Dissertations / Theses on the topic 'Elementary school teachers Victoria Attitudes'
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Kong, Chi-shing David. "Teachers' attitudes towards inclusion." Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B21305110.
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Kong, Chi-shing David, and 江志成. "Teachers' attitudes towards inclusion." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31960960.
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Schertzer, Diane E. "A comparison of south-western Ontario secondary school teachers' and elementary school teachers' attitudes towards educational change." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0021/MQ52658.pdf.
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Gervase, Sara J. "Reading mastery a descriptive study of teachers attitudes and perceptions towards direct instruction /." Connect to this title online, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1120001760.
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Chow, Yau-mui Helen, and 周友梅. "A comparison of kindergarten and primary school teacher expectations for school readiness." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1990. http://hub.hku.hk/bib/B31955903.
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Green, Kay McMullen Baker Paul J. "The attitudes and perceptions of elementary teachers towards magnet school and non-magnet school programs in a selected school district." Normal, Ill. Illinois State University, 1993. http://wwwlib.umi.com/cr/ilstu/fullcit?p9323734.
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Thesis (Ed. D.)--Illinois State University, 1993.Title from title page screen, viewed February 13, 2006. Dissertation Committee: Paul J. Baker (chair), Ronald L. Laymon, Patricia H. Klass, Richard L. Berg, Rodney P. Riegle. Includes bibliographical references (leaves 141-151) and abstract. Also available in print.
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Santabarbara, Todd C. "Pre-service elementary teachers' attitudes toward role modeling selected health behaviors." Virtual Press, 2004. http://liblink.bsu.edu/uhtbin/catkey/1294898.
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The problem of this study was to examine the relationship between pre-service elementary teachers' attitudes toward role modeling and the health behaviors they practice. Using a 26-item questionnaire modified from several instruments, a convenience sample of 166 pre-service elementary teachers enrolled in health education course at Ball State University, voluntarily completed the questionnaire in Spring semester 2004. A panel of expert jurors reviewed the instrument for face validity. A pilot test was conducted to confirm instrument reliability. Data were analyzed using both unviariate and bivariate analysis. Bivariate correlations indicated a statistically significant association between pre-service elementary teachers' attitudes toward role modeling and their attitudes toward role modeling healthy behaviors. Additionally, a statistically significant association was indicated between pre-service elementary teachers' attitudes toward role modeling healthy behaviors and the actual health behaviors they practice. Results confirmed that while elementary teachers believe role modeling healthy behaviors to their students is important, they are not consistently practicing healthy behaviors.Department of Physiology and Health Science
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Graber, John Paul. "Attitudes of parents and teachers toward the use of calculators in the elementary classroom /." Access abstract and link to full text, 1993. http://0-wwwlib.umi.com.library.utulsa.edu/dissertations/fullcit/9318172.
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Angstadt, Susan L. "Attitudes of elementary teachers toward the inclusion of students with disabilities in the regular classroom." Instructions for remote access. Click here to access this electronic resource. Access available to Kutztown University faculty, staff, and students only, 2002. http://www.kutztown.edu/library/services/remote_access.asp.
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Thesis (M. Ed.)--Kutztown University of Pennsylvania, 2002.Typescript. Abstract precedes thesis as 2 preliminary leaves. Source: Masters Abstracts International, Volume: 45-06, page: 2769. Includes bibliographical references (leaves 57-60).
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Roach, Jeffrey A. "Principal involvement in teacher selection : practices and attitudes among elementary school principals." Virtual Press, 1997. http://liblink.bsu.edu/uhtbin/catkey/1063421.
