Faculty of Education Projects (Master's)

Permanent URI for this collection

https://opus.uleth.ca/handle/10133/755

Browse

Now showing 1 - 7 of 7

Effective teaching of tertiary learners : strategies and faculty development implications
(Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 2000, 2000) Adams, Pamela; University of Lethbridge. Faculty of Education; Townsend, David
Opportunities for tertiary researchers to engage in professional growth episodes of a purely academic and curricular nature may be abundant and effective. Not so common, however, are opportunities through which university teachers may participate in long term, nonthreatening professional development initiatives to examine, compare, and improve their skills of instruction. The Teaching In Focus Project at The University of Lethbridge was a three-year project intended to facilitate an interfaculty educative dialogue specific to present and potential teaching effectiveness. This paper studies a variety of teaching characteristics contributing to optimum learning in a tertiary environment, and then examines the experiences of several University of Lethbridge professors as they attempt to parallel their own teaching habits with these characteristics of effectiveness. In addition, it links their experiences during the Teaching In Focus process with conditions highlighted in other effective professional development initiatives, and uses this comparison as a basis for the consideration of several facilitative conditions necessary for effective teaching-focused professional development at the tertiary level. Links are formed between research findings and reviewed literature in order to suggest conclusions regarding the question, "In what way is university teaching effectiveness impacted by participation in faculty development programs that promote professional self-examination, collaboration, and action research?"
Elementary teacher's perceptions of leadership strategies that most effectively promote and support collaborative professional learning
(Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 2023-03-07) Schauerte, Colleen; University of Lethbridge, Faculty of Education; Mombourquette, Carmen; Adams, Pamela
As a teacher working in a small or single-graded school and partaking in collaborative professional learning I became curious what teachers in a similar context perceived as valuable strategies leaders could use to promote and support collaborative professional learning. In seeking to answer the question “What are the perceptions of teachers in small or single-graded schools of the ways in which leaders can effectively promote and support collaborative professional learning?” I interviewed seven teachers from small or single-graded schools, using semi-structured interviews, and collected their perceptions and experiences. I used a multi-step thematic coding process to organize the data into themes. From the analysis I found that teachers perceived the following strategies for leaders to employ in effectively promoting and supporting collaborative professional learning: engaging in professional learning alongside teachers; implementing newly learned pedagogical practices in the classroom alongside the teachers; allowing teachers freedom of choice in pursuing collaborative professional learning; providing time and resources to teachers to pursue collaborative professional learning; putting themselves on the forefront of trying new pedagogical practices and modeling them for teachers; and supporting teachers in their collaborative professional learning endeavors.
It takes a village: communication and parent engagement
(Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 2021) Flowers Samari, Umuaiman; University of Lethbridge. Faculty of Education; Adams, Pamela; Mombourquette, Carmen
Effective communication facilitates educational partnerships between home and school, which impacts student learning. This research explored the following question: in what ways does a teacher’s communication with parents influence the nature of parent engagement? Throughout this study, open-ended discussions engaged parents in communication. This took place over the course of one school year between a teacher and parents from two kindergarten classes. These discussions happened through various media: weekly online surveys, where parents answered questions about their children’s learning; parent-teacher interviews, where both educational partners set in-person student learning goals based on each child’s needs; and anonymous end-of-year participant surveys. The participant surveys provided the qualitative data for this study. The surveys revealed that there should be emphasis given to parents’ roles as educational partners in the school culture. This is an essential responsibility of school leaders, as they play a key part in facilitating home and school communication.
Leading for teacher learning
(Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 2008, 2008) Adamson, Rebecca A.; University of Lethbridge. Faculty of Education; Adams, Pamela
