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Journal articles on the topic 'College teachers Victoria Psychology'

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Author: Grafiati

Published: 10 December 2022

Last updated: 29 January 2023

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1

Gill, Barry, and Brian Hand. "professional standing of the replacement teacher in the education community: a country region's perspective." Australian and International Journal of Rural Education 2, no. 1 (January 7, 2020): 35–48. http://dx.doi.org/10.47381/aijre.v2i1.269.

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As Australian schools move towards the twenty-frrst century more attention is being drawn to the professionalism of teachers. This has led to the recent publication of two NBEET reports, Teacher Education in Australia (September 1990) and Australia's Teachers: A Blueprint for the 90's (January 1991). These reports recognise the need for a reconceptualisation and urgent action in regards to the initial training and continuing education of Australia's teachers. Each goes into considerable detail about the need, scope and format of programs of professional development, and each highlights the importance of Employer/Higher Education Institution co-operation in such programs. The La Trobe University College of Northern Victoria and the Bendigo Regional Office of the Victorian Ministry of Education are in the process of developing this co-operation, especially in the post initial teacher education area. Through the Research Centre for Teacher Development at the La Trobe University College of Northern Victoria, a project is underway to develop this process in close consultation with, and the full co-operation of the Loddon Campaspe Mallee Regional Office. This paper reports on the initial outcome. Fifty-eight Primary Replacement Teachers (RTs) responded to a questionnaire regarding their employment status, professional qualifications, days worked in 1989 and 1990, and their in-service involvement and in-service needs. The investigation was undertaken in order to provide local Ministry and University College personnel with information to assist in planning future in-service needs for this particular group of teachers. In Victoria during 1990 the Ministry employed 40,000 teachers in primary, secondary and special schools. There is constantly a pool of 10,000 teachers on leave without pay from the Ministry. During the 1989-90 financial year 14,000 teachers were employed as Replacement Teachers in primary and secondary schools. Some of these Replacement Teachers came from the pool of teachers on leave without pay, but there is still a large group of teachers whose only source of employment is RT work.

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2

Matthews, Janet R., Anne M. Rogers, and C. James Scheirer. "Selected Resources for College Teachers of Psychology." Teaching of Psychology 13, no. 1 (February 1986): 3–7. http://dx.doi.org/10.1207/s15328023top1301_1.

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3

THOMPSON, ALBERT S. "Teachers College and Counseling Psychology: Innovator and Integrator." Journal of Counseling & Development 68, no. 3 (January 2, 1990): 260–65. http://dx.doi.org/10.1002/j.1556-6676.1990.tb01371.x.

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4

Bing, John R., and Andrew L. Cherry. "Assessment of Student Teachers by College Supervisors." Psychological Reports 61, no. 1 (August 1987): 275–83. http://dx.doi.org/10.2466/pr0.1987.61.1.275.

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This study examined a subset of 46 variables on a 52-item form for evaluating student teachers to determine the underlying dimensions tapped by the instrument. 482 evaluations completed by 33 college supervisors were analyzed using the principal components factorial method. Five factors with factorial loadings of at least .50 on the item variables were identified in 34 iterations using oblimin rotation. Five factors were interpreted as: I. Management of the Instructional Environment, II. Professional Responsibilities, III. Human Relationships, IV. Planning of Instruction, and V. Communication Skills.

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5

Keith, Kenneth J. "Law, the Constitution and Legal Education in the Twenty-First Century." Victoria University of Wellington Law Review 31, no. 1 (April 3, 2000): 83. http://dx.doi.org/10.26686/vuwlr.v31i1.5967.

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Sir Kenneth Keith gave the lecture on which this paper is based as part of the 1999 Centennial Alumni Lecture series. Using the career of the first Dean of Law at Victoria University College as his inspiration, Sir Kenneth deals with a wide range of issues which all those in the law, be they judges, practitioners, teachers or students will have to address.

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6

O’Brien, Patricia M. "Coming in From the Margin." Australasian Journal of Special Education 13, no. 2 (January 1990): 52–59. http://dx.doi.org/10.1017/s1030011200022223.

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Des English was a person of great charm, innovation, and inner strength. His early death at the age of 44 in 1977 came as a bitter blow not only for his family but for the many teachers and parents he had influenced and guided in respectively providing and in seeking educational opportunities for children with disabilities. Des grew up in a small town in Victoria called Donnybrook, north of Melbourne. He was educated by the Marist Brothers at Kilmore College, and in the 50’s trained as a primary teacher at Geelong Teachers College, from which he gained an extension of one year to study as a Special Teacher at Melbourne Teachers College. His first appointment was as an Opportunity Grade teacher at North Melbourne State School. His talent for leadership surfaced early and in his second appointment he became Principal of Footscray Special School for children and adolescents with intellectual disability. Throughout the rest of his career he gained one promotion after another to the Principal positions at Ormond, Travencore and St. Alban’s Special schools. I was fortunate to work as a deputy principal with him throughout his last two appointments.

