The selection of course content has political and sociological implications as well as educational significance. Since local curriculum development is increasingly prevalent, description of teachers' content decisions is an important concern. This study examined the content decision making of four Family Living teachers in a natural school setting.

The principal objective of this report is to conceptualize and articulate a product plan for EvoLesson, a hosted application for supporting the implementation of the standards-based lesson cycle. EvoLesson is a lesson planning application that supports the creation of efficient, effective and aligned assessments and daily lesson plans without restricting teacher autonomy. EvoLesson's lesson design process creates shared resources for objective driven, backwards-planned lesson development that facilitates the creation of teacher-generated daily objective student mastery data. EvoLesson's mission is to provide public school teachers and administrators with a platform to find, create, edit and share lesson planning resources and generate student data to improve teacher effectiveness and drive student performance. EvoLesson was created as a means of solving the daily challenge teachers face in attempting to implement standards-based lesson plans effectively. EvoLesson's teacher centered design creates values for both teachers and administrators by offering the following lesson planning benefits to impact student achievement. EvoLesson addresses the critical need of providing teachers and administrators with essential resources to support effective planning and drive student achievement. EvoLesson is positioned to compete in the rapidly growing education technology market, with specific emphasis on the content and instructional support segments. This report outlines a comprehensive strategy for marketing EvoLesson to both teachers and school districts. EvoLesson's future role in providing critical support for the implementation of standards-based learning has wide-ranging education policy implications, including increased student performance, improved teacher quality, and data support for improved teacher evaluation methods. At the state level, the ability to aggregate daily objective student mastery data can provide quality data feedback on standards alignment and testing. / text

No description available.

This dissertation will examine the Knowledge-as-Theory-and-Elements perspective on knowledge structure. The dissertation creates a set of theoretical criteria given within a template by which lesson plans can be designed to teach mathematics and the physical sciences. The dissertation also will test the Knowledge-as-Theory and-Elements theoretical perspective by designing lesson plans to teach a branch of mathematics, graph theory, by using the new template. The dissertation will include a comparative study investigating the effectiveness of the lesson plans conforming to the new template and the lesson plans designed by the traditional theoretical perspective Knowledge-as-Elements.

<p>Syftet med föreliggande studie är att undersöka och diskutera kring vad en lesson study erbjuder för möjligheter vad gäller lärares kunskapssyn och kompetensutveckling. Under min tid som student har jag vid flertalet tillfällen besökt olika skolor för att genomföra min praktik både inom idrott och geografi. Något som jag har märkt under praktikperioderna är att det förefaller finnas ett behov och en efterfrågan från lärare att utveckla sig själva och sitt sätt att genomföra sin undervisning. Mitt val av metod grundar sig på studiens frågeställningar. Genom att genomföra alla de åtta stegen som en lesson study innefattar enligt Martons mall (2003) gör att jag får svar på det jag vill ha svar på. Jag har i studien använt mig av kvalitativa forsknings metoder i form av passiva observationer och samtal då dessa lämpar sig bäst till arbetets syfte. Förloppet i min studie är hämtat ifrån Ference Martons (2003) mall över lesson study. Det finns emellertid många varianter på själva upplägget trots att det är ett förhållandevis ganska nytt sätt att tänka på. Tidigare har det funnits varianter såsom PLAN projekt eller forskningscirklar. Enligt båda lärarna erbjöd arbetsättet att man diskuterade kring didaktiska och metodiska frågor med en ämneskollega. Att få tillfälle att tala om upplägg och dylikt och därmed blotta sin kunskapssyn inom ämnet. Själva lesson studyns arbetssätt erbjuder även enligt de deltagande lärarna att utifrån klassrummets situation utveckla väl motiverade lektionsplaneringar.</p>

Thesis (Ph. D.)--University of Nevada, Reno, 2005. / "July 2005." Includes bibliographical references (leaves 103-108). Online version available on the World Wide Web. Library also has microfilm. Ann Arbor, Mich. : ProQuest Information and Learning Company, [2005]. 1 microfilm reel ; 35 mm.

