but also teaching negatively. This negative relationship was researched further by studying the causes and effects of communication apprehension. The detrimental effects that high levels of communication apprehension (of both learners and teachers) have on the teaching learning situation were given particular attention and suggestions were offered for preventing and/or surmounting communication apprehension in the classroom. The empirical investigation entailed the completion of the PRCA (Personal Report on Communication Apprehension) by all fourth year HED-students studying at the PU for CHE between 1990 and 1994. This investigation led to the following findings: • 15,4% of the students experienced high levels of communication apprehension; • during the first measurements students from HED (Secondary)-diploma course manifested the highest level of communication apprehension (54,1%) and students from the post-graduate HED course who specialised in the Human Sciences the lowest (49,7%); • during the course of the professional training a reduction in the level of general communication apprehension was noticeable but of no practical significance: when placed in a teaching situation, students initially experienced relatively high levels of communication apprehension, which, however, decreased to such an extent during their training, that the decrease was of practical significance. The role of micro- and practical teaching played in decreasing communication apprehension should not be underestimated. Research dealing with communication apprehension should be broadened to include students training to become primary school teachers. Communication apprehension should also be investigated within a multicultural context. The causes of high levels of communication apprehension should be examined further and programmes which should be developed. / Skripsie (MEd (Didaktiese Opvoedkunde))--PU vir CHO, 1996

This study aimed to provide scientific answers to the following questions: what the nature and extent of communication apprehension are among Afrikaans speaking high-school pupils and the correlation between this fear and the academic achievement of the pupils. In order to provide answers for these questions, human communication as an activity had to be studied in more detail. A study was made of communication and how it is applied in the classroom situation. A very close relationship exists between communication and teaching and it is evident that teaching cannot take place without communication. Teaching is a particular kind of communication which can be distinctly recognised from other forms of communication by the fact that it has the aim of enabling the learner to perform certain learning tasks. Communication apprehension or the lack there of can greatly determine the success of the communication process as well as the teaching-learning process. Communication apprehension was studied in more detail with the aim to establish possible causes and effects of high levels of communication apprehension in pupils. Suggestions were offered for preventing and/or surmounting communication apprehension in the classroom. The following information has been acquired through the use of the PRCA (Personal Report on Communication Apprehension) which was completed by pupils of the four Afrikaans high-schools in Potchefstroom. • 15,9% of the pupils experienced high levels of communication apprehension. • Pupils who take Afrikaans on the standard grade, in each context, experienced the highest levels of communication apprehension. • Pupils whose achievements fall in the interval 0%-49% experienced the highest communication apprehension in each context. • Pupils whose achievements fall in the interval 80% - 100% experienced the lowest communication apprehension in each context. Research on communication apprehension should be broadened to include pupils of primary schools. The causes of high levels of communication apprehension should be examined further, with the aim to establish programmes which could help in reducing communication apprehension of pupils. / Skripsie (MEd (Vakdidaktiek))--PU vir CHO, 1997

The purpose of this study is to investigate the influence of administrative duties on effective classroom management in the Further Education and Training phase in the Sedibeng West District (08) of the Gauteng Province by focusing on classroom management; management skills of professional teachers; the relationship between teaching and management; guidelines for effective classroom management; juridical aspects regarding classroom management; workload of school-based teachers; duties and responsibilities of teachers; impact of workload of school-based teachers; educational policies; other policies and factors impacting on teachers' workload; and factors that drive teachers away from teaching. The literature study reveals that administrative duties take up a great deal of teachers' time. This is due to a number of factors, namely: shortages of teachers and high learner numbers; departmental accountability measures such as the Integrated Quality Management System (IQMS); curriculum and assessment requirements; and the lack of basic resources. Stress regarding classroom administration exacerbates because teachers have to perform a variety of tasks, from secretarial and administrative to curricular, extracurricular and pastoral work. A major finding emanating from the research is that teachers should be released from excessive amounts of administrative duties and other activities that increase their workload and distract their focus from teaching. In order to eliminate these excessive amounts of administrative duties, the Department of Education should, through proper planning and cooperation with the School Management Team (SMT) provide extra posts in schools for administrators who can assist teachers. The empirical study consists of a structured questionnaire distributed to a sample of principals, deputy principals, heads of departments and teachers in schools in the Sedibeng West District (08) of the Gauteng Province. It aims to develop guidelines to assist teachers to cope better with the increased administrative demands. The main findings of the study reveal that most teachers have difficulties in coping with the pace at which the Whole School Evaluation Policy, IQMS, Continuous Assessment Policy and the new curriculum are being implemented. Together with the increased amount of administrative duties, an urgent need exists for support from the Department of Education and the District Office regarding the implementation and the alleviation of administrative demands. This study recommends, on the basis of both the literature review and the empirical research, guidelines to assist all teachers in coping with these increased administrative demands effectively. / Thesis (M.Ed. (Education Management))--North-West University, Vaal Triangle Campus, 2008.

