Title from second page of PDF document. Includes bibliographical references (p. 79-86).

Thesis (Ph. D.)--Miami University, Dept. of Educational Leadership, 2004. / Title from second page of PDF document. Includes bibliographical references (p. 202-231).

The focus of this enquiry was to enable student teachers to engage with children’s views to construct meaningful classroom learning experiences. The underpinning assumption was that learning is socially constructed. Issues addressed were: what pupils thought helped/hindered their learning in classrooms, how heeding children’s views of barriers to/facilitators of their learning can be used by student teachers for lesson evaluation, planning and reflective practice, to what extent children’s views can support student teachers’ understanding of children’s learning and the development of their pedagogical practices (this includes both curriculum planning and teaching), the development and learning of initial teacher education students as student teachers engaged in reflective practice. The research comprises two case studies; pilot and subsequent larger-scale project. It incorporated action research designed as iterative spirals of research, evaluation and development in classrooms where the student teachers were teaching children. New learning accumulated in one cycle was intended to be taken into the next. Bespoke pedagogical tools were used to create dialogic spaces and also as research data collection techniques. They scaffolded inter and intra- personal exchanges to enable student teachers to understand children’s learning from a socio-cultural perspective. These tools mediated children’s reflection on their learning and then feedback to the student teacher about what they had learnt; how they had learnt it and what would enable them to learn better. The results indicated: enhanced student teachers’ understanding of how children learn as they adapted their practice in response to children’s views, enhanced learning by the children owing to their exchanges on the interpersonal plane, with peers in the dialogic space created by the bespoke pedagogical tools, mentors require development to support student teachers to engage meaningfully with children’s learning. Outcomes cannot easily be generalised from case studies. This study found: children can express learning needs when appropriate scaffolds enable them to articulate abstract concepts, when student teachers respond to children talking about learning they can develop their practice. Implications for Initial Teacher Education are that it should: highlight the importance of children’s voice to support student teachers in developing their pedagogy, model ways in which teachers can create dialogic spaces for children’s interthinking, consider what development mentors require to support student teachers’ understanding of children’s learning in classrooms. Mediating the construction of dialogue with the Thinking Fish provided a way into both the process of interthinking for children, and also student teachers’ understanding of such interthinking as expressed through their dialogue in the focus groups. Thus the Thinking Fish may be considered to be the vicarious presence of the teacher. This may be a useful approach for teachers and student teachers to adopt as the experience for the participants in this study was meaningful and replicable in future practice, using real classroom activity as research data.