Syftet med föreliggande studie är att undersöka och diskutera kring vad en lesson study erbjuder för möjligheter vad gäller lärares kunskapssyn och kompetensutveckling. Under min tid som student har jag vid flertalet tillfällen besökt olika skolor för att genomföra min praktik både inom idrott och geografi. Något som jag har märkt under praktikperioderna är att det förefaller finnas ett behov och en efterfrågan från lärare att utveckla sig själva och sitt sätt att genomföra sin undervisning. Mitt val av metod grundar sig på studiens frågeställningar. Genom att genomföra alla de åtta stegen som en lesson study innefattar enligt Martons mall (2003) gör att jag får svar på det jag vill ha svar på. Jag har i studien använt mig av kvalitativa forsknings metoder i form av passiva observationer och samtal då dessa lämpar sig bäst till arbetets syfte. Förloppet i min studie är hämtat ifrån Ference Martons (2003) mall över lesson study. Det finns emellertid många varianter på själva upplägget trots att det är ett förhållandevis ganska nytt sätt att tänka på. Tidigare har det funnits varianter såsom PLAN projekt eller forskningscirklar. Enligt båda lärarna erbjöd arbetsättet att man diskuterade kring didaktiska och metodiska frågor med en ämneskollega. Att få tillfälle att tala om upplägg och dylikt och därmed blotta sin kunskapssyn inom ämnet. Själva lesson studyns arbetssätt erbjuder även enligt de deltagande lärarna att utifrån klassrummets situation utveckla väl motiverade lektionsplaneringar.

The purposes of the study were: (1) to examine the perceptions superintendents, principals, and teachers have relative to the utilization of scheduled preparation time; (2) to determine if teachers with more experience had a different perception of the utilization of scheduled teacher preparation time than less experienced teachers; (3) to determine if teachers had a preference when the preparation was scheduled; and (4) to determine if the use of preparation time for people interaction, preparation and planning tasks, administrative tasks, personal and co-educational tasks were perceived in the same way by superintendents, principals, and teachers.The preparation period is one of the standards used by the North Central Association for secondary school accreditation. The preparation period was recognized as a part of the teaching -load, was strongly recommended for each teacher, wan included in each teacher's schedule, and had to be included within the six-hour day.In order to compare perceptions of superintendents, principals, and teachers relative to utilization of preparation period, a questionnaire was developed for the study. In final form, the questionnaire was comprised of 34 items. Demographic data were also obtained from each group of respondents. A total of 1227 questionnaires was mailed. There were 975 usable questionnaires returned.The population comprised 50 Indiana secondary schools accredited by the North Central Association; the superintendents of each school corporation in which the 50 schools were located; the principals of each of the 50 schools; and 40 per cent of the teachers selected at random from each school. The 50 schools, located in 42 school corporations, were randomly selected from the official NCA roster of accredited secondary schools.The hypotheses for the study were stated in null form to facilitate testing and statistical treatment. For each population sample (superintendents, principals, and teachers) an absolute frequency was computed for questionnaire responses. Utilizing the absolute frequency, the median test and relative frequency was computed. The chisquare test was used to determine the level of significance. The hypotheses were rejected above the .05 level of significance. Each hypothesis had five sub-parts. The acceptance or nonacceptance of the hypotheses was determined by the statistical significance of three of the five subparts.The study indicated most secondary teachers have assigned preparation time. From the 892 teacher questionnaires, two teachers indicated they did not have a preparation period. It can be concluded that guidelines have been established for teacher scheduled preparation time within the school day.To meet the needs of students, scheduled teacher preparation time should be within the school day. A vast majority of teachers utilized preparation time for students to make up tests, for students enrolled in independent study, and for student conferences. This requires the student to be in attendance and if all preparation time was before or after school, student attendance would be more difficult to attain.The data revealed a considerable range in the perceptions of superintendents, principals, and teachers in the utilization of preparation time for instructional and non-instructional responsibilities, but it can be concluded tasks related to students and instructional procedures were utilized the most often.Hall monitoring, lunch room supervision, extra curricular activities, and publications do not utilize a significant portion of teacher preparation time. Superintendents and school boards have provided for teacher preparation time free from monitoring non-instructional activities.

No description available.

This research begins with an argument for the implementation of a professional development model that would empower mathematics teachers to make changes to their mathematical teaching practices. As this argument evolves so does the need for further investigation into what key components are necessary for effective professional development. What emerges from this investigation is the discovery of a Japanese professional development model known as Lesson Study. This research includes a case study that allows for an exploration of mathematics teachers as they, using the Japanese Lesson Study process, collaboratively research, implement, and reflected upon how this alternative professional development model influences changes in their mathematical teaching practices. The three mathematics teachers in this case study provide evidence and support for how Lesson Study can be used as an effective professional development model while providing the opportunity for teachers to be the professionals in their professional development.