Education Commons^™

Preparing Teachers To Use Technology: The Webquest In The Secondary English Language Arts Methods Classroom, Melinda C. Dobson

Dissertations

This study focuses on why and how English language arts methods instructors can integrate WebQuest development into their courses. Behavioral, cognitive, and constructive learning theory are established as a theoretical basis for introducing the WebQuest into the English language arts methods curriculum. Practicing teachers are surveyed about their WebQuest-use to identify positive and negative outcomes of the activity. National and international standards the WebQuest fulfills are identified. This study focuses on how to integrate technology in general into the methods course and then documents the development of the researcher's WebQuest and that of three different secondary English language arts methods …

A Study Of The Relationship Between Followership Modalities And Leadership Styles Among Educators At Selected High Schools In Jackson, Mississippi, Joyce Elaine Johnson

Dissertations

Problem. The purpose of this study was to explore the nature of the relationship between followership modalities and leadership styles. High-school teachers and principals in the Jackson Public School District in Jackson, Mississippi, participated in the study.

Method. Methodological triangulation that combined quantitative and qualitative methods served as the study's research design. A 45-item Multifactor Leadership Questionnaire (MLQ Form 5x-Short), developed by Bass and Avolio (1995), and a well-established measure of leadership style, was administered to the principals.

A 20-item, self-diagnostic questionnaire, developed by Robert Kelley, designed to measure followership modalities, was administered to the high school teachers who …

Differential Perceptions Of Teachers And Students About The Teaching And Learning Of History In Secondary Schools Of Trinidad And Tobago, Stephen Joseph

Dissertations

Problem. Students at the upper secondary-school level sometimes experience difficulties understanding basic historical concepts as well as appreciating the relevance of history as a subject in the school's curriculum. While these students are capable of formulating perspectives of their own, teachers often find it necessary to guide students' thinking toward an accepted paradigm (scholarly concept) of history. The problem is that there are mismatched paradigms that teachers need to bring together in order to establish a foundation for a scholarly approach to history.

This study seeks to identify different conceptual frameworks that exist in students' thinking about history. It …