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A High School Biology Teacher's Development Through A New Teaching Assignment Coupled With Teacher-Led Professional Development, Lorien Young Francis
A High School Biology Teacher's Development Through A New Teaching Assignment Coupled With Teacher-Led Professional Development, Lorien Young Francis
Theses and Dissertations
This self-study examined the learning that emerged from a change in teaching assignment coupled with self-initiated, teacher-led professional development in order to understand a high school science teacher's development as a teacher. The two participants in the study were the teacher/researcher, an experienced high school biology teacher who was taking up a new assignment teaching biotechnology, an advanced science course; and a first-year teacher assigned to teach biotechnology, who served as collaborator in the professional development and critical friend in the study. In order to uncover the teacher/researcher's learning and thinking, self-study of teaching practice methodology most clearly met the …
Exploring Intensive Reading Intervention Teachers' Formal And Practical Knowledge Of Beginning Reading Instruction Provided To At-Risk First Grade Readers, Kathryn Cortelyou
Exploring Intensive Reading Intervention Teachers' Formal And Practical Knowledge Of Beginning Reading Instruction Provided To At-Risk First Grade Readers, Kathryn Cortelyou
Electronic Theses and Dissertations
This study was designed with two goals in mind. The first goal was to describe the formal and practical knowledge of intensive reading intervention teachers related to beginning reading instruction with at-risk first graders. A second goal was to understand any potential relationships between intensive reading teachers’ practical knowledge and formal knowledge. These two goals framed the study’s three research questions. To answer these three questions, the study was conducted in two phases. Phase one included 32 participants, all of whom worked in the role of a K-2 intensive reading intervention teacher. Each of these 32 participants completed a background …