This thesis reports a study of a group of Iranian young learners, their parents and language teachers on their perceptions of the characteristics of effective language teachers in public schools. The research methodology adopted was a mixed method and therefore, the first part of the study was conducted through a questionnaire survey of 190 students studying in the 8th grade of public schools in Iran. This was followed by interviews with a sample of these learners, their parents and their teachers. The data emerging from the study demonstrates that the stakeholders involved in this study hold perceptions across a wide range of areas concerning language teacher effectiveness including teachers’ language proficiency, class management and affective factors. There was some general agreement within and among the stakeholders’ views; however, at times the dimensions slightly varied. On the whole, the main concerns were related to teachers’ knowledge and ability to speak English and teachers’ willingness to insert activities beyond the prescribed syllabus in particular activities related to speaking skill, and also additional activities that would prepare the students for their exams. Teachers’ ability to build the right rapport with the students was also very much in demand. An unanticipated finding of this study was the perceived connection between teachers’ appearance and in particular the way they dressed and their effectiveness. Some discrepancies relating to how these should be actually practised in the class do exist. Finally, this thesis goes on to discuss some of the implications of these findings both for English language teaching in Iran and for future research. Although the findings of this study are not conclusive and not prescriptive, they reveal the importance of exploring the views of stakeholders to make language teaching a more pleasant experience for all, which can in turn lead to a more effective teaching and learning.

Thesis advisor: Dennis Shirley / Trends in the racial make-up of students attending American schools in large districts showed significant growth in the number of Black and Latino students as far back as 1987. Further, more than half of the students who attend school in these districts were eligible for free or reduced lunch (Planty, 2008). In sum, urban schools are increasingly populated by low-income students of color. Shifts in the urban student population necessitate changes in the way in which teaching and learning are conceptualized. As the population of the nation's urban schools becomes increasingly Black and Hispanic, the need for a teaching force whose racial background matches the student body also increases (B. E. Cross, 2003; Dee, 2005; K. Howey, 1999; Ladson-Billings, 2000a). The suggestion is that teachers who teach children who are like themselves linguistically, culturally, and racially are the most ideal to facilitate learning (Martinez, 1994). Nonetheless, there is little scholarly discourse on the role or impact that socioeconomic class plays in scenarios where teachers and students share the same racial background. Using Ray Rist's (1970) seminal work as an anchor, this study employed a qualitative approach to examine the perceptions of five African American male teachers who identify as middle class and who teach in schools or programs that serve predominantly low-income African American students. Analysis of the interviews led to the following conclusions: the differences in socioeconomic class influenced the teachers' general perception of their students and their capability as learners. Notwithstanding these perceptions, the teachers expressed a profound sense of love and care for their students and believed themselves to be uniquely qualified to provide them with what they need beyond the traditional curriculum. / Thesis (PhD) — Boston College, 2012. / Submitted to: Boston College. Lynch School of Education. / Discipline: Teacher Education, Special Education, Curriculum and Instruction.

This study was designed to investigate teachers perceptions about instructing listening in second-grade classrooms. Childrens literature that included specific listening content was used to explore how the teachers perceptions influenced planning read alouds for explicitly teaching listening skills. Investigations included: (1) What were teachers perceptions about teaching listening, and how did these perceptions influence the planning of read alouds, (2) and how did engaging in professional development impact teachers practices with listening instruction. A formative and design experiment (Reinking and Bradley, 2008) aligned with a constructivist methodology (Brooks and Brooks, 1999; Burleson, 2011; Creswell, 2014) was used to allow teachers to participate in authentic professional development sessions to inform theory. Analysis of teacher responses was completed through a constant-comparative method (Strauss and Corbin, 1998). Data analysis was triangulated using: (a) questionnaires, (b) teacher reflective journals, (c) researcher observations, and (d) methodological files. Analysis led to a better understanding of teachers listening perceptions including how: (a) those perceptions are shaped by their expectations for student listening in the classroom, (b) teachers engagement in professional development when teaching an unfamiliar construct, (c) the impact of an already crowded curricula, and (d) motivating teachers to recognize their role as the best model for students in listening instruction is a critical component. Teacher buy-in requires professional development that includes using motivational methods like the MUSIC® Model of Motivation (Jones, 2009) when learning new literacy constructs. This study gives insight into the need to improve instructional practices for teaching listening in educational settings (Lundsteen, 1979; Vandergrift, 2004). Finally, this study raised the awareness for the need to provide further research opportunities on listening instructional practices in primary schools that promote improving listening skill instruction to create a more balanced literacy structure for students (Duker, 1982; Field, 1998; Funk and Funk, 1989; Gee, 2015; Imhof, 2008; Jalongo, 2008; Nichols, 1957; Wolvin, 2013). / Ph. D. / This study was used in four primary grade classrooms to explore teachers’ perceptions about teaching listening. The following questions were investigated with the teachers: (1) What were teachers’ perceptions about teaching listening, and how did these perceptions influence the planning of read alouds, (2) and how did engaging in professional development impact teachers’ practices with listening instruction. Teachers participated in professional development sessions to learn about planning and teaching lessons for improving their students listening practices. The study was conducted in the authentic environment of the teachers’ classrooms and they implemented the interventions. Teacher discussions and feedback were used to identify instructional suggestions for the lessons. The data collected suggested that teacher perceptions were shaped by their previous expectations for student listening in the classroom. Other factors from the data that impacted the teachers’ perceptions for including listening instruction were an already crowded curricula, the challenge of learning to teach an unfamiliar topic, and recognizing that their teacher role was the model students practiced for listening. This study provides a beginning foundation for the need to include listening instruction in primary grade classrooms so that the students can engage in more balanced literacy instruction with foundational components of listening, speaking, reading, and writing.

