| Papers [1-15] of 100 :: [Page 1 of 7] | | Go to page : 1 2 3 4 5 6 7 —> | Search results on "TEACHER LEADERS": |
|
|
Teacher Leaders, 2007.
The paper examines the relationship between teacher leaders and their principals and how these dynamics can be developed.
5,592 words (approx. 22.4 pages), 10 sources, MLA, $ 135.95
»
Click here to show/hide summary
Abstract
The paper discusses how teacher leaders recognize that there exists many potential problems in the highly-regulated environment of today's schools. The paper explains that much of today's educational system is based on the idea that, somehow, all children are the same. Teacher leaders, however, see that one size does not necessarily fit all. The paper explores the relationship between teacher leaders and principals and shows how it is a complex one, involving virtually all the pedagogical and administrative aspects of running a school.
Outline:
Introduction
Literature Review
Research Method
From the Paper
"America's teachers face an educational system that is increasingly complex. They must navigate between the needs of students, and the demands of administrators. In most instances, the principal represents the average teacher's first contact without the outside world of school boards and bureaucratic regulation. There are federally-mandated goals and tests, state benchmarks and funding requirements, and parental and media activists. Principals must respond to, or enforce, the demands of all these groups. Teachers must either find a way to comply, or else must defend their choice to follow an alternative path. The opinions of lone teachers or groups of teachers, count for little when stacked up against the weight of government and community."
| |
|
Group Teachers as Leaders: Methodology, 2008.
A proposal for a case study to explore the role of teacher leader as group leader and how group work performance is affected by leadership.
1,777 words (approx. 7.1 pages), 8 sources, MLA, $ 57.95
»
Click here to show/hide summary
Abstract
This paper proposes a case study as being the most appropriate method to research how teachers function as group leaders. The author discusses the use of group work at schools and the importance of leadership. The author describes the sample group that will be used in the case study, the kind of school from which the group will be chosen, the task that the group will be given, and the manner in which data will be collected during the study and analyzed.
From the Paper
"The problem in translation for the teachers themselves when embarking on a group work task is the tendency towards egalitarianism and democratic principle, often seeking to not establish clear leadership to protect all from feeling lesser or greater in the process. Sadly, in an attempt to demonstrate effective group work, leadership is fundamental and peer leadership is often the key. If group work is always conducted in a manner where a primary leader is appointed from outside the peer group, such as the principal or the teacher who is most likely to demand leadership by virtue of personality or seniority, some idea may be lost in the group dynamic."
| |
|
Educational Leaders, 2002.
A study of the strong qualities of teacher leaders and their role in the educational system.
1,385 words (approx. 5.5 pages), 5 sources, MLA, $ 46.95
»
Click here to show/hide summary
Abstract
This paper examines the abilities of teacher leaders and the methods they use to improve their school. It describes their influence and knowledge of the school system and their organization of school projects. The paper demonstrates how teacher leaders put into place their educational agenda, and work through heavy bureaucracy and restricted budgets to do so.
From the Paper
"A good leader in education must be a good role model and have an above average understanding of people and human nature. The leader must be able to identify the strengths and weaknesses in others. They must know how to motivate other people, including other teachers, aids, and children. A good leader must know how to work cooperatively with others and how to build teams. Leaders who are teachers most often have excellent communication skills (Gehrke)."
| |
|
Teacher Leadership, 2007.
A discussion on the perceptions of teacher leaders, regarding their relationship with principals.
1,961 words (approx. 7.8 pages), 11 sources, MLA, $ 62.95
»
Click here to show/hide summary
Abstract
The paper examines how, in the past few years, the relationship between the school principal and teacher leaders has emerged as a critical relationship necessary for the continued educational success of students, their experiences and the teaching profession. The paper discusses how this relationship has become dramatically more complex, overloaded, and unclear. The paper proposes that the problems have increased, as the role of the school principal has progressed from the principal as an instructional leader, to the principal as a transactional leader and, most recently, to the role of transformational leader. The paper further examines numerous studies on the topic that have revealed the importance of the perception of teacher leaders regarding their relationship with principals. The paper concludes that additional studies are necessary in this area to correct the perceptions of the teacher's relationship with the principal, as the perception of this relationship affects the quality of individual teacher instruction, the height of student achievement, and the overall degree of efficiency in school functioning.
