School boards are interested in school effectiveness and see a correlation between the quality of classroom teachers and school effectiveness. Superintendents, eager to please the school board, seek to show increased school effectiveness year after year. This necessitates dealing with areas which impact on student achievement with perhaps the most critical area being that of teacher effectiveness. The purpose of this study was to identify those factors which assisted marginal high school teachers in improving their classroom performance. Knowing to what or whom these teachers who showed improvement attributed this improvement may assist in modifying existing practices to increase the likelihood that such improvement will occur for a greater number of teachers. A survey was used to initially identify the teachers. A follow-up interview was conducted with fourteen teachers with the analysis of the transcribed interviews focusing on the following questions: 1. Did intervention/assistance efforts influence improvement? In what context were the intervention/ assistance efforts made? Who were the primary actors in the intervention/assistance efforts? What activities were influential in the intervention/assistance efforts? 2. Did external personal factors influence improvement? 3. Are there overarching characteristics, beliefs, and/or motives in the group of teachers who made substantial improvement in teaching performance? 4. What actor(s) provided to the teachers: (a) an awareness of the need for change and (b) support for change? 5. What were the teachers' perceived gains and losses in this improvement effort? Major findings revealed that teachers actively seek their peers' advice and desire to see one another in practice through peer observations. Sharing of ideas is important to teachers; yet, little opportunity exists within the school day for such sharing. Most staff development activities were seen as a waste of time and teachers resented activities which purported to "teach teachers how to teach." The most valuable activities to teachers were those things which they could take back and use in their classroom. As research has indicated, professional growth and development was primarily motivated by the teacher seeing results in the classroom and the resulting increase in teacher efficacy. / Ed. D.

稿本(據電腦打印本複印) / Thesis (M.A.)--香港中文大學. / Gao ben (ju dian nao da yin ben fu yin) / Includes bibliographical references (leaves 53-61) / Thesis (M.A.)--Xianggang Zhong wen da xue. / Chapter 第一章： --- 引言 / Chapter 第一節 --- 問題的背景 --- p.1 / Chapter 第二節 --- 研究目的 --- p.3 / Chapter 第三節 --- 研究的意義 --- p.4 / Chapter 第二章： --- 文獻探討 / Chapter 第一節 --- 有關組織投入的各派學說 --- p.5 / Chapter 第二節 --- 影響組織投入的因素 --- p.7 / Chapter 第三節 --- 教師的組織投入對其出席行為的影響 --- p.8 / Chapter 第四節 --- 教師的組織投入對準時到校及自願留校的影響 --- p.10 / Chapter 第五節 --- 教師的組織投入對其留任意願及留任行為的影響 --- p.11 / Chapter 第六節 --- 教師的工作滿足感及組織投入 --- p.13 / Chapter 第三章： --- 研究方法 / Chapter 第一節 --- 假設與定義 --- p.14 / Chapter 第二節 --- 研究工具 --- p.17 / Chapter 第三節 --- 取樣、資料捜集及分析 --- p.19 / Chapter 第四節 --- 研究的限制 --- p.20 / Chapter 第四章： --- 研究結果分析 / Chapter 第一節 --- 辦學園體的背景及屬下中學資料 --- p.21 / Chapter 第二節 --- 教師的背景 --- p.28 / Chapter 第三節 --- 教師對學校及工作的態度 --- p.36 / Chapter 第四節 --- 教師的行為和意向 --- p.40 / Chapter 第五節 --- 各统計假設的檢驗 --- p.43 / Chapter 第五章： --- 討論、總結及建議 / Chapter 第一節 --- 討論 --- p.45 / Chapter 第二節 --- 總結 --- p.48 / Chapter 第三節 --- 建議 --- p.51 / 參考書目錄 / Chapter 一. --- 中文參考書目 --- p.53 / Chapter 二. --- 英文參考書目 --- p.54 / 附錄 / Chapter 一. --- 中學教師對學校的觀感及工作意向問卷 --- p.62 / Chapter 甲部： --- 教師個人資料 / Chapter 乙部： --- 教師對學校的觀感及工意向 / Chapter 二. --- 硏究生致各位回答問卷教師函件 --- p.65 / Chapter 三. --- 訪問校長問卷 --- p.66 / Chapter 四. --- 教職申請表 --- p.67 / Chapter 五. --- 遴選教師評分表 --- p.69 / Chapter 六. --- 出席離校紀錄簽到表 --- p.70 / Chapter 七. --- 教師評核表（初稿） --- p.71 / Chapter 八. --- 教師升级申請辦法 --- p.73 / 撮要 / 英譯本 --- p.74

