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Author: James Gary Lilyquist
Publisher:
ISBN:
Category :
Languages : en
Pages : 304
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Book Description
Author: James Gary Lilyquist
Publisher:
ISBN:
Category :
Languages : en
Pages : 304
Get Book Here
Book Description
Author: J. Gary Lilyquist
Publisher: Springer Science & Business Media
ISBN: 1475792824
Category : Psychology
Languages : en
Pages : 201
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Book Description
J. Gary Lilyquist synthesizes such innovative concepts as, systems thinking, mental models, effective school research, and Deming's theories of management to propose the new Balance Alignment Model, a wide-ranging approach for fostering school improvement. Three case studies demonstrate why schools are not improving and how Lilyquist's model can facilitate student learning.
Author: Marjorie Powell
Publisher: Routledge
ISBN: 0429944489
Category : Education
Languages : en
Pages : 353
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Book Description
Teachers’ attitudes have been a subject of study and interest for many years. Originally published in 1986, this bibliography attempts to review the large field of research between the years 1965 and 1984. To identify all the sources of information, and to list documents that discuss research on teachers’ attitudes. It does not include an assessment of the quality of the research reported in the listed documents, however, the value is in its comprehensiveness. Users of the bibliography can locate the listed studies and then evaluate the studies using criteria relevant to their individual purposes.
Author: Samia A. Wahab
Publisher: Universal-Publishers
ISBN: 1599427044
Category :
Languages : en
Pages : 179
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Book Description
There is a need to understand the factors correlating with teachers' instructional use of computers, because much of the present research focuses on students rather than teachers. This study examines several factors relating to the use of computers in the classroom by teachers. The factors examined include teacher attitudes, emotions, beliefs, and outside influences. This was done by a review of the present literature, administering two surveys, and analyzing the survey data. Questionnaires were distributed to faculty at five randomly selected high schools in a Midwest city participating in the study. Data from the survey was then examined to determine which factors correlate with teacher computer use in the classroom. The results of this study will help improve understanding of teachers' instructional computer use.
Author:
Publisher:
ISBN:
Category : Computer-assisted instruction
Languages : en
Pages : 174
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Book Description
The purpose of this study was to investigate the factors influencing teachers' positive attitudes about technology in the classroom. Research was conducted in one middle school in Orange County, California. There were 47 teachers who participated in an online survey about their access and use of technology, professional development, technology support, and general feelings about technology. Both qualitative and quantitative data was analyzed by comparing percentages of teachers who responded positively to research questions and negatively to research questions. The results showed that 95% of the teachers wanted to use technology in their classrooms more, but 71% said that they did not have access to all of the technology that they needed for their classrooms. There were 46% of the teachers who reported feeling pressured to try new types of technology with their students and 42% who said that they have not participated in a sufficient amount of technology based professional development. These findings indicated the need for a full-time technology coordinator who was on-site and available to help support teachers with technology integration. In addition, results showed a definite need for quality professional development which was hands-on, small group, and based specifically on the needs of the teachers' subject matter and curriculum. Keywords: teacher attitudes, technology, support, access, professional development.