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The purpose of this study was to examine the extent to which elementary principals are involved in teacher selection and to determine the opinions of principals on : (a) procedures used in the selection process, (b) current status of their involvement, (c) who establishes teacher selection processes, (d) involvement of teachers in teacher selection, (e) their current level of preparation to effectively select teachers, and (f) the role of decentralized governance in teacher selection.The study sought to determine if principal involvement in teacher selection was governed by policy or superintendent regulations. Also, the study sought to determine if there was variance in teacher selection practices within a school district and possible reasons for such variance. Finally, the study sought to determine if any of three demographic variables (school district regional classification, school district enrolment, and governance structure) influenced principal involvement in teacher selection.Data were collected from 188 randomnly selected elementary principals in Indiana via a survey containing 28 items divided into 4 categories. Data were analyzed using an analysis of variance, and research decisions were based on the .05 level of significance.In general, the level of involvement of Indiana elementary principals in teacher selection is relatively high. Demographic variables incorporated in this study appeared to have little effect on principal's involvement. There were three exceptions. Where variance of practice occurred within a district, significance was found in paper screening of candidates, interviewing of candidates, and making recommendations for employment. Principals' involvement in teacher selection was not affected by regional classification, enrollment of the school district, engagement in decentralized governance, existence of regulations, or established board policy on teacher selection.Findings in this study suggested that principals were highly involved in many aspects of teacher selection with one exception, writing of the job vacancy announcement. It was also found that there was a majority of schools that did not have existing school councils. Principals believed that their involvement in teacher selection was important, yet their training in this area appeared to be limited.Based on the outcomes, recommendations for further study included assessing teacher selection practices at sites where school councils exist, examining discrepancies between perceived selfconfidence and formal training, and evaluating the role of the principal in writing job vacancy announcements.Department of Educational Leadership
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Lewis, Casey L. "Teachers' knowledge of English phonology and attitudes toward reading instruction as related to student outcomes /." Online version of thesis, 2008. http://hdl.handle.net/1850/6206.
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Nash-Chrabascz, Bridget. "Introducing the past to the future a continuation of the PALS project /." Muncie, Ind. : Ball State University, 2009. http://cardinalscholar.bsu.edu/666.
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Chan, Siu-ling, and 陳小凌. "Resource class teachers' and ordinary class teachers' perceptions of collaborative roles." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1997. http://hub.hku.hk/bib/B31959271.
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Morris, Edwin F. "A study of the mental health knowledge and attitudes of preservice and inservice elementary school teachers /." free to MU campus, to others for purchase, 2002. http://wwwlib.umi.com/cr/mo/fullcit?p3074429.
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Tsim, Siu-man, and 詹小敏. "Enhancing teachers' use of ICT in a Hong Kong primary school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B40040045.
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Coburn, Leslie D'Ann. "An Examination of Regular Education Elementary Teachers' Attitudes Toward Students with Emotional/Behavioral Disorders." Thesis, University of North Texas, 1992. https://digital.library.unt.edu/ark:/67531/metadc279382/.
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This study examined the attitudes of regular education teachers at the elementary school level, toward mainstreaming students with emotional/behavioral disorders (E/BD) and identified variables which were correlated with those attitudes.
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Gay, Sara Svoboda. "Understanding elementary teachers' beliefs, attitudes and intentions to support mental health services in schools." Diss., Columbia, Mo. : University of Missouri-Columbia, 2006. http://hdl.handle.net/10355/5901.
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Thesis (Ph. D.)--University of Missouri-Columbia, 2006.The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file viewed on (March 2, 2007) Vita. Includes bibliographical references.
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Chan, Kam-wing, and 陳錦榮. "A study on the student teachers' perceptions of the attributes of a good primary school teacher." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1996. http://hub.hku.hk/bib/B3195845X.
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Rafferty, Pat. "An interpretive study of elementary school teachers' descriptive accounts of the art teaching task." Thesis, University of British Columbia, 1987. http://hdl.handle.net/2429/27671.
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Art educators perceive a state of disjuncture in the field when what is persistently practiced in elementary schools as art stands in opposition to basic tenets about the teaching and learning of art. Two reasons are given to explain this sense of disjuncture. First, art education orientations and research associated scholarship are posited to be less than successful
in disclosing to teachers what is educationally relevant. Neither a child-centered nor a discipline-centered orientation seems to have considered the adjustive effort teachers make in translating intended purposes into classroom practice. Second, a school art orientation is perceived to be in opposition to art education ideals. Recent studies suggest that features of the classroom setting and the strategies teachers use to make them comprehensible may have an impact on the outcome of instruction in art.
Guided by a theoretical stance developed from the literature on commonsense knowledge,
I adopted a method of approach to investigate teachers' interpretive accounts of the teaching and learning of art. Observation and interview strategies were used. I discovered two guidelines teachers consulted, and I examined the context in which the guidelines and events mutually elaborate one another.