For data collection, the researcher was attached to three Hong Kong secondary schools with average academic and extra-curricular activity performances for three months each during the past two years. Having got familiarized with the teachers and students through joining various formal and informal school activities, in the last month of his attachment, the researcher invited each teacher to be interviewed on the topic of extra-curricular activities and to be tape-recorded. In the end, 122 teachers agreed to be the participants in the interviews. The interview was conducted in a semi-structured way, in which the teacher first recounted and commented on his/her experience and impression of extra-curricular activities. The researcher then asked for clarifications and further exploration of his/her own conception, with the help of some "situation cards". In the whole interview process, the researcher adopted a "non judgmental" attitude towards the definition of "extra-curricular activities", only asking the interviewee questions on the clarity and consistency of his/her conception. Each interview lasted for about an hour. After the interviews, the recordings were converted into written scripts. Based on the interview process and scripts, the researcher sorted out various main themes and key words and proceeded with data analysis. After three stages of back-and-forth collation and with the number of cases reduced to forty, finally seven conceptions of extra-curricular activities have been constructed: Accountability, Attachment, Mould, Experience, Personal growth, Liberation, and Balance. The researcher has depicted the specific horizon, concepts and the relationship among concepts, and also compared and contrasted the distinctive features of each conception. / There are multifarious extra-curricular activities in Hong Kong secondary schools. Nearly every teacher participates in the activities. Different teachers infuse extra-curricular activities with diverse meanings, and actualize different modes of school education. This study aims at exploring Hong Kong secondary school teachers' conceptions of extra-curricular activities. It collates individual cases into different collective clusters, depicting each conception of extra-curricular activities, and the relationship between the concepts. / This thesis attempts to relate and contrast the features of the seven conceptions of extra-curricular activities and the four main questions generated from the theories about valuation in curriculum, thus showing that the conceptions of Accountability, Attachment and Mould are based on "group" values, which set an instrumental field for "learning". Conceptions of Personal growth, Experience and Liberation refer to "individual", tending to adopt "individual as a unit" and "intrinsic values" as the learning field. The conception Balance is in-between the two. It tries to balance the tension between individual and social instruments, as well as intrinsic and extrinsic values. Taking a step further, this thesis also argues that to improve the quality of school education, each teacher has to decide on a definition and orientation of the curriculum which is in line with his/her own extra-curricular activity conception. Merely claiming that "Extra-curricular activity is part of the curriculum" is not necessarily conducive to improving education quality. Finally, the findings also point to the need to explore how we can provide teachers with a cultivating environment and quality facilitators for helping them clarify, improve and transform their conceptions of extra-curricular activities in the course of learning. This will be a key concern for the further development of teacher education. / 周昭和. / 呈交日期: 2006年4月. / 論文(哲學博士)--香港中文大學, 2006. / 參考文獻(p. 324-344). / Cheng jiao ri qi: 2006 nian 4 yue. / Adviser: Ngai-ying Wong. / Source: Dissertation Abstracts International, Volume: 67-11, Section: A, page: 4078. / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Electronic reproduction. [Ann Arbor, MI] : ProQuest Information and Learning, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Electronic reproduction. Ann Arbor, MI : ProQuest Information and Learning Company, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstracts in Chinese and English. / School code: 1307. / Lun wen (zhe xue bo shi)--Xianggang Zhong wen da xue, 2006. / Can kao wen xian (p. 324-344). / Zhou Zhaohe.

Awareness, use and attitude by Indiana secondary school vocational agriculture/agribusiness and social science educators toward soil survey reports were determined using a mailed questionnaire. Results were analyzed based on teaching discipline and geographic location (urban and rural). In general, social science respondents were not aware of and did not use soil survey reports as a teaching aid whereas vocational agriculture/ agribusiness respondents did. The majority of educators responded positively to statements regarding usefulness of soil surveys. No significant differences were found between urban and rural areas. Results indicated that teaching discipline was the critical factor in educator use of soil surveys.Ball State UniversityMuncie, IN 47306

The primary purposes of this study were to assess the understanding and attitudes of teachers, to determine the interaction effects of certain variables, and to determine if there is a correlation between understanding of economic concepts and attitude toward economic education. The problem of the study was an assessment of the attitudes toward and understanding of economic concepts held by secondary school teachers in Arkansas who taught economics or economics-related subjects.