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7

Henderson, Bruce B. "The Role of Psychology Departments in Supporting Secondary School Teachers of Psychology." Teaching of Psychology 21, no. 2 (April 1994): 107–8. http://dx.doi.org/10.1207/s15328023top2102_12.

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Providing continuing education for secondary school teachers may be more important to the improvement of high school psychology than are changes in teacher preparation and certification. The special role that college and university departments of psychology can play in providing this education and supporting these teachers is illustrated in a brief history of one department's work with teachers in North Carolina.

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8

Lamude, Kevin G., and Lena Chow. "Relationship of Students' Affective Learning to Teachers' Type a Scores." Psychological Reports 72, no. 1 (February 1993): 178. http://dx.doi.org/10.2466/pr0.1993.72.1.178.

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9

Morrissey, Anne-Marie, and Andrea Nolan. "Just Another Meeting?: Investigating Mentoring for Early Childhood Teachers in Victoria." Australasian Journal of Early Childhood 40, no. 2 (May 2015): 40–48. http://dx.doi.org/10.1177/183693911504000206.

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10

Kim, Sanglim, and Sungeun Yang. "Preservice childcare teachers' career motivations, college adjustment, and teaching efficacy." Social Behavior and Personality: an international journal 45, no. 9 (October 3, 2017): 1451–59. http://dx.doi.org/10.2224/sbp.6190.

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We investigated the effect of college adjustment and motivation for choosing a teaching career as factors that influence preservice childcare teachers' teaching efficacy. Participants were 200 preservice childcare teachers enrolled at colleges in South Korea. The results demonstrated that college adjustment had a significant mediating effect in the relationship between the active career motivation of preservice childcare teachers and their teaching efficacy. Specifically, active career motivation was positively correlated with teaching efficacy via the process of college life adjustment. It can be inferred that the choice of college major based on an active personal preference, compared to passive motivation, leads to better college life adjustment, which, in turn, correlates with higher efficacy in one's career path. This suggests the need to support students' academic and socioemotional adjustment at college as well as enhancing their course satisfaction.

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11

Song, Chang. "Supervisors' paternalistic leadership influences college English teachers' teaching efficacy in China." Social Behavior and Personality: an international journal 44, no. 8 (September 15, 2016): 1315–28. http://dx.doi.org/10.2224/sbp.2016.44.8.1315.

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Using social exchange theory and the social constructivist theory of emotion, I examined the relationship between supervisors' paternalistic leadership and college English teachers' teaching efficacy in China, as well as the roles emotional creativity and professional identity played in this relationship. Participants were 674 teachers of English at 30 colleges in China. Results of factor and correlation analyses, structural equation modeling, and regression analysis revealed that supervisors' paternalistic leadership had significantly positive effects on teachers' teaching efficacy, and that teachers' professional identity had a meditating effect in the relationship between paternalistic leadership and teaching efficacy. In addition, teachers' emotional creativity positively moderated the relationship between supervisors' paternalistic leadership and teachers' teaching efficacy, and emotional creativity acted as a mediated moderator of the link between these two variables. My findings contribute to comprehension of the effect mechanism of supervisors' paternalistic leadership on teachers' teaching efficacy.

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12

Simpson, Madeline L., Freda McCombs, Ellery Sedgwick, and Rosemary Sprague. "Teachers' Self-Disclosure Sought by College Students." Perceptual and Motor Skills 60, no. 3 (June 1985): 783–87. http://dx.doi.org/10.2466/pms.1985.60.3.783.

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Students in Psychology, English, and Natural Science were invited to submit questions for information deemed by them pertinent to success in a course. A 13-category classification of the 1030 items collected from 194 students showed dominance of personal and teacher-related questions. Mean number of questions for upper classmen were consistently lower than those for lower classmen, this being interpreted as a normative and developmental tendency. Types of questions were restricted to cultural norms that centered on personal traits, interests, attitudes, opinions, and work of the target person, rather than on interpersonal relationships, morality, sex, and personal concerns. Analysis of class-size effects indicated that students attending a large class asked significantly more questions than those attending a small class in one of the four categories assessed, grading practices. Lower classmen tended to ask more questions about acceptable classroom behavior than upper classmen.

