Thesis (Ed.D.)--University of California, Irvine and California State University, Long Beach, 2007. / (UMI)AAI3293077. Source: Dissertation Abstracts International, Volume: 68-12, Section: A, page: 5002. Adviser: Dawn Person.

Thesis (Ph.D.)--Indiana University, Dept. of Literacy, Culture, and Language Education, 2009. / Title from PDF t.p. (viewed on Jul 13, 2010). Source: Dissertation Abstracts International, Volume: 70-12, Section: A, page: 4606. Adviser: Martha Nyikos.

Thesis (Educat.D.)--Fairleigh Dickinson University, 1987. / Source: Dissertation Abstracts International, Volume: 48-10, Section: A, page: 2604.

The purpose of this study was to ascertain the role of colleges of education in the North West Province. Put differently it wished to determine to what extent colleges of education in the North West Province as institutions are adjusted to their real potential environments so that adjustments could be made if necessary. In order to be able to investigate teacher training in the North West Province, a literature survey was conducted to determine the core criteria regarding quality and efficiency in teacher training. The instruments used in the planning process are explained and the one which deals with strategic planning in an education system is used to plan the functioning of colleges of education in the North West Province to comply with the identified core criteria. A detailed consideration of the functioning of colleges of education in the North West Province is introduced by a brief overview of the evolving pattern of the South African teacher education and a review of proposals to unify higher education and to broaden the role of colleges. The literature study on the historical background of teacher education in South Africa revealed that it has been a fragmented and inefficient system in which teachers were inequitably distributed across South Africa. An investigation into the functioning of colleges of education in the North West Province is based on the components of the education system as entailed in the chosen strategic planning in education model mentioned earlier. The opinions of experts and stakeholders in the field of the role of colleges of education in the North West Province were obtained through the empirical study done according to the steps of strategic planning in education. The findings obtained after data interpretation were then compared with the information from the literature study. The following trends were identified amongst others: Firstly that there is a great need for in-service or further training to upgrade the qualifications of practising teachers. Secondly, that there is a great need for properly trained teachers for the technical, mathematics and science subjects and also that there is a need for trained teachers to assist with non-formal programmes. An analysis and evaluation of the identified trends revealed that colleges of education can play a larger and more important role and would be in a position to utilise their facilities and skills more effectively if they made the necessary adjustments. In sketching the future possibilities for colleges of education in the North West Province it was shown that colleges of education will function more cost-effectively if they diversify their function to include other tasks than the training of teachers, like carrying out the function of community colleges. / Thesis (MEd)--PU for CHE, 1998

