Education Commons^™

Teacher Transformations: A Phenomenological Study On The Effect Of Courage To Teach On Experienced Teachers' Growth And Development: A Dissertation, Kathleen M. Nollet

Educational Studies Dissertations

The purpose of this study is to investigate the effects of a professional development experience on ten experienced teachers who participated as a cohort in Courage to Teach. Courage to Teach, founded by Parker Palmer, is a program of quarterly retreats that foster personal and professional renewal for teachers. The program focused on renewal through deep reflection that helps teachers to investigate the inner and outer landscapes of their lives. By using seasonal themes, poetry, readings, and insights from various wisdom traditions, teachers reflect on their identity and integrity as teachers as large groups, and solitary settings.

Kentucky Women Teachers' Education And Career Choice Decisions: An Application Of Social Cognitive Career Theory, Amanda Brooke Montgomery

University of Kentucky Master's Theses

Career opportunities for women were limited until the 1970s. Teaching is a profession women have long pursued. The purpose of the study was to determine if differences exist in Kentucky women teachers’ demographic characteristics and career choice outcomes by age cohort/era. The population consisted of women who lived in the state of Kentucky and the teacher sample consisted of 110 females, ranging in age from 25-74.

Findings from this study were examined through the Social Cognitive Career Theory’s (SCCT) three constructs: self-efficacy, outcome expectations, and personal goals. Five key influences were reviewed from literature: age, resources, educational attainment, teaching responsibilities, …

A Descriptive Analysis Of Knowledge And Implementation Of 21st Century Instructional Practices Among Elementary School Teachers Whose Administrators Participated In The 2006-2007 21st Century Leadership Institute, Elisabeth Michelle Samples

Theses, Dissertations and Capstones

The purpose of this study was to describe levels of knowledge and implementation of 21st century instructional practices among elementary school teachers whose administrators participated in the 2006 – 2007 21st Century Leadership Institute. A researcher-developed survey was used to collect data from 242 elementary teachers from 22 West Virginia schools. Teachers reported high or moderate knowledge and indicated they were implementing a majority of the 21st century instructional practices on a daily or weekly basis. Teacher knowledge of practices was significantly different based on school SES. Teacher implementation levels were not significantly different based on the variables investigated. The …

Beginning Teacher Induction At Three Elementary Schools In China: A Case Study, Juan Miao

Seton Hall University Dissertations and Theses (ETDs)

It is urgent to study teacher induction programs to generate data-rich results that improve current practice and ultimately help beginning teachers become competent teachers and face the challenges in their profession in the 2lS century. The purpose for this study was to explore how beginning teachers at three elementary schools in Baoding, Hebei province, China were inducted The design of this study was non-experimental and descriptive. The researcher conducted this study primarily using qualitative research methods. Information on the three participating schools' profiles and 15 teachers were presented and discussed to help readers understand the context and conditions in which …

The Relationship Clinical Faculty Training Has To Student Teacher Self-Efficacy, Jennifer Leigh Maginnis

Legacy Theses & Dissertations (2009 - 2024)

A southeastern American university school of education has implemented a clinical faculty program to which interested K-12 teachers apply, and if accepted are trained how to mentor student teachers. At the time of this study there were not enough clinical faculty for every student teacher; therefore, some student teachers were placed with (untrained) cooperating teachers for their clinical experience. This study compared the experience student teachers had with cooperating teachers versus with clinical faculty to begin to determine if the implementation of the clinical faculty training has an effect on student teacher self-efficacy.