本研究之目的主要為探討國民小學校長課程領導與教師教學效能二者之間的關係。 　　本研究主要採用文獻分析法、問卷調查法以及訪談法等研究方法。在問卷調查方面，以臺北縣90所公私立國民小學的90位校長與810位教師為調查對象，問卷回收後以描述統計分析、t考驗、單因子變異數分析、典型相關分析、多元逐步迴歸分析等統計方法進行資料分析。在訪談方面則從上述學校中選擇2所學校，每校訪談校長、主任、教師各1位。本研究期能透過上述的設計，了解校長與教師對課程領導與教師教學效能二者關係的具體看法與建議。 　　本研究之結論歸納如下： 　　一、臺北縣國民小學校長與教師均肯定校長課程領導。 　　二、臺北縣國民小學校長與教師均肯定教師教學效能。 　　三、不同背景變項的校長對於本身課程領導的評價差別不大。 　　四、在教師的背景變項中，除了最高學歷之外，其餘變項均會影響其對校長課程領導的評價。 　　五、不同背景變項的校長在教師教學效能上的評價差別不大。 　　六、在教師的背景變項中，除了年齡與服務年資之外，其餘變項對教師教學效能的影響不大。 　　七、校長實施課程領導確實有助於提升教師教學效能。 　　八、在校長課程領導各層面中，以「促進教師專業成長」對於整體教師教學效能的預測力最高。 　　本研究依據結論，於教育行政機關、校長、教師以及未來研究，提出以下具體建議： 　　一、對教育行政機關的建議 　　　（一）重視校長的培育與進修，不斷提升校長實施課程領導的實力。 　　　（二）依據地方差異，給予課程領導行政支援。 　　二、對國民小學校長的建議 　　　（一）發揮課程領導權利，善盡課程領導義務。 　　　（二）營造優質校園文化，建構學習型學校。 　　　（三）促進教師專業成長，提升教師教學效能。 　　三、對國民小學教師的建議 　　　（一）成為「合作的學習者」，彼此交流教學經驗與資源。 　　　（二）成為「行動的研究者」，探索提升教學效能之道。 　　四、對未來研究的建議 　　　（一）在研究範圍方面：本研究以台北縣為研究範圍，建議未來研究可以全臺灣地區為研究範圍，以擴大研究的廣度。 　　　（二）在研究方法方面：除了文獻探討、問卷調查與訪談之外，建議未來研究再增加個案研究法，以擴大研究的深度。 / The purpose of this study was to inquire the relationship between principals' curriculum leadership and teachers' teaching effectiveness in elementary schools. 　　This study methods were adopted literature review, questionnaire and in-depth interviews. In questionnaire aspect, the subjects included 90 principals and 810 teachers from 810 public and private schools in Taipei County. The collected data were analyzed through the methods of descriptive statistic, t-test, one-way ANOVA, Pearson's product-moment correlation, canonical correlation and multiple stepwise regression analysis. In addition, interviews had selected two schools from the sample of questionnaire. It is hoping that through this design to collect and understand the relationship between principals' curriculum leadership and teachers' teaching effectiveness as well as real life phenomenon of the researched subject. 　　Conclusions were made as followings: 　　1. Most principals and teachers agree the behavior of principals' curriculum leadership in elementary schools of Taipei County. 　　2. Most principals and teachers agree the behavior of teachers' teaching effectiveness in elementary schools of Taipei County. 　　3. Principals among diverse background variables take a similar view in their own curriculum leadership. 　　4. Teachers among diverse background variables, except the highest academic background, the rest variables will affect evaluations on principals' curriculum leadership. 　　5. Principals among diverse background variables take a similar view in teachers' teaching effectiveness. 　　6. Teachers among diverse background variables, except age and service seniority, the rest variables will have little influence on teachers' teaching effectiveness. 　　7. To put principals' curriculum leadership into practice is indeed conducive to promote teachers' teaching effectiveness. 　　8. Among all dimensions of principals' curriculum leadership, the highest prediction to total teachers' teaching effectiveness is promoting teachers' professional growth. 　　According to the conclusions, following are the suggestions： 　　1. Suggestions for educational administration organizations 　　　1) Respecting the nurture and further education of principals and enhance the strength of curriculum leadership constantly. 　　　2) In accordance with variation of locality, offering administrative supports for curriculum leadership. 　　2. Suggestions for principals of elementary schools 　　　1) Functioning curriculum leadership rights, fulfilling curriculum leadership obligations. 　　　2) Building high quality campus cultures, constructing learning schools. 　　　3) Promoting teachers’professional growth, enhancing teachers' teaching effectiveness. 　　3. Suggestions for teachers of elementary schools 　　　1) Becoming cooperative learners, communicating the experiences of and resources to each other. 　　　2) Becoming action researchers, enhancing the way to teachers' teaching effectiveness. 　　4. Suggestions for future research 　　　1) Aspects in research scope: the study ranging from Taipei County, suggest future research could include the whole Taiwan area to expand the breadth of study. 　　2) Aspects in research method: besides literature review, questionnaire and in-depth interviews, suggest future research could add case study to expand the depth of study.

