Education Commons^™

How Master Teachers Conceptualize Student Engagement: A Comparison Of Theoretical And Practitioner Perspectives, Andrew D. Baker

Theses and Dissertations

Over the past twenty years, an increasing amount of research has been devoted to the study of student engagement within the field of educational psychology. This led to a growing body of research touting the benefits of engaged learning—from increased student achievement to more positive school experiences for learners. However, the literature is characterized by competing theoretical frameworks and multiple definitions of the construct of student engagement. Additionally, few works seek to capitalized on the expertise of classroom teachers to hone and develop what is known about engagement from the theoretical perspective.

The current study used qualitative methodology to observe …

Reliability Of Pre-Service Teachers Coding Of Teaching Videos Using Video-Annotation Tools, Brigham R. Dye

Theses and Dissertations

Teacher education programs that aspire to helping pre-service teachers develop expertise must help students engage in deliberate practice along dimensions of teaching expertise. However, field teaching experiences often lack the quantity and quality of feedback that is needed to help students engage in meaningful teaching practice. The limited availability of supervising teachers makes it difficult to personally observe and evaluate each student teacher's field teaching performances. Furthermore, when a supervising teacher debriefs such an observation, the supervising teacher and student may struggle to communicate meaningfully about the teaching performance. This is because the student teacher and supervisor often have very …

Creation Of A Training And Development Program For Teachers Of Less Commonly Taught Languages At Brigham Young University: A Development Project, Margaret Merrill

Theses and Dissertations

This project report discusses the design, development, and evaluation of a teacher development program for teachers of less commonly taught languages in the Center for Language Studies (CLS) at Brigham Young University. Teachers hired to teach beginning language classes in the CLS are typically very proficient in the target languages, but are not trained in language teaching. Because proficiency in a language alone does not sufficiently qualify someone to teach it, this teacher development program was created to train CLS teachers in the basics of language pedagogy. The report includes a review of relevant literature on language pedagogy and teacher …