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1
Fazaeli, Ahmad. "Academic culture, attitudes and values of leaders, and students' satisfaction with academic culture in Australia's universities /." View thesis, 1998. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20030821.110738/index.html.
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Thesis (Ph. D.) -- University of Western Sydney, Nepean, 1998.Submitted to the Faculty of Education, The University of Western Sydney, in fulfilment of the requirements for the degree of Doctor of Philosophy April 1998. Bibliography : p. 331-384.
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Edries, Ahdielah. "Student and teacher-identified attitudes and needs at the Australian Islamic College." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2009. https://ro.ecu.edu.au/theses/1903.
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The Australian Islamic College is a co-educational Islamic Independent school with three campuses in Metropolitan Perth which cater for migrant students from war-torn countries and others with culturally and linguistically, diverse backgrounds. The purpose of this study was to identify the strengths and interests of Islamic students, across eight of Gardner’s intelligence domains, as perceived by the students, and to explore student and teacher attitudes and perceptions of current school practices, so that the College could better meet the needs of these students. This study is important for the Islamic Colleges because it is hoped that the study will lead to the provision of opportunities for students to increase their confidence, self-esteem and motivation, and to achieve better in academic and non-academic areas.
Data relating to the research questions were collected from three sources: (1) a survey on Student Self-Views (eight scales) (N=321); (2) Teacher Guttman Scaling questionnaires (three scales) and open-ended responses (N=32); and (3) student Focus Group Interviews (N=4X=32). The student survey data were analysed using the Rasch Unidimensional Measurement Model computer program (RUMM 2020) to create eight linear, unidimensional scales measuring Student Self-Views for the Interpersonal, Intrapersonal, English, Mathematics, Art, Music, Sport and Drama domains. The Teacher Guttman scales measured perceptions of: (1) Priority Activities Providing Links to the Western Culture; (2) General Types of Resources Needed; and (3) School Needs for Professional Areas.
The following valid inferences were drawn from the linear scales: (i) female students do not have statistically significantly higher mean measures for Interpersonal and Intrapersonal Self-Views than male students, (ii) males have statistically significantly higher Mathematical and Sports Self-Views than females; and (iii) females have significantly higher English, Art, Music, and Drama Self- Concept than males. Findings from the student interviews and teacher surveys have direct implications for staff; that is, teachers need to adapt their pedagogy to suit the multiple student needs in their classrooms, and take on a more active role in their students’ emotional well-being by enhancing the current pastoral care to include positive relations with the students’ parents. Staff should have consistent positive reinforcement and behaviour management strategies in their classrooms, collaborative learning needs to be introduced in subjects that are content-laden, and practical, ‘hands-on’ activities need to be increased in their classrooms.
The findings from the interviews and open-ended responses suggest that there is a need for the Principal to foster inclusion of shared philosophies across the entire school community (parents, teachers, students and Islamic leaders), and to review
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Warmack, Wanda L. "Elementary education pre-service teachers' attitudes toward reading." Auburn, Ala., 2007. http://repo.lib.auburn.edu/2007%20Spring%20Dissertations/WARMACK_WANDA_44.pdf.
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Richardson, Niall B. "Work intensification and professionalism : A study of teachers' perceptions in the state school system in Western Australia." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2004. https://ro.ecu.edu.au/theses/788.
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The past two decades have witnessed the introduction throughout much of the Western world of what has become known as economic rationalism, and for some commentators, as economic liberalism. Grounded in neoclassical economic theory, and with close kinship to the Taylorist and Fordist principles of the early decades of the twentieth century, the vision of economic rationalism has led to measures which have tended to favour the business sector in Australia. Throughout the 1990s, the focus has been on the notions of competitiveness, competition, productivity, efficiency, and profit, while the notions of the individual, and of social justice and equity, have often appeared to become correspondingly less important. As a result, there has emerged an increasing differentiation between the interests of capital and labour or, more broadly, between commercial and social interests. The differentiation is becoming increasingly stark, and one aspect which has attracted attention is that of work intensification. The thesis revolves around three research questions, related to the issue of work intensification, and with a focus on teachers. For the sake of the study, teachers arc deemed to include principals and deputy principals who, especially in smaller schools, have both teaching and administrative duties. The study examines the extent of teacher work intensification. Consequently, the first question is: "To what extent does work intensification exist amongst teachers in Western Australian State Schools?"
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Kandies, Jerry. "Electronic mail : attitudes, self-efficacy, and effective communication /." This resource online, 1994. http://scholar.lib.vt.edu/theses/available/etd-10192006-115608/.
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Bohan, John Francis. "Values of Oregon Community College Faculty in Selected Instructional Areas." PDXScholar, 1986. https://pdxscholar.library.pdx.edu/open_access_etds/489.
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The following question was investigated for each of several biographical variables: Are there significant differences in the work values, as measured by the Ohio Work Values Inventory (OWVI), and personal values (terminal and instrumental), as measured by the Rokeach Value Survey (RVS), of instructors in Oregon community colleges? Comparisons were made by job status (part-time/full-time), teaching assignment, sex, number of years teaching, age, degree held, other employment of instructor, geographic location of college, and vocational certificate held. A multivariate ANOVA (followed by univariate ANOVAs and Modified LSDs as needed) was performed separately on the OWVI scales, the RVS Terminal Values, and the RVS Instrumental Values. The initial sample included 984 Oregon community college instructors, partitioned by teaching status, teaching assignment, and geographic location. The responding sample included 212 full-time and 288 part-time faculty. The rank order of the OWVI means for instructors was: Task Satisfaction; Self Realization; Ideas/Data; Altruism; Independence; Security; Money; Control; Object Orientation; Prestige and Solitude. The rank order for RVS Terminal Values for instructors was: Health, Self Respect, Family Security; Freedom; Inner Harmony; A Sense of Accomplishment; Wisdom, Mature Love; True Friendship; A World at Peace, An Exciting Life; Equality; A World of Beauty; A Comfortable Life; Salvation; Pleasure; National Security and Social Recognition. The rank order for RVS Instrumental Values for instructors was: Honest, Responsible; Loving; Capable; Independent; Intellectual; Helpful; Broadminded; Courageous; Forgiving; Loyal (tied with Forgiving); Logical; Ambitious; Self Controlled; Polite; Clean and Obedient. When sex, teaching experience, age, highest degree held, other employment/no other employment, and college location were used as independent variables, statistically significant differences were found in each set of dependent variables, with the exception of instrumental values for teaching experience and college location, and terminal values for college location. Of 396 correlations between the OWVI scales and the RVS values, 162 were significant at the .05 level (41%). The signs of the correlations indicated a logical relation between the two instruments.
