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Teacher collaboration : a study of the teaching-learning relationshipda Costa, José Laranjo 05 1900 (has links)
This study served two purposes. First, it provided a
synthesis of the literature relating teacher collaboration to
teaching-learning outcomes. Second, it investigated empirically
the existence of links posited in the literature reviewed.
From the literature a conceptual framework was synthesized
regarding the postulated relationships, with respect to teacher
collaboration, between and among: (1) teacher trust for the
teaching partner, (2) the teaching partner's supervisory beliefs,
(3) teacher efficacy, (4) teacher reflection, (5) teacher
classroom behaviour, (6) pupil achievement, (7) pupil attitudes,
and (8) pupil behaviour. The general question under investigation
was: "What is the relationship between teacher participation in a
teacher collaboration programme and teaching-learning outcomes?
To test the aptness of the model, data for each of the eight
variables listed above were collected at the beginning and at the
end of the 1991/92 school year from four collaboration groups and
one non-collaboration group. The five groups represented the
following teacher collaboration strategies: (1) collaborative
consultation, (2) collaborative consultation in a team teaching
environment, (3) collaborative consultation without direct
classroom observation by the teaching partner, (4) collegial
consultation without direct classroom observation by the teaching
partner, and (5) teachers who did not work with a teaching
partner. The groups self-selected from two School Districts in
the Lower Mainland of British Columbia. A total of 30 teachers
and 476 pupils formed the sample for the study.
The data were analyzed using two multivariate techniques,
namely: (1) Multivariate Analysis of Variance (MANOVA), and (2)
Canonical Analysis (CA). Analysis of the evidence collected using
MANOVA suggests that teacher participation in various
collaboration programs is associated with differing teaching-learning
outcomes. Analysis of the ungrouped data using CA
suggests the existence of positive relationships between general
teacher efficacy, teacher behaviours, and pupil attitudes and
behaviours.
It was concluded that the results are potentially useful in
two ways. First, the results may further the development of
theory in the area of collaborative consultation in particular
and teacher collaboration in general. Second, if used cautiously,
the results are practically useful for teachers and
administrators who may want to put a programme of collaborative
consultation into place.
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Using a summative assessment alignment model and the Revised Bloom's Taxonomy to improve curriculum development, instruction, and evaluationWheeler, Donald January 2007 (has links)
Thesis (PH.D.) -- Syracuse University, 2007. / "Publication number AAT 3266326"
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A study of the Biblical worldview of K-12 Christian School EducatorsWood, Mark Kelly. January 2008 (has links)
Thesis (Ed.D.)--Liberty University, 2008. / Includes bibliographical references.
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Examining the role of reciprocity within the formative assessment process alongside prospective teachersKaftan, Juliann M. January 1900 (has links)
Thesis (Ph.D.)--University of Nebraska-Lincoln, 2007. / Title from title screen (site viewed June 17, 2008). PDF text: vii, 188 p. ; 5 Mb. UMI publication number: AAT 3293926. Includes bibliographical references. Also available in microfilm and microfiche formats.
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Distribution of opportunity for participation among the various pupils in class-room recitationsHorn, Ernest, January 1914 (has links)
Thesis (Ph. D.)--Columbia University, 1914. / Vita. Published also as Contributions to education, Teachers College, Columbia University, no. 67.
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Qualities related to success in teaching,Knight, Frederic Butterfield, January 1922 (has links)
Thesis (Ph. D.)--Columbia University, 1920. / Vita. Published also as Contributions to education, Teachers College, Columbia University, no. 120. eContent provider-neutral record in process. Description based on print version record.
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Qualities related to success in teaching,Knight, Frederic Butterfield, January 1922 (has links)
Thesis (Ph. D.)--Columbia University, 1920. / Vita. Published also as Contributions to education, Teachers College, Columbia University, no. 120. eContent provider-neutral record in process. Description based on print version record.
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A study of some concepts developed by undergraduates in the psychology and practice of teaching and their relationship to teaching efficiencyLange, Phil C. January 1941 (has links)
Thesis (Ph. D.)--University of Wisconsin--Madison, 1941. / Typescript. Includes abstract and vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves [144-150]).
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Scholarship and personality in relation to teaching efficiencyClapp, Frank L. January 1914 (has links)
Thesis (Ph. D.)--University of Wisconsin--Madison, 1914. / Typescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.
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A study of certain selected factors underlying the choice of teaching as a professionBest, John W. January 1948 (has links)
Thesis (Ph. D.)--University of Wisconsin--Madison, 1948. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves [i]-vi).
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