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Interactive Whiteboard Transition: A Case Study, Jason S Beach
Interactive Whiteboard Transition: A Case Study, Jason S Beach
Doctoral Dissertations
This case study examined the process teachers use when incorporating interactive whiteboards in the classroom and daily curriculum. Participants were drawn from a small group of three elementary and three high school teachers who received an interactive whiteboard, but no formal training. The school system purchased over 300 interactive whiteboards and was not able to adequately train all of the teachers before the beginning of the school year. Findings were compared to relevant models of andragogy, TPACK, and CBAM. The results indicate that a teacher’s prior technological ability aids in the implementation of new technologies in the classroom. The findings …
Opportunities Preschool Teachers Use To Offer High Quality Instruction: Investigating Experiences Of Professional Development, Hannah B. Mudrick
Opportunities Preschool Teachers Use To Offer High Quality Instruction: Investigating Experiences Of Professional Development, Hannah B. Mudrick
Master's Theses
This study identified the professional development opportunities Connecticut pre-kindergarten teachers found helpful for improving their teaching and how this information was related to their personal characteristics and their level of high quality instruction and supports for early literacy. Participants were 16 female teachers from eight different centers across central and eastern Connecticut. High quality instruction and supports for early literacy were assessed observationally, and teachers’ ideas about professional development and their personal characteristics were assessed through semi-structured interviews. The results indicated that although teachers did mention multiple different professional development opportunities, discussion was overwhelmingly identified as the most helpful opportunity. …
Team-Teaching Experiences Of A Mathematician And A Mathematics Teacher Educator: An Interpretative Phenomenological Case Study, Sarah K. Bleiler
Team-Teaching Experiences Of A Mathematician And A Mathematics Teacher Educator: An Interpretative Phenomenological Case Study, Sarah K. Bleiler
USF Tampa Graduate Theses and Dissertations
In recent years, experts and organizations involved in mathematics education have emphasized the importance of collaboration between mathematicians and mathematics teacher educators as a means of improving the professional preparation of mathematics teachers. While several such collaborative endeavors have been documented in the extant literature, most research reports have focused on the products, rather than the process, of collaboration. The purpose of this interpretative phenomenological case study is to gain an understanding of the lived experiences of a mathematician and a mathematics teacher educator as they engaged in a team-teaching collaboration within the context of prospective secondary mathematics teacher preparation. …