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13

Brotanek, Thomas F., and Wesley A. Kayson. "Effects of Type and Relevance of Primes and Delay between Priming and Ratings on Attractiveness." Psychological Reports 78, no. 3_suppl (June 1996): 1251–55. http://dx.doi.org/10.2466/pr0.1996.78.3c.1251.

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This study was an attempt to generalize a previous finding on prime effects on perceived attractiveness. After the 80 college men were shown a list of 10 primes and then asked to read a passage about a fictitious female named Victoria, they rated her attractiveness on 5 scales. Primes were either positive or negative. Half of the primes were relevant to attractiveness and half were not. Some subjects rated Victoria right after being primed while others waited 5 min. between priming and rating. A 2 (prime type) × 2 (relevance of prime) × 2 (time) factorial analysis of variance gave a significant interaction between prime type and relevance. Subjects exposed to negative relevant primes rated Victoria more attractive than subjects exposed to negative irrelevant primes. An inhibitory effect of the primes, given the long length of their exposure, seemed to be the basis for these findings.

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Lamude, Kevin G., and Milissa Wolven. "Clarity of Instruction by Type-A Scoring College Teachers." Psychological Reports 83, no. 3 (December 1998): 930. http://dx.doi.org/10.2466/pr0.1998.83.3.930.

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LAMUDE, KEVIN G. "CLARITY OF INSTRUCTION BY TYPE-A SCORING COLLEGE TEACHERS." Psychological Reports 83, no. 7 (1998): 930. http://dx.doi.org/10.2466/pr0.83.7.930-930.

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16

Chao, Li, and Jianyi Huang. "Thinking Styles of School Teachers and University Students in Mathematics." Psychological Reports 91, no. 3 (December 2002): 931–34. http://dx.doi.org/10.2466/pr0.2002.91.3.931.

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This research studied the thinking styles of 18 school teachers and 15 college students in the field of mathematics, using the Inquiry Mode Questionnaire by Harrison and Bramson. The multivariate analysis of variance showed that the 21 female teachers and college students scored as more Idealistic than their 12 male peers. There also was a significant group-by-sex interaction, which indicated that the female college students preferred the Analyst thinking style more frequently than their male peers, whereas the male teachers preferred the Analyst style more frequently than the female teachers. On the whole, the most preferred thinking style was the Analyst style, and the least preferred one was the Synthesist style. The implications of findings are discussed.

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17

Gardner, Louis E., and Gary K. Leak. "Characteristics and Correlates of Teaching Anxiety among College Psychology Teachers." Teaching of Psychology 21, no. 1 (February 1994): 28–32. http://dx.doi.org/10.1207/s15328023top2101_5.

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We present the results of a national survey designed to determine the characteristics and correlates of teaching anxiety among college psychology teachers. The survey focused on respondents' experience with teaching anxiety, the frequency and intensity of the experience, and the demographic correlates of such anxiety. The vast majority of respondents reported having experienced some type of teaching anxiety, and a sizable number reported it to be a continuing problem for them. Several stimuli that trigger teaching anxiety were identified. Academic rank and teaching experience emerged as correlates of the experience. Suggestions for continued study focus on searching for other correlates, coping mechanisms, and preventive measures.

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18

Gordon, Rob, and Ruth Wraith. "The Myths of Response to Disaster by People and Communities." Children Australia 12, no. 3 (1987): 26–29. http://dx.doi.org/10.1017/s0312897000014247.

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19

Chiou, Wen-Bin. "Using Cognitive Dissonance to Enhance Faculty Members' Attitudes toward Teaching Online Courses." Psychological Reports 99, no. 2 (October 2006): 465–71. http://dx.doi.org/10.2466/pr0.99.2.465-471.

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Adopting a reward strategy for inducing college faculty to teach online courses is expected to cause a positive shift of their attitudes. Based upon dissonance theory, a smaller reward will lead to greater attitude change, and this effect will be more pronounced in individualists. The results of an experimental study showed that individualist teachers exhibited greater attitude change under low reward than under high reward, but the reward effect was not prominent in collectivist teachers. Implications for enhancing college teachers' attitudes toward teaching online courses are discussed.

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20

Randhawa, Bikkar S., and Barbara Pavelich. "Evidence on Validity for the Teaching Behavior Rating Scale." Psychological Reports 81, no. 2 (October 1997): 451–61. http://dx.doi.org/10.2466/pr0.1997.81.2.451.