Outline:
Rationale
Statement Of The Problem: What Are The Perceptions Of Teacher Leaders Regarding Their Relationship With Principals?
Bibliography
From the Paper
"As a review of the literature in this area indicates, perceived relationships between teacher leaders and principals are closely tied to the educational success of the school overall. The general principal position involves motivating others and one way to accomplish this is through a process of sharing the decision making. In teacher - principal relationships where power is viewed as a reciprocal unit of exchange, people can become committed, significant, and competent through promoting empowerment. As teachers are the players most affected by change, empowerment enables them to identify obstacles and design strategies for dealing with change."
| |
|
Leaders and Leadership, 2002.
This paper discusses the leadership process with a special emphasis on business leaders.
915 words (approx. 3.7 pages), 4 sources, MLA, $ 32.95
»
Click here to show/hide summary
Abstract
The author points out that good leadership has many of the same qualities as a good teacher or counselor. Personal traits and relationship factors are considered as significant as technical prowess. A number of required leadership traits are listed.
Table of Contents
Personal Factors
Leadership Traits and Styles
Sex and Gender
Emergent leaders and Social Influence
The Leadership Process
From the Paper
"An important factor associated with a good leader, which is also counted as the participative point in effective leadership, is having a sense of humor, which helps both the leader and his team to get through rough spots in their work together and achieve a healthy perspective on their work. Such a personal traits and relationship factor is considered as significant as technical prowess in leadership. "
| |
|
?Caring Teachers?: Impact on Students, 2002.
This paper evaluates ?caring teachers? and their impacts on students and the learning experience.
1,745 words (approx. 7.0 pages), 4 sources, MLA, $ 56.95
»
Click here to show/hide summary
Abstract
This paper presents a study conducted by the Center of Adolescent Studies that looked at "caring teachers" by interviewing sixth, seventh and eighth grade students. The author reports students defined a ?caring teacher? as a teacher who listens and helps them with personal problems and as a teacher who helps with homework, gives students individual attention, sets goals for students and talks to students about their behavior. The paper concludes that students learn better with a ?caring teacher? and develop skills that allow them to continue to learn effectively once they are out of the classroom.
Table of Contents
Impact of a Caring Teacher
Teaching Styles Used by Caring Teachers
Attitudes of Teachers
Success of Students
From the Paper
"The focus is on how the student can be helped. This is also important as it shows how the student is able to avoid ridicule and embarrassment. This would be important in maintaining a students interest and self-esteem. The fourth response shows us how caring teachers are attentive to their students, which is important in making the student feel they are supported and noticed. The fourth response shows how a caring teacher also provides encouragement and praises students for good work. The final response shows how being caring actually creates a better environment where learning is interesting to students."
| |
|
Teachers as Social Workers, 2002.
This paper reviews the article, ?The Social Work Dimension of the Primary Teacher?s Role?, by Webb and Vulliamy and uses many other sources for the discussion.
3,850 words (approx. 15.4 pages), 13 sources, APA, $ 105.95
»
Click here to show/hide summary
Abstract
This paper discusses teachers acting as social workers for the students and parents in the British Education System, which is similar to that of the United States. This author states that the report is based on qualitative research (observations) that was done in fifteen schools in the North East of England and on a national survey.
