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Middle school mathematics teachers' problem solving beliefs and practices in the School Based Teacher Leader programPoetzl, Christina Geba. January 2008 (has links)
Thesis (Ed.D.)--University of Delaware, 2007. / Principal faculty advisor: Dawn Berk, School of Education. Includes bibliographical references.
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Factors that predict the use of metacognitive strategies in the middle school classroomMyers, Amy Eloise. Johnsen, Susan K. January 2008 (has links)
Thesis (Ph.D.)--Baylor University, 2008. / Includes bibliographical references (p. 345-354).
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Teacher change the effect of a professional development intervention on middle school mainstream teachers of English language learners /Anderson, Elsa Maria. Van Tassell, Frances S., January 2009 (has links)
Thesis (Ph. D.)--University of North Texas, Dec., 2009. / Title from title page display. Includes bibliographical references.
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Reading and writing in the middle school foreign language classroom a case study of teacher beliefs, knowledge, and practices of literacy-based instruction /Sukapdjo, Amye R., January 2009 (has links)
Thesis (Ph. D.)--Ohio State University, 2009. / Title from first page of PDF file. Includes vita. Includes bibliographical references (p. 246-272).
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The lesson study professional development process exploring the learning experiences of elementary and middle school teachers /Harle, Carol Berg. January 1900 (has links)
Thesis (Ph. D.)--University of Texas at Austin, 2008. / Vita. Includes bibliographical references.
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Interpreting the meaning of grades a descriptive analysis of middle school teachers' assessment and grading practices/Grimes, Tameshia Vaden, January 1900 (has links)
Thesis (Ph.D.)--Virginia Commonwealth University, 2010. / Prepared for: Dept. of Educational Studies. Title from title-page of electronic thesis. Bibliography: leaves 223-231.
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Making sense of teachers' work lives a qualitative study of teachers in Florida /Pienta, Rachel Sutz. Milton, Sande. January 2005 (has links)
Thesis (Ph. D.)--Florida State University, 2005. / Advisor: Sande Milton, Florida State University, College of Education, Dept. of Educational Leadership and Policy Studies. Title and description from dissertation home page (viewed Jan. 24, 2006). Document formatted into pages; contains x, 122 pages. Includes bibliographical references.
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The intersection of middle-grade teachers' beliefs regarding mathematics and adolescentsDouglass, Lisa Ann. January 2009 (has links)
Thesis (Ph. D.)--Ohio State University, 2009. / Title from first page of PDF file. Includes vita. Includes bibliographical references (p. 162-169).
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The middle school literacy coach : roles, contexts, and connections to teaching /Smith, Antony T. January 2006 (has links)
Thesis (Ph. D.)--University of Washington, 2006. / Vita. Includes bibliographical references (leaves 193-198).
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Middle school science teachers' personal growth and professional development : what do they mean?Holmes, Frank L. 02 May 2003 (has links)
A teacher may say, "I have twenty years of experience,"
but just what does it mean? This study suggests explanations
for the meaning of "Experience," not by looking at the number
of years in a classroom, but at what teachers did in those
years that could make the teaching experience equivalent to
years of personal growth and development.
Three Middle Level Science teachers' experiences were
observed over two separate units of instruction. Teachers
were engaged in conversations before, during and after every
observation, such that their talk gave meaning to teaching.
The teachers, early in their units, experienced tensions
(stresses and anxieties) that affected their planning and
implementation of teaching. The study determined that the
teachers' learning experiences and personal growth were
directly related to how they met the challenge of tensions.
One teacher with very little science knowledge met the
challenge of tensions in teaching by integrating her new
science knowledge with her English and History knowledge and
repertoire. She developed new practices that increased her
energy and confidence in such a way that became self-sustaining
experiences and growth.
Two other teachers, despite science backgrounds, were
less successful in meeting the challenge of tensions in
teaching. Each found that the contents of the selected units
required study and preparation, yet the teachers acquired
information rather than truly learning the new subject
matter. These teachers, in meeting the tensions of teaching,
felt their energies wane, which reduced their dedication and
effectiveness. As a result, neither teacher experienced
personal growth. The negative experiences resulted in each
teacher becoming more entrenched in a lecture mode of
teaching to escape the tensions that existed.
Learning new subject matter can produce tensions
leading to experiences which affect teaching and potential
for teacher growth. Incremental amounts of growth are
possible, but only if a teacher responds positively to and
meets the challenge of tensions in teaching, minute by
minute, class by class. / Graduation date: 2003
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