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Lewis, Emily Witte James E. "An examination of perceptions, attitudes, and levels of job satisfaction of faculty teaching in a distance education environment." Auburn, Ala, 2009. http://hdl.handle.net/10415/1666.
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Zelenski, Lynne. "A group pay incentive program in academe impact on faculty work and attitudes /." Diss., Connect to online resource - MSU authorized users, 2008.
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Thesis (Ph. D.)--Michigan State University. Higher, Adult, and Lifelong Education, 2008.Title from PDF t.p. (viewed on July 8, 2009) Includes bibliographical references (p. 112-116). Also issued in print.
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Mercieca, Paul. "Teacher attitudes to approaches to teacher education in adult TESOL." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1997. https://ro.ecu.edu.au/theses/1732.
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This study looked closely at the attitudes of TESOL teachers to a range of approaches to teacher education, with particular emphasis on the role of classroom observation. The influence of pre- and in-service training and the school environment was probed through semi-structured interviews and confirmatory discussions. Participants for this qualitative study were practising TESOL teachers at the Centre for International English, Curtin University, Western Australia. The approach taken was to allow them, as far as possible, to identify issues in teacher education for themselves. At the same time, their words were used, where possible, to describe attitudes to these issues. Any categories which emerged during analysis were regarded as flexible and dynamic. The research shed useful light on the attitudes of teachers with implications for teacher educators in TESOL. It found that informants introspecting on teacher education were mainly concerned with classroom events, but also believed factors outside the classroom and teaching itself, such as personal experience, to be worthy of consideration. The range of contexts in which teacher development takes place is represented in this study as the 'Action- Reflection continuum', which covers six linked aspects. Teaching, the first aspect, is at the 'action' end of the continuum, which then moves through Observing, Being observed, Hearing and Talking about Teaching, Reading and Writing about Teaching, and finally to Personal Development, at the 'reflection' end. Within the individual aspects of teacher development a range of main factors were found to be influential. These were the degrees of experience, comfort, formality, reality, contact with others, and the appropriate balance between theory and practice. A number of clear and consistent views emerged. Teaching itself was clearly a major context for development and unobserved teaching was felt to be extremely valuable at both pre- and in-service. At the same time feedback was considered to be so crucial that some form of observation was essential and unavoidable. When teachers themselves are observed by senior staff, a range of situational factors influence the level of comfort experienced and development taking place. Clearly peer observations were felt to be valuable and less threatening in general. They were felt to be most useful at in-service level, but generally conducive to teacher development. Informants also felt that there were developmental opportunities outside the classroom, particularly of an informal nature, via workshops and other staff interactions, and via personal reflection. The findings of the study support the now strong conviction amongst many of those writing about teacher education that experiential and reflective approaches are preferable to purely behavioural. Previous findings that teachers wish to be actively involved in their own development, participating and interacting with colleagues within a framework of strong institutional support, are also vindicated. At the same time it is clear that more traditional supervisory and evaluative approaches to such matters as classroom observation are still felt to be essential.
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Okoro, Gregory I. (Gregory Ifeanyi). "Socioeconomic Backgrounds of Educators and Their Attitudes Toward Women as Academic Administrators." Thesis, North Texas State University, 1986. https://digital.library.unt.edu/ark:/67531/metadc331102/.
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The purpose of this study is to determine the relationship, if any, between the socioeconomic backgrounds of educators and their attitudes toward women as academic administrators, including a comparison of the attitudes of male and female educators toward women as administrators. The population consisted of all full time faculty and administrators in 25 colleges and universities holding membership in the Association for Higher Education (AHE) of North Texas during the 1984/1S85 academic year. This group of institutions consists of 10 community/junior colleges and 15 senior colleges and universities. Data generation was achieved through the administration of a research package mailed to a sample of 300 subjects selected by a proportionate random process from the defined population. The instruments consisted of a modified version of the Women As Managers Scale (WAMS) and the Hollingshead Factor Index of Social Status. Useable data from 209 respondents were subjected to multiple regression techniques. The hypothesis that socioeconomic background of educators will be positively related to attitudes toward women as academic administrators was not upheld. It was however determined that attitudes toward women as administrators are explanable by a combination of job and non-job related variables, with women having more positive attitudes than men. The findings that 1) younger subjects have more positive attitudes, 2) experience under a female superordinate, generated favorable comments, and 3) educators as a whole had a highly favorable attitude lead to the conclusion that opportunities for advancement of women into adminstrative positions are brighter than often reported. It is suspected that the legislative activities and the feminist movement of the 1960s may have had a positive influence.
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Garnons-Williams, Victoria. "Art teacher pre-service education : a survey of the attitudes of Queensland secondary, and tertiary art educators." Thesis, University of British Columbia, 1987. http://hdl.handle.net/2429/26115.
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This study compares the views of three groups of art educators - secondary, tertiary pre-service lecturers, and scholars - about the content and structure considered important in art teacher pre-service education.
Items of program content and structure, as well as issues in art-teacher preparation were gleaned from the writings of selected scholars and incorporated into a survey questionnaire. The survey was distributed to secondary art educators throughout Queensland and to art pre-service lecturers throughout Australia. An analysis of the results identifies areas and degrees of agreement and difference on items both within and between groups. The study can assist the development of art teacher pre-service programmes that reflect the values of both theoreticians and practitioners of art education.Education, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate
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Brown, Diane Peacock. "Occupational Therapy Academic Program Faculty Attitudes Toward Tenure as Measured by the Tenure Attitude Scale." Thesis, University of North Texas, 2002. https://digital.library.unt.edu/ark:/67531/metadc3265/.
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This study explored attitudes of occupational therapy faculty toward tenure and selected alternatives to tenure. A survey method was employed, and the Tenure Attitude Survey Instrument, (TASI), was created for use in the study. Additionally, a questionnaire sought information regarding respondents' rank, tenure and administrative status, institutional type, and years in academia. Participants were accredited occupational therapy professional program faculty who identified their primary work setting as "Academic" on the 2000-2001 American Occupational Therapy Association membership survey. Factor analysis of 577 surveys examined the structure of scores on the TASI, and the instrument consisted of 4 scales, and 18 items, as follows: Scale One: Attitude toward academic freedom and job security protection, 7 items; Scale Two: Attitude toward tenure in general, 6 items; Scale Three: Attitude toward stop-the-tenure clock provisions, 2 items; and Scale Four: Attitude toward post-tenure review, 3 items. Cronbach's alpha was conducted, as follows: TASI overall alpha = .7915; Scale 1 alpha = .7884; Scale 2 alpha = .8420; Scale 3 alpha = .7020; Scale 4 alpha = .4229. Proportional analysis showed that most respondents were full time faculty (88.1%); taught full time at public institutions (52.8%); were tenured or tenure-track (55.5%); had no administrative duties (70.5%); with a rank of instructor or lecturer (17.5%), or assistant professor (45.7%). Time in academia ranged from 1-40 years, with a mean of 11.27 years, median of 9.25 years, and mode of 4 years. Attitudes toward, and support for, the continuation of tenure and for selected proposed alternatives to tenure were analyzed according to the following: faculty rank, administrative status, and tenure status. Respondents held generally favorable attitudes toward tenure as measured by Scales 1 and 2 of the TASI, and the best predictors of faculty attitude toward tenure were tenure status and rank. Due to low reliability scores on Scales 3 and 4, no conclusions can be drawn regarding respondents' attitudes toward alternatives to tenure.