The current study seeks to investigate pre-service elementary mathematics teachers&rsquo / (PEMTs&rsquo / ) self-regulated learning (SRL) strategies within the context of their teaching practices in the field work. It was aimed to explore the SRL processes and strategies of four PEMTs while preparing mathematics lessons at their practice schools. In addition to PEMTs&rsquo / SRL strategies, the changes and adaptations through their teaching practices and reasons of those changes were also examined in the study. In total 22 pre-interviews and 22 post-interviews were made through the study. Observations were also performed for each teaching practice. Besides observations, PEMTs&rsquo / end of semester reflection papers in the context of Teaching Practice course were examined in the study. In addition to those multiple data sources, initial interviews representing detailed information about the participants were also analyzed. The overall data were analyzed by using the SRL framework combined and adapted from Zimmerman&rsquo / s and Pintrich&rsquo / s SRL models. The findings of the pre-interviews revealed that PEMTs began with a &lsquo / lesson planning process&rsquo / reflecting the forethought phase. This phase included searching resources, arranging and organizing the available sources, asking for help and feedback when needed, mental planning of the lesson, and setting goals for the teaching session. These strategies were considered as cognitive self-regulation strategies. In addition to cognitive SRL strategies, motivational factors such as self-efficacy, perception of task, and intrinsic interest were appeared in the study. Post-interviews reflecting the self-reflection phase revealed that PEMTs had a self-evaluation process covering various issues for their teaching sessions as a final step through the study. Finally, it was seen that contextual issues related to teaching practice played a substantial role in PEMTs&rsquo / SRL strategies.

Thesis (M.Ed.)(Hons)--University of Western Sydney, Nepean 1999. / Includes appendices. "A thesis submitted in partial fulfillment of the requirements for the degree of Master of Education (Hons)" Bibliography : leaves 219-235.

本研究旨在瞭解國民中學校長分布式領導、教師專業社群學習與教師教學效能之現況，並分析不同背景變項之教師對於校長分布式領導、教師專業社群學習與教師教學效能知覺之差異情形，且探討三者之間的關係，最後則探討國民中學校長分布式領導、教師專業社群學習對教師教學效能之預測力。 本研究採問卷調查法，共計抽樣48所國民中學，發出445份問卷，回收423份有效問卷，問卷有效率達95.1%，問卷調查結果以描述性統計、獨立樣本t檢定、單因子變異數分析、皮爾遜積差相關及多元逐步迴歸分析等統計方法進行統計分析。 本研究最後獲得以下結論： 一、國民中學教師知覺校長分布式領導為中高程度，以「校長專業自信與謙遜」之知覺程度為最高，「營造適當的變革時機」之知覺程度為最低。 二、國民中學教師知覺教師專業社群學習為中高程度，以「關注學生學習」之知覺程度為最高，「分享教學實務」之知覺程度為最低。 三、國民中學教師知覺教師教學效能為高等程度，以「教學氣氛」之知覺程度為最高，「教學策略」之知覺程度為最低。 四、國民中學教師，因年齡、擔任職務、學校地區、及學校規模之不同，在知覺校長分布式領導上有顯著差異。 五、國民中學教師，因性別、學校地區、及學校規模之不同，在知覺教師專業社群學習上有顯著差異。 六、國民中學教師，因性別、擔任職務、及服務年資之不同，在知覺教師教學效能上有顯著差異。 七、國民中學校長分布式領導、教師專業社群學習與教師教學效能整體及各層面，彼此之間具有正相關的關係。 八、國民中學校長分布式領導、教師專業社群學習對教師教學效能具有預測作用，以「教師專業社群學習」的預測力最佳。 / The purpose of this study was to investigate the current development of principals’ distributed leadership, teachers’ professional learning community, and teachers’ teaching effectiveness in junior high schools, and to analyze the difference between teachers of different background variables, and to explore the relationship among the three variables. This study has aimed to predict teachers’ teaching effectiveness through principals’ distributed leadership and teachers' professional learning community. Through the use of questionnaire survey method, data were collected from 48 junior high schools, distributing 445 questionnaires in total. Valid questionnaires of 423 were collected, with a usable rate of 95.1%. All data were analyzed by the methods of descriptive statistics, independent t-test, one-way ANOVA, Pearson product-moment correlation, and multiple stepwise regression analysis. The conclusions of this study are as follows: 1. Junior high school teachers’ perception of principals’ distributed leadership is above average, in which the dimension “principals’ self-confidence and modesty” was the highest, and “construction of a proper turning point” was the lowest. 2. Junior high school teachers’ perception of teacher professional learning community is above average, in which the dimension “focusing on students’ learning” was the highest, and “sharing teaching practices” was the lowest. 3. Junior high school teachers’ perception of teachers’ teaching effectiveness is above average, in which the dimension “teaching environment” was the highest, and “teaching strategy” was the lowest. 4. There are significant differences in the junior high school teachers’ perception of principals’ distributed leadership in terms of age, position, location of school, and scale of school. 5. There are significant differences in the junior high school teachers’ perception of teacher professional learning community in terms of gender, location of school, and scale of school. 6. There are significant differences in the junior high school teachers’ perception of teachers’ teaching effectiveness in terms of gender, position, and years of service. 7. There is a positive correlation among the principals’ distributed leadership, teacher professional learning community, and teachers’ teaching effectiveness. 8. Principals’ distributed leadership and teacher professional learning community have a predictive effect on teachers’ teaching effectiveness.