Through their own unique learning styles, teachers constantly strive to improve their practice in order to meet the needs of their students as well as the ever increasing and changing demands for which they are responsible. An essential role of a school’s leadership is to actively support this learning to ensure the utmost success on behalf of the teachers and more importantly their students. This project endeavours to answer the following question in attempt to help school leaders better understand, and therefore respond to, the needs of their teachers: In what ways can educational leaders, such as principals and vice or assistant-principals support the professional learning of middle school teachers? In addition it explores teachers’ and leaders’ views on effective activities that are currently being used and those that could be used by educational leaders to most effectively support their individual professional learning. This exploration takes the form of semi-structured interviews with middle school teachers and principals. The results of the interviews are presented in a case-by-case format as well as a general thematic format of emerging trends from the data. These results are then compared to relevant previous research. The conclusion, which strongly advocates for the development of strong, personal relationships between teachers and school leaders, reports a review of the author’s suggested recommendations on how these relationships might be fostered and a summary of her own personal learning experience.
Teaching to achieve deep learning in the age of technological determinism
(Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 2019) Madore, Michael A.; University of Lethbridge. Faculty of Education; Adams, Pamela
As a post-secondary instructor, I wondered what elements constitute effective university teaching and whether they were being employed within the Integrated Management Experience (IME) program. In addition, I was aware of the impact of technology at a societal level and wanted to examine its influence on adult students’ abilities to successfully transition into the 21st century workforce. The review of literature revealed that the teaching strategies linked with helping students deeply learn promoted conceptual understanding, critical thinking, experiential learning, and internalization. I then reviewed data from the IME program to assess the degree to which each teaching strategy was implemented. Each was found to be embedded within the IME program. Data revealed that students believed they were prepared for work experiences they may face once they left the program, and to adapt to technological determinism’s impact on their environment.
Transformative curriculum : changing pedagogy and practice
(Lethbridge, Alta. : University of Lethbridge, Faculty of Education, c2010, 2010) FIndlay, Craig MacPherson; Adams, Pamela
The new Alberta high school social studies curriculum has reached its final year of implementation. Many have characterized the new curriculum as transformative and this study presents qualitative research that begins to uncover the degree to which the new Alberta high school social studies program has promoted change in pedagogy and teaching practice. A semi-structured interview process was used to collect data from ten teachers from across Southern Alberta. In an attempt to build a sample representative of the learning environments of the region, six male and four female teachers with a range of teaching experience were selected. Six teachers came from large urban schools and four from small rural schools. This study provides evidence to support the contention that a new curriculum can be a catalyst for educational reform. As a result of the implementation of the new high school social studies curriculum, teacher participants reported a significant shift from a teacher-centered to a student-centered classroom. In doing so, they confirmed that a move from content-laden programs to an issues-based curriculum demands critical thinking and student engagement in the pursuit of active and responsible citizenship in ways that more readily address the demands of twenty-first century teaching and learning. Teacher participants revealed the need for more authentic performance-based student assessment as a result of the skills-focus of the new curriculum. They also acknowledged the multiple perspectives approach embedded in the new curriculum was a departure from the predominantly Eurocentric narrative found in previous curricula.
Voices of identity and professional change : an interpretive study of elementary school teachers
(Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 2008, 2008) Allan, Sharon L.; University of Lethbridge. Faculty of Education; Adams, Pamela
Classrooms are rich environments characterized by change. Children grow physically, mature socially, and develop cognitively. Learning, at its most essential, is about growth and change. Teachers, in response to their students' development, work to provide meaningful learning experiences that will enhance and facilitate further growth. Amidst this constant change and intense emotion, teachers develop evolving understandings of who they are: the self that teaches (Palmer, 1998). Through conversational interviews, this interpretive inquiry explores the nature of the relationship between experiences of professional change and evolving teacher identity in the lives of seven elementary school teachers in an urban school jurisdiction in southeastern Alberta, Canada. While some educators found their experiences to be characterized by feelings of loss and grief, findings of this study indicate that professional relationships exert a powerful influence prompting, sustaining, and assuaging change. Recommendations emerging from this inquiry include recognition of the value of collegial conversations to offer new understandings of professional context and of the deeper self who interacts with children. In addition, this study suggests a reappraisal of the role of jurisdictions, schools and administrators; significant and tangible support for activities and practices that invite the consideration of professional change honours the lived experiences of educators, shapes evolving teacher identity, and ultimately, enhances learning for children.