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A Teaching Behavior Rating Scale was developed for rating teacher-interns after about eight weeks of school experience. The scale consists of 16 positively worded 11-point scale items. Using the scale, both the 10 college faculty supervisors and the 67 cooperating teachers rated 67 interns, 30 men and 37 women. The participating interns had been administered the personality section of the Personal Profile Program before commencement of their internships. Total scores for the thematic essays the interns wrote for their admission interview for the college as well as the interviewers' over-all scores were also used. The internal consistency coefficients for the teachers' and college faculty ratings, respectively, were both .98. A four-factor principal components analysis of the 14 variable correlation matrix yielded parsimonious factors after oblimin oblique rotation. Consistent with theory, scale scores for teachers and college faculty are strongly correlated ( r = .73). Also, perception of teaching skill is related to the interns' scores for lower dominance and higher flexibility.

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21

Akhtar, Nasreen, and Samar Saleem. "Happiness and Personality Traits as Predictors of Optimism in School and College Teachers." 2020, VOL. 35, NO. 4 35, no. 4 (December 31, 2020): 739–51. http://dx.doi.org/10.33824/pjpr.2020.35.4.40.

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The present research was aimed at investigating the predictive role of personality traits and happiness in forecasting optimism of teachers working in public and private schools and colleges. The participants of this study included 154 teachers (male = 80; female = 74) with age range of 26-50 years. Data were collected by using Oxford Happiness Questionnaire (Argyle & Hills, 2002), Life Orientation Test-Revised (Scheier, Carver & Bridges, 1994), and International Personality Item Pool (Goldberg, 2006). Cronbach alpha of these scales on current sample was found good. Results revealed that happiness, conscientiousness, emotional stability, agreeableness, and openness were significant positive correlates of optimism. Moreover, optimism was predicted by happiness, conscientiousness, and emotional stability. Furthermore, teachers working in public schools and colleges had higher level of optimism as compared to teachers of private institutions. Furthermore, there were nonsignificant gender differences on optimism. Findings of present study has important implications for school and college teachers, administrators, and principals of educational institutions.

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22

Hosler, Allan M., and John Schmid. "Relating Factor Traits of Elementary, Secondary, and College Teachers." Journal of Experimental Education 53, no. 4 (July 1985): 211–15. http://dx.doi.org/10.1080/00220973.1985.10806384.

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23

Yin, Weiwei. "Psychological capital moderates the effect of emotional labor strategies on job burnout in college teachers." Social Behavior and Personality: an international journal 51, no. 1 (January 12, 2023): 1–8. http://dx.doi.org/10.2224/sbp.12026.

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I explored the correlations of psychological capital, job burnout, and emotional labor strategies. Participants were 434 teachers at two universities in China, who completed scales to measure the three variables. Results showed that both deep acting and expression of natural emotion were negatively correlated with college teachers' job burnout, and surface acting was positively correlated with job burnout. Additionally, psychological capital significantly moderated these effects: For teachers with high psychological capital, expression of natural emotion and deep acting were both significantly correlated with job burnout, but the correlation between surface acting and burnout was not significant; however, for teachers with low psychological capital, surface acting and burnout were significantly correlated, but the correlations between expression of natural emotion and burnout, and between deep acting and burnout were not significant. The results shed light on how to reduce and prevent job burnout among college teachers.

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24

Hall, John. "Teaching Psychology to Trainee Psychiatrists." Bulletin of the Royal College of Psychiatrists 10, no. 7 (July 1986): 173–76. http://dx.doi.org/10.1192/s0140078900027784.

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Psychological knowledge is important to psychiatrists, both because of the psychological concepts central to some fields, such as normal human development, and because of the psychological procedures widely used in both the assessment and treatment of patients. Psychology is taught to trainee psychiatrists as part of their preparation for the MRCPsych examination, mainly through the teaching for the Preliminary Test of the examination which covers the ‘sciences basic to psychiatry’. In practice, the content of the test covers basic psychopathology and the neurosciences, as well as the behavioural and social sciences. While the Royal College of Psychiatrists does not itself produce a detailed syllabus for the examination, the Association of University Teachers of Psychiatry (AUTP) has prepared guidelines for students and teachers for these subjects. Since the Royal College has ‘commended’ these guidelines and published them (Bulletin, April 1982, 6, 54–56) they have a semi-official status.

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25

Jegede, Philip Olu. "Factors in Computer Self-Efficacy Among Nigerian College of Education Teachers." Journal of Psychology in Africa 17, no. 1-2 (January 2007): 39–44. http://dx.doi.org/10.1080/14330237.2007.10820142.

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26

Shaughnessy, Michael F., and Robert Evans. "Word/World Knowledge: Prediction of College GPA." Psychological Reports 59, no. 3 (December 1986): 1147–50. http://dx.doi.org/10.2466/pr0.1986.59.3.1147.