Research in inclusive education lacks studies in examining how teachers experience their work. The aim of the study was to contribute knowledge regarding teachers’ own perspective on the work with additional adaptations and the prerequisites to meet students’ different needs from classes year 7-9. The data collection method was semi structured interviews and nine interviews were conducted with teachers. The interviews were transcribed in full and empirical evidence condensed by qualitative content analysis. The result showed that teachers describe their work based on different themes; complexity, tacit knowledge and relational skills. The result also showed that the prerequisites that teachers receive in their work with additional adaptations are different types of support structures and that the organization around this work is different in different schools. We found that categorical, relational and the dilemma perspective were represented in teachers descriptions of their work with additional adaptations and that none of the perspectives dominated the empirical evidence. In organization with clear structure and procedures, principal prioritises collegial learning, competence development and support as conditions for the work the relational perspective dominated. Conversely, in organisation lacking support from principal and student health and teachers lack of knowledge in their work with additional adaptions, the categorical perspective dominated.

Submitted by Elba Lopes (elba.lopes@fecap.br) on 2017-12-22T13:29:35Z No. of bitstreams: 2 Leandro Bryk.pdf: 323266 bytes, checksum: ca86c944b34183be48a00081abf127b6 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2017-12-22T13:29:35Z (GMT). No. of bitstreams: 2 Leandro Bryk.pdf: 323266 bytes, checksum: ca86c944b34183be48a00081abf127b6 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2017-08-28 / The aim of this study was to demonstrate the aspects that influence the trajectory of graduates of Master and Doctoral degree into lines of research in Finance. As it was a descriptive study, the data source used was the curricular information available in CNPq Lattes Platform, from Professors and students of these programs. In this study, we proposed to give an overview about the profile and scientific publications of the graduates, in order to identify factors that affect the scientific production, the continuity of the academic formation, the choice of research lines, and the professional career in Universities. We also aimed to infer whether the Professors?? academic factors, with Doctoral or PhD degree titles, the acquisition of a scholarship, the authorship of international publications, or the membership in teaching staff/ or researchers of first class Universities, have positive effects on the trajectory of graduated students. We verified a high academic productivity in the applied sample, through the general Lotka index, and the Price??s Elitism Law. It was possible to deduct the existence of a positive relationship of Professors concerning their students in the following aspects: educational background, the student??s professional career in teaching and academic production. / Neste estudo, buscou-se evidenciar os aspectos que influenciam a trajet??ria dos egressos dos programas de mestrados e doutorados, com linhas de pesquisa focadas em finan??as. Por se tratar de um estudo de cunho descritivo, utilizou-se, como fonte de dados, os curr??culos disponibilizados na plataforma Lattes, dos docentes e discentes dos referidos programas. Como prop??sito, elaborou-se um panorama sobre o perfil e as publica????es cient??ficas dos egressos, a fim de identificar fatores que impactam a produ????o cient??fica, a continuidade da forma????o acad??mica e a carreira profissional em Institui????es de Educa????o Superior ??? IES. Objetivou-se inferir, ainda, se fatores acad??micos dos docentes, como Doutorado ou PhD, obten????o de Bolsa Produtividade, autoria de publica????es internacionais, ou integra????o no quadro de docentes/ou pesquisadores de IES de primeira linha, influenciam, de forma positiva, a trajet??ria dos egressos. Verificou-se uma alta produtividade acad??mica na amostra utilizada, tanto pelo ??ndice de Lotka Generalizado, bem como pela Lei do Elitismo de Price. Foi poss??vel deduzir a exist??ncia de uma rela????o positiva dos docentes sobre seus egressos nos seguintes aspectos: Forma????o Acad??mica, trajet??ria profissional do egresso na doc??ncia e produ????o acad??mica.