This study aims to investigate Korean teachers’ beliefs and their practice with respect to classroom-based English language assessment; thus it examines the teachers’ current working principles of assessment and their practices. This study also sets out to uncover, and to gain an in-depth understanding of further issues which emerged from the dissonance between the teachers’ beliefs and their practice. Following a discussion of the English teaching and assessment context, the first part of the study examines mainstream theories of language testing or assessment; it then considers how closely classroom-based assessment in Korean primary schools conforms to these theoretical principles. The second part of the study presents a small-scale research project. Four stages in teachers’ classroom-based assessment were examined; planning, implementation, monitoring, and recording and dissemination. A questionnaire was developed reflecting these stages; its findings were analyzed statically and qualitatively. Further qualitative data was also collected and analyzed through interviews with volunteer participants. This is based on an analysis of teachers’ firsthand experience and their opinions of the assessment of English as a foreign language. The results of the study revealed that generally the teachers hold and exercise their own firm beliefs regarding classroom-based assessment, and have a good knowledge of assessment or testing principles; thus they carried out their assessment using appropriate procedures taking into account the context of English teaching and assessment in which they operate. However, there were a number of issues which emerged from their assessment beliefs and their practice. It became clear that they did not put some of their principles into practice; a number of important factors, which are normally outside the teachers’ control, were found to be responsible for this, these include: overcrowded classrooms, heavy teaching loads, the central bureaucracy of the education system which controls primary education, and a shortage of funding for foreign language teaching. Teachers were also affected by the rather complex relationship with other teachers, head teachers, and even the parents of the students. However, it is evident that the teachers are constantly developing their skills and knowledge regarding assessment in order to address any possible challenges or tasks given to them. In addition, certain areas needing further investigation were identified. Based on the literature review and the findings of the research, tentative implications and recommendations for the development of classroom-based language assessment are discussed.

The purpose of this study was to explore the practices of formal and informal teacher technologists in two school settings: an elite private, high school academy and an urban poor, middle school academy. This investigation included clarifying the role of the formal and informal teacher technologist and investigating the need for both formal and informal teacher technologists. This study also explored the technological differences between the public academy middle school and the private academy high school. Two formal and eight informal teacher technologists were interviewed face-to-face three times, each using the transcendental phenomenology research design. Each teacher technologist was also observed at least once in classroom and teacher training sessions. The results of this study revealed (1) the role of the teacher technologist was a fast technology problem solver; and (2) although students and teachers used technology, the schools lagged in adequate technology and/or teacher training; (3) the teacher technologists used the Internet to build and evaluate curriculum; (4) most students used tool software centered around project-based activities; (5) teacher technologists trained other teachers to be collaborative risk-takers in using technology; (6) teacher technologists shared what they learn with students and other teachers; and (7) students could be student-learners or student-teachers and teachers could be teacher-learners. Four conclusions were reached: technology and constructivist teaching are compatible; technology is a tool; new approaches to professional development are needed; and hardware and software should be standardized for maximum use. Additionally, both schools in this study were evolving the role of the formal teacher technologist. It was recommended that (1) the schools employ at least one fulltime formal teacher technologist whose main role is to assist teachers in technology classroom incorporation, (2) the schools form teams of informal teacher technologists, (3) and the public middle school academy purchase one laptop for each student to use anytime, anywhere.

The intent of this body of work and research is to reveal a process by which I can create work that reflects my point of view and background, or propriospect. This process of combining my Hispanic heritage and American upbringing is one I hope to model for my students in the art classroom. I created five works reflecting my personal point of view by combining techniques and styles used in my native Chile with some that I learned as I grew up in the United States. Through this study I determined a process by which my students can create work that is both personally significant and informative to the other students in the classroom.