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Chapman, Brian G. "Minority faculty recruitment in community colleges : Commitment, attitudes, beliefs, and perceptions of chief academic officers /." Thesis, Full text (PDF) from UMI/Dissertation Abstracts International, 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3008257.
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Gilmore, Elizabeth L. (Elizabeth Lee). "Impact of Training on the Information Technology Attitudes of University Faculty." Thesis, University of North Texas, 1998. https://digital.library.unt.edu/ark:/67531/metadc278150/.
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The purpose of this study was to determine whether training had an impact on the information technology attitudes of university faculty. The study was twofold. First, it sought to determine whether training changed attitudes toward information technology among faculty at a small, liberal arts university. Secondly, a group of faculty at a similar university was used to compare the differences in attitudes toward information technology among faculty who had received training and those who had not. The research population consisted of 218 faculty from these two universities. The literature review focused on obstacles to information technology use by faculty, instruments currently available for measuring faculty attitude, methods used in training faculty to use information technology, and integration of information technology by faculty.
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Ayuwathana, Wanida. "The Differences in Perceived Needs Between Practicing Teachers and College Instructors Concerning Inservice Education Programs in Teachers Colleges in Thailand." Thesis, North Texas State University, 1986. https://digital.library.unt.edu/ark:/67531/metadc331348/.
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The purpose of this study is to identify and compare the perceptions of practicing teachers and college instructors toward four components of inservice education programs: content, organization, format of presentation, and participant involvement in the teachers colleges in Thailand. The comparison is based on the demographic variables of sex, age, educational background, and teaching experience in the institution. The "In-Service Education Attitude Survey" by Yesuratnam, Basimalla at the University of Illinois at Urbana-Champaign, Urbana, Illinois in 1982 was used to gather data for this study. It was distributed to a sample of 380 practicing teachers and college instructors in 19 randomly selected teachers colleges in Thailand; 368 usable instruments were returned (97.15%). The data were treated to produce numbers and percentages. The t tests for two independent samples were computed to determine any statistically significant differences between the respondent groups of practicing teachers and college instructors, and between the practicing elementary and secondary school teachers. The F tests were also utilized to determine any statistically significant differences among the variables of practicing teachers and college instructors.
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Lunay, Ralph G. "A study of feelings of alienation among relief teachers servicing Western Australian government metropolitan primary schools." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2005. https://ro.ecu.edu.au/theses/659.
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It is perhaps fair to say that the relief (substitute) teacher should be viewed as an extremely important educational resource, Reviewed literature spanning the better part of twenty years indicates that in parts of Australia, the United Kingdom and the United States, many students spend as much as one full year (or more) of their K-12 education having curriculum delivered to them by these individuals. Unfortunately, the literature also indicates that many relief teachers are still viewed by many as less than "real" teachers in terms of perceived competence, skill and capability. In addition to this, the existence of a number of pervasive, enduring systemic problems have been identified as being present in the educational systems of the abovementioned regions, which have been seen to impact negatively on the relief teacher, making the difficult job they do, even more arduous. There is reason to hypothesise that as a result of exposure to these problems, relief teachers could be expected to suffer from feelings of alienation and further "disconnection" from tenured (or contracted) colleagues, and that this may further marginalise them from the rest of the greater educational community. The purpose of this study was to ascertain whether feelings of alienation were present in relief teachers servicing Western Australian government metropolitan primary schools, and if so, what they identified as contributing to those feelings. Additionally the research attempted to ascertain what (if any) support strategies for relief teachers were actually offered by the schools that had been serviced by the subject population. The research itself was qualitative in nature, using semi-structured interviews as the main data gathering tool, with twenty "currently serving" relief teachers being interviewed. The current study established strong positive links between feelings of alienation in the subject population and exposure to a number of major systemic problems, which currently exist within the educational "system" of this state. The present research also identified a number of support strategies offered by some schools, which indicates some cognisance of the problems faced by relief teachers during the course of their work. " As a result of the research findings, several recommendations for further action emerged. Implementation of these should, logically, go some considerable way toward reducing feelings of alienation and disconnection among relief teachers, and more importantly augmenting their effectiveness as an arguably increasingly important educational resource.
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Ramdeny, Gianeeshwaree S. "Life transition of becoming a university student." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2010. https://ro.ecu.edu.au/theses/365.
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The transition to university is a common, but varied experience shared by all students. Although, it is a largely positive life transition, many students experience major difficulties in making this transition. New university students often have to move away from home, establish new friendships and cope with academic work. In addition, they tend to drop out of university during their first year of study due to the manifest difficulties they cannot overcome. However, some students are able to cope better than others and make this transition without difficulty. Students who experience those stressors but manage to overcome them are considered to be resilient. It is thus important to examine the factors which help those students to overcome those challenges and persist through their first year.
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Ma, Kwai-heung Catherine, and 馬桂香. "A study of the relationship between self concepts, educational attitudes and teaching behaviours of student teachers in a college ofeducation in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1991. http://hub.hku.hk/bib/B31956026.
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Gaujers, Regina D. "The impact of the expectations of significant others in the school setting on female leadership in physical education in Western Australian government secondary schools." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1996. https://ro.ecu.edu.au/theses/944.
