Perceptions of creativity in a fashion design course /

Creativity is important to the growth and development of society, to educational institutions, and to the personal growth of individuals. Students who are aware of their creativity are assumed to have innovative ideas and fresh insights. Limited research has been conducted to see if students can identify their own creative abilities. In this study, I explored the students' perceptions and experiences in a fashion design course. This study documented the creative journey from the concept stage of an apparel collection to the final product. Participants were asked to reflect and document their creative moments, describe a creative process, and identify a creative environment. The participants were students who were enrolled in a fashion design course and were asked to participate in this study because they experienced all stages of the design process. Data were collected through personal reflection surveys, focus groups, and personal interviews. Themes of creative moments that emerged from this study were experiences that the participants had as they proceeded through the stages of the fashion design process. All of the participants identified a creative process, but the stages varied for each participant The participants identified themes related to promoting creativity in an environment, including the atmosphere, creative people, teachers, reflection, student needs, and assignments. The participants identified potential barriers in an environment, including rules and guidelines, teachers, the classroom, deadlines and time, feedback, and other important issues. The results ofthis study suggest that there needs to be a better understanding of creativity and greater support and encouragement for creativity in the classroom. Instructors need to support environments that are conducive to creative development and lead to effective learning for students. Students need to learn how to enhance their creativity as well as understand the barriers that block their creative development.

An exploration of women elementary school teachers' perceptions of how their decision to return to teaching part-time from a maternity leave influences their professional and personal lives /

The purpose of this research was to explore women elementary teachers' perceptions of how their decision to return to teaching part-time from a maternity leave influences their professional and personal lives. The investigation focused on the decisions surrounding a mother's choice to reenter the teaching profession parttime in a field where each mother had previously been employed full-time. A collective case study was undertaken based on an in-depth interview with five mothers who had made the choice to return to the classroom part-time. The data collected in this study were analyzed and interpreted using qualitative methods. The following four major themes emerged from the interviews: decisionmaking process, challenges faced by mothers who teach part-time, the importance of support, and the enhancement of instructional practice from parenthood. Using these four themes, an analysis was conducted to examine the similarities and differences among the experiences of the participants. The mothers' reflections, my analysis, and the related literature were used at the conclusion of this report to compile implications for teaching practice, theory, and further research.

Exploring teachers' use of multiple intelligences with elementary-aged exceptional students

The purpose ofthis qualitative study was to explore teachers' reflections on Multiple Intelligences theory and the processes they engage in when using the theory with elementary-aged exceptional students. FOllr public school teachers took part in the study. An introductory observation visit, semistructured in-depth interviews, field notes, and teachers' own written reflections served as data sources. Content-analysis was applied to review the data for thenles related to the research topic. The findings indicated several benefits of using Multiple Intelligences. This tlleory appeared to affect teachers' views of exceptionalleamers, directing the teachers' fOClIS to the students' potentials. It also seemed to have value for assisting teachers in planning an inclusive approacll, enhancing exceptional students' self-esteem, developing nletacognition, and prolTIoting cognitive engagement. Finally, the findings suggest that Multiple Intelligences has inlplications for teachers' professional development to reach a more diverse range of students.

Health-related learning needs and interests of selected non-institutionalized elderly

The research question in this study was "How do the noninstitutionalized elderly in the Hamilton-Wentworth Region perceive their learning needs and interests related to health?" The theoretical foundations of instruction for adults were reviewed as well as learning needs and interests in adult education, the assessment of learning needs in general, and the assessment of the learning needs of the elderly. The methodology used was a descriptive design. A research-based questionnaire-interview was developed, refined, and pilot tested. From a random sampling procedure, a participant group of 23 was secured. The questionnaireinterview was administered in a home visit situation. Data, which were collected, were coded, analyzed, processed, and printed. The results indicated that each participant had many learning needs and interests of varying intensities. The participants had many preferences in the delivery of health promotion. The learning needs and interests had several significant correlations with other variables. The implications of the result~ were discussed.

Identification and description of the development of the relationships between mentor and mentee teachers in the Halton Board of Education "Partners in the Classroom" Program

Fifteen mentoring pairs of teachers were randomly selected from each group of teachers that had participated in the Halton Board of Education "Partners in the Classroom" program during 1988/89, 1989/90, and 1990/91. Each teacher was personally interviewed. Interviews were recorded, transcriptions were prepared and examined and analyzed. During the first part of the interview questions were asked regarding personal and professional demographics. The purpose of the second part of the interview was to gain information relating to the development of the relationships, over a three-year period, between mentor and mentee teacher participants in the "Partners in the Classroom" program. The analysis of the data suggest that there are identifiable changes in the development of the relationship between the mentor teacher and the mentee teacher over time. Implications from the study results that could enhance the induction program for new teachers are discussed.

Job satisfaction and dissatisfaction : comparison of behavioural and regular classroom teachers

Each of the forty Toronto Board of Education behavioural teachers was matched as closely as possible .with a regular cIassroom teacher from the same schooI, 0f the same sex, and teaching approxiately the same age group of chiIdren. A II of these teachers were sent a questionnaire (based on Herzberg's model) whose content reflected various aspects of job satisfaction or dissatisfaction. Demographic data was also gathered to be used in the study for examining correlations between satisfaction and various factors . T 10 additional questions were asked regarding factors that IOU Id influence the i r staying or Ieaving and one question was asked about lIerit pay . Chi Square tests and t-tests were conducted on the results. The majority of each group of teachers was very satisfied with their job while the behavioural teachers were significantly more satisfied than the regular teachers. Intrinsic factors played a more signi ficant role than did extrinsic ones. The demographic factors couId be found to be predictors of job satisfaction or dissatisfaction.

Novice teachers' perceptions of the extent to which the Brock University teacher education program focused on methods of promoting responsibility in students

The purpose of this study was to determine novice t~ache~s' perceptions of th~ extent to which the Brock University teacher education program focused on strategies for promoting responsibility in students. Individual interviews were conducted with ten randomly selected teachers who were graduates of this teacher education program between the years of 1989 and 1992, and a follow-up group discussion activity, with the same teachers, was also held. Findings revealed that the topic of personal responsibility was discussed within various components of the program, including counselling group sessions, but that these discussions were often brief, indirect and inconsistent. Some of the strategies which the teachers used in their own classrooms to promote responsibility in students were ones which they had acquired from those counselling group °sessions or from associate teachers. Various strategies included: setting ~lear expectations of students with positive and negative consequences for behaviour (e.g., material rewards and detentions, respectively), cemmunic?ting'with other teachers an~ parents, and -. suspending students from school. A teacher's choice of any particular strategy seemed to be affected by his or her personality, teaching sUbject and region of employment, as well as certain aspects of the teacher education program. It was concluded that many of the teachers appeared to be controlling rude and vio~ent- behaviour, as opposed to promoting responsible behaviour. Recommendations were made for the pre-service program, as well as induction and inservice programs, to increase teacher preparedness for promoting responsible student behaviour. One of these recommendations addressed the need to help teachers learn how to effectively communicate with their students.

Preparing to teach : learning from an exploration of teachers' experiences of teaching in classrooms of difference

This qualitative study explores practicing teachers' experiences of teaching in classrooms of diversity, that is, classrooms where students represent a variety of differences including race, culture, ethnicity, and class. More specifically, this study investigates the types of curricular and pedagogical practices teachers employ in their classrooms. This study attempts to make a contribution to the scholarship of critical pedagogy by drawing upon the works of critical pedagogues to make sense of participants' descriptions oftheir curricular and pedagogical practices. Four participants were involved in this study. Participants were elementary teachers in classrooms of difference in Ontario who contributed the primary sources of data by engaging in 2 individual interviews. Additional sources of data included a focus group meeting that 2 ofthe participants were able to attend, school board curriculum resource documents assisting teachers in teaching critically, as well as a research journal which the researcher kept throughout the study. The scholarship of critical pedagogy (Ellsworth, 1992; Giroux, 1993; McLaren, 1989) informs the analysis of participants' descriptions of their teaching experiences. Many of the participants did not engage in a practice of critical pedagogy. This study explores some of the challenges and possibilities of using critical pedagogy to create spaces in classrooms where teachers can build connections between the curriculum mandated by the government and the multiple identities and experiences that students bring into the classroom. This study concludes with a discussion on what teachers need to know to be able to begin creating equitable and educational experiences in classrooms of difference.

Teachers' likes and dislikes as factors in educational change

Teachers at local elementary and secondary schools were invited to participate in a survey research study by completing a questionnaire containing 26 statements regarding educational issues (e.g., "I am satisfied with the quality of my interactions with students."). Teachers were asked to indicate whether they agreed, were neutral, or disagreed with each statement; and further, to make a suggestions for appropriate change; to indicate a level at which the change could be implemented (classroom, school, board, ministry, society); and to indicate to what extent they perceive they have influence on change in the area represented in the statement. The responses of 50 elementary and 50 secondary teachers were randomly chosen from among the completed questionnaires and the information was recorded for analysis. Results of frequency counts of responses showed teachers were generally satisfied with their experiences of the areas referred to in the statements. Seventy-two percent of the responses agreed with the statements; 15% of the responses indicated disagreement, and 13% of the responses were neutral. Cross-tabulations of the survey data with demographic information showed differences among the responses of female and male teachers; elementary and secondary teachers; and teachers grouped according to their total years of teaching experience.

