Browsing by Subject "teacher"
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Item Increasing teacher efficacy and internalization of drama strategies in a teacher/teaching artist professional development partnership(2009-05) Wizig, Amira; Lazarus, Joan; Svinicki, Marilla D., 1946-; Dawson, KatieThis study focuses on an arts integration professional development approach for K-12 teachers that is collaborative, long-term, and sustainable. The question that drove this work is: What are the key elements in a professional development model for arts integration in a teacher/teaching artist partnership that best support growth in teacher efficacy and internalization of drama strategies? To answer this question, I modified an arts integration model that was long-term, used drama-based instruction in core subject areas, and involved the teacher in the execution of the lessons in addition to the teaching artist. The model for this project was implemented with two middle school math teachers, data was collected, results were analyzed and recommendations were developed.Item Novice teachers' perceptions of their first year induction program in urban schools(2009-06-02) Charleston-Cormier, Phyllis AThe study examined and evaluated perceptions of first year teachers on the effectiveness of induction activities, assistance, and support following participation in their induction program. This was a quantitative study of novice teachers in an urban school district. Teachers from all teaching disciplines, both at the elementary and secondary level, participated in the study. The researcher used the Novice Teacher Perceptions Assessment to survey 171 teachers. Of the 171 surveys distributed, 144 were returned and analyzed for this study. From the survey data, descriptive statistics and frequency counts were obtained for demographic information items and specific induction activities, assistance, and support. All data were analyzed for the effectiveness of teacher induction program components. The results of this study revealed that novice teachers were provided with six factors that were important to them. The factors were: information concerning the school and its culture; support for emotional stress; assistance in instructional strategies; the allocation of resources; and overall support of the induction program in relation to mentors and reflection. Perceptions were consistent among the demographics; namely, the subject taught, grade level taught, gender, age, ethnicity and environment. Novice teachers ranked ten activities they valued while in the induction program. The activities most valued were the support they received in assistance with discipline problems; feedback from observations, and the opportunity to observe other teachers. On the contrary, novice teachers least valued the support given to them relating to the physical aspect of their classrooms. This included classroom arrangement, designing bulletin boards and learning centers.Item Teachers' perceptions of their experiences with including students with special needs in the general education classroom setting throughout public and private schools in Texas(Texas A&M University, 2005-02-17) Finegan, Jane ElizabethThe purpose of this study was to identify teacher perceptions about educating students with special needs in the general education setting, to examine relationships between teacher perceptions and years of teaching experience, grade level, and type of institution in which the teachers were employed, and to identify beliefs about the critical issues involved in implementing inclusion. A total of 1341 general and career and technology educators in grade levels PreKindergarten through grade 12 were surveyed regarding (a) the extent of previous training received in working with students with disabilities and perceived needs for additional training, (b) the frequency of communication between special and general education teachers, (c) the perceived helpfulness of suggestions given to general educators by special educators, (d) teacher participation in IEP team meetings and parent involvement in such meetings, (e) the provision of related services, and (f) teacher perceptions of their personal experiences with including students with disabilities in the general education classroom. Semistructured interviews were conducted with an additional 25 teachers selected from the entire sample as well. Results indicated that teachers in Texas public schools generally favor traditional special education service delivery models over full inclusive practices. However, results also indicated that teachers perceive additional training, support from special education personnel and administrators, teacher communication and collaboration, and access to related services are necessary in order to meet the needs of their students with disabilities in the general education setting.