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Effects of the West Virginia K-12 RuralNet project on elementary school teachers' instructional practicesMarcolini Hoover, Marcia L. January 1900 (has links)
Thesis (Ed. D.)--West Virginia University, 2003. / Title from document title page. Document formatted into pages; contains x, 245 p. : ill. Includes abstract. Includes bibliographical references (p. 163-171).
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Parent involvement and the beginning teacher the story of three elementary educators /Martin, Willard Michael. January 1900 (has links)
Thesis (Ed. D.)--West Virginia University, 2003. / Title from document title page. Document formatted into pages; contains viii, 110 p. : ill. Vita. Includes abstract. Includes bibliographical references (p. 93-98).
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Teachers' concerns about curriculum integration : a case study of a Hong Kong primary school /Wan, Wai-yan. January 2002 (has links)
Thesis (M. Ed.)--University of Hong Kong, 2002. / Includes bibliographical references (leaves 127-137).
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Mother teachers living on the edge: idealized conceptions and miserable realitiesPflum, Lisa Mungello 28 August 2008 (has links)
Not available / text
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Working together: a case study of two primary teachers in a peer-centred curriculum implementation programMacDonnell, Carol Raye 11 1900 (has links)
This qualitative case study of two primary teachers during their first year of
using a new provincial art curriculum was concerned with the effect of a special
relationship between the two teachers on their implementation efforts. The
relationship was part of an implementation strategy devised by arts consultants in
the school board office; one teacher in every school was designated a “Catalyst
Teacher” with a loosely defined role of acting as an on-site “cheerleader” (or
catalyst) for the implementation activities of colleagues.
This use of a non-specialist member of a staff is related to peer-centred
improvement and change efforts discussed in recent literature under such terms as
“peer coaching,” “cooperative professional development,” and “collaborative
consultation.” It has been shown that a collegial approach to change efforts tends to
contribute to the successful implementation of change.
Through a series of semistructured interviews with the two teachers
individually and together, and supplemented by observations of their art teaching
and by interviews and informal conversations with Ministry of Education personnel,
the local art consultant, and the school principal, a picture was produced of the
meanings constructed by the two teachers about the new curriculum, their roles as
teachers and colleagues, the place of art in their total programs, and the effect of the
Catalyst Teacher Program on their own implementation efforts. At the end of the
interview series, the teachers considered their own progress with the help of Hall
and associates’ Levels of Use scale (1975). Looking through the lens of a symbolic interactionist approach to studying
this working relationship, I was able to focus on the interdependence of all the
elements in the cyclical process of data gathering, sorting, coding, reflecting, and
analyzing. The qualitative causal network described by Corbett and Rossman
(1989) provided a framework within which the case data could be analyzed and
compared to Corbett and Rossman’s findings.
The progress of the participants in this study showed the positive effect of the
implementation strategy in use in their board. These two teachers’ special qualities
of collegiality contributed to their early success, suggesting that conditions of
teacher empowerment and collegiality need to precede other specific change efforts.
Conditions of distancing between grade-level units within the school, that may have
contributed to differences in implementation progress, point to a need to reconsider
the wide scale of most implementation efforts.
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A study of the effectiveness of an alternative licensure program for urban elementary teachers of English language learnersWesley-Nero, Sabrina L. January 2007 (has links)
Thesis (Ph. D.)--George Mason University, 2007. / Title from PDF t.p. (viewed Jan. 22, 2008). Thesis director: Marjorie Hall Haley. Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Education. Vita: p. 161. Includes bibliographical references (p. 152-160). Also available in print.
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ICT implementation in teaching different subjects in a primary school /Tam, To-kuk. January 2003 (has links)
Thesis (M. Sc.)--University of Hong Kong, 2003.
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An investigation of teacher stress in the use of ICT in Hong Kong primary schoolsNgo, Fung-ping. January 2003 (has links)
Thesis (M. Sc.)--University of Hong Kong, 2003. / Also available in print.
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Enhancing teachers' use of ICT in a Hong Kong primary schoolTsim, Siu-man. January 2003 (has links)
Thesis (M. Sc.)--University of Hong Kong, 2003. / Also available in print.
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School-based IT training for teachers a case study of a primary school in Hong Kong /Wong, Wai-lun, Francis, January 2003 (has links)
Thesis (M. Sc.)--University of Hong Kong, 2003. / Also available in print.
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