Teachers' perceptions of effects of terminal examinations on teaching and learning at the secondary school level in Zimbabwe

This study was particularly aimed at the examinations and the effect they have on schooling at the secondary school level in Zimbabwe. The views and opinions of teachers on the use of terminal examinations for certification and the influence they are seen to have on teachers' approach to the curriculum were examined. The literature has shown that there is widespread criticism of the justice and effects of terminal examinations. It is argued that they lead to an over-emphasis of that which is measured, knowledge and intellectual ability, at the expense of that kind of education progress which is almost impossible to measure in an end-of-the-course assessment. Three hundred and six secondary school teachers responded to a survey which asked for teachers' perceptions of examinations and the curriculum. The findings of this study indicated that teaching is structured towards examinations. Although teachers are trying to teach and develop reasoning skills and other activities, the pressure of examinations and the importance of doing well in them force teachers to restrict themselves to examination requirements.

The transformation of teachers: an adult learning approach

The study focused on the teacher as an adult learner rather than an instructor. A sample of three hundred and three elementary school teachers completed a two-part Likert survey questionnaire. The instrument was developed by the researcher in an attempt to operationalize Mezirow's Theory of Perspective Transformation. The four sub-scales collected information about teachers as they perceived themselves as adult learners and the way they conceptualize critical SelfReflection, Meaning perspectives and New Insights (Mezirow, 1978, 1981, 1989, 1990) within a framework of Mezirow's concept of Transformative Learning. Survey research methodology was used. Frequency distributions, means, and standard deviation were calculated. Reliability analysis and Pearson 'r' correlations established the internal consistency of items It Cross tabulations to describe differences in responses across demographic valuables were computed. The survey results indicated that teachers perceived themselves as self-directed learners. The findings support the need for a better understanding of the teacher as an adult learner so that teacher inservice programs and teacher supervision and evaluation can provide a viable learning alternative to the existing models used in practice.

Understanding the portfolio in the secondary school classroom

Four secondary school teachers were involved in this case study. Individual interviews, group reflective sessions, and participant portfolios were transcribed verbatim and analyzed. The use of the portfolio in the secondary school classroom was then discussed in relation to emergent themes. These themes included teacher attitude, portfolio structure, portfolio purpose, challenges, effect, and professional development. Teachers were able to individualize the portfolio structure to meet both program and students' needs. The portfolio structure enabled both teachers and students to assume control over the learning process. The portfolio informed teachers about their teaching. This, in tum, challenged them to reflect on their teaching practices and enabled them to redesign curriculum implementation. A collaborative professional development structure fostered a learning environment that enabled teachers to experience success, despite the challenges that they inevitably encountered. These findings were related to contemporary literature. Finally, implications for theory and practice related to portfolio use in the secondary school classroom and professional development for secondary school teachers were considered.

A conceptual analysis of research literature on teachers' ideology and literacy practices: extending the dialogue through a secondary analysis of high school English as an additional language contexts /

This thesis provides a conceptual analysis of research literature on teachers' ideology and literacy practices as well as a secondary analysis of three empirical studies and the ways in which the ideologies of the English as an Additional Language (EAL) (Street, 2005) teachers in these contexts impact the teaching of literacy in empowering/disabling ways. Several major theoretical components of Cummins (1996, 2000), Gee (1996, 2004) and Street (1995, 2001) are examined and integrated into a conceptual triad consisting of three main areas: power and ideology, validation of students ' cultural and linguistic backgrounds, and teaching that empowers. This triad provides the framework for the secondary analysis of three empirical studies on the ideologies of secondary EAL teachers. Implications of the findings from the conceptual and secondary analyses are examined in light of the research community and secondary school teachers of EAL.

Inclusive teaching practice in the Jewish day school: general studies teachers' experiences /

Little research has been done on inclusive education in the context of the Jewish day school general studies classroom. This qualitative case study research examines the inclusive teaching experiences of 2 general studies teachers in their respective grade 4 classrooms in 2 traditionally structured dual curriculum Jewish day schools. Data analysis of qualitative open-ended interviews, classroom observations, postobservation discxissions, and school and formal curriculum documents yielded understandings about the participants' inclusive practice and the challenges of the traditional Jewish day school structure. Eight themes that emerged related to understandings and questions about time limitations, an emphasis on efficiency, the day school structure, inclusion models, the need for increased teacher collaboration, and tension between curriculum-as-plan and curriculum-as-lived. Discussion of the findings suggests the need for further research in inclusion and integrated curriculimi in order to better understand possible restructuring of the traditional Jewish day school fi-om the time efficiency constrained dual curriculiun structure to a more flexible structure conducive of a meaningful and dynamic lived curriculum.