A década de 1990 foi marcada pela publicação de diversos documentos internacionais e nacionais que influenciaram, de forma significativa, as atuais políticas educacionais em nosso país, publicadas, principalmente, na década seguinte. Por meio delas, foi instituído um novo olhar para educação especial, que deixou de ser pensada de forma paralela ao sistema comum e passou a integrar a proposta pedagógica da escola regular. Como consequência, a formação de professores para a educação básica também precisou ser revista. A década de 2000 foi brindada ainda com a promulgação de novas legislações relativas aos surdos, como a Lei nº 10.436/02, que reconhece a língua brasileira de sinais (Libras) como aquela usada pelas comunidades surdas brasileiras, e o Decreto nº 5.626/05, que assegura o direito, a esse grupo sociocultural, à educação bilíngue, fato que implicou também em uma transformação na forma de se pensar a formação de professores de alunos surdos. Ao se considerar este contexto, foi proposto o presente trabalho, que tem como objetivo compreender como a formação de professores para a educação de surdos tem sido discutida em teses e dissertações no período de 1995 a 2014. Esta pesquisa constitui-se em uma pesquisa bibliográfica e, como procedimento metodológico, adotou-se a Revisão Sistemática da Literatura. Para o acesso aos trabalhos, foi realizada uma busca online nas bibliotecas de Programas de Pós-graduação em Educação, avaliados pelas CAPES com conceito igual ou superior a cinco. Após terem sido aplicados os critérios de inclusão e exclusão determinados frente aos objetivos deste estudo, foram encontradas 35 pesquisas que discutiam a temática investigada: 16 teses e 19 dissertações. Em uma abordagem inicial dos dados, observou-se que a defesa dos trabalhos concentrou-se entre os anos de 2009 e 2014, período de consolidação da política inclusiva no país e de seus efeitos para a educação dos surdos. A leitura e análise das pesquisas selecionadas apontaram para a discussão e reflexão de dois grandes períodos: do que trata das extintas habilitações específicas em Educação de Deficientes da Audiocomunicação e do que discute uma nova configuração em termos de formação do professor regente e especialista. Este último tema foi abordado, nas pesquisas investigadas, a partir da formação inicial e de propostas de formação continuada, envolvendo práticas presenciais, em serviço e à distância. Conclui-se que, para a maioria dos estudos, as especificidades da educação de surdos não tem sido contempladas na formação inicial. Reconhece-se que, embora as antigas habilitações não favorecessem os surdos, em termos educacionais, por partirem de uma concepção pautada na deficiência e na normalização dos alunos, o mesmo pode ser dito da formação inicial oferecida hoje, que embora tenha, potencialmente, como pressuposto que os surdos constituem-se uma minoria sociocultural e linguística, restringe a educação destes alunos à disciplina Libras. Esta realidade tem demandado dos professores a busca por formação continuada, foco da maioria das pesquisas, que, sem uma orientação clara dos aspectos que precisariam ser contemplados nos processos educacionais dos surdos, muitas vezes, centram-se, novamente, apenas na língua em detrimento das práticas pedagógicas que respeitem as particularidades educacionais dos alunos surdos. / The decade of 1990 was marked by the publication of several international and national documents that significantly influenced the current educational policy in our country, published mainly in the following decade. Through them, a new look for special education was instituted, which was no longer considered in parallel to the common system and began to integrate the pedagogical proposal of the regular school. As a consequence, teacher training for basic education also needed to be reviewed. The decade of 2000 was also provided with the enactment of new legislation related to the deaf, such as Law 10.436/ 02, which recognizes the Brazilian sign language (Libras) as used by deaf Brazilian communities, and Decree No. 5.626/ 05, Which ensures the right to this bilingual education to this sociocultural group, a fact that also implied a transformation in the way of thinking about the formation of teachers of deaf students. When considering this context, the present work was proposed, which aims to understand how the training of teachers for the education of deaf people has been discussed in theses and dissertations from 1995 to 2014. This research is a bibliographical research and, as a methodological procedure, the Systematic Review of Literature was adopted. For access to the works, an online search was carried out in the libraries of Postgraduate Education Programs, evaluated by CAPES with a concept equal to or greater than five. After applying the inclusion and exclusion criteria determined in relation to the objectives of this study, we found 35 researches that discussed the research topic: 16 theses and 19 dissertations. In an initial approach to the data, it was observed that the defense of the work was concentrated between the years 2009 and 2014, the period of consolidation of the inclusive policy in the country and its effects on the education of the deaf. The reading and analysis of the selected researches pointed to the discussion and reflection of two major periods: what is about the extinct specific qualifications in Education of the Disabled of Audiocommunication and what discusses a new configuration in terms of teacher and specialist teacher training. This last topic was approached, in the investigations investigated, from the initial formation and proposals of continuous formation, involving presential, in service and at a distance. It is concluded that, for most studies, the specificities of deaf education have not been included in the initial training. It is recognized that, although the old qualifications did not favor the deaf in educational terms, starting from a conception based on the deficiency and the normalization of the students, the same can be said of the initial formation offered today, that although potentially Assumption that the deaf constitute a sociocultural and linguistic minority, restricts the education of these students to the Libras discipline. This reality has demanded from the teachers the search for continuing education, the focus of most research, which, without a clear orientation of the aspects that would need to be contemplated in the educational processes of the deaf, often focus again only on the language to the detriment pedagogical practices that respect the educational specificities of deaf students.