1. When properly programmed, an art task guides the synchronization of an aggregate of recognizable and approved action, and
2. The use of the art classificatory scheme of structured and experimental art activities in practice is contingent on maintaining this programmatic course of action.
Teachers' accounts revealed four features useful in making their work recognizable and approved:
pacing and phasing of action, physical conditions, thematic content, and effort. The features elaborated a proper programmatic effect and structured art activities over experimental
ones as a way of achieving this effect. This kind of activity was described as school-like and successfully addresses the problem of how to regulate the efforts of an aggregate of children over a specified period of time with due respect for order. The prescription for a preformulated content and stylistic form of art determined acceptable effort.
Ideally, experimental art activities were understood to heighten personal awareness by encouraging the child to be more of a task determiner. With less opportunity to rely on stock responses, because the relevance of idiosyncratic action had to be determined anew whenever this kind of activity was undertaken, teachers chose to set this kind of activity aside until conditions became ideal. The difficulty children had in deciding what was intended
by the invitation to experiment was not recognized as significant.
Choice of structured art activities appears to be attributed to two related factors: a taken-for-granted conception of the requirements for organizational control and an unresolved conception of experimental art activities in the context of this organizational structure. This in-school orientation does not seem to indicate a rejection of formally approved
art education orientations, but rather an unquestioning acceptance of the practical necessity of organizational control acquired as a result of teaching experience. These demands determined what is possible in art. Basic tenets of art education intended to have educational consequences have been indefinitely set aside, unwittingly reducing children's involvement
in art and teachers' responsibility to assist children in interacting with the discipline.
Reified conventions such as freedom of expression and experimentation have made art education remote by creating a chasm between theory and practice, implying that art education
can be dealt with at a theoretical level without consideration of how teachers handle everyday experience. Reasonable conclusions to be drawn from evidence provided in this study are that educators need an approach to art education that will not artificially produce the gap that structured art activities have come to fill. It would have to bridge the gap in a manner that recognizes art education orientations (theory) and what teachers do with them (practice) as aspects of the same thing. The present study is a first step toward reflective intervention in the taken-for-granted ways teachers and art educators think about what they do. If it is important for children to interact with the developed structure of the art education
discipline, and if teachers are to take responsibility for ensuring that the art education
experience takes place, then change would have to be urged by apprising teachers, art educators, and others of the state of disjuncture reported here, and how factors associated with it have come to complement and contradict the interchange between the goals of art education and the school as a workplace.Education, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate
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Leung, King-cheong, and 梁景昌. "The characteristics of teachers in whole-day and half-day primary schools: implications of transition." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31956567.
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Speak, Lynda Overton. "A Study of Relationships Between Teachers' Knowledge of and Attitude Toward Selected Teaching Strategies and Their Implementation in the Elementary Classroom." Thesis, North Texas State University, 1987. https://digital.library.unt.edu/ark:/67531/metadc332248/.
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The purpose of this study was to explore the variables of content knowledge, individual attitude, and span of time from initial training with regard to implementation of selected teaching practices in the elementary classroom. The sample consisted of thirty-two elementary classroom teachers who teach reading or mathematics in a large suburban school district in the Dallas Metropolitan Area. After completion of the second day's training in an inservice program on teaching strategies, the teachers were given a test to measure content knowledge of and attitude toward the teaching strategies. The test results were used in determining four groups for follow-up classroom observations four weeks and eight weeks after the in-service sessions. Using three-way analysis of variance, the data were analyzed.
Results indicated that teachers with high content knowledge of the teaching strategies implemented these strategies to a greater degree than did teachers with low content knowledge. No significant relationship with regard to implementation was found for the variables of attitude or span of time.
It can be concluded that teachers who know the content of inservice training are able to and do implement the training in their classrooms. Of equal significance is the conclusion that teachers who do not know the content do not demonstrate teaching skills which duplicate the training concepts. It can also be concluded that training of this type is beneficial to teachers regardless of their attitude, and that teachers who implement training will do so with knowledge of the content not affected by the factor of time.
It is suggested that additional studies be conducted using these and other variables and combinations of variables which may have a relationship to the teachers' use of inservice training in the classroom.
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Yuen, Kam-chao, and 袁錦秋. "Teachers' and school heads' beliefs and feelings regarding calculator use in primary mathematics in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1996. http://hub.hku.hk/bib/B31959180.