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The prediction of college grade point average has been extensively investigated. The present study examined two salient domains (word knowledge and world knowledge) with two groups of 137 student teachers (elementary and secondary) and 36 freshman students in introductory psychology classes. The results support past research indicating high school GPA to be a good predictor of college GPA. The addition of vocabulary ability improved prediction.

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27

Hoyer, Dennis, and Christopher J. Correia. "Teaching About Nonmedical Use of Prescription Drugs Among College Students." Teaching of Psychology 46, no. 4 (August 30, 2019): 340–49. http://dx.doi.org/10.1177/0098628319872613.

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The misuse of prescription medications has emerged as a national public health concern. Epidemiological studies suggest that college students are at an elevated risk to engage in nonmedical use of several medications, including stimulants and central nervous system depressants. Teachers can easily integrate material related to the nonmedical use of prescription drugs (NMUPD) into undergraduate psychology and statistics courses. Presenting this information provides an opportunity for teachers to address fundamental topics in ways that students tend to find interesting and personally relevant. We use this article to introduce a definition of NMUPD, present statistics on prevalence and a wide range of physical and psychological correlates among college students, and discuss risk and protective factors and motives for use. We also present a number of concrete examples of how teachers can use the material to illustrate basic concepts often included in statistics, research methods, and other psychology courses.

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28

Griffin, Maggie, and David Harvey. "When do Principals and Teachers Think Children Should Start School?" Australasian Journal of Early Childhood 20, no. 3 (September 1995): 27–32. http://dx.doi.org/10.1177/183693919502000307.

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The purpose of this study was to obtain the opinions of principals and teachers on school entry age and determine if principals and teachers believe younger children are disadvantaged academically and/or socially compared with their older peers. Subjects were all primary principals and teachers currently teaching in 41 schools situated within a 30km radius of a rural city in South Eastern Victoria. The schools comprise State, Catholic and one Christian school, ranging from a one-teacher rural school with six pupils to a school with 23 teachers and 470 pupils. Data was obtained by distribution of two self-administered questionnaires - one for principals and one for teachers. Thirty-two principals and 112 teachers returned questionnaires. A majority of both principals and teachers believe children should be at least five years of age when they begin school. Younger children have more problems academically and socially and they tend to remain behind their older peers. It is suggested that children be evaluated for school readiness before being allowed to begin

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29

Miller, Michelle D. "What College Teachers Should Know About Memory: A Perspective From Cognitive Psychology." College Teaching 59, no. 3 (July 2011): 117–22. http://dx.doi.org/10.1080/87567555.2011.580636.

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30

Lamude, Kevin G., and Joseph Scudder. "Resistance in the College Classroom: Variations in Students' Perceived Strategies for Resistance and Teachers' Stressors as a Function of Students' Ethnicity." Perceptual and Motor Skills 75, no. 2 (October 1992): 615–26. http://dx.doi.org/10.2466/pms.1992.75.2.615.

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Current research on college students' resistance to teachers' compliance-gaining efforts in the college classroom has focused on the relation of teachers' antecedent behaviors and students' noncompliance or students' strategies for resistance. The present study explored the relationship between students' ethnicity (42 African-American, 72 Hispanic, 33 Native American, 101 white), strategies for resistance, and teachers' stressors (Type-A behavior, burnout, role ambiguity, role conflict). The results of multiple discriminant analyses indicated differences in the strategies of resistance and in perceived stressors of teachers among the four ethnic groups of students.

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Wiwatowski, Megan, Jane Page, and Sarah Young. "Examining early childhood teachers’ attitudes and responses to superhero play." Australasian Journal of Early Childhood 45, no. 2 (May 1, 2020): 170–82. http://dx.doi.org/10.1177/1836939120918486.

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Research highlights that early childhood teachers (ECTs) hold varied opinions on the value of superhero play (SP) to young children’s learning and development. This study sought to investigate how ECTs in Victoria are responding to superhero play, and to examine the beliefs that underpin their responses. Interviews were conducted with eight ECTs from the Bayside area in Melbourne. The study revealed that while the majority of the teachers interviewed responded to children’s superhero play in a variety of ways, there were a number of barriers to supporting superhero play in early childhood education and care settings. This paper concludes by identifying the value of ECTs engaging in critical reflection to ensure that their responses to superhero play are based on professional knowledge that is informed by theory and research.

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32

Shaughnessy, Michael F., and Renee Neely. "Evaluation of Teachers: Effects of “Outliers” on Instructors' Ratings." Psychological Reports 62, no. 1 (February 1988): 87–91. http://dx.doi.org/10.2466/pr0.1988.62.1.87.