本研究旨在探討國民中學校長溝通行為、教師組織信任與教師教學效能之關係，並分析不同個人背景變項在校長溝通行為、教師組織信任與教師教學效能的差異情形，進而探討校長溝通行為、教師組織信任與教師教學效能的相關性及校長溝通行為、教師組織信任對教師教學效能的預測力。 透過問卷調查法，以新北市國民中學教師為對象，共發出627份問卷，問卷內容包括背景變項問卷、校長溝通行為問卷、教師組織信任問卷與教師教學效能問卷。回收有效問卷467份，可用率為74.48％。資料統計分析上使用描述性統計、獨立樣本t 檢定、單因子變異數分析、皮爾遜積差相關、逐步多元迴歸分析等方法。 本研究結論如下： 一、國民中學教師對校長溝通行為、教師組織信任與教師教學效能知覺程度皆屬中 上程度。 二、國民中學教師性別、年齡、擔任職務、學校規模在校長溝通行為方面有差異。 三、國民中學教師性別、年齡、學歷、擔任職務、學校規模在教師組織信任方面有 差異。 四、國民中學教師年齡、學歷、學校規模在教師教學效能上有差異。 五、校長溝通行為、教師組織信任與教師教學效能三者之間具有顯著正相關。 六、校長溝通行為、教師組織信任對教師教學效能具有顯著預測力，以教師組織信 任對教師教學效能之預測力最佳。 / This study aims to investigate the current development of the the principals’ communication behavior, teachers’ organizational trust and teachers’ teaching effectiveness in junior high school, and to analyze the differences in teachers of different backgrounds variables are conscious of the principals' communication behavior, teachers’ organizational trust and teachers’ teaching effectiveness, and to explore the relationship among the three variables; finally, to forecast teachers’ teaching effectiveness through the principals' communication behavior, teachers’ organizational trust. Questionnaire survey is adopted and personal background questionnaire, the principals’ communication behavior, teachers’ organizational trust and teachers’ teaching effectiveness questionnaire are included. The questionnaires were distributed to 627 teachers in New Taipei City junior high schools, and 467 valid questionnaires were retrieved, with 74.48% of availability. The data were analyzed with descriptive statistics, independent sample t-test, one-way ANOVA, Pearson Product-Moment Correlation and multiple stepwise regression analysis. The conclusions are as follows: 1. The overall situation about the perceptions of junior high school teachers toward principals’ communication behavior, teachers’ organizational trust and teachers’ teaching effectiveness is mid-high level. 2. Junior high school teachers’ percept is obvious difference of principals’ communication behavior in sex, age difference, positions and working school scales. 3. Junior high school teachers’ percept is obvious difference of teachers' organizational trust in sex, age difference, positions and working school scales. 4. Junior high school teachers’ percept is obvious difference of teachers’ teaching effectiveness in age difference, academic backgrounds, and working school scales. 5.There are significant positive correlations among principals’ communication behavior, teachers’ organizational trust and teachers’ teaching effectiveness. 6.There are significant predictive power among principals’ communication behavior, teachers’ organizational trust and teachers’ teaching effectiveness, and teachers’ organizational trust is the most reliable predictor to the teachers’ teaching effectiveness.