Curriculum and Instruction Commons^™

Nsu Graduate Teacher Education Program (Gtep) Catalog 1995–1996 (Includes Application And Admission Forms), Nova Southeastern University

Abraham S. Fischler College of Education and School of Criminal Justice College Archive

No abstract provided.

Volume 08, Number 02, Richard F. Welch Editor

Reaching Through Teaching

Full text of Volume 08, Number 02 of Reaching Through Teaching.

Instructional Planning And Teaching: Perceptions Of Practice And Department Expectations Of Principal Preparation Program Faculties, David L. Deweese

Electronic Theses and Dissertations

This study of principal preparation programs composing the Danforth Foundation Program for the Preparation of School Principals (DPPSP) was conducted to identify and compare the perceptions of program faculty and program coordinators of their respective instructional planning and teaching practices, and their like perceptions of department expectations of faculty regarding these same roles. Variables were constructed using a pilot survey with selected faculty who were members of the Southern Region Council for Education Administration. There were three major findings. Faculty and program coordinators ranked their perceptions of their own practice highly. Faculty and program coordinators ranked their perceptions of their …

Catalog, 1994-1995, Anderson University - South Carolina

Catalogs

The 1994-1995 academic catalog and introduction to the college.

Volume 08, Number 01, Richard F. Welch Editor

Reaching Through Teaching

Full text of Volume 08, Number 01 of Reaching Through Teaching.

The Perceptions Of Career Ladder I, Career Ladder Ii, And Career Ladder Iii Elementary Principals Regarding Instructional Leadership, Brenda T. Gulledge

Electronic Theses and Dissertations

The purpose of this study was to determine if Career Ladder I, Career Ladder II, and Career Ladder III Tennessee Elementary Principals perceived differently their role as instructional leaders. The amount of time principals spent in six identified dimensions of instructional leadership was examined. The study examined selected independent variables, such as, grade level configuration of the school, years of experience as a principal, number of years of classroom experience, and gender for any effect on the Career Ladder I, Career Ladder II, and Career Ladder III elementary principals' perceptions of their instructional leadership role. The research design included three …

Volume 07, Number 03, Richard F. Welch Editor

Reaching Through Teaching

Full text of Volume 07, Number 03 of Reaching Through Teaching.

Directing Effective Change: The Autonomy Of The Tennessee Superintendent, Earnest Walker

Electronic Theses and Dissertations

The problem was to determine certain factors which are perceived to limit the freedom superintendents have to implement change effectively. The purpose of the study was to determine the degree of autonomy with which superintendents in Tennessee may effectively make decisions regarding educational change. There are 138 public school superintendents, of which 132 (96%) participated in this study. The research was of a descriptive nature and utilized data gathered from a survey instrument constructed by the researcher. A questionnaire developed by Dr. John T. Haro in 1990 for a similar study in California was used as a basis for the …

Volume 07, Number 02, Richard F. Welch Editor

Reaching Through Teaching

Full text of Volume 07, Number 02 of Reaching Through Teaching.

Volume 07, Number 01, Don Forrester Editor

Reaching Through Teaching

Full text of Volume 07, Number 01 of Reaching Through Teaching.

Volume 06, Number 03, Don Forrester Editor

Reaching Through Teaching

Full text of Volume 06, Number 03 of Reaching Through Teaching.

Volume 06, Number 02, Don Forrester Editor

Reaching Through Teaching

Full text of Volume 06, Number 02 of Reaching Through Teaching.

G93-1190 Positive Approach To Discipline, Patricia E. Steffens

University of Nebraska-Lincoln Extension: Historical Materials

Disipline is not the same as punishment. Disipline is not what you do to the child, but what you do with and for the child.

There is no magic formula that will answer all disciplinary questions. Nor is there one perfect way to discipline. No method is going to work with every child or in every situation. What we can do is to commit ourselves to a positive approach in our discipline...one that includes respect, clearly defined expectations, setting limits, and using reasonable consequences.

A positive approach to discipline helps adults and children work together rather than against each other. …

The Revolutions In Knowledge And Literary Theory: Their Impact On English Classrooms, Nancy Topping Bazin

English Faculty Publications

Since teachers, scholars, and scientists began in recent decades to study people who were previously marginalized or totally ignored, revolutions have occurred in knowledge and in literary theories and criticism. An increasing number of literature teachers acknowledge that they cannot ignore these significant changes. Indeed, they recognize that because of multicultural and global awareness, new questions are constantly being asked, new kinds of research are being done, and new approaches are being t:iken to subject matter.

The Impact Of Site-Based Management On Perceived Roles Of Superintendents, Board Chairpersons, Principals And Selected Central Office Personnel In Tennessee School Systems, Narvia D. Haywood

Electronic Theses and Dissertations

The introduction of site-based management has had an impact on the operation of school systems in Tennessee; however no one seems to know for certain what that impact was. Findings from this study revealed that there is a basic understanding of the impact of site-based management as perceived by superintendents, board chairpersons, principals, personnel, budget, curriculum, and staff development administrators. Findings also revealed that central office staff and principals, for the most part, perceive that the superintendents and board chairpersons were supportive of site-based management programs. One hundred and eighty-one educators, including board chairpersons, responded to a fifty-four item questionnaire. …

The Impact Of Site-Based Management On Perceived Roles Of Superintendents, Board Chairpersons, Principals And Selected Central Office Personnel In Tennessee School Systems, Narvia D. Haywood

Electronic Theses and Dissertations

The introduction of site-based management has had an impact on the operation of school systems in Tennessee; however no one seems to know for certain what that impact was. Findings from this study revealed that there is a basic understanding of the impact of site-based management as perceived by superintendents, board chairpersons, principals, personnel, budget, curriculum, and staff development administrators. Findings also revealed that central office staff and principals, for the most part, perceive that the superintendents and board chairpersons were supportive of site-based management programs. One hundred and eighty-one educators, including board chairpersons, responded to a fifty-four item questionnaire. …

Volume 06, Number 01, Don Forrester Editor

Reaching Through Teaching

Full text of Volume 06, Number 01 of Reaching Through Teaching.