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Evaluation of teachers and college instructors has been studied extensively. The literature covers many variables, methodologies, and instruments; however, sloppy and careless evaluation on the part of students has not yet been examined. The present paper describes an analysis of whether evaluations of instructors are affected by overly global ratings by students, be those ratings positive or negative.

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Lamude, Kevin G., and Diane Furno-Lamude. "Strategies of Resistance by Type-A Scoring Mexican-American College Students." Psychological Reports 73, no. 1 (August 1993): 34. http://dx.doi.org/10.2466/pr0.1993.73.1.34.

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In a sample of 134 Mexican-American college students, Type-A scores were positively correlated with active but not passive and third-party-appeal strategies of resistance to teachers' classroom on-task activity.

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Lamude, Kevin G., and Mary Fong. "Students' Tactics of Resistance and Teachers' Stress." Perceptual and Motor Skills 85, no. 3 (December 1997): 826. http://dx.doi.org/10.2466/pms.1997.85.3.826.

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In a study of 134 college teachers, teachers' self-reported stress scores were significantly and positively related with their perceptions of students' use of reluctant compliance and deception tactics in resistance to on-task learning.

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35

Liu, Keshuang. "Research on the Intervention Countermeasures and Mental Health Status of College Music Teachers from the Perspective of Positive Psychology." Journal of Healthcare Engineering 2022 (February 28, 2022): 1–6. http://dx.doi.org/10.1155/2022/9133979.

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The goal of education is to train people who are well-rounded and educate people with heart through teachers and determine the direction for the growth of life. Psychological education is one of the top ten education systems in colleges and universities. The psychological health of college teachers is the key to teaching and education. Colleges and universities attach great importance to teachers’ educational level and scientific research achievements, pay attention to teachers’ instrumental value, and pay little attention to teachers’ mental health. Therefore, this study aims to study the mental health status and prevention measures of college music teachers from the perspective of positive psychology. By combining the qualitative method with the quantitative method, this study carries out questionnaire survey and interview on “mental health” of music teachers in four universities and then puts forward relevant intervention countermeasures. Research shows that only one-fifth of the teachers believed that they had received psychological counseling from the school and successfully solved their own problems; nearly 60% of music teachers said that the psychological counseling provided by the school lacked pertinence and professionalism, and lacked practical solutions to their own problems. This shows that the psychological intervention strategies adopted by Chinese colleges and universities for music teachers are far from the expected results.

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Lamude, Kevin G., and Joseph Scudder. "Burnout of Teachers as Related to Influence Tactics within the College Classroom." Perceptual and Motor Skills 79, no. 2 (October 1994): 915–19. http://dx.doi.org/10.2466/pms.1994.79.2.915.

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Previous research has shown that burnout among college teachers is negatively associated with on-task learning and student-oriented concerns expressed as tactics on influence in class. Using data collected from 142 college teachers, this study examined this relationship. Burnout was measured on Cherniss's measure, and tactics of influence were assessed by the Behavior Alteration Message Technique. Analysis indicated burnout in teachers was positively related to pressure and position tactics on influence and negatively related to exchange of rewards, rational arguments, and feedback tactics of influence.

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Allegrone, Paul L. "Motivational Effect of Well Dressed Teachers on College Students Who are Academically Deficient." Psychological Reports 64, no. 3_suppl (June 1989): 1181–82. http://dx.doi.org/10.2466/pr0.1989.64.3c.1181.

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The importance of the teacher as a role model has not been listed on students' evaluation of instruction at a local community college, but research has shown that this is a concern for the motivation of first-year deficiency-level college students. This study surveyed students in deficiency-level classes on whether their motivation to learn is improved by having a well-dressed teacher (superficial role model). Both day and night students were not significantly motivated by the described teacher's dress. Night students were, however, significantly more motivated by the teacher's qualities (including dress) than were day students.

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Harvey, David H. P. "Integration in Victoria: Teachers’ Attitudes After Six Years of A No‐Choice Policy." International Journal of Disability, Development and Education 39, no. 1 (January 1992): 33–45. http://dx.doi.org/10.1080/0156655920390105.

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39

Thielking, Monica, and Shane R. Jimerson. "Perspectives Regarding the Role of School Psychologists: Perceptions of Teachers, Principals, and School Psychologists in Victoria, Australia." Australian Journal of Guidance and Counselling 16, no. 2 (December 1, 2006): 211–23. http://dx.doi.org/10.1375/ajgc.16.2.211.