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This study investigated the impact of the expectations of significant others in the school setting on the promotional aspirations of female physical education teachers in government secondary schools in Western Australia. It explored the ways in which meanings and expectations in the school environment are constructed in relation to wider societal values and ideologies, and how they are negotiated in social settings that are characterised by both constraints and opportunities for action. Despite the equitable proportion of females and males teaching the subject, and the absence of Education Department policy constraints on female promotion since 1972, females remain significantly underrepresented at Head of Department level. In 1995, women held only two (2.7%) of the 73 substantive appointments. The critical paradigm adopted for the study and the research methodology was qualitative. The research design comprised five interrelated and sequential phases. During phase 1, preliminary data was gathered on the perceived essential skills and qualities required by Heads of Department in physical education. Phase 2 involved in-depth interviews in order to document government school female teachers' own accounts of their lives, career aspirations and the expectations of significant others in the context of the school and wider social world; and the accounts of female teachers' significant others with regard to their perceptions and expectations concerning female leadership. During Phase 3, interviews were conducted with female Heads of Department in nongovernment schools to ascertain system differences which may have led to the greater number of these women in the leadership role. Follow-up interviews with the government school female teachers were conducted during phase 4 of the study, and served to clarify and validate findings. Female physical education teachers considering applying for promotion also emerged as a sample group during the course of the study, and these women participated in a group discussion forum. The sample comprised government school female and male physical education teachers and Heads of Department of physical education and nongovernment school female Heads of Department of physical education. The study aimed to build on the findings of my previous, exploratory research regarding factors contributing to the underrepresentation of females at Head of Department level in physical education (Bloat, 1992); to sensitise the participants to the nature, construction and impact of expectations regarding female leadership; and to develop recommendations to redress the imbalance of female Heads of Department in physical education in government schools. The findings of the study confirmed that the expectations of significant others in the school setting have a powerful impact on the promotional aspirations of female physical educators. Expectations regarding the appropriateness of female leadership in physical education were constructed on the basis of individuals' interactions with the social system, characterised by a male paradigm, male dominance and male power. These expectations were communicated to female teachers by means of chauvinism; exclusion; the lower status accorded women in Physical Education Departments; the lack of both encouragement towards promotion, and female role models to demonstrate the opportunities for women; and the fact that the leadership role is more difficult for females. They impacted on the carter development of female physical educators by constraining the women's promotional aspirations. Finally, recommendations based on the findings are made primarily to the Education Department, but also to teacher education institutions and female physical educators. The suggested measures to address the problem focus on the need to move beyond mere policy change. The recognition and valuing of feminine leadership; the establishment of targets for increasing female representation; the identification and sponsorship of potential female candidates; and the introduction of a five year contract for Heads of Department are among the essential strategies needed to stimulate and nurture the promotional aspirations of female physical educators.
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O'Brien, Patrick. "A critical analysis of devolution and the corporate reform of teachers' work." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1999. https://ro.ecu.edu.au/theses/1214.
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The corporate transformation of bureaucratic public education in Western Australia commenced in the late 1980s. The reforms announced in the Better Schools Report (1987) aimed to devolve responsibility to schools for the purpose of improving the efficiency and effectiveness of public education. Designed to be responsive, adaptable, flexible and accountable, the administrative style accompanying the reforms is described as corporate managerialism. Devolution has impacted heavily on schools and teachers' work. Evidence presented in this thesis suggests that the corporate values and practices that dominate the organisation and management of schools create personal and professional conflict for many classroom teachers. Devolution and corporate managerialism have not only marginalised and in many cases alienated teachers, but failed to improve student learning. In short, the reforms aimed at improving efficiency and effectiveness have in fact created additional dilemmas and tensions for classroom teachers. Using teachers' stories this qualitative study examines the perceptions of Level Two secondary classroom teachers about the impact of corporate reforms on their work. It highlights a number of crises that exist for teachers and which threaten their sense of professional autonomy and job satisfaction. Based on the findings the study makes a number of recommendations for creating a critical, collaborative learning environment for classroom teachers.
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Teepanont, Nipawan. "A Study of the Perceptions of the Role of Presidents in Teachers Colleges in Northeastern Thailand." Thesis, North Texas State University, 1986. https://digital.library.unt.edu/ark:/67531/metadc331674/.
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The purpose for choosing this study was to compare the perceptions of the role of presidents in teachers colleges in Northeastern Thailand. The study groups included the presidents, the administrative staff, and the teaching faculty within these colleges.
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Dochterman, Mark. "Rediscovering web credibility." Virtual Press, 2004. http://liblink.bsu.edu/uhtbin/catkey/1286400.
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This heuristic study of web credibility, considered education as a previously determined demographic to compare the user based data of this study to previous findings in the literature of web credibility and source credibility. By conducting focus groups of college undergraduates, graduate students, and faculty and using grounded theory analysis, 12 categories emerged from the data. These twelve factors were used in developing a process model of web credibility to explain the data in this study. After comparing this data and model to previous findings, several implications and suggestions for future research emerged. The most significant finding was that authority may be highly undervalued in the web credibility literature. Also the data in this study shows that undergraduates reacted much differently in terms of web credibility than did the more educated participants. The data furthermore implies that the disparity between groups hinges more on training in web development than education.Department of Communication Studies
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Moroz, Rose. "Teacher receptivity to system wide change: The introduction of student outcome statements in secondary schools in Western Australia." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1999. https://ro.ecu.edu.au/theses/1223.
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The study has three aims. One is to investigate teachers’ receptivity to the use of Student Outcome Statements in Western Australian government secondary schools. The dependent variable is receptivity towards the use of Student Outcome Statements and is measured in four aspects: Overall Feelings, Attitudes, Behaviour Intentions and Behaviour. Two is to investigate the relationships between receptivity, as the dependent variable and ten independent variables: non-monetary cost benefits, alleviation of fears and concerns, significant other support, feelings compared to the previous system, shared goals (shared teaching goals and cohesiveness), collaboration (team teaching, involvement in decision making and teacher collaboration) and teacher learning opportunities. Three is to investigate the relationships between receptivity and the independent variables in the context of the situation variables related to the school department and teacher. The situation variables are: school size, school location, socio-economic status, department size, department type, teacher status, teacher experience, sex, age, use of Student Outcome Statements and purpose to which Student Outcome Statements are put. The study will add to knowledge in three ways. First, it will test a model of major educational change at the beginning of the implementation stage in a centralised educational system. The model is based on existing research and combines variables from various studies including some from Western Australia and some from overseas. Second, it will provide new data on teacher receptivity to a major change in Western Australia: the use of Student Outcome Statements. Third, the study will provide advice to educational decision-makers and administrators on how best to implement system-level changes in a centralised education system. The empirical data for the study were collected using a teacher questionnaire including existing and newly developed scales. There were 126 valid questionnaires returned to the researcher from 30 different senior high schools across Western Australia. An analysis of the scales measuring each variable was undertaken using a Rasch measurement model. For each variable, the difficulties of the valid items were calibrated on the same interval level scale as the variable measures. While acceptable scales were developed and used, they could all be improved and should he further developed for any future research. A preliminary analysis of the data was undertaken to investigate teacher receptivity to the use of Student Outcome Statements. Zero-order Pearson Product-Moment correlations were calculated between the dependent variables and the group one independent variables between the dependent variables and the group two independent 'variables and the two groups of independent variables and between the dependent variables and the situation variables and were investigated using multiple regression analysis. The preliminary result indicated that 91% of teachers supported the use of Student Outcome Statements. The most significant reasons for using Student Outcome Statements were for the purpose of monitoring student achievement (96%), planning teaching and learning programmes (91%) and collecting student assessment information (84%). The group one independent, variables non-monetary cost benefits, significant other support and feelings compared to the previous system had moderate to strong positive correlations with the dependent variables (Overall Feelings, Attitudes, Behaviour Intentions and Behaviour). The group two independent variables involvement in decision-making and collaboration had a moderate positive relationship with Behaviour and team teaching had a small negative relationship with Behaviour. Teacher learning opportunities had a small positive relationship with Overall Feeling, Attitudes and Behaviour Intentions. Involvement in decision-making and collaboration had a small positive relationship with Behaviour Intentions. Cohesiveness had a small positive relationship with Attitudes and team teaching had a small negative relationship with Attitudes. Involvement in decision-making had a small positive relationship with Overall Feelings. There was no relationship between the dependent variables and the situation variables. All the group one and group two independent variables together explained 59% of the variance in Behaviour Intentions, 48% of the variance in Attitudes, 50% of the variance in Behaviour Intentions and 40% of the variance in Behaviour. The situation variables did not account for any significant variance in the dependent variables. The implication of these results for the theory of system-wide educational change in a centralised system such as Western Australia and for education administrators are discussed.