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Lee, Wingyan Maggie, and 李詠恩. "How to support elementary teachers in implementing ICT." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B31963432.
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邱美英 and Mei-ying Yau. "The perceptions of commitment to teaching: a case study of teachers in primary schools in Chongqing." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1997. http://hub.hku.hk/bib/B31959921.
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Wong, Kwai-lan Michelle, and 黃桂蘭. "Rewards and punishments: primary teachers' perceptions of their pupils' views." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1995. http://hub.hku.hk/bib/B31958308.
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Giorgis, Cynthia Ann. "Librarian as teacher: Exploring elementary teachers' perceptions of the role of the school librarian and the implementation of flexible scheduling and collaborative planning." Diss., The University of Arizona, 1994. http://hdl.handle.net/10150/186740.
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This qualitative case study explored elementary teachers' perceptions of the role of the school librarian and the implementation of flexible scheduling and collaborative planning. Data collected consisted of field notes, audiotaping of formal interviews and planning sessions, weekly plan books, monthly calendars, questionnaires and the collection of student work. During formal data analysis, new questions began to emerge. These three questions then guided the process of data analysis. These questions were: (1) What are teachers' perceptions of the role of the school librarian as indicated through responses and actions? (2) What changes occurred in teachers' perceptions during the school year? and (3) What are teachers' issues and concerns about the implementation of flexible scheduling and collaborative planning? Four roles of the school librarian emerged from data analysis. These were: the resource role of the school librarian; the cooperative role of the school librarian; the transition from a cooperative to a collaborative role; and the collaborative role of the school librarian. In addition, seven categories were developed through the analysis of interviews and questionnaires. One category developed as several teachers expressed their concern in not having a regularly scheduled library time for students to check-out books. A few teachers also indicated the need for students to learn library skills. Within each of the seven categories, several issues also emerged. The findings of the study indicate there were numerous changes during the school year in teachers' perceptions related to the role of the school librarian. There were also ten implications which resulted from the study. One of these implications focused on professional development within schools and school districts. Professional development assists in the role of ownership and as Fullan (1991) states, ownership of something new is tantamount to real change. Through professional development, teachers and librarians can learn about the process of cooperative and collaborative planning together.
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Siu, Shun-mei, and 蕭舜美. "Primary school teachers' perceptions of project learning." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B30294113.
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Ngai, Siu-ting, and 魏少婷. "A case study of peer observation among primary school teachers." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B35522720.
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Davies, Gareth Thomas. "Perceptions of methods of teacher appraisal amongst expatriate teachers in Hong Kong English schools foundation primary schools." Thesis, Hong Kong : University of Hong Kong, 1986. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18036466.
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Su, Chien-Fen, and 蘇千芬. "Elementary School Teachers’ Attitudes toward School Consolidation in Central Taiwan." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/53518579674438188676.
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碩士國立暨南國際大學
教育政策與行政學系
99
Abstract The main purpose of this study is to investigate the point of view the of the professionals on the merging policy for small primary schools in Taiwan. The sample of the study is selected from central Taiwan including Miaoli, Taichung, Changhwa, Yunling, and Nantou. The tool used in this study is entitled “The Questionnaire of the Consolidation Policy for Small Primary Schools.” After the analyzing of the collected data the results are shown as followings: 1. In terms of the perspective of the attitudes of the professional consolidation toward the policy: There are 51% of the samples pro it, 34.3% con this policy and about 14.7% of the samples do not show their opinion. With regard to gender, the attitudes of male educators a little bit against this policy. In detailed the female professionals have more positive attitude to the consolidation policy. The teachers whose background are over 51 years old, more than 21 years teaching length, have master degree, directors, and whose schools are located at general areas show positive attitudes toward the consolidation policy. 2. In terms of the perspective of the possible effect of consolidation policy: The degree of the attitudes is medium-high. The educators who are over 50 years old and have more than 21 years of teaching length have a positive point of view toward the possible-effect of consolidation policy. The teachers who are director and whose schools are located at the general areas have more positive attitudes toward the perspectives of “The teachers’ instruction”, “The students’ learning”, “The resources of the environment”, and “The relationship of the community.” 3. In terms of the perspective of the possible problems caused by school consolidation policy: The total degree of the point of view is medium-high. Teachers who have 6-10 years of teaching length, master degree, home-room teachers and whose schools are located at Changhwa county and remote districts have higher point of view toward the perspective of the possible problems caused by school consolidation policy. 4. In terms of the reasons of school consolidation: As for the social structure, people offset are the influential reason. The next reason is the structure of the population and the third is the trend of fewer children. The results of the study are going to be the reference for the educational institution of administration, small schools and the related future study. Key words: Primary school, small-scale of school, small-scale of school consolidation, consolidation policy
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莊維倢. "Elementary school teachers’ attitudes toward the use of animals." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/23945480358451141544.
