Browsing by Subject "Secondary"
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Item Co-teaching: a look-back, a look-ahead, and the look-fors(MinneTESOL - Minnesota Teachers of English to Speakers of Other Languages, 2014) Honigsfeld, Andrea; Dove, Maria G.Item Course specific collaborative teams in high school: an analysis of collaborative work, relationships and products.(2011-03) Edwards, Daniel LeeImproved student achievement has arguably always been a goal of schools and school districts. Within the past thirty years as the focus on increased student achievement has intensified, various calls for school reforms have resulted. These reform initiatives have taken on many appearances including government mandates as well as self-imposed changes. One of the most recent examples of reform that schools and school districts have embarked upon to bring about change has been the development of learning communities. Learning communities, often times referred to as Professional Learning Communities (PLC's), have evolved quite significantly over the past ten to fifteen years, often being implemented in a variety of different ways across all levels of education. An approach that has been often implemented at the high school level is the development of course-specific teams of teachers working together collaboratively on a variety of tasks associated with teaching. As approaches to the creation of learning communities have varied across settings, there is much to be learned by studying the application of these different approaches to the creation of a learning community and specifically teacher collaborative work that is focused at the course level. This research examined course-specific teams of teachers brought together for the purpose of working collaboratively to develop curriculum, instructional strategies, and assessments. Through the process of observing five course specific collaborative teams during two of their team meetings, follow up individual interviews with each member of the team, and an analysis of documents created by the team, this research illustrates the work of these teams. Three major findings inform the field of education related to the practice of learning communities and specifically teacher collaboration in a high school setting. First, collaboration that involves teachers with interdependent teaching roles, i.e. common courses, can result in improved professional practice. Second, having the opportunity to work collaboratively with teaching colleagues resulted in decreased feelings of isolation. Third, teacher collaboration resulted in improved relational trust among members of the collaborative teams.Item Cutting to the Common Core: analyzing informational text(MinneTESOL - Minnesota Teachers of English to Speakers of Other Languages, 2014) Kinsella, KateItem Identifying profiles of reading strengths and weaknesses at the secondary level.(2012-06) Trentman, Allison M. McCarthyThe purpose of this study was to evaluate the feasibility and potential utility of reading profiles to identify common patterns of reading strengths and weaknesses among students in high school with deficit reading skills. A total of 55 students from three Midwestern high schools were administered a battery of assessments that targeted specific reading skills, as well as a self-report survey that assessed motivation. A cluster analysis revealed that four distinct profiles were present within the sample and that instruction may be differentiated among a subset of the profiles on some subskills. Profile characteristics accurately and adequately represented individual student characteristics, which may indicate that small group interventions could be devised based on the collective group deficits, which places this study within the problem analysis context. The current study extended the link between assessment and intervention for reading at the secondary level and illuminated the need for further research. Implications for the research and practice of school psychologists are discussed.Item Presenting academic language to mainstream teachers(MinneTESOL - Minnesota Teachers of English to Speakers of Other Languages, 2014) Mabbott, Ann SaxItem Teacher support for Universal Secondary Education in Uganda.(2011-11) Werner, Jessica Ista GrayThis is a study of teacher support for Universal Secondary Education in Uganda. Universal Secondary Education (USE), an initiative designed to increase access and quality in secondary education, began implementation in 2007. Although ample literature suggests that educational policies require the support of teachers to be successful, the USE policy was enacted without the input of the nation's teachers. The purpose of this study is to examine teacher support for USE, and to determine the extent to which certain characteristics are associated with teacher support for the USE policy in Uganda. Forty-one teachers currently teaching in USE schools were interviewed in the Kampala district of Uganda. The results of this study indicate that although teachers generally support the goals of the policy, they raise concerns about the way the policy has been implemented in their schools. Teachers cite low salaries, limited instructional materials, inadequate school infrastructure, and decreased morale, as factors that have contributed to their lack of support for the implementation of the policy.Item Teaching common rhetorical patters of academic prose(MinneTESOL - Minnesota Teachers of English to Speakers of Other Languages, 2014) Smith, Maureen M.