Teacher Education and Professional Development Commons^™

Philosophical Perspectives On Dramatic Art, Jane M. Gangi

Education Faculty Publications

Describes how the author facilitates drama experiences in the foundations of education courses that she teaches for preservice teachers. Suggests the course helps students gain an understanding of the philosophies of education, the rationale for arts in the curriculum, as well as multiple perspectives of dramatic art, by learning through experience.

Nsu Fischler Center For The Advancement Of Education Programs In Communication Sciences Au.D Slp.D Doctoral Degrees For Practicing Professionals And Post-Bachelor's Degree Students 1998, Nova Southeastern University

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

No abstract provided.

Block Scheduling: From Possibility To Reality?, Frederic M. Muse

Electronic Theses and Dissertations

This study examines teacher practices and student learning as perceived by teachers within public high schools that have implemented block scheduling. Comparisons are made between the possibilities advanced by block scheduling advocates and the actual results as interpreted from the data gathered. Comparisons are made between teaching and learning with the traditional schedule and the manner in which it takes place with block scheduling. Open-ended questionnaires were developed for use with voluntary participants who had worked with traditional scheduling and now taught with some form of block scheduling. Participants recorded observations based solely upon personal perceptions of experiences with students …

Volume 10, Number 02, Lana Wachniak Editor

Reaching Through Teaching

Full text of Volume 10, Number 02 of Reaching Through Teaching.

The Relationship Of Experience, Education, And Tennessee Career Ladder Status To Teachers' Perceptions Of Staff Development Needs In Block Scheduled Programs, Rita S. Mullins

Electronic Theses and Dissertations

The problem related to this study was to develop a clearer understanding of the staff development needs of high school classroom teachers implementing block scheduled programs. The purpose of this study was to determine if teachers' perceptions of staff development needs differed when teaching experience, education (highest degree earned), and Tennessee Career Ladder status were considered. Four levels of each independent variable were analyzed by six categories of perceptions, the dependent variables. The categories were: (a) Planning, (b) Knowledge, (c) Satisfaction with staff development, (d) Adult learning strategies, (e) Level of involvement, and (f) Impact on student testing and grades. …

Teachers' Expressed Beliefs And Practices About Developmentally Appropriate Education Of Multi-Age And Single-Age Classrooms, Dale P. Lynch

Electronic Theses and Dissertations

The purpose of this study was to determine the expressed beliefs and practices about developmental education from early childhood teachers in Tennessee's First Educational District. A questionnaire measuring expressed beliefs and practices was administered to teachers (kindergarten through third grade) in public schools with both multi-age and single-age classrooms. The area of teaching specialization along with the number of years taught within the organization structure are paramount in the study. Teachers' expressed beliefs concerning the amount of outside influences with planning and implementing instruction are also noted. Educators were asked to respond to 36 likert-type items regarding their beliefs about …

Stages Of Implementation Of Block Scheduling: Perceptions Of School Climate In High Schools In The First Tennessee Regional District, Chele L. Dugger

Electronic Theses and Dissertations

A descriptive study was conducted to identify teachers' and principals' perceptions of school climate in four stages of a change to block scheduling: Initiation, the first year of Implementation, the second year of Implementation, and the third year of Implementation or Institutionalization. Data were collected from 442 teachers and principals in nine high schools in the First Tennessee Regional District in a stratified purposeful random sample using the Organizational Health Index (OHI), a 44-item survey, and a demographic information sheet. The survey has seven dimensions: Institutional Integrity, Initiating Structure, Consideration, Principal Influence, Resource Support, Morale, and Academic Support. These dimensions …

Volume 10, Number 01, Lana Wachniak Editor

Reaching Through Teaching

Full text of Volume 10, Number 01 of Reaching Through Teaching.

Nsu Graduate Teacher Education Program Master's And Educational Specialist Degrees And Graduate Courses In Education Catalog 1996-1997 (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 09, Number 02, Richard F. Welch Editor

Reaching Through Teaching

Full text of Volume 09, Number 02 of Reaching Through Teaching.

Interpretations Of Progressive Education: A Comparative Study Of The Philosophies Of Education Of The Municipal Early Childhood Schools Of Reggio Emilia And The Bank Street College Of Education, Monica Della Croce

Graduate Student Independent Studies

Compares the progressive philosophies of education of the municipal infant-toddler centers and preprimary schools of Reggio Emilia, and Bank Street College of Education and its School for Children. The histories and theoretical origins of each philosophy of education are introduced. Elaborations on the fundamental principles of each are provided, including discussions of the creation of learning environments, the perception of children's learning, the roles of teachers, and the place of the community. Throughout the text, cultural frameworks are made evident, in order to reflect on the influence that culture and history have on the ways in which progressive philosophies of …

Volume 09, Number 01, Richard F. Welch Editor

Reaching Through Teaching

Full text of Volume 09, Number 01 of Reaching Through Teaching.

Nsu Graduate Teacher Education Program Master's And Educational Specialist Degrees And Graduate Courses In Education 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 03, Richard F. Welch Editor

Reaching Through Teaching

Full text of Volume 08, Number 03 of Reaching Through Teaching.

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.

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.

Occasional Papers: On Collaboration In Education, Janice Rowan

Hollybush Series

Volume 4 of The Hollybush Series contains 11 faculty essays on collaboration in education, with artwork from students at John Fenwick School and Elmer School.

Faculty authors are: Jane Sullivan, Carl Calliari, Sharon Davis-Bianco, Donna Hathaway, Jody Blohm, Christine Johnston, Gary Dainton, Charles Ivory, Christy Faison, Peggy Beck, David Kapel, Carol Sharp, Janet Moss, Edith Thompson, and Brenda Benson-Burrell.

Volume 07, Number 02, Richard F. Welch Editor

Reaching Through Teaching

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

What I Do All Day: Professor Spends 5 Hours A Week Teaching Class, But Here's How It's A 55-Hour Week, Edward L. Ayers

History Faculty Publications

Professors, like the students around whom we structure our lives, don't follow the same rhythms and schedules of most people. People in the academy, whatever their age, tend to follow unusual hours, work in cycles of desperately hard labor and periods of less desperation, tend to work in places other than a central office, tend to spend considerable amounts of time alone or in intense conversation with a few people, tend not to work in terms reflected in billable hours or tightly scheduled appointments. The fruits of our labor are not always visible to the casual observer. For that reason, …

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.

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.

An Evaluation Of The Performance Of Retired Military Personnel Who Begin Teaching As A Second Career, Wendell Edgar Parker

Theses and Dissertations in Urban Services - Urban Education

With the increasing shortage of quality teachers, alternative certification programs have become a major source of attracting professionals from other fields and training them for the teaching profession. As a possible source of quality teachers, military retirees represent a large pool of prospective candidates. Despite their experience, and because of their alternative teacher training, the quality of their classroom performance is often questioned by both teacher unions and teacher training institutions.

This study focuses on military retirees who have been trained via an alternative certification and begun second careers as public school teachers. Specifically, this study determines the level of …

Volume 05, Number 03, Don Forrester Editor

Reaching Through Teaching

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