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Thesis (M. Ed.)--University of Hong Kong, 1995. / Includes bibliographical references (leaf 108-117).

Thesis (M.A.)--Catholic Theological Union at Chicago, 1997. / Vita. Includes bibliographical references (leaves [111]-112).

Thesis (M.Ed.)--University of Hong Kong, 1995. / Includes bibliographical references (leaves 108-117). Also available in print.

Thesis (M.S.)--University of Michigan, 1975.

Thesis (M.S.)--University of Michigan, 1975.

Thesis advisor: Joseph J. Pedulla / There is no question that teachers play an important role in student learning. In the last decade, researchers have shown evidence pointing to the prominence of teachers compared to other factors that are known to influence student achievement (Wright, Horn, and Sanders, 1997). They have empirically demonstrated that teacher effects are large and persist for up to four years (Kain, 1998; Mendor, Jordan, Gomez, Anderson, and Bembry, 1998; Rivers, 1999). Multiple variables are known to influence teacher quality, including teacher preparation. This dissertation explored the relationship between the teacher education pathway and teaching effectiveness. Although multiple measures of teacher effectiveness exist, this study focused on reformed instructional practices as its measure of teaching effectiveness. In teaching mathematics, in particular, constructivist-based, inquiry-oriented approaches have been shown to be more effective than traditional methods (Abbott and Fouts, 2003; Klein, Hamilton, McCaffrey, Stecher, Robyn, and Burroughs, 2000). Using two groups of novice teachers (N=22) from two preparation pathways, this observational comparative study also investigated the relationship between school composition and teaching practices. There is a large body of literature showing that urban schools serving high proportions of non-white, poor, and low performing students (Darling-Hammond, 1995; Kain and Singleton, 1996; Presley White, and Gong, 2005) tend to have higher percentages of less qualified teachers compared to their suburban counterparts. In light of this, the current study also explored the relationship between school composition and teachers' use of reformed teaching practices. The findings of this investigation indicate that the instructional practices of teachers working in the urban school district where this study was conducted were generally reformed, and did not vary based on the student demographics of the schools in which they taught. In addition, no statistically significant relationship was found between teaching pathway and teachers' instructional practices. Many similarities were found in the instructional practices of teachers from the two preparation pathways. The similarities in the teachers' instructional practices were attributed to the significant congruence in the teacher preparation programs' curriculum, requirement of clinical experience, selectivity, and the programs' explicit social justice missions. / Thesis (PhD) — Boston College, 2010. / Submitted to: Boston College. Lynch School of Education. / Discipline: Educational Research, Measurement, and Evaluation.

The major purpose of this study is to explore the preservice teachers¡¦ teaching beliefs, its influential factors and teacher belief changes after teaching practicum courses and teaching reflection. There are two main purposes of this study: (1)To explore preservice teachers¡¦ teaching beliefs and its influential factors. (2)To explore preservice teachers¡¦ teaching reflection during teaching practicum courses. For achieving the above purposes of the study, it took one semester to collect data and interviews for exploring teaching beliefs, classroom observation, microteaching, field experiences and teaching reflection and analyzing preservice teachers¡¦ teaching beliefs, influential factors and teaching reflection in concept mapping, assignments and interviews. The final provides some suggestions for teaching professional growth and the improvement of teacher education. The results indicated that preservice teacher¡¦s teaching beliefs are through single to diversification and progress substitute for traditions in the varied age. After a series of teaching practicum courses, teaching beliefs cannot practice teaching behavior. There are three main factors: (1)The classroom observation: according to mentor¡¦s pedagogy, it is back to traditional teaching. (2)The external factor: under the pressure of obtaining high degrees, on the basis of the premise that the grade of the student was improved results in a learning instruction style which teachers are active but the students are passive. (3)The internal factor: unfamiliar teaching experience and lack of professional knowledge result in differences between teaching beliefs and teaching behaviors. Reflective behavior of the preservice teacher has three stages: (1)The optimistic teaching beliefs for field experiences: to understand curriculum planning is difficult. (2)Unexpected problems in field experiences: even though preservice teachers understand the problem in confused classroom, they can not improve their teaching behaviors immediately. (3)Face to reality situation of teaching on field experiences: preservice teachers are conscious of curriculum planning imperfect , lack of explanation ability , to ¡§guess¡¨ students¡¦ prior knowledge, lack of the ability of classroom management and professional knowledge for teaching.

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Thesis (Ph.D.)--University of Nebraska-Lincoln, 2007. / Title from title screen (site viewed Nov. 9, 2007). PDF text: iii, 157 p. ; 7 Mb. UMI publication number: AAT 3266776. Includes bibliographical references. Also available in microfilm and microfiche formats.