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Cheng, Nga-yee Irene, and 鄭雅儀. "A study of the attitudes of final year geography college students and teachers in their first year of teaching to progressive classroomstrategies." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B31957067.
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Ho, Suk-ping Angela, and 何淑冰. "Changing teachers' conceptions of teaching as an approach to enhancingteaching and learning in tertiary education." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31237009.
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Jung, Eun Joo Rhodes Dent. "Technology disposition of teacher education students beliefs, attitudes, self-concepts, and competence /." Normal, Ill. Illinois State University, 2004. http://wwwlib.umi.com/cr/ilstu/fullcit?p3172878.
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Thesis (Ed. D.)--Illinois State University, 2004.Title from title page screen, viewed November 17, 2005. Dissertation Committee: Dent M. Rhodes (chair), Paul Vogt, Nancy Bragg, Cheri Toledo. Includes bibliographical references (leaves 116-126) and abstract. Also available in print.
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Gerber, Linda Ann. "A Study of Community College Instructional Stakeholder Attitudes Toward Student Outcome Goals." PDXScholar, 1994. https://pdxscholar.library.pdx.edu/open_access_etds/1275.
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This study sought to determine the importance community college instructional stakeholders--teachers, administrators, and support staff--ascribe to 23 student outcome goals and to examine the relationships between biographical variables and stakeholders' perceptions.
The study addressed the following research questions: (a) Which of the 23 student outcomes do instructional stakeholders as a whole perceive to be most important?; (b) Can these outcomes be factored into a set underlying constructs?; (c) Does the perceived importance of student outcomes vary in relationship to the type of student the stakeholder serves?; (d) Which outcomes do stakeholders serving different types of students value most highly?; (e) Does the perceived importance of student outcomes vary in relationship to: professional role, number of years worked in a community college, number of years worked at the community college surveyed, campus assignment, and gender?
Data were collected from 241 subjects employed by a large, urban community college. Subjects rated the importance of 23 student outcomes on a Likert-like scale. The Student Outcome Goals Inventory, a survey instrument developed by the researcher, was used to collect data. Data were analyzed using one or more of the following statistical tests where appropriate: ANOVA, t Test, Factor Analysis, and Discriminant Function Analysis. The major conclusions drawn from this study were: (a) Instructional stakeholders as a group perceived outcomes related to affective constructs, basic skills development, and goal setting to be most important; (b) six constructs represent the outcomes (Personal/Social, Transfer, Credentialing, Employment, Traditional College, and Developmental); (c) Type of student served has a significant relationship to the perceived importance of 12 of the 23 outcomes with most differences occurring between stakeholders serving lower division transfer students and those serving professional/technical students; (d) Few significant relationships exist between the remaining biographical variables and the 23 outcome variables; (e) The type of students stakeholders served can be predicted with 69% accuracy. The outcomes rated most highly by stakeholders are those that represent a foundation of skills that students are typically expected to gain in their secondary education.
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Truell, Allen Dean. "Job satisfaction of the occupational-technical faculty in the Virginia community college system: an analysis based on Herzberg's motivation-hygiene theory." Diss., Virginia Tech, 1994. http://hdl.handle.net/10919/38393.
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Howard, Peter T., of Western Sydney Nepean University, and Faculty of Education. "Primary teacher's attitudes toward the student use of calculators in primary (kindergarten-year 6) mathematics classes." THESIS_FE_XXX_Howard_P.xml, 1991. http://handle.uws.edu.au:8081/1959.7/133.
Full textAbstract:
The last fifteen years has seen an increase in the availability of calculators for use by schools and students. Educational authorities in Australia, the United States of America and the United Kingdom have come to recommend the student use of calculators from Kindergarten upwards. This recommendation has attracted continuing controversy, specifically regarding the use of, calculators in primary schools. Such controversy prompts an important question: What views do primary teachers themselves hold on this issue? This report examined the findings of a study into primary teachers' present attitudes toward the student use of calculators in primary mathematics classes. Data were collected from a questionnaire administered during 1990 to a sample of teachers undertaking their fourth year of study for a Bachelor of Education (Primary) at three university campuses in New South Wales, Australia. Those teachers who supported the primary student use of calculators believed that calculators are a technological tool for use in mathematics, that they increase childrens' confidence, they take the focus off computation in doing problems and that children use them outside the classroom. It was found that of these teachers, 55% supported the introduction of calculators before the end of Year 2. A total of 4% did not support their use at all in primary mathematics classes. This study concluded that there was not overall support from primary teachers for the introduction of the calculator into Kindergarten as recommended in the National Statement on the use of Calculators for Mathematics in Australian SchoolsMaster of Education
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Chan, Roy Chin Ming. "A Profile of Job Satisfaction for Graduate Physical education Faculty Members." Thesis, North Texas State University, 1986. https://digital.library.unt.edu/ark:/67531/metadc331137/.
Full textAbstract:
The purpose of the present investigation was to develop a profile of graduate physical education faculty members in terms of job satisfaction, and to compare the top-20 ranked physical education departments against 20 other randomly selected physical education departments (Massengale & Sage, 1982).