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Based on the classification from quantitative studies, total six teachers, two in each category, were interviewed to construct six individual qualitative case studies. The results suggested that teacher professional knowledge about function and beliefs about mathematics had impacts on their teaching approaches. The teaching approaches can be classified into three categories, i.e, content-centered with performance focus, contentcentered with understanding focus and student-centered with cognitive focus, which constituted traditional content-centered and student-centered perspectives on teaching approaches. Emphasizing process or product is still dichotomy for teachers. / In conclusion, this study showed the significance of subject matter knowledge, pedagogical content knowledge and beliefs about mathematics to teaching approaches of mathematics teachers, which pave the way for future education researches in this field. This study has also provided some valuable experiences in applying hypothetical situations to education researches. In the future, further explorations can be conducted in finding the effect of contextual factors to teaching approaches and how teaching approaches influenced student learning. / In past 30 years, under the global trend of curriculum reform, new requirements on teacher professional knowledge and belief were put on teachers. Accordingly, the focus of research on teaching was shifted from finding effective teaching behavior to in search for teacher professional knowledge, beliefs and cognitions behinds their behaviors. Before, the literatures on teacher professional knowledge were mainly focused on what professional knowledge that teachers have and/or should have. Only few literatures were interested in the effect of teacher professional knowledge and beliefs to teaching approaches. / The main objective of this study is to fill in the missing pieces and investigate the effect of teacher professional knowledge and mathematics beliefs on teaching for inservices mathematics teachers. Mixed method was applied in this study in order to build up some comprehensive understandings to the effects. In quantitative part, this study has surveyed ninety one high school mathematics teachers in M city to find out the deepness of professional knowledge and mathematical beliefs that teachers held. For professional knowledge, the results showed that teachers had different levels of subject matter knowledge and pedagogical content knowledge. For beliefs about mathematics, the results echoed with Ernest's (1989) classification of teacher mathematical beliefs, i.e. instrumentalist, Platonist, and problem-solver. / 張侨平. / Adviser: Ngai-Ying Wong. / Source: Dissertation Abstracts International, Volume: 73-03, Section: A, page: . / Thesis (Ph.D.)--Chinese University of Hong Kong, 2010. / Includes bibliographical references (p. 184-209). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Electronic reproduction. [Ann Arbor, MI] : ProQuest Information and Learning, [201-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstracts in Chinese and English. / Zhang Qiaoping.

by Ting-hong Wong. / Thesis (M.Ph.)--Chinese University of Hong Kong, 1988. / Bibliography: leaves [103]-[109].

何明生. / 複印本. / Thesis (M.A.)--香港中文大學. / Fu yin ben. / Includes bibliographical references (leaves 109-120). / He Mingsheng. / Thesis (M.A.)--Xianggang Zhong wen da xue.

This dissertation study examined how teachers in four newcomer schools conceptualized and implemented social studies education for newcomer Latino/a youth. I designed this multi-site, collective case study to examine the perspectives and decision making of four social studies teachers' enacted pedagogy for Latino/a newcomer students. I documented how social studies teachers (U.S. History and Global History) were teaching Latino/a newcomer youth within urban newcomer high schools through the research question: how do four secondary teachers conceptualize and implement social studies education for newcomer Latino/a youth? As evidenced in their culturally and linguistically relevant pedagogy, teachers in this study provided constant support, encouragement, and opportunity for Latino/a newcomer students to succeed academically, and encouraged active civic engagement by using students' cultural, linguistic, and civic knowledge and experiences as central to their pedagogy. I analyzed the findings within and across four case studies to develop an emerging grounded theory of culturally and linguistically relevant citizenship education. This developing grounded theory analyzed the intersections of culturally relevant pedagogy, linguistically responsive teaching, and active and engaged citizenship. These intersections and cross-case analysis of the four teachers' social studies pedagogy for newcomer Latino/a students developed five principles of culturally and linguistically relevant citizenship education. These principles included: pedagogy of community, pedagogy of success, pedagogy of making cross-cultural connections, pedagogy of building a language of social studies, and pedagogy of community-based, participatory citizenship. This study has the potential to add to and expand on the discourse regarding social studies pedagogy for culturally and linguistically diverse students (Ladson-Billings, 1995b; Lucas and Villegas, 2011), newcomer schools (Short and Boyson, 2000), English Language Learners (Cruz and Thornton, 2009), and citizenship education for newcomer youth (Salinas, 2006). Possibilities for future research might include examining how Latino/a immigrant students' cultural and linguistic experiences influence their perceptions of social studies and how they conceptualize citizenship. Furthermore, additional research might also explore how the findings in this study may be used to develop a more culturally and linguistically responsive teacher education program, create professional development opportunities for in-service teachers, and examine how elementary teachers and teachers in rural/suburban contexts conceptualize their social studies pedagogy for immigrant youth.