Download or read book Teachers Perceptions of and Responses to Education Reform written by Inhee Kim and published by . This book was released on 2003 with total page 400 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Factors that Impact Teachers Perceptions of the Response to Intervention RtI School wide Reform Initiative written by and published by . This book was released on 2015 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Over the course of their careers, educators experience constant innovation and school reform (Hargreaves, 2005). Although teachers' perceptions of school-based reform initiatives significantly influence their interest and willingness to implement new practices (Reimers et al., 1987), teachers' perspectives are rarely examined or considered before, during, or after implementation of reform initiatives (Nielsen et al., 2008; Shirley & Hargreaves, 2006). By understanding the connection between teacher variables and their perceptions of reform, schools will be better equipped to address and overcome participation barriers, implement reform with integrity, and enhance the achievement of all students. This study sought to examine the influence of four factors - congruent teaching philosophy, teacher self-efficacy beliefs, amount of teaching experience, and characteristics and evidence-based components of professional development (PD) - on perceptions of the response-to-intervention (RtI) school-wide reform initiative among 209 elementary (Grades 4K-5) general and special education teachers. Study findings indicated that congruent teaching philosophy, general personal efficacy beliefs, personal efficacy beliefs related to RtI, and PD were significantly associated with teachers' perceptions of RtI. Furthermore, the effect of PD on teachers' perceptions of RtI was found to be partially mediated through teachers' personal efficacy beliefs related to RtI. The current study sheds light on the nature of PD currently being offered in schools on RtI and discusses implications for systems change and future research.

Download or read book Teachers Perceptions Experience and Learning written by Woon Chia Liu and published by Routledge. This book was released on 2019-12-18 with total page 173 pages. Available in PDF, EPUB and Kindle. Book excerpt: Teachers’ Perceptions, Experience and Learning offers insightful views on the understanding of the role of teachers and the impact of their thinking and practice. The articles presented in this book illustrate the influence of teachers on student learning, school culture and their own professional identity and growth as well as highlighting challenges and constraints in preand in-service teacher education programmes that can impact teachers’ own learning. The first article examined teacher experiences in the use of “design thinking” by Retna. Next, Hong’s and Youngs’ article looks into contradictory effects of the new national curriculum in South Korea. Lu, Wang, Ma, Clarke and Collins explored Chinese teachers’ commitment to being a cooperating teacher for rural practicum placements. Kainzbauer and Hunt investigate foreign university teachers’ experiences and perceptions in teaching graduate schools in Thailand. On inclusive education in Singapore, Yeo, Chong, Neihart and Huan examined teachers’ first-hand experiences with inclusion; while Poon, Ng, Wong and Kaur study teachers’ perceptions of factors associated with inclusive education. The book ends with two articles on teacher preparation by Hardman, Stoff, Aung and Elliott who examined the pedagogical practices of mathematics teaching in primary schools in Myanmar, and Zein who focuses on teacher learning by examining the adequacy of preservice education in Indonesia for preparing primary school English teachers. The contributing authors’ rich perspectives in different educational, geographical and socio-cultural contexts would serve as a valuable resource for policy makers, educational leaders, individual researchers and practitioners who are involved in teacher education research and policy. This book was originally published as a special issue of the Asia Pacific Journal of Education.

Download or read book Teachers Perceptions of Educational Reform written by Bernadette Gilman and published by . This book was released on 1993 with total page 58 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Teacher s Perceptions Concerning Realities and Visions for Education Reform written by Martha Truitt Steger and published by . This book was released on 1990 with total page 812 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Teachers Perceptions and Use of a Large Scale Science Education Reform Initiative for Middle Schools written by Carolyn Sue Pistorius and published by . This book was released on 2006 with total page 346 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Educational Reform Teachers Perceptions of Teacher Collaboration as a Reform Intervention written by Osbaldo Jimenez and published by . This book was released on 2006 with total page 90 pages. Available in PDF, EPUB and Kindle. Book excerpt: Recently there has been a great deal of research interest to ascertain if collaborative teaching models help increase student achievement at traditionally low-achieving schools. One important element to the success of collaborative models frequently overlooked is the perceptions and attitudes of the teachers towards reform models. This study examines the perceptions of teachers towards the five key dimensions of schooling: lesson planning habits, instructional practices, student achievement, school leadership, and school climate as part of a teacher collaboration reform model. The study finds that teachers become supportive of the lesson planning habits, instructional practices, and student achievement aspects of the reform model when properly implemented and supported. These findings suggest that in order for schools to successfully adopt a collaborative model, school leaders must ensure that teachers have appropriate support, planning time, and resources incorporated into the reform structure. The findings also suggest that teacher support of new collaborative models is correlated to school climate and school leadership.