The Job Descriptive Index (JDI) was used to measure the five different areas of satisfaction, while the Job Satisfaction Index was used to measure the overall job satisfaction. A questionnaire was also employed to measure selected demographic data. The number of subjects analyzed was 291.
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Cheng, Nga-yee Irene. "A study of the attitudes of final year geography college students and teachers in their first year of teaching to progressive classroom strategies." [Hong Kong] : University of Hong Kong, 1994. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13833091.
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Bisogno, Janet L. "College science teachers' inquiry beliefs and practices in the science classroom." Doctoral diss., University of Central Florida, 2011. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4847.
Full textAbstract:
Lecture was the primary instruction in the science classroom, and the labs were scripted and shown to be "cookbook" with little or no evidence of inquiry noted in the labs obtained. There was more evidence of inquiry at the private four-year college and community college than at the large research institution; what was observed in the classroom mirrored what the professors believed about inquiry. There was a difference in the beliefs between institutions with the professors at the research institution holding an incomplete view of inquiry while the professors at the private college and community college included many aspects of the inquiry continuum in their view of inquiry. There were no differences noted between disciplines.; The purpose of the study was to examine college science professors' beliefs regarding the use of inquiry in the college science classroom, how these beliefs impacted their instructional choices and how these beliefs were enacted in the classroom. Additional questions were how teachers' beliefs vary across institution types (community college, private, four year college, and large research institution), and how beliefs vary across disciplines (life sciences and physical sciences). A case study design was required for this study due to the complexity of the topic and different data sources needed to answer the fore stated research questions. These data sources included surveys, interviews, classroom and laboratory observations and written records such as laboratory activities and syllabi. Twelve college professors at three different institutions; large research institution, small, private four year college and community college were interviewed. In addition to interviews, classes and labs were observed, a questionnaire on the five essential features of inquiry was given and samples of labs and syllabi were obtained. A laboratory coordinator was also interviewed as she was responsible for the laboratory section for two of the professors at the research institution. All schools were located in the southeast United States. The perception of inquiry by college science professors has been found to be a barrier to the inclusion of inquiry in college classrooms and was supported in the current study. While the professors described constraints to inquiry such as large class size, lack of time, disinterest of students, and lack of equipment, these limitations were due, in part, to the professors' incomplete view of inquiry as what researchers do. This view was most pronounced with the professors at the large, research institution. At the research institution, observations in the classroom mirrored the beliefs of inquiry.ID: 029809264; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Thesis (Ed.D.)--University of Central Florida, 2011.; Includes bibliographical references 9p. 155-172).
Ed.D.
Doctorate
Education
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Kandies, Jerry T. "Electronic mail: attitudes, self-efficacy, and effective communication." Diss., Virginia Tech, 1994. http://hdl.handle.net/10919/39999.
Full textAbstract:
The purpose of this study was (a) to investigate the functional use of e-mail in a university setting and the relationship of attitudes toward and self-efficacy with email technology, and (b) to evaluate writing effectiveness in an electronic medium. The study also sought to determine if certain personal characteristics could serve as predictor variables for explaining e-mail use, attitudes toward email, and self-efficacy with e-mail technology.
The population of interest was the teaching faculty at Virginia Polytechnic Institute and State University who had a published e-mail address. A random sample of 500 faculty were sent a survey via campus mail. A total of 262 usable responses provided data for statistical treatment which included factor analysis and multiple regression. Additionally, 30 self-selected respondents provided copies of e-mail messages they had written. These messages were rated holistically for writing effectiveness, and the ratings were examined for their relationship with the extent of e-mail use, attitudes toward e-mail, and self-efficacy with e-mail technology.
The items on the attitude toward e-mail scale clustered into two factors, "Usefulness," and "Comfort/Anxiety." The items on the e-mail purposes of use scale also clustered into two factors, "Task Use," and "Social Use." These factors were similar to the ones on the instruments from which this study's instrument was adapted.
The results of the regression analyses indicated that several of the variables were significant predictors of e-mail use, attitudes toward e-mail, and self-efficacy with e-mail technology. An attitude of e-mail's usefulness and self-efficacy with e-mail technology were significant predictors of the extent of e-mail task and social use. Self-efficacy was a significant predictor of positive attitudes of usefulness and comfort. Age was a significant predictor of social use of e-mail as well as of a positive attitude of e-mail's usefulness. Years e-mail had been used was a significant predictor of the extent of e-mail use and of self-efficacy. Higher ranking teaching faculty had more positive attitudes of e-mail's usefulness.
The results of analyses of holistic ratings indicate no significant correlations existed among the variables. Recommendations for instruction and for further research are described.Ph. D.
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Hardin, Christina. "The born versus made debate an examination of community college instructors' beliefs and teaching practices." Doctoral diss., University of Central Florida, 2011. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4915.
Full textAbstract:
Research on the development of K-12 teachers' beliefs about and approaches to teaching and learning suggests that exposure to professional development programs can lead to the use of conceptual change strategies that engage students as active participants in the learning process rather than on teacher-centered strategies focused on information transfer. However, within the existing literature on the development of teacher beliefs and approaches to teaching and learning there exists a void of information pertaining to the development of community college instructors' beliefs and approaches. The purpose of this study was to investigate the relationship between pre-tenure community college instructors' beliefs about teaching and learning, their approaches to the learning process, and the training they receive via a professional development program specifically established to provide training in teaching methods, pedagogy, curriculum, and/ or instruction. Forty community college instructors going through an established three-year tenure process completed a revised version of the Approaches to Teaching Inventory (ATI-R) created by Trigwell and Prosser (1998). Data analysis revealed that there was no difference in the scores of instructors who had participated in the professional development program on teaching and learning and those instructors who had no exposure to courses that focused on teaching and learning. Further, findings suggest that instructors' participation in the courses is not related to their beliefs or teaching approaches. The findings of this study warrant a closer examination of programs designed to provide higher education instructors with training in pedagogy and instruction. Additionally, the findings present an opportunity for professional development programs to improve current practice.ID: 029809788; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Thesis (Ed.D.)--University of Central Florida, 2011.; Includes bibliographical references (p. 107-116).
Ed.D.
Doctorate
Education
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Ciereszko, Ana Alejandre. "Student ratings of instruction in a community college : effects of student and faculty ethnicity." FIU Digital Commons, 1991. http://digitalcommons.fiu.edu/etd/2364.
Full textAbstract:
Purpose: The purpose of this study is to explore the relationship between student and faculty ethnicity and possible effects upon student ratings of faculty performance in an urban community college setting characterized by extensive ethnic diversity.
