東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Good Teachers Are Made and Not Just ...

Abu Hassoun, Laila Ali.

Linked to FindBook

Google Book

Amazon

博客來

Good Teachers Are Made and Not Just Born: Gifted and Talented Teachers' Perspectives of Effective Teaching and Teacher Needs.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Good Teachers Are Made and Not Just Born: Gifted and Talented Teachers' Perspectives of Effective Teaching and Teacher Needs./
Author:	Abu Hassoun, Laila Ali.
Description:	205 p.
Notes:	Source: Dissertation Abstracts International, Volume: 77-04(E), Section: A.
Contained By:	Dissertation Abstracts International77-04A(E).
Subject:	Gifted education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3734560
ISBN:	9781339231884

Good Teachers Are Made and Not Just Born: Gifted and Talented Teachers' Perspectives of Effective Teaching and Teacher Needs.
Abu Hassoun, Laila Ali.

Good Teachers Are Made and Not Just Born: Gifted and Talented Teachers' Perspectives of Effective Teaching and Teacher Needs. - 205 p.

Source: Dissertation Abstracts International, Volume: 77-04(E), Section: A.

Thesis (Ph.D.)--The University of Toledo, 2015.

The perspectives of teacher effectiveness held by teachers of the gifted have not received much attention in the literature. This dissertation explores the perspectives of teachers of the gifted in relation to how they perceive competencies and characteristics of teacher effectiveness compared to NAGC---CEC recommended standards of teacher education, how their reported and observed teaching practices relate to the standards and various models of teacher effectiveness, and what support needs they perceive. I compared these issues between cases based on educational level, type of gifted program, and region. I conducted one-on-one, semi-structured interviews in person with nine teachers of the gifted from Northern Ohio and Southeast Michigan using a case study approach. I analyzed the data using Atlas.ti qualitative analysis software using coding methods. Nine themes emerged, which I discuss in depth: time flies, money talks, uncertainty about expectations, practice is more meaningful than theory, unexpected opportunities, additional roles, teacher evaluation, personality characteristics are more important than academic competencies, and Ohio versus Michigan.

ISBN: 9781339231884Subjects--Topical Terms:

3172499
Gifted education.

Good Teachers Are Made and Not Just Born: Gifted and Talented Teachers' Perspectives of Effective Teaching and Teacher Needs.
LDR:02119nmm a2200289 4500 001 2078948
005 20161122123401.5
008 170521s2015 ||||||||||||||||| ||eng d
020 $a 9781339231884
035 $a (MiAaPQ)AAI3734560
035 $a AAI3734560
040 $a MiAaPQ $c MiAaPQ
100 1 $a Abu Hassoun, Laila Ali. $3 3194589
245 1 0 $a Good Teachers Are Made and Not Just Born: Gifted and Talented Teachers' Perspectives of Effective Teaching and Teacher Needs.
300 $a 205 p.
500 $a Source: Dissertation Abstracts International, Volume: 77-04(E), Section: A.
500 $a Adviser: Leigh Chiarelott.
502 $a Thesis (Ph.D.)--The University of Toledo, 2015.
520 $a The perspectives of teacher effectiveness held by teachers of the gifted have not received much attention in the literature. This dissertation explores the perspectives of teachers of the gifted in relation to how they perceive competencies and characteristics of teacher effectiveness compared to NAGC---CEC recommended standards of teacher education, how their reported and observed teaching practices relate to the standards and various models of teacher effectiveness, and what support needs they perceive. I compared these issues between cases based on educational level, type of gifted program, and region. I conducted one-on-one, semi-structured interviews in person with nine teachers of the gifted from Northern Ohio and Southeast Michigan using a case study approach. I analyzed the data using Atlas.ti qualitative analysis software using coding methods. Nine themes emerged, which I discuss in depth: time flies, money talks, uncertainty about expectations, practice is more meaningful than theory, unexpected opportunities, additional roles, teacher evaluation, personality characteristics are more important than academic competencies, and Ohio versus Michigan.
590 $a School code: 0232.
650 4 $a Gifted education. $3 3172499
650 4 $a Teacher education. $3 3172312
650 4 $a Curriculum development. $3 684418
690 $a 0445
690 $a 0530
690 $a 0727
710 2 $a The University of Toledo. $b Curriculum and Instruction. $3 3194590
773 0 $t Dissertation Abstracts International $g 77-04A(E).
790 $a 0232
791 $a Ph.D.
792 $a 2015
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3734560