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碩士國立高雄師範大學
環境教育研究所
96
The purpose of this study is to develop an instrument to assess teachers’ attitudes toward the use of animals. The survey is conducted to explore the relationship between their personal backgrounds and the differences in attitudes toward the use of animals. In addition, this survey aims to examine the correlation between three types of attitudes and three purposes of animal use defined by author. Three types of attitudes include careless use of animals, use of animals under the best animal welfare practice, and never to use animals. The three purposes of animal use involve educational use, scientific purpose, and use for food. The survey containing 36 items is administered to elementary school teachers from Kaohsiung county. 472 valid responses are collected and analyzed using principal component analysis and oblique rotation method subsequently, through which the formal version consisting nine dimensions with 33 items is established. Furthermore, the results indicate that most teachers recognize the use of animals under the best animal welfare practice. It is also found that factors influencing the teachers’ attitudes toward the use of animals include the gender, religious belief, eating habits, experiences of animal breeding, intentions to support social movement and intentions of animal breeding in teaching activities. This study shows positive correlation between the teachers’ attitudes toward the use of animals and their perceptions about the three different purposes of animal use.
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Hara, Katsuko. "A study of information skills instruction in elementary school effectiveness and teachers' attitudes /." 1996. http://books.google.com/books?id=vbbgAAAAMAAJ.
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LIAO, En-YU, and 廖恩裕. "A Study of the Elementary School Teachers’ Attitudes towards Managing Incompetent Teachers in Taipei City." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/14051576919503996760.
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碩士臺北市立教育大學
教育行政與評鑑研究所學校行政碩士學位班
100
Abstract This study was conducted to explore the elementary school teachers’ attitude towards managing incompetent teachers in Taipei City, and the attitude differences among six background variables. The study adopted the self-developed questionnaire survey procedure. A total of 585 questionnaires were randomly distributed to the elementary school teachers in Taipei City, with the return rate of 86.02%. The quantitative data was analyzed by descriptive statistics, independent sample t-test, and one-way ANOVA. Based on the results of this study, main findings for this research could be summarized as follow: 1. The elementary school teachers tend to have upper middle level of positive attitude towards managing incompetent teachers in Taipei City. Teachers have the highest supportive attitude on the aspect of “the system of managing the incompetent teachers”, then “the identification of incompetent teachers”, then “the difficulty of managing the incompetent teachers”, and have the lowest supportive attitude on “the cause of incompetent teachers”. 2. The attitudes of the elementary school teachers towards managing incompetent teacher in Taipei City were significantly influenced by “current positions“, “whether participating Mentor Teacher Program“, “whether participating Teacher Evaluation for Professional Development Program“, and “whether having experiences to manage or counsel the incompetent teachers. “ 3. There were no significant differences among “genders“, “years of service“ and “the sizes of the school“ on the attitudes for the elementary school teachers in Taipei City’ towards managing incompetent teacher. Finally, according to the results of this study, suggestions were provided to the education authorities, schools, and future researches to review and to manage the incompetent teachers. Keywords: elementary school teacher, incompetent teacher,attitude
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Hung, Hsueh-Ping, and 洪雪萍. "A Study of Elementary School Teachers'' Attitudes and Attributions toward Mental Retardation." Thesis, 1998. http://ndltd.ncl.edu.tw/handle/75280906319684620779.