Problem: Though many variables on student ratings of instruction have been studied in the past, studies of the effects of student and faculty ethnicities on student ratings at the post secondary level have not been conducted. As increased numbers of minority students embark on post secondary studies, the question arises as to whether these students perceive instructors and their efforts in the classroom differently than traditional students.
Methodology: A survey-type instrument, the Student Feedback Questionnaire, was developed at Miami-Dade Community College and administered to students enrolled in randomly selected English composition courses (N=948 students, 72 instructors). Factor analysis was conducted on the instrument and the relationship of these factors with student and faculty ethnicity was examined by means of multivariate analysis of variance. Instructors were separated into higher and lower rated groups according to a total score obtained from the instrument. Differences on student ratings for these two groups according to student and instructor ethnicity were examined.
Findings: The following factors were obtained:
Factor 1: Focus on the Individual
Factor 2: Competence in Classroom
Factor 3: Approach to Material
Factor 4: Grading Policy
Factor 5: Listening to Students
Factor 6: Clarity in Course Objectives
Factor 7: Fairness of Exams
Factor 8: Active Learning
Hispanic faculty were rated less favorably by white non-Hispanic students for Factor 2, Factor 3, and Factor 5. For Factor 5, Hispanic students rated white non-Hispanic faculty lower than black students.
For higher rated instructors there were no significant differences in ratings according to student ethnicity. For lower rated instructors, students of the same ethnicity as their instructor did not give significantly different ratings than other students.
Student gender was significant for both higher and lower rated instructors, with males giving significantly worse scores.
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Amm, Lesley E. "Individual, family, social support and stress factors affecting university students' generalised self-efficacy beliefs." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2007. https://ro.ecu.edu.au/theses/282.
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Students' success at university is influenced by their generalised self-ecfficacy beliefs. Previous studies compared these beliefs to individual variables derived from self-concept, family, stress, and self-support research. An holistic approach in this present study was used with data collected from 168 first-year students, to investigate the relationship between generalised self-efficacy beliefs and variables measuring students' self-descriptions, the functioning of their families-of-origin, their daily stress experienced in the university setting, stress management skills they wish to improve and their fear of disclosure in relation to peers.
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Biswas, Minoti. "University students' receptivity to peers with disabilities." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2007. https://ro.ecu.edu.au/theses/247.
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This research investigates university students' receptivity to peers with disabilities at two universities in Perth, Western Australia (Edith Cowan University and the University of Notre Dame in Fremantle), and two universities in India (The University of Kolkata (previously Calcutta) and the University of Jadavpur). Data were collected by three methods: (1) a 60 item questionnaire (N=996) based on six aspects supporting receptivity to peers with disabilities-Academic, Interactive, Social, Personal, Professional and Supportive; (2) written open-ended data (N= 201); and (3) four focus groups, two in Perth (N=1O) and two in Kolkata (N=10). The final questionnaire was composed of 30 stem-items each answered in two perspectives: (1) an ideal self-view (What I think I should do) and (2) their self-reported behaviour (what I actually do), making a total of 60 items.
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Deeds, Jacqueline Pauline. "Relationships between attitudes of pre-service agricultural teacher education majors and variables related to early field-based experience /." The Ohio State University, 1985. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487260135357919.
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Pérez, Daniel. "Faculty responsiveness via a question-and-answer newsletter: Its impact on student satisfaction." CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1702.
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Joyal, Joyce M. "A study of perceptions and attitudes towards the development of teaching by faculty at Memorial University of Newfoundland." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ36142.pdf.
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Lewellen, Mary J. "Working the second shift : perceptions of part-time faculty teaching evening classes at a Midwest community college." CardinalScholar 1.0, 2009. http://liblink.bsu.edu/uhtbin/catkey/1536750.
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Hargrave, Alan L. "Faculty and student affairs staff involvement in learning communities at five midwestern public universities." Virtual Press, 2000. http://liblink.bsu.edu/uhtbin/catkey/1167795.
Full textAbstract:
The purpose of this qualitative study was to determine how participation in learning communities in colleges and universities affected the behaviors of faculty and residence life staff regarding student learning. Learning communities have been identified as instruments of curricular reform in higher education that focus institutional energies toward student learning. Several studies have documented the benefits that learning communities provide to students, and to a more limited extent, faculty members. However, information was lacking in the literature regarding how partcipation in learning communities affected the interaction between residence life staff members and faculty members.Purposive sampling was used to identify respondents in this study. Faculty and residence life staff members from five public, Midwestern universities with residentially-based learning communities were identified by the researcher. A semi-structured format was used to interview all respondents in their respective offices at their respective universities.The findings suggest that faculty and residence life staff who participate in learning communities have greater understanding and appreciation of one another's roles, are more likely to communicate with one another about specific student concerns, and coordinate in-class and out-of-class activities. Learning community models that are structured in such a manner that residence hall directors and faculty members regularly meet and are working with the same group of students appeared to foster the greatest degree of collaboration, cooperation, and communication between faculty and residence life staff. Additionally, the findings of this study support previous studies (Astin, 1996; Clark, 1987; Kirp, 1997) which indicated that the research orientation of a university can have negative effects upon teaching.Department of Educational Leadership
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Meeks, Piper T. "Ethics instruction and the responses of college business students and faculty members at a midwestern university." Virtual Press, 2004. http://liblink.bsu.edu/uhtbin/catkey/1290966.
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Hall, Nathan F. "Faculty Attitudes Towards Institutional Repositories." Thesis, University of North Texas, 2014. https://digital.library.unt.edu/ark:/67531/metadc700059/.
Full textAbstract:
The purpose of the study was to explore faculty attitudes towards institutional repositories in order to better understand their research habits and preferences. A better understanding of faculty needs and attitudes will enable academic libraries to improve institutional repository services and policies. A phenomenological approach was used to interview fourteen participants and conduct eight observations to determine how tenure-track faculty want to disseminate their research as well as their attitudes towards sharing research data. Interviews were transcribed and coded into emerging themes. Participants reported that they want their research to be read, used, and to have an impact. While almost all faculty see institutional repositories as something that would be useful for increasing the impact and accessibility of their research, they would consider publishers’ rights before depositing work in a repository. Researchers with quantitative data, and researchers in the humanities are more likely to share data than with qualitative or mixed data, which is more open to interpretation and inference. Senior faculty members are more likely than junior faculty members to be concerned about the context of their research data. Junior faculty members’ perception’ of requirements for tenure will inhibit their inclination to publish in open access journals, or share data. The study used a novel approach to provide an understanding of faculty attitudes and the structural functionalism of scholarly communication.