Author: Laurie J. Sullivan
Publisher:
ISBN:
Category : Career development
Languages : en
Pages : 0
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Book Description
The Professional Development Plan (PDP) is a specific professional development model situated within the teacher evaluation system being implemented in the Owen Public Schools (pseudonym). The purpose of this study was to investigate the influence of school culture, school goals, and teacher collaboration on teachers' attitudes toward their Professional Development Plans. Data were also collected on teachers' perceptions of the steps of the PDP process to determine which steps had the greatest influence on teachers' attitudes toward their Professional Development Plans. The sample for this study was composed of 154 prekindergarten through high school teachers within one school district. Participants held a range of attitudes from very positive to very negative toward the Professional Development Plan. Significant correlations were found between teachers' attitudes toward the Professional Development Plan (TAPDP) and four out of the five factors of school culture. The factors of school culture - Collaborative ix Leadership, Teacher Collaboration, Professional Development and Unity of Purpose - were shown to be associated with teachers' attitudes toward the Professional Development Plan, although the relationships were not strong. Only the school culture factor Collegial Support was found not to be associated with teachers' attitudes toward the Professional Development Plan. Of the five school culture factors, only the factor Professional Development was a significant predictor of teachers' attitudes toward the Professional Development Plan. One aim of the research project was to discover the extent to which PDPs conducted individually and PDPs conducted collaboratively differed on teachers' attitudes toward the Professional Development Plan. The data showed a moderate effect size that suggested the variance in TAPDP scores was accounted for by whether a teacher collaborated with other teachers on a PDP or whether it was an individual effort. Another purpose of the research was to determine the extent to which PDPs aligned with school goals and PDPs not aligned with school goals differed on teachers' attitudes toward the Professional Development Plan. The data indicated a very large effect size and highlighted that a very large portion of the variance in TAPDP scores was accounted for by whether a teacher aligned the PDP with a school goal or whether the PDP had little or no alignment with a school goal. With regard to the steps of the PDP process, each of the four steps correlated positively with teachers' attitudes toward the Professional Development Plan. The strength of the relationship between TAPDP and Writing a Goal Statement was moderate, while strong relationships were evident for Describing Strategies/Activities for Reaching PDP Goals, Collecting Evidence of Progress on PDP and Reflecting on Evidence and Results of the PDP. Furthermore, when the steps of the PDP process were examined for their combined ability to predict TAPDP, two steps emerged as predictors. The two steps with the most influence on TAPDP were Describing Strategies/Activities for Reaching PDP Goals and Reflecting on Evidence and Results of PDP. Lastly, all of the demographic variables were found to be statistically nonsignificant for describing differences in TAPDP scores suggesting that years of teaching, educator role, gender, level of educational attainment and teaching level did not influence teachers' attitudes toward the Professional Development Plan.
Author: Shamila Dewi Davadas
Publisher: Universiti Malaysia Sabah Press
ISBN: 9672962789
Category : Education
Languages : en
Pages : 139
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Book Description
A strong mathematics background is essential for job opportunities and advancement in a developing country like Malaysia. It gives students the confidence and ability to solve problems and become rational as well as critical in their thinking. However, Malaysian students’ mathematics achievement is relatively low as compared to other school subjects. This difference is more pronounced in rural schools. Previous studies have highlighted the relationship between students’ attitude and achievement in mathematics. Hence, it is important to investigate the contributing factors that affect students’ attitudes towards mathematics. This book is adapted and modified from a PhD thesis entitled: “Factors affecting students’ attitude towards mathematics in Sabah, Malaysia” of the first author. In this book, the relationships among perceived parental influences, teacher affective support, classroom instruction, gender, SES, students’ previous achievement and students’ attitude towards mathematics are portrayed using Structural Equation Modeling approach. Findings from the study can be utilised to understand the complex interplay of relationships that form students’ attitude towards mathematics, including factors that can be addressed by the classroom mathematics teacher. This book will be useful for secondary school mathematics teachers, researchers, school administrators, students, and policymakers.
Author: Peter W. Airasian
Publisher: Holt McDougal
ISBN:
Category : Education
Languages : en
Pages : 168
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Book Description
Author: Ramon Flecha (Ed.)
Publisher: Springer
ISBN: 3319111760
Category : Education
Languages : en
Pages : 115
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Book Description
This monograph analyses and describes successful educational actions with a specific focus on vulnerable groups (i.e. youth, migrants, cultural groups e.g. Roma, women, and people with disabilities). Concrete data that shows success in school performance in subject matters such as math or language will be provided, as well as children, teachers and families accounts of the impact of this success. Alongside, there is an analysis of the relationship between these children’s educational performance with their inclusion or exclusion from different areas of society (i.e. housing, health, employment, and social and political participation). Many studies have already diagnosed and described the causes of educational and social exclusion of these vulnerable groups. This monograph, however, provides solutions, that is, actions for success identified through the INCLUD-ED project, thus providing both, contrasted data and solid theoretical background and development. Some examples of these actions are interactive groups (or heterogeneous grouping in the classroom with reorganisation of human resources), extension of the learning time, homework clubs, tutored libraries, family and community educative participation, family education, or dialogic literary gatherings. All these actions have been defined as successful educational actions, which mean that they lead to both efficiency and equity. Finally, recommendations for policy and practice are included and discussed.
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 1262
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Book Description
