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Promoting lifelong learning through the use of self-regulated learning a guide for immediate educators /Herin, Gail. January 2007 (has links) (PDF)
Thesis (M.Ed.)--Regis University, Denver, Colo., 2007. / Title from PDF title page (viewed on June 26, 2007). Includes bibliographical references.
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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. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate
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'n Voorgestelde opleidingsmodel vir primêre skoolonderwysers in NamibiaAucamp, Nicolaas van der Walt 19 August 2015 (has links)
M.Ed. / Please refer to full text to view abstract
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Perceived music and music-teaching competencies of classroom teachers in the state of Ohio /Goodman, Jerry Lee January 1985 (has links)
No description available.
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A Study of the change of attitudes toward mathematics of prospective elementary school teachers.Shatkin, Stephen David January 1968 (has links)
No description available.
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An evaluation of course effectiveness by final-year teacher trainees pursuing an in-service teacher education course for primary school teachers in Hong Kong /Ngai, Kam-tao. January 1986 (has links)
Thesis (M. Ed.)--University of Hong Kong, 1986. / Includes bibliographical references (leaf [140]-145).
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An evaluation of course effectiveness by final-year teacher trainees pursuing an in-service teacher education course for primary school teachers in Hong KongNgai, Kam-tao. January 1986 (has links)
Thesis (M.Ed.)--University of Hong Kong, 1986. / Includes bibliographical references (leaves [140]-145). Also available in print.
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Authoring professional teacher identities a journey from understanding culturally responsive teaching to identifying as culturally responsive teachers /Tschida, Christina Marie. January 1900 (has links)
Dissertation (Ph.D.)--The University of North Carolina at Greensboro, 2009. / Directed by Colleen Fairbanks; submitted to the Dept. of Teacher Education and Higher Education. Title from PDF t.p. (viewed Jun. 7, 2010). Includes bibliographical references (p. 309-323).
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A contrastive study of pre-service, in-service and practising primary school teachers in their concern for professional learningTang, Kuen-yan., 鄧權隱. January 1996 (has links)
published_or_final_version / Education / Master / Master of Education
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Prepared to teach, but not to be a teacher case studies of first year teachers /Riley, Monica Huggins. January 2004 (has links)
Thesis (Ph.D.) -- Mississippi State University. Department of Curriculum and Instruction. / Title from title screen. Includes bibliographical references.
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