Table of Contents
Role of Teachers as Social Workers in the School System
The Research Sample
Observation
Funding Paid by the University of York
Teachers and Social Work
Problems in Assessment
National Curriculum Based on the Needs of the Students
Problems in the Classroom
Teachers as Advocates
Children?s Act in 1989
British Educational Needs
Special Support System
Time and Needs of Teachers Overcome by Social Problems
Problems with Special Needs Students
Teachers Concerning Various Roles
Different Masks that Teachers Wear
Teachers Too Busy to Teach
The Education of Children in Need
Social Work by Teachers
From the Paper
"If a child goes to school and destroys the classroom, what would the child learn from the parent paying for the damage? The problem is that often the laws are adding to the problems that children have. Parents cannot spank their children or do other physical actions to control their actions. Often the parents talk to the teacher about the behavioral problems that they are having at home. ?Headteachers spent considerable amount of time providing advice and support on behavior management to parents who were experiencing major problems in controlling their children?s behavior. When pupils? behavior in school was disruptive and unacceptable, headteachers explained to the parents the school?s response to this behavior and sought to work co-operatively with them to effect improvement? "
| |
|
Teacher - Principal Relationship, 2007.
A discussion of the importance of a supportive relationship between a school principal and the teachers.
4,285 words (approx. 17.1 pages), 19 sources, APA, $ 113.95
»
Click here to show/hide summary
Abstract
This paper examines the relationship between teachers and school principals, citing it as necessary for the continued educational opportunities of students. Included is an extensive literature review which examines such issues as teacher training, education and professional development. The author concludes that the perceived relationships between teachers and principals are closely tied to the educational success of the school overall.
Outline:
Introduction
Education & Training
Professional Development
Collaboration between Teachers and Principal
The Teacher and Principal Relationship with the Principal as Leader
Teacher and Principal Perceived Relationship
Impact of the Teacher & Principal Relationship on Student Achievement
Assessment of the Teacher & Principal Relationship
Teachers Understanding of Principals' Priorities
Bibliography
From the Paper
" Research by Marks and Printy (2003) examined the relationship between principals and teachers and the potential of their active collaboration around instructional matters to enhance the quality of teaching and student performance. They base their analysis around a comparison of two concepts of leadership; transformational and instructional. Marks and Printy state that transformational leadership provides intellectual direction and aims at innovating within the organization, while empowering and supporting teachers as partners in decision making. Instructional leadership, on the other hand, replaces a hierarchical and procedural notion with a model of shared instructional leadership."
| |
|
Teacher Evaluations, 2006.
A review of the effectiveness of teacher evaluations from an administrative perspective.
2,392 words (approx. 9.6 pages), 21 sources, MLA, $ 73.95
»
Click here to show/hide summary
Abstract
The paper explains that administrators within the school system, primarily principals, have the responsibility for management of all the evaluation programs of a school. It explains that one of the most compelling reasons for a principal to be a good evaluator is to be able to determine the effectiveness of the school's teaching staff. The paper presents arguments in favor of teacher evaluations, in order to evaluate teacher quality and positive performance through linked pay increases. The paper presents arguments against teacher evaluations in order to evaluate drawbacks to linking pay increases to positive teacher evaluations, to assess expensive administrative and personnel costs, to reduce the potential for bias in the evaluation system and to prevent using teachers as scapegoats for America's education crisis. The writer suggests alternate methods of teacher evaluation. In conclusion, the writer states that some people are in support of teacher evaluation and some against it, but that it is important to remember that the goal is to ensure that children grow up to be educated and productive members of society.
Table of Contents:
Arguments in Favor of Teacher Evaluations
Arguments Against Teacher Evaluations
Alternate Methods of Teacher Evaluation
Conclusion
References
From the Paper
"Expensive Administrative and Personnel Costs. Another drawback of the use of teacher evaluations is the cost to the school district, in terms of both time and money. In order for the evaluations to be accurate and useful, they must be designed for a teacher's specific grade level and subject matter. Because the administration must design different criteria for education level, experience level, and subject matter of each teacher, the costs for designing these systems of evaluation can be expensive. Some states offer standardized written assessment tests, but assessment tests also have their limits. Just because a teacher can regurgitate information about a certain subject, they may still not be an effective teacher."
| |
|
Teacher Retention And Recruitment, 2002.