Download or read book Teacher Perceptions of Education Reform Mandates in High poverty Urban Schools written by Andrea L. Sutton and published by . This book was released on 2012 with total page 302 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Teachers Perceptions of School Reform written by Kimberly R. Donahue and published by . This book was released on 2005 with total page 96 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examined how the participation in a comprehensive school reform program changed teachers' perceptions and approach to instructional practices in the classroom, and how the participation in a comprehensive school reform program has impacted communication among the staff. Thirty-nine teachers in one elementary school setting in Southeastern Pennsylvania participated in this study. Data were collected from (a) surveys, (b) classroom observations, and (c) interviews with select participants. Following the collection of data from (a) teacher interviews, (b) surveys, and (c) teacher observations, responses were categorized to identify patterns and themes to answer the research questions outlined in this study. The consistent themes that emerged from the data were (a) knowledge of state standards, (b) a strong sense of collegiality, and (c) a new focus.

Download or read book Special and General Education Teachers Perceptions of School Reform Initiatives written by and published by . This book was released on 2016 with total page 344 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Choosing the Wrong Drivers for Whole System Reform written by Michael Fullan and published by . This book was released on 2011 with total page 19 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Teachers Educational Specialists and School Leaders Perceptions of the Cumulative Impact of Education Reform Mandates written by Lucy Nevins Litchmore and published by . This book was released on 2016 with total page 260 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Teacher Perceptions of Instructional Support written by Karen Wickham Sharpe and published by . This book was released on 2017 with total page 110 pages. Available in PDF, EPUB and Kindle. Book excerpt: The researcher used a quantitative design to examine teacher perceptions of instructional support at the middle school level experienced in two different reform systems, TEAM and TAP. Participants included 33 certified educators, representative of general education, special education, and related arts curricula from a single district in a southern state. The researcher conducted a survey to gather teachers’ perceptions of consistency of implementation of TEAM and TAP and the extent to which implementation facilitated participants’ professional growth. The researcher analyzed participants’ responses using the Mann Whitney U Test to determine significant differences between the two sets of responses. The researcher found most components showed consistency with implementation, and responses linked to components that facilitated professional growth showed only few significant differences between the two groups. Eight of 32 descriptors linked to implementation and two of 11 components linked to facilitating professional growth showed significant differences between TEAM and TAP.

Download or read book Teacher Perceptions of Their Profession During Standards based Reform written by Marguerite D. Meyer and published by . This book was released on 2000 with total page 290 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Bridging the Progressive Traditional Divide in Education Reform written by James Nehring and published by Routledge. This book was released on 2019-06-04 with total page 136 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book brings together a variety of connected voices which consider potential ways forward for school reform. By demonstrating how the ‘subject-centered’ and ‘student-centered’ models of education can, and have been working together in various contexts, the text sets out a compelling case for an emerging movement that unites ideologies and pedagogical traditions which have traditionally been considered to be at odds with one another. In drawing from historical sources, the full range of contemporary research, and a series of investigations led by the authors, this book documents the deep back-story of school reform, and explains the powerful and largely unacknowledged consensus on what constitutes excellence in teaching and learning. This book will be of great interest to researchers, academics, and postgraduate students in the fields of school reform and educational leadership. It will also appeal to graduate students, researchers and postgraduates in the fields of history of education, educational leadership, teaching and learning, and curriculum studies.

Download or read book Teacher Perceptions of Standards based Reforms in Social Studies Education written by William E. Murphy and published by . This book was released on 2020 with total page 280 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examined the perceptions of secondary social studies teachers regarding the influence of standards-based education reforms in social studies education. This qualitative inquiry utilized document analysis, focus groups and one-on-one interviews of secondary social studies teachers from a suburban high school in Long Island, New York. Participants possessed between one and twenty-five years of teaching experience and were currently teaching social studies classes in the 7th through 12th grades. Due to an existing lack of research on the topic, this study collected and analyzed data according to the grounded theory framework. Following a grounded theory model, this study identified social studies teachers' perceptions regarding their experiences with standards-based reform legislation that had been implemented at the federal, state and local levels. The goal of such an inquiry, based on the grounded theory model, was to create a new theory regarding the impact of standards-based reform implementation in social studies education.The findings revealed that teachers were overwhelmed and frustrated by the negative consequences that standards-based reform implementation had on social studies education. Teachers were frustrated by their lack of knowledge about standards, their inability to promote the standards-based skills that are measured on assessments and the need to eliminate content and constructivist activities in order to "teach to the test." Consequently, teacher frustration was compounded by an inability to effectively communicate their dissatisfaction with the larger educational establishment. Finally, as a means of dealing with the negative consequences of standards-based reforms, teachers sought out opportunities for meaningful collaboration with colleagues and desired to teach courses and grade levels that were less affected by standards-based reforms.

Download or read book Teachers Responses to Education Reform written by Mwalimu J. Shujaa and published by . This book was released on 1989 with total page 380 pages. Available in PDF, EPUB and Kindle. Book excerpt: