Open Access. Powered by Scholars. Published by Universities.®
- Discipline
-
- Adult and Continuing Education and Teaching (2)
- Bilingual, Multilingual, and Multicultural Education (2)
- Curriculum and Instruction (2)
- Curriculum and Social Inquiry (2)
- Disability and Equity in Education (2)
-
- Educational Administration and Supervision (2)
- Educational Assessment, Evaluation, and Research (2)
- Educational Psychology (2)
- Elementary Education and Teaching (2)
- Elementary and Middle and Secondary Education Administration (2)
- Higher Education Administration (2)
- Higher Education and Teaching (2)
- Junior High, Intermediate, Middle School Education and Teaching (2)
- Other Educational Administration and Supervision (2)
- Other Teacher Education and Professional Development (2)
- Pre-Elementary, Early Childhood, Kindergarten Teacher Education (2)
- Secondary Education and Teaching (2)
- Special Education Administration (2)
- Teacher Education and Professional Development (2)
- Arts and Humanities (1)
- Fine Arts (1)
- Higher Education (1)
- Mathematics (1)
- Physical Sciences and Mathematics (1)
- Theatre and Performance Studies (1)
- Publication
Articles 1 - 3 of 3
Full-Text Articles in Gifted Education
A Documentation Of A Year As An Artistic Director For Unl, Philip Crawford
A Documentation Of A Year As An Artistic Director For Unl, Philip Crawford
Honors Theses
The goal of this project was to document a year of being an Artistic Director for UNL’s student run theatre company Theatrix. Through this documentation, I will be able to reflect upon and learn from my experiences as a leader, director, and theatre maker.
This thesis will be broken up into eight different parts to outline the eight different stages I experienced as Artistic Director this year: season selection, the 24-hour Play Festival, The Revolutionists, The Thanksgiving Play, Clown Bar, season changes, Based on a Totally True Story, and Lemons, Lemons, Lemons, Lemons, Lemons. Through these eight stages, I will …
Does A Co-Learner Delivery Model In A Mathematics Methods Course Affect Pre-Service Teacher Candidates’ Self-Efficacy In Teaching Mathematics?,, John J. Ribeiro, Denise Demagistris
Does A Co-Learner Delivery Model In A Mathematics Methods Course Affect Pre-Service Teacher Candidates’ Self-Efficacy In Teaching Mathematics?,, John J. Ribeiro, Denise Demagistris
Teacher Education
This study is related to a previous study (Ribeiro, 2009) that examined teachers’ perceptions of teaching self-efficacy. In the first study the sample consisted of two groups of teachers that took the same professional development course in mathematics. The comparison group took the course in their school district with other teachers and the experimental group took the course with pre-service teachers in a university classroom. After completing the course, both groups were measured in three dimensions of teaching self-efficacy: student engagement, instructional strategies, and classroom climate. Findings indicated that although both groups had significant gains in self-efficacy toward teaching mathematics …
Does A Co-Learner Delivery Model In Professional Development Affect Teachers’ Self-Efficacy In Teaching Mathematics, John J. Ribeiro, Denise Demagistris
Does A Co-Learner Delivery Model In Professional Development Affect Teachers’ Self-Efficacy In Teaching Mathematics, John J. Ribeiro, Denise Demagistris
Teacher Education
A mixed method study is reported examining teacher efficacy regarding professional development in mathematics instruction for two groups of teachers: in building with peers (N=17) and MAT student co-learners in the classroom (N=14). An end-of-course survey, focus group interviews and pre-post data for the Teacher Self Efficacy Scale were used to investigate:1. What is the difference in teachers’ efficacy regarding mathematics instruction based on the professional development delivery system they experienced? 2. What are teachers’ perceptions of their professional development with peers conducted onsite in district compared with professional development with peers and preservice teachers at a university setting? Descriptive …