Volume 05, Number 03, Don Forrester Editor

Reaching Through Teaching

Full text of Volume 05, Number 03 of Reaching Through Teaching.

Volume 05, Number 02, Don Forrester Editor

Reaching Through Teaching

Full text of Volume 05, Number 02 of Reaching Through Teaching.

Ec92-219 Nebraska Swine Report, Robert A. Kunkle, Gerald Duhamel, Alex Hogg, Paul M. Ermer, Phillip S. Miller, Austin J. Lewis, Gary F. Louis, Joel Wenninghoff, Randy Saner, Sara Wiseman, Murray Danielson, Karen J. Wedekind, Barbara E. Straw, Jerre Johnson, Duane Reese, Jeff Ingalls, Clyde H. Naber, Michael C. Brumm, George Vatzias, Dwane R. Zimmerman, William Ahlschwede, William C. Weldon, Larry L. Bitney

University of Nebraska-Lincoln Extension: Historical Materials

This 1992 Nebraska Swine Report was prepared by the staff in Animal Science and cooperating departments for use in the Extension and Teaching programs at the University of Nebraska-Lincoln. Authors from the following areas contributed to this publication: Swine Nutrition, swine diseases, pathology, economics, engineering, swine breeding, meats, agronomy, and diagnostic laboratory. It covers the following areas: breeding, disease control, feeding, nutrition, economics, housing and meats.

Volume 05, Number 01, Don Forrester Editor

Reaching Through Teaching

Full text of Volume 05, Number 01 of Reaching Through Teaching.

Catalog, 1991-1992, Anderson University - South Carolina

Catalogs

The 1991-1992 academic catalog and introduction to the college.

Volume 04, Number 03, Don Forrester Editor

Reaching Through Teaching

Full text of Volume 04, Number 03 of Reaching Through Teaching.

In The Classroom: Building Self-Esteem Through Poetry (April '91), Michael P. French, Kathy Everts Danielson

Teacher Education Faculty Publications

Describes the instruction programs devised by various teachers across the nation and the benefits of the programs. Includes building self-esteem through poetry, fostering the connection between art and poetry, and using Caldecott Medal books to motivate independent reading and creative writing.

In The Classroom: Creating A Writing-Rich Environment In The Preschool Classroom (Mar. '91), Michael P. French, Kathy Everts Danielson

Teacher Education Faculty Publications

Describes the special teaching strategies developed by various teachers across the nation, including preschool journal writing, creating big books, and teaching comprehension through reading and writing editorials.

Volume 04, Number 02, Don Forrester Editor

Reaching Through Teaching

Full text of Volume 04, Number 02 of Reaching Through Teaching.

Ec91-219 Nebraska Swine Report, Chris R. Calkins, Rodger Johnson, Dwane R. Zimmerman, Luis Gama, Murray Danielson, Joel Wenninghoff, Randy Saner, Austin J. Lewis, Mark A. Giesemann, William C. Weldon, Steven L. Christianson, Ernest R. Peo Jr., James Friesen, Azzeddine Azzam, Larry L. Bitney, Michael C. Brumm, Vernon B. Mayrose, Duane Reese, Brian S. Knust, Clyde H. Naber, Jeff Damme, Darryl Barnhill, Jung-Ho Son, Robert Knox, Gene G. Gourley, Diane K. Fraser, W.M. Greeley, William Ahlschwede, Dale Kabes

University of Nebraska-Lincoln Extension: Historical Materials

This 1991 Nebraska Swine Report was prepared by the staff in Animal Science and cooperating departments for use in the Extension and Teaching programs at the University of Nebraska-Lincoln. Authors from the following areas contributed to this publication: Swine Nutrition, swine diseases, pathology, economics, engineering, swine breeding, meats, agronomy, and diagnostic laboratory. It covers the following areas: breeding, disease control, feeding, nutrition, economics, housing and meats.

Literacy Through Literature, Tammy Joy Cartwright

All Graduate Projects

Research on literature based and skills based reading programs was reviewed. Results showed that traditional basal programs, which are heavily skill oriented, do not meet the reading styles of all students. Integrated instruction which allows for a variety of learning activities can alleviate this problem. Research also indicated that the reading experience must be meaningful and motivating and that literature is an excellent means of providing this component. Integrated units were developed based upon this research evidence. Conclusions and recommendations are discussed.

Nova University Graduate Education Module (Gem) Program: Master's And Educational Specialist Degrees And Graduate Courses In Education 1991-1992, Nova University

Abraham S. Fischler College of Education and School of Criminal Justice College Archive

No abstract provided.

Integrated Thematic Instruction : A Descriptive Case Study Of Its Adaptation And Implementation, Premalatha Gaikwad

Dissertations

The purpose of the study was to describe the operational form of the innovation--Integrated Thematic Instruction within the context of its implementation.

An embedded single case study design was used to carry out this qualitative study, with Integrated Thematic Instruction (ITI) as the unit of the case study. The questions that guided the study were: What does ITI look like when implemented by the teacher? What are the contextual elements of implementation of this program? What variations are found in the implementation of this innovation by different teachers?

A review of related literature revealed the historical, philosophical, and theoretical underpinnings …