Reviews literature on strategies for recruiting and retaining good teachers.
2,925 words (approx. 11.7 pages), 8 sources, $ 103.95
»
Click here to show/hide summary
Abstract
Reviews literature on strategies for recruiting and retaining good teachers. Need to reduce treacher attrition and meet the growing demand for more qualified teachers. Causes of teacher attrition; financial and educational costs. Problem of unqualified teachers. Discusses existing programs to retain teachers and their effectiveness. Teacher mentoring relationships and mentor programs.
From the Paper
"TEACHER RECRUITMENT AND RETENTION: A REVIEW OF THE LITERATURE
Introduction
In the next ten years, it is expected that American schools will be short almost 2.5 million teachers (NEA,2001), a statistic that highlights the importance of programs aimed at teacher recruitment and teacher retention. A good deal of the shortfall in American teachers is said to be due to teachers leaving the profession at alarming rates; for example, the National Education Association (2001) reports that about 20 percent of all newly hired teachers leave the profession within three years and about six percent of teachers overall leave the profession yearly.
In terms of the causes of teacher attrition, Ingersoll (1998) states that the single greatest causative factor is ..."
| |
|
Teacher Evaluation, 2004.
Discusses the importance of teacher input on the process of teacher evaluation.
2,818 words (approx. 11.3 pages), 7 sources, APA, $ 83.95
»
Click here to show/hide summary
Abstract
This paper's intended purpose is to explain the outcomes of a teacher's seminar concerning the usefulness and importance of teacher evaluation programs. The seminar assessed the rational, purpose, criteria, uses, planning, and organization of a teacher evaluation program. It was organized with the intention of obtaining the input of teachers on issues regarding their own evaluation process and how it might be added to or changed to better meet the needs of teachers in their professional growth process. The paper is a compilation and an analysis of the questions asked and answered by the attendees of the seminar.
From the Paper
"Teacher evaluation is a controversial topic. It is often thought by the general public and even some educators that once a teacher rises to a certain level there is little incentive to alter practices based on current research or training and even more alarming the ability for an administrator to terminate a teacher?s contract can be difficult."
| |
|
Merit Pay: Examining the Effect on Teacher Performance, 2004.
The effect of merit pay on teacher performance in the public school system: The benefits and drawbacks to paying teachers for performance.
1,397 words (approx. 5.6 pages), 34 sources, MLA, $ 46.95
»
Click here to show/hide summary
Abstract
Merit pay for teachers is an issue that has been debated since the beginning of the 20th century. This paper explains how the experts are still on both sides of the fence with regard to the effectiveness of performance-based pay in the educational system. The writer points out that much of the debate still continues because the data is lacking and what is available is inconclusive. Though the debate still continues, it is possible to tie teacher compensation to classroom performance. Not only can merit pay be implemented in the educational system, but also it should be; teachers need to be accountable for their performance. It concludes that merit pay holds teachers accountable and increases student achievement.
From the Paper
"Education is a cornerstone in a free and democratic society. In the United States of today, improving student achievement is a major concern. One way many educators and administrators believe will improve student achievement is through improving teachers? performance. In 1908 in Newton, Massachusetts the idea of merit pay was introduced as a way to improve teacher performance and thereby increase student achievement (Collins, introduction). That idea has been maintained into the 21st century and continues to be a topic of much debate."
| |
|
Teacher Leadership, 2008.
A review of the history of teacher leadership in America.
1,279 words (approx. 5.1 pages), 14 sources, APA, $ 43.95
»
Click here to show/hide summary
Abstract
The paper discusses the history of teacher leadership in American schools from colonial America to the present. It incorporates an overview of any studies conducted of teacher leadership and teaching styles, inclusive of those utilized in colonial times through the present, and reflects changes occurring in teacher leadership during the last several decades.
