Thesis (Ed.D.)--Teachers College, Columbia University, 1964. / Typescript; issued also on microfilm. Sponsor: Gordon N. Mackenzie. Dissertation Committee: Raymond A. Patouillet. Includes bibliographical references.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1966. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1975. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Information Communication Technology (ICT) can provide innovative learning experiences, but in all cases a great deal depends upon the teacher to provide the context to make this possible. This study focuses on the role of teachers and their needs in embedding Information Communication Technologies into the curriculum in a Tasmanian Government Senior Secondary College.The purpose of the study was to explore what support and encouragement teachers need to successfully incorporate ICTs into the curriculum. In particular, it looks at what motivates teachers to change their practice, in what ways their practice changes and what support is essential for that change to be lasting and worthwhile.Three learning areas were selected for the study, LOTE, English, and Mathematics. There were a total of eleven teachers plus the researcher and eight classes of students. The majority of data collected was qualitative in the form of documents, interview and observations. Quantitative data was collected mainly through surveys.The study focused on the following key elements required for teachers to embed ICTs into the curriculum:1) The role of management;2) The role of teachers (pedagogical, technical);3) Requirements for technical assistance;4) Time allocation; and5) Professional development.Resulting from the study are a series of recommendations for education departments, Principals, ICT managers and teachers to assist them in implement the embedding of ICTs into the curriculum.

Thesis (Ph.D.)--Teachers College, Columbia University, 1972. / Typescript; issued also on microfilm. Sponsor: Thurston A. Atkins. Dissertation Committee: Frank L. Smith. Includes bibliographical references (leaves 203-213).

We know little about how English to Speakers of Other Languages (ESOL) preservice teachers’ prior experiences and beliefs shape their learning process in teacher preparation programs, particularly in the area of second language (L2) reading instruction although research on preservice teachers’ antecedents has offered insights into our understanding of how they learn to become teachers (Johnson, 1992, 1994; Wilson, Floden, & Ferrini-Mundy, 2001). This inquiry was designed to contribute to such knowledge. The participants were nine ESOL pre-service teachers enrolled in an ESOL program of a large urban university in the southeastern region of the United States. Using modified versions of Language Teaching/Learning Beliefs Questionnaire (Brown & Rogers, 2002), of Multidimensional TESL Theoretical Orientation Profile (Johnson, 1992) and of the Theoretical Orientation of Reading Profile (Deford, 1985), reflective essays submitted during admission, observations, interviews, videotapings, and focus group, the study explored answers to questions regarding the influence of ESOL preservice teachers’ antecedents on their learning in coursework and field experiences over three semesters. The inquiry stemmed from the framework of constructivism (Crotty, 1998), of introspection and retrospection (Scarino, 2005), and of How People Learn (Donovan & Bransford, 2005). Data were analyzed using grounded theory and constant comparative techniques (Glaser & Strauss, 1967; Lincoln & Guba, 1985). Findings indicated that faculty used various strategies to address teacher candidates’ background for conceptual change and development of professional dispositions. Programmatic decisions to select teacher candidates with specific background in learning an L2 were beneficial but teacher preparation programs may need additional instruments to tap candidates’ entering beliefs more effectively. Although some aspects of the participants’ prior experiences were not beneficial, these experiences generally contributed to their understanding of ESOL education, visions of L2 instruction, and the development of professional dispositions as related to culturally responsive and socially just teaching in important ways. Also, participants’ views of reading, visions of reading instruction, reading instruction in field experiences, and their understanding of literacy theory and pedagogy were primarily influenced by their first language reading experiences. Finally, participants were less confident in articulating a vision of L2 reading instruction because of limited L2 reading prior experiences.

Thesis (Ed. D.)--West Virginia University, 2002. / Title from document title page. Document formatted into pages; contains ix, 125 p. Vita. Includes abstract. Includes bibliographical references (p. 91-103).

Thesis (Ed. D.)--West Virginia University, 2002. / Includes bibliographical references (p. 91-103).

Thesis (M.P.E.) -- Memorial University of Newfoundland, 1987. / Typescript. Bibliography: leaves 36-37. Also available online.

Mobbning är ett kränkningsproblem som sprider sig över skolor i hela världen, inklusive Sverige. Lärarens roll är väldigt essentiellt vid granskning av mobbningen. Syftet med denna studie var att undersöka lärarens erfarenheter och upplevelser vid mobbningshantering i skolan, samt vilka utmaningar och förbättringsmöjligheter lärarna ser i denna hantering. Det genomfördes tio semistrukturerade intervjuer med legitimerade lärare från två olika län inom Sverige. Intervjuernaanalyserades utifrån en tematisk analysmetod som identifierade tre teman centrala för hur lärare hanterar mobbning: att få båda sidor av berättelsen, samarbete och delad lärande samt empati och lyhördhet som verktyg. Analysen identifierade även sex teman centrala för utmaningar och förbättringsmöjligheter som råder vid denna hantering: ett neutralt förhållningssätt, känslomässig belastning, att uppmärksamma och bryta tystnaden, balansera konfidientialitet och kommunikation, kompetensutveckling samt relationsfrämjande insatser. Resultatet visade att deltagarna använder sig av olika metoder och strategier vid hantering av mobbning, samt möter både utmaningar och förbättringsmöjligheter vid mobbningshantering.