Physical and electronic resources, tools and environments are increasingly being integrated within mainstream higher education. As institutions seize the potential of technology enablement, blended learning formats have become popular. For the blended learning format to positively impact the quality of education in the institution its effective integration into existing practice is crucial. The Monash South Africa Foundation Programme, a division of Monash University that provides an alternative pathway into higher education, has its focus firmly on delivering quality academic development yet must successfully navigate the challenges of implementing blended learning as part of an institution wide strategic plan for academic excellence. The purpose of this study was to investigate how the perceptions and attitudes of a teacher in the programme towards blended learning echoed the strategic plan of the institution to use the blended learning approach. A qualitative single case study was developed around one teacher, framed by the context of the institution’s strategic education plan and the programme environment, in order to develop a rich narrative of his experience. Multiple methods of data collection were used to allow for results to be triangulated. The study showed that this teacher’s perceptions and attitudes reflected a positive disposition towards the implementation of blended learning but that the perceived barriers placed the individual’s potential of achieving the institutional goals for incorporating blended learning at risk. The need for effective change management and staff that would champion the innovation was identified. An accumulative narrative of teacher experiences was advocated to develop theories to support further effective blended learning in the programme and the institution and thus enable the institution’s strategic goals of achieving academic excellence at ground level.

The aim of this study is to reveal the teachers

Syftet med detta examensarbete är att undersöka lärares uppfattningar om det nationella provet i engelska, samt hur dessa lärare arbetar med provet för att kunna hjälpa eleverna att nå sina kursmål. Undersökningsmetoden är kvalitativ då vi intervjuat fyra lärare i engelska på en högstadieskola. Intervjufrågorna har innefattat allt från hur lärare arbetar med det nationella provet och hur de ser på provet, till hur målen med det nationella provet uppfylls. Resultatet av undersökningen är att det nationella provet underlättar lärarnas arbete. Lärarna anser även att provet fungerar som ett bra stöd då de ska betygsätta eleverna. Dock visar denna undersökning att förberedelserna till det nationella provet främst gagnar svagare elever. / The purpose of this dissertation is to investigate how teachers perceive and work with the national tests in order to help students meet the goals of the course. Furthermore, due to our future careers as teachers, we want to gain more insight into the role national tests play in English. This is a qualitative study based on formal in-depth interviews that can provide a good understanding of the subject and of the informants’ views. As the teachers at secondary school work with national tests yearly they were best suited as interviewees in this investigation. Four interviews were carried out with teachers and they lasted approximately 40 minutes each.The interviews touched on a variety of questions ranging from how the teachers work with the national test and how they look upon the test, to how the purposes stipulated by Skolverket regarding the national test are fulfilled. The outcome of the interviews is that the national test in general facilitates more than complicates teachers’ work. The test serves as a good support when assessing and grading the students since it can confirm the teachers’ assessment of the students’ capability. However, this study also shows that the preparation methods used before the national test benefit weaker learners more than stronger ones.

No description available.

No description available.

Not often do mathematics teachers instruct to improve students' attitudes toward mathematics. The pressures to cover the state-mandated curriculum drive teachers to instruct for procedural understanding with few connections. The lack of real-life connections results in students with low motivation toward mathematics and results in poor mathematics attitude (Ma andamp; Kishor, 1997). The purpose of this mixed-methods research is to examine self-regulated learning as an instructional technique aimed at increasing mathematical attitudes while also increasing achievement and to reveal barriers to its implementation in the classroom.The research study involved an intervention in a Mid-South urban high school at the 9th grade level. All students who participated were enrolled in the middle track at the school, thus taking an Algebra I course. The intervention took place with four teachers in seven separate classes. Students were given the opportunity to regulate their own learning based on objectives for district and state requirements. In this pre/post design, students were surveyed for their mathematics attitude and achievement using the Attitude Toward Mathematics Inventory (Tapia, 1996) and a polynomial survey designed by the researcher. Teachers were surveyed and interviewed prior to the study to develop a sense of their teaching preferences. During the experiment classroom observations were conducted to assist in developing themes in the intervention. Following the study, extensive interviews took place with each participating teacher.Data analyses revealed no statistically significant difference between the control and experimental group in regards to mathematics attitude and achievement. Qualitative analysis using constant comparative strategies (Denzin andamp; Lincoln, 2000) revealed many teacher barriers and misconceptions. Teachers felt uncomfortable with the technique and were unable to allow the students to fully regulate their learning. The teachers imposed a timeline, quizzes, written tests, and direct instruction techniques on the students during the study. All of these created barriers to the students fully regulating their learning. Also, teachers' perceptions of learning and attitude were not valid. Teachers believed the students achieved at a lower level than with a traditional approach and viewed their attitudes as worse than normal. This was in direct contrast to the quantitative results.

The purpose of this qualitative study was to examine the connection between principal leadership practices and the perceptions of how teachers reported the practices that influence teaching and learning. The interview method was used to collect the data for this study. The TELL TN survey is currently used to collect data in public schools throughout the state of Tennessee. This survey is used to obtain data on different aspects of education including school leadership. The TELL TN survey informed my interview questions in order to gain more in-depth data and to gain a greater understanding of the results. Teachers from different Middle Tennessee schools and who serve different grade levels were interviewed. These interviews were focused on leadership practices of school principals and what they perceived to aid in their teaching and therefore aid in student learning. The overarching themes that were uncovered included support, autonomy, and sincerity.