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AbstractSchool psychologists have a unique and multifaceted role within schools and must work with a variety of stakeholders. Therefore, it is important to explore and understand the perspectives of other educational professionals regarding the roles of school psychologists. This study examined the perspectives of principals (N = 21), teachers (N = 86), and school psychologists (N = 81) regarding what they believe should be the role of school psychologists. Participants were working in Catholic, Independent, and Government primary and secondary schools across Victoria, Australia. Results revealed both similarities and differences between the three groups regarding perspectives about school psychologists' role. For instance, the three groups shared similar perspectives that school psychologists should: (a) conduct research on issues relevant to the school, (b) be up-to-date on relevant research, (c) conduct psychological assessments, (d) provide counselling to students, (e) organise group programs for students, (f) organise workshops and provide information to teachers on issues of students' welfare and (g) inform primary students' parents of their child's participation in counselling. However, the three groups also differed in their perspectives about some aspects of the school psychologists' role. It was notable that each of the differences in perceptions between the groups had implications for potential ethical dilemmas, for instance: (a) boundaries, (b) dual relationship, (c) confidentiality/who is the client? and (d) informed consent. Implications for practice and scholarship in the field of school psychology are discussed.

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Elliot, Lisa, Susan Foster, and Michael Stinson. "Student Study Habits Using Notes from a Speech-to-Text Support Service." Exceptional Children 69, no. 1 (October 2002): 25–40. http://dx.doi.org/10.1177/001440290206900102.

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Thirty-six mainstreamed high school and college students who are deaf and hard of hearing received notes from a speech-to-text support service called C-Print™. The students, 26 classroom teachers, and 10 teachers of the deaf were interviewed about their perceptions of how students use their notes to study. Consistent with research on hearing students, high school students in this study typically would read the notes only, while college students used multiple study strategies with the notes. Teachers tended not to know how their students used their notes for studying, and they were sometimes reluctant to teach students about effective note usage. This study supports the idea that both students and teachers could benefit from further instruction on note usage and study skills.

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Day, Deanna. "“A Taste of College”: Children and Preservice Teachers Discuss Books Together." Journal of Research in Childhood Education 23, no. 4 (June 2009): 421–36. http://dx.doi.org/10.1080/02568540909594671.

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Carter, Stacy L. "College Students' Acceptance of Potential Treatments for ADHD." Psychological Reports 97, no. 1 (August 2005): 258–64. http://dx.doi.org/10.2466/pr0.97.1.258-264.

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The purpose of the current study was to investigate the influence that the professional occupation of a consultant making a treatment recommendation may have on college students' (82 women and 52 men) acceptance of a proposed treatment for a child displaying characteristics of Attention Deficit/Hyperactivity Disorder. Consultants were special education teachers, school psychologists, or physicians. The study also examined college students' ratings of treatment acceptability associated with three frequently implemented interventions of either nonspecific medication, token economy with response cost, or time-out for children with characteristics of Attention Deficit/Hyperactivity Disorder. Analysis indicated college students found a token economy intervention was the least acceptable recommendation by a physician.

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Romano, Shelia T., and James E. Bordieri. "Physical Attractiveness Stereotypes and Students' Perceptions of College Professors." Psychological Reports 64, no. 3_suppl (June 1989): 1099–102. http://dx.doi.org/10.2466/pr0.1989.64.3c.1099.

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This study examined the effect of physical attractiveness of college professors on students' forming impressions of them. 60 high school students answered questions about alleged professors, who varied in physical attractiveness and sex. Analyses showed that attractive professors were (a) seen as better teachers, (b) perceived as more likely to be asked for additional assistance, (c) more likely to be recommended to other students, and (d) less likely to be blamed if a student received a failing course grade than unattractive professors. Female professors were also rated more favorably than their male peers.

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Lamude, Kevin G., Diane Furno-Lamude, and Joseph Scudder. "Classroom Resistance Strategies of Type-A Scoring Students." Psychological Reports 72, no. 3_suppl (June 1993): 1098. http://dx.doi.org/10.2466/pr0.1993.72.3c.1098.

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In a study of 94 college students, students' self-reported Type-A scores were positively associated with Direct Communication ( r = .59) and Avoidance ( r = .52) resistance strategies to teachers' on-task behavior.

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McTaggart, R. "Pedagogical Principles for Aboriginal Teacher Education." Aboriginal Child at School 15, no. 4 (September 1987): 21–33. http://dx.doi.org/10.1017/s0310582200015029.