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Ma, Kwai-heung Catherine. "A study of the relationship between self concepts, educational attitudes and teaching behaviours of student teachers in a college of education in Hong Kong." Hong Kong : University of Hong Kong, 1991. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13906549.
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Johnston, Weldon Byron, of Western Sydney Nepean University, and Faculty of Education. "The relationship between senior primary school teachers' attitudes, knowledge and participation with respect to physical activity and their students' cardiovascular fitness levels." THESIS_FE_XXX_Johnston_W.xml, 1998. http://handle.uws.edu.au:8081/1959.7/374.
Full textAbstract:
One of the multitude of factors that can influence the cardiovascular components of children's health related fitness is the classroom teacher's knowledge of attitudes toward and personal participation rate with repect to physical activity. This study explored the possibility of a relationship existing between these teacher variables and children's health-related fitness levels. Nineteen Year Five and Year Six teachers from four suburban Sydney primary schools completed a physical activity attitudinal survey designed to ascertain their background knowledge of minimum physical activity requirements, their involvement rates, both as partcipants and as leaders of physical activity and their attitudes toward physical activity. A physical activity questionnaire was completed by 509 students in classes taught by the nineteen teachers. Results of survey and questionnaire are given and the issue is explored in some depthMaster of Education (Hons)
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Johnson, Valerie. "Drama teaching: Understanding what we do." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2002. https://ro.ecu.edu.au/theses/732.
Full textAbstract:
Drama teaching in secondary schools in Western Australia has become an increasingly complex discipline in recent years. This study has considered the work of Drama teachers from the point of view of those practising the discipline, using a phenomenological methodology which allowed the voices of the participants to be heard directly. In the discussion, consideration is given to the way in which these teachers practice the dynamic which is drama, are influenced by the art form of theatre, and deliver the school subject, Drama.
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Joles, Candace R. "The effects of community college faculty attitudes toward accommodating students with learning disabilities and attention deficit hyperactivity disorder." Virtual Press, 2007. http://liblink.bsu.edu/uhtbin/catkey/1364935.
Full textAbstract:
A dramatic upsurge in the number of students with learning disabilities (LD) who attended college has occurred since the 1970s. The granting of accommodations to students with LD and attention deficit hyperactivity disorder (ADHD) or both was important for their success in postsecondary education. Key to the provision of these services was the attitude of faculty towards granting the accommodations. This study examined the attitudes of faculty members at community colleges which had specialized programs for students with LD or ADHD towards granting these accommodations. These attitudes were assessed through a questionnaire. The questionnaire assessed three attitudes: willingness to make accommodation confidence that the accommodations will make a difference, and belief that accommodations would threaten the integrity of the course. The questionnaire also divided accommodations into two large groups: instruction accommodations and evaluation and material accommodations. This study also included a qualitative component in that the questionnaire included some open-ended questions and some respondents were interviewed. A total of 1100 questionnaires was sent to faculty throughout selected Illinois and Indiana community colleges of which 285 questionnaires made up the sample population. Sample population consisted of 54% male and 46% female; 51% held the rank of instructor or adjunct professor while 49% held professorial rank; tenured status consisted of 68% and nontenured (32%) while 54% were full-time and 46% part-time faculty. The collapsed years of teaching experience comprised 46% with five years or less, 27% with six to 15 years, and 27% with more than 16 years. A majority of faculty members had previous experience with students with LD (86%) and ADHD (71%), and a majority of the respondents (71%) had a family member or knew an individual with LD. Results of the questionnaire were combined to generate two factors scores: instructional accommodations and evaluation and material accommodations. These scores were analyzed using means and standard deviations or the factor scores. Aside from overall means, individual differences among faculty members were analyzed using two-way and one-way ANOVAs with alpha set at .05. The overall means suggested that the faculty: were willing to make accommodations, had confidence that the accommodations would make a difference, and did not believe that the accommodations would threaten the integrity of the class. Individual differences were found for gender, tenure status, and training. Females were found to accommodate better than males. Subjects with additional training accommodated more positively than those without training. The current findings were interpreted within the framework of how these community colleges could improve faculty attitudes. Institutions should make LD training a main concern in order for faculty to accommodate.Department of Special Education
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Alsouhibani, Mohammed A. "Attitudes toward Research and Teaching: Differences Between Faculty and Administrators at Three Saudi Arabian Universities." Thesis, University of North Texas, 2000. https://digital.library.unt.edu/ark:/67531/metadc2482/.
Full textAbstract:
This study is an investigation of the perceived attitudinal differences between administrators and faculty toward research and teaching at three Saudi Arabian universities, King Saud University (KSU), King Fahd University of Petroleum and Minerals (KFUPM), and the Islamic University (IU).
The researcher also investigated the effect of several variables, such as rank, university, and academic field on administrators and faculty members' attitudes toward teaching and research.
Little Attention has been given to studies that examine the differences between faculty and administrators with regard to their attitudes toward the priorities of teaching and research in Saudi Arabian institutions. Also, little research has been conducted regarding the effects of rank and academic field on faculty attitudes in Saudi Arabian institutions.
The author used a mail survey and collected 518 useable responses from a total of 710 questionnaires distributed. Factor analysis, MANCOVA, MANOVA, and ANOVA were the statistical methods employed in data analysis. Five attitudes were identified as a result of factor analysis: (a) attitudes toward teaching; (b) attitudes toward research; (c) mission; (d) promotion; and (e) interest. Results indicated that there was a significant difference between faculty and administrators regarding teaching and resea4rch. Administrators showed stronger attitudes toward teaching than faculty at all three universities. There were also significant differences regarding these attitudes in terms of rank, academic field, and university. Full professors had the strongest attitude toward a research emphasis compared to assistant professors. Assistant professors had the strongest teaching orientation. In addition, faculty members in the humanities had stronger teaching orientations preferences than did those in the natural and social sciences. Regarding the universities, faculty members at IU had the strongest teaching orientation preferences, whereas faculty members at KSU had the strongest research orientation preferences.
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Wall, Andrew F. "Perceptions of collegiate student learning." Virtual Press, 1996. http://liblink.bsu.edu/uhtbin/catkey/1020187.
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This examination describes the perceptions of faculty, student affairs professionals and students in regard to what students should learn as a result of college and what means are important for collegiate student learning. Some similarities and significant differences are found between groups as well as within groups in relation to what students should learn and how they learn. All three groups were found to place importance on the acquisition of critical thinking and communication skills as an outcome of college attendance. Faculty were found to place more-importance on in class skills and competencies when compared to student affairs professionals or students. All three groups identify traditional in class means of learning as significantly more important than out of class learning within the college environment.Department of Secondary, Higher, and Foundations of Education