A década de 1990 foi marcada pela publicação de diversos documentos internacionais e nacionais que influenciaram, de forma significativa, as atuais políticas educacionais em nosso país, publicadas, principalmente, na década seguinte. Por meio delas, foi instituído um novo olhar para educação especial, que deixou de ser pensada de forma paralela ao sistema comum e passou a integrar a proposta pedagógica da escola regular. Como consequência, a formação de professores para a educação básica também precisou ser revista. A década de 2000 foi brindada ainda com a promulgação de novas legislações relativas aos surdos, como a Lei nº 10.436/02, que reconhece a língua brasileira de sinais (Libras) como aquela usada pelas comunidades surdas brasileiras, e o Decreto nº 5.626/05, que assegura o direito, a esse grupo sociocultural, à educação bilíngue, fato que implicou também em uma transformação na forma de se pensar a formação de professores de alunos surdos. Ao se considerar este contexto, foi proposto o presente trabalho, que tem como objetivo compreender como a formação de professores para a educação de surdos tem sido discutida em teses e dissertações no período de 1995 a 2014. Esta pesquisa constitui-se em uma pesquisa bibliográfica e, como procedimento metodológico, adotou-se a Revisão Sistemática da Literatura. Para o acesso aos trabalhos, foi realizada uma busca online nas bibliotecas de Programas de Pós-graduação em Educação, avaliados pelas CAPES com conceito igual ou superior a cinco. Após terem sido aplicados os critérios de inclusão e exclusão determinados frente aos objetivos deste estudo, foram encontradas 35 pesquisas que discutiam a temática investigada: 16 teses e 19 dissertações. Em uma abordagem inicial dos dados, observou-se que a defesa dos trabalhos concentrou-se entre os anos de 2009 e 2014, período de consolidação da política inclusiva no país e de seus efeitos para a educação dos surdos. A leitura e análise das pesquisas selecionadas apontaram para a discussão e reflexão de dois grandes períodos: do que trata das extintas habilitações específicas em Educação de Deficientes da Audiocomunicação e do que discute uma nova configuração em termos de formação do professor regente e especialista. Este último tema foi abordado, nas pesquisas investigadas, a partir da formação inicial e de propostas de formação continuada, envolvendo práticas presenciais, em serviço e à distância. Conclui-se que, para a maioria dos estudos, as especificidades da educação de surdos não tem sido contempladas na formação inicial. Reconhece-se que, embora as antigas habilitações não favorecessem os surdos, em termos educacionais, por partirem de uma concepção pautada na deficiência e na normalização dos alunos, o mesmo pode ser dito da formação inicial oferecida hoje, que embora tenha, potencialmente, como pressuposto que os surdos constituem-se uma minoria sociocultural e linguística, restringe a educação destes alunos à disciplina Libras. Esta realidade tem demandado dos professores a busca por formação continuada, foco da maioria das pesquisas, que, sem uma orientação clara dos aspectos que precisariam ser contemplados nos processos educacionais dos surdos, muitas vezes, centram-se, novamente, apenas na língua em detrimento das práticas pedagógicas que respeitem as particularidades educacionais dos alunos surdos. / The decade of 1990 was marked by the publication of several international and national documents that significantly influenced the current educational policy in our country, published mainly in the following decade. Through them, a new look for special education was instituted, which was no longer considered in parallel to the common system and began to integrate the pedagogical proposal of the regular school. As a consequence, teacher training for basic education also needed to be reviewed. The decade of 2000 was also provided with the enactment of new legislation related to the deaf, such as Law 10.436/ 02, which recognizes the Brazilian sign language (Libras) as used by deaf Brazilian communities, and Decree No. 5.626/ 05, Which ensures the right to this bilingual education to this sociocultural group, a fact that also implied a transformation in the way of thinking about the formation of teachers of deaf students. When considering this context, the present work was proposed, which aims to understand how the training of teachers for the education of deaf people has been discussed in theses and dissertations from 1995 to 2014. This research is a bibliographical research and, as a methodological procedure, the Systematic Review of Literature was adopted. For access to the works, an online search was carried out in the libraries of Postgraduate Education Programs, evaluated by CAPES with a concept equal to or greater than five. After applying the inclusion and exclusion criteria determined in relation to the objectives of this study, we found 35 researches that discussed the research topic: 16 theses and 19 dissertations. In an initial approach to the data, it was observed that the defense of the work was concentrated between the years 2009 and 2014, the period of consolidation of the inclusive policy in the country and its effects on the education of the deaf. The reading and analysis of the selected researches pointed to the discussion and reflection of two major periods: what is about the extinct specific qualifications in Education of the Disabled of Audiocommunication and what discusses a new configuration in terms of teacher and specialist teacher training. This last topic was approached, in the investigations investigated, from the initial formation and proposals of continuous formation, involving presential, in service and at a distance. It is concluded that, for most studies, the specificities of deaf education have not been included in the initial training. It is recognized that, although the old qualifications did not favor the deaf in educational terms, starting from a conception based on the deficiency and the normalization of the students, the same can be said of the initial formation offered today, that although potentially Assumption that the deaf constitute a sociocultural and linguistic minority, restricts the education of these students to the Libras discipline. This reality has demanded from the teachers the search for continuing education, the focus of most research, which, without a clear orientation of the aspects that would need to be contemplated in the educational processes of the deaf, often focus again only on the language to the detriment pedagogical practices that respect the educational specificities of deaf students.

Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2009. / Source: Dissertation Abstracts International, Volume: 70-06, Section: A, page: . Adviser: Mark Dressman. Includes bibliographical references (leaves 250-264) Available on microfilm from Pro Quest Information and Learning.

<p>The purpose of this descriptive study was to investigate the adjunct faculty's perception of professional development and support services offered and needed at Tidewater Community College, a multicampus community college. This study involved adjunct faculty only. A survey was created and contained 58 survey questions. The majority of these were Likert-like items based on a scale from <i>Strongly Agree</i>, indicating a very important need or value for the adjunct, to <i>Strongly Disagree</i>, indicating a not important at all level of perceived value. In order to determine if other factors influenced the perception of professional development or support services, other questions asked for demographic information, such as education level, age, number of years in the professional field, and discipline/department. Except for education level, each of the independent variables accepted the null hypothesis that there is no statistically significant difference between adjunct faculty perception of institutional supports and the professional development and support services offered in terms of the independent variables. Findings from this study indicated that adjunct faculty perceived that professional development and support services are significant in improving their teaching and important to their role and success. Adjuncts want to better serve students and connect with the institution. Orientation and mentoring are highly regarded and requested to help integrate adjunct faculty into the college. The data indicated that adjunct faculty members want professional development that meets their specific instructional and student-centered needs that is offered during more accommodating times. The current professional development offerings are not well-attended and do not seem to meet the specific needs of this adjunct population. It behooves the administration to further investigate what is currently being done to support adjuncts and to address a means to improve the delivery and execution of all institutional supports. While this study provides useful information related to one community college, it is important that each community college examine closely its personal investment relative to the institutional support it provides to adjunct faculty members. </p>

<p> The seven-month participatory qualitative inquiry (Emerson, Fretz, &amp; Shaw, 2011) explored how a first grade team in a metro Charlotte elementary school perceived and enacted instructional grouping and differentiation for English Learners within a prescribed literacy curriculum. Informed by a Vygotskian theoretical framework for understanding the social construction of teacher identity (Holland, Lachicotte, Skinner, &amp; Cain, 1998), the study examined how institutionalized practices interacted with teachers' lived experiences and professional subjectivities to mediate how they made sense of and potentially improvised their teaching of the English Learners in and outside of mainstream classrooms. Data analysis revealed the complexities of teachers' professional selves as they made sense of their teaching within the structure of "Balanced Literacy." Findings included teachers' recasting of English Learners as "struggling readers;" the ambiguity of ESL within the context of the standardized reading curriculum; and, finally, the conflicting subjectivities of teachers as they negotiated the remediation of English Learners. </p>

The purpose of this study was to ascertain the role of colleges of education in the North West Province. Put differently it wished to determine to what extent colleges of education in the North West Province as institutions are adjusted to their real potential environments so that adjustments could be made if necessary. In order to be able to investigate teacher training in the North West Province, a literature survey was conducted to determine the core criteria regarding quality and efficiency in teacher training. The instruments used in the planning process are explained and the one which deals with strategic planning in an education system is used to plan the functioning of colleges of education in the North West Province to comply with the identified core criteria. A detailed consideration of the functioning of colleges of education in the North West Province is introduced by a brief overview of the evolving pattern of the South African teacher education and a review of proposals to unify higher education and to broaden the role of colleges. The literature study on the historical background of teacher education in South Africa revealed that it has been a fragmented and inefficient system in which teachers were inequitably distributed across South Africa. An investigation into the functioning of colleges of education in the North West Province is based on the components of the education system as entailed in the chosen strategic planning in education model mentioned earlier. The opinions of experts and stakeholders in the field of the role of colleges of education in the North West Province were obtained through the empirical study done according to the steps of strategic planning in education. The findings obtained after data interpretation were then compared with the information from the literature study. The following trends were identified amongst others: Firstly that there is a great need for in-service or further training to upgrade the qualifications of practising teachers. Secondly, that there is a great need for properly trained teachers for the technical, mathematics and science subjects and also that there is a need for trained teachers to assist with non-formal programmes. An analysis and evaluation of the identified trends revealed that colleges of education can play a larger and more important role and would be in a position to utilise their facilities and skills more effectively if they made the necessary adjustments. In sketching the future possibilities for colleges of education in the North West Province it was shown that colleges of education will function more cost-effectively if they diversify their function to include other tasks than the training of teachers, like carrying out the function of community colleges. / Thesis (MEd)--PU for CHE, 1998