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Aboriginal teacher education is a distinctive educational activity. How distinctive Aboriginal teacher education needs to be and the forms it might take are a matter for action research (McTaggart and Garbutcheon-Singh, 1986) by Aboriginal teachers, their communities, and teacher educators working in Aboriginal schools, and from teacher education instititions. But there is experience available from which it is reasonable to propose some general principles which should guide immediate efforts in Aboriginal teacher education.The pedagogical principles outlined below come from an action research project in Aboriginal teacher education conducted in the Northern Territory over the last two years. The project is known as D-Bate, the Deakin-Batchelor Aboriginal Teacher Education Program, a joint project of Batchelor College in the Northern Territory and the School of Education of Deakin University in Geelong, Victoria.

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Buskist, William. "Effective Teaching: Perspectives and Insights from Division Two's 2- and 4-Year Awardees." Teaching of Psychology 29, no. 3 (July 2002): 188–93. http://dx.doi.org/10.1207/s15328023top2903_01.

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I surveyed Division Two's teaching award winners in the 2-year college and 4-year college and university categories to discover the qualities and attributes that make these individuals effective teachers. I found that (a) most awardees did not receive formal training in teaching; (b) many awardees believed that observations of others' effective teaching methods and feedback on their own teaching were key to their becoming effective teachers; (c) over the course of their careers, awardees generally have become more student oriented and less lecture oriented; (d) they viewed time constraints in their work as the chief obstacle limiting teaching effectiveness; and (e) relative to each other, they held different philosophies of teaching.

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Ullah, Raza, and Hazir Ullah. "Teachers’ Perspectives on Boys’ Underperformance in Education in Khyber Pakhtunkhwa, Pakistan." Revija za elementarno izobraževanje 14, no. 1 (March 24, 2021): 113–23. http://dx.doi.org/10.18690/rei.14.1.113-123.2021.

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This article is an attempt to explore possible causes of boys’ underperformance in the Secondary School Certificate (SSC) and Higher Secondary School Certificate (HSSC) Annual examinations of the Board of Intermediate and Secondary Education (BISE) Peshawar, KP, Pakistan. T he a im o f t he s tudy i s t o e xplore t he i ssue o f b oys’ underperformance from the perspectives of school and college teachers. Thus, the data for the study come from qualitative interviews with 30 school and college teachers (15 male and 15 female). We employed purposive sampling technique for including teachers. The findings of the study recommend that evidence-based strategies need to be adopted to improve boys’ academic performance and attitudes to learning.

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Meredith, Gerald M. "Ethnicity and Sex Differences in the Concept of the Ideal College Teacher." Psychological Reports 63, no. 1 (August 1988): 332–34. http://dx.doi.org/10.2466/pr0.1988.63.1.332.

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Study examined the influence of ethnic background and sex classification on students' ratings of the “ideal” college teacher. Responses of 1186 Japanese-American and 594 Caucasian-American men and women on 28 characteristics of teachers were compared. Findings were interpreted in light of Vinacke's competitive game strategies and Kitano's traditional Japanese values.

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Frydenberg, Erica, Terry Lee, and Vicki McKenzie. "From Teacher to School Psychologist: A Programme of Counsellor Training." Australian Educational and Developmental Psychologist 2, no. 2 (November 1985): 4–7. http://dx.doi.org/10.1017/s0816512200025165.

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In Victoria Guidance Officers provide school psychology and guidance services to families and schools. Most are located throughout Victorian centres which service local school communities and these by and large provide a generalist service which is supplemented by the service of statewide specialists.New recruits are drawn from the teaching service and those teachers with the necessary combination of experience, qualifications and personal qualities are eligible to apply. There is usually a new intake each year and this number varies according to staff ceilings and vacancies. In 1983 the intake was 45 trainee Guidance Officers which was the largest number of teachers ever recruited. These trainees were allocated to local centres where they would undertake their supervised apprenticeship, which together with the compulsory central training, would make them eligible in two years to become registered Guidance Officers.

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Wang, Shuyan, Xuemei Li, Huiting Liu, Shasha Liu, and Xinying Lin. "Family social class as a predictor of college students' career decisionmaking self-efficacy." Social Behavior and Personality: an international journal 50, no. 9 (September 9, 2022): 1–11. http://dx.doi.org/10.2224/sbp.11713.

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Career decision-making self-efficacy (CDMSE) is important for college students' choice of career, especially during the current period of global economic downturn caused by the COVID-19 pandemic. We investigated the predictive effect of family social class on the CDMSE of college students. Participants were 838 college students from China, who completed measures of subjective socioeconomic status, self-esteem, belief in a just world, and CDMSE. The results show that family social class predicted the CDMSE of college students not only directly, but also indirectly through the separate mediating roles of belief in a just world and self-esteem, and through the chain mediating effect of belief in a just world followed by self-esteem. We have provided empirical evidence that could be useful for college teachers who offer students psychological counseling for their careers.

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