Outline:
Background to Teacher Leadership
Early Teacher Leadership
Teacher Leadership Developments
The Modern Classroom
Summary of Literature
From the Paper
"Historically, during colonial times in particular, teacher leadership was viewed much like one would view any trade or craftsmanship; that is it required full engagement with principles that should direct a trained leader to effect positive changes in students through lecture, group discourse and intuitive thinking (Campbell, et al, 2000; Likert, 1961). Many feel that in early times including during colonial times teaching was viewed more as intuitive, whereas in modern times teaching and teacher leadership has become more scientific and analytical in nature, with teachers adopting multiple models or paradigms of instruction for institutional success."
| |
|
Disappearing Minority Teachers, 2006.
A discussion about disappearing minority teachers and the Latino classrooms of the future.
1,448 words (approx. 5.8 pages), 4 sources, MLA, $ 48.95
»
Click here to show/hide summary
Abstract
The writer states that the disappearing minority teacher phenomenon can be traced directly to traditional teaching methods in American classrooms, in which the curriculum of public schools offers a one-sided and distorted view of life in the United States and throughout the world. The writer explains that as a result of this, fewer minorities seek careers in education. The paper highlights some of the issues surrounding the growing mismatch between teachers and students in public schools. The paper explains that because often the decision to teach is a result of positive experiences with former teachers, it offers ideas about effective ways in which to supply the current education system with a number of individuals who can help to improve the quality of education which grade-schoolers receive. In conclusion, the writer suggests that a revolution in thought is necessary among the many school districts and the teacher eduction programs that supply their teachers.
Table of Contents:
The Need for More Latino Teachers
Diversity within Minority Groups
Latino Teachers with Innovative Methods
Growing Numbers of Minority Teachers in Schools
Bibliography
From the Paper
"The current drought of Latino teachers in Southern California can serve as a model for disappearing minority teachers. Demographics indicate that the number of minority students entering the public school system (grades K - 12) largely dwarfs the number of new teachers entering the profession. (An example is El Monte High school, where 92 percent--out of 2800--of the students are Latino while merely five out of 90 faculty members have Spanish surnames.) Moreover, new teacher positions are rarely filled by minority teachers, of whom very few are Mexican. The fact that California's Latino and predominately Mexican (or Mexican-American) population continues to grow at a rate which will soon reach one-third of the State's total population is a great cause for alarm in light of the fact that the quality of education at public schools--especially in districts where minority populations are highest--remains questionable."
| |
|
Teachers or Computers?, 2002.
Argues that the educational system should place higher priority on the provision of more teachers rather than on additional computers.
1,451 words (approx. 5.8 pages), 8 sources, APA, $ 48.95
»
Click here to show/hide summary
Abstract
In this ?computer age? governments and educational authorities continue to invest significant amounts of money and resources into the purchase and installation of computers within schools, colleges and universities. However, although the ratio of computers to students has vastly increased in recent years, many educational professionals have raised serious questions and concerns over the effectiveness of information technology to improve the processes of teaching and learning. The paper shows that, simultaneously, the resources available for the training and employment of teachers have been proportionately reduced - resulting, within many regions, in a related reduction in the teacher to student ratio. The paper argues that, considering the long established importance of the teacher-student relationship to the education process and in light of research that confirms the central role of teachers and of teacher training in the successful utilization of computers within schools, it is in the interest of the education system to place higher priority upon the provision of more teachers rather than on additional computers.
From the Paper
"Those who advocate more computers rather than more teachers also cite studies, such as those of Bialo and Sivin-Kachala (1996), which report other benefits enjoyed by students who use technology: including the development of increased self confidence and self esteem. It is argued that this is particularly true when the technology allows the students to control their own learning. Today, students use multimedia to learn interactively and work on class projects, they use the Internet to do research, engage in projects, and to communicate. The new technologies allow students to have more control over their own learning, to think analytically and critically, and to develop a sense of independence (Webb, 1989). It is also argued that, unlike the human teacher, the computer is always willing and ready to assist the student with this self-directed learning, and is able to answer any question on any subject."
|
|
|
