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dc.contributor.authorBrennan, Thomas A.
dc.date.accessioned2021-09-07T22:04:53Z
dc.date.available2021-09-07T22:04:53Z
dc.date.issued8/1/1967
dc.identifier.urihttp://hdl.handle.net/20.500.12648/5942
dc.descriptionRepository staff provided abstract to aid in discovery.
dc.description.abstractEducational systems are often a reflection of the society in which they exist. This study explores teachers’ and board members perceptions of teachers’ changing roles at Churchville-Chili Central School. The researchers organized a focus group consisting of three administrators and ten teachers (two teachers from each of five schools) and conducted interviews on a number of structured topics. Findings emphasize that a teacher’s primary task is the direct instruction of students, despite the proliferation of clerical-type duties during the work day. Teachers expressed the opinion that team-teaching was an excellent way to maximize student success. The researcher proposes a team-teaching format, and suggests that future research focus on determining the effectiveness of team teaching on student learning outcomes.
dc.subjectTeacher Development
dc.subjectSchool Structure
dc.subjectEducational Strategy
dc.subjectInstruction Strategy
dc.subjectJob Performance
dc.titleA Study within the Churchville-Chili Central School System to Determine the Emerging or Changing Role of the Teacher at Churchville, New York
dc.typethesis
refterms.dateFOA2021-09-07T22:04:53Z
dc.description.institutionSUNY Brockport
dc.description.departmentEducation and Human Development
dc.description.degreelevelMaster of Science in Education (MSEd)
dc.source.statuspublished
dc.description.publicationtitleEducation and Human Development Master's Theses
dc.contributor.organizationThe College at Brockport
dc.languate.isoen_US


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