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碩士國立臺灣師範大學
特殊教育研究所
86
The purpose of this study was to investigate teachers'' attitudes and attributions toward mental retardation and to understand the relationships between attitudes and attributions. The sample consisted of 571 elementary regular teachers from both Taipei County and Taipei City. Instruments used in this study were the revised "Inventory of the Attitudes Toward the Mentally Retarded" and "Inventory of the Attributions Toward the Mental Retardation". The obtained data were analyzed by descriptive statistics, one-way ANOVA, one-way MANOVA, Pearson correlation, multiple stepwise regression, and canonical correlation analysis. The main findings were as follows: 1. The Attitudes of Teachers Toward the Mentally Retarded Data analysis in this study indicated the attitudes of teachers toward the mentally retarded were relatively positive, though the "School Integration" attitudes were somewhat negative. There were significant differences for "training in special education" and "contact with the mentally retarded". Teachers with more professional training in special education and more contact experiences with the mentally retarded, possessed more positive attitudes toward the mentally retarded. Besides, the female teachers showed more positive attitudes toward the mentally retarded in "Social Openness" than did the male. 2. The Attributions of Teachers Toward Mental Retardation The main attributions of teachers toward mental retardation were "Biological-Medical". There were significant differences for "gender", "age", "education degree" and "training in special education". The male teachers possessed more Fatalistic attributions than did the female. The younger, higher educated and teachers with more professional training in special education, the more inclined toward Biological-Medical and Social-Environmental attributions. 3. Using Personal Background to Predict Attitudes According to the results of regression stepwise analysis, although could just explain 5.48% of the variance, "training in special education" and "contact with the mentally retarded" could significantly predict the attitudes of teachers toward the mentally retarded. The best predictor of teachers'' attitudes was "training in special education". In more specific words, "contact with the mentally retarded" was more powerful in predicting "Social Openness", although could just explain 1.28% of the variance. "Training in special education" was more powerful in predicting "School Integration", could just explain 6.34% of the variance. "Contact with the mentally retarded" and "age" were more powerful in predicting "Community Integration", could just explain 3.68% of the variance. The best predictor was "contact with the mentally retarded". 4. Using Personal Background to Predict Attributions The results indicated that Fatalistic attributions was more significantly predicteq by "gender", although could just explain 1.14% of the variance. Biologieal-Medical and Social-Environmental attributions were both more significantly predicted by "age", "education degree" and "training in special education", could just explain 9.07%, 10.07% of the variance, respectively. The best predictor of both attributions was "age". 5. The Relationships between Attitude and Attributions The result of canonical correlation analysis revealed that attitudes were significantly associated with attributions by two canonical variates. The first variate suggested that those teachers who exhibited stronger Fatalistic attributions toward mental retardation, were more likely to possess negative attitudes toward the mentally retarded in "Social Openness" and "Compunity Integration". The second variate suggested that those teachers'' who exhibited stronger Biological-Medical attributions toward inental retardation, were more likely to possess negative attitudes toward the mentally retarded children in "School Integration". Besides, from the judgment of redundancy between attitudes and attributions, attitudes were explained more by attributions. Limits of this study and its implications for education and future research were proposed.
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Liu, Min-hui, and 劉敏惠. "The Study of Factors for Elementary School Teachers’ Attitudes toward Creative Teaching." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/52615853029863775868.
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碩士國立嘉義大學
國民教育研究所
94
This study aimed to investigate the factors for elementary school teachers’ attitudes toward creative teaching. Questionnaire survey was adopted as the main research method. The subjects were elementary school teachers in Taichung City, and the main research tool was “Questionnaire of Elementary School Teachers’ Teaching Experience”. A total of 515 copies were distributed, and 483 returned were valid. The valid response rate was 93.8%. The research results were statistically analyzed with the mean value, standard deviation, dependent-sample one-way ANOVA, single-factor multivariate analysis of variance (MANOVA), Pearson product-moment correlation, and the multiple regression analysis. According to the research results, the following conclusions were obtained. 1.Elementary school teachers held positive attitudes toward creative teaching, and no difference was observed on subjects with different background factors. 2.Elementary school teachers’ motivation of teaching was correlated with attitudes toward creative teaching. 3.Elementary school teachers’ situational factor was correlated with attitudes toward creative teaching. 4.The intrinsic motivation of teaching and social interaction provides most predictability for the attitudes toward creating teaching.
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Lee, Chia-Hsien, and 李嘉嫻. "A Study of Elementary School Teachers’ Attitudes toward Leisure in Miaoli County." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/74842003114399805726.
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碩士育達商業科技大學
休閒事業管理系碩士班
100
The purpose of this study was to explore the elementary school teachers’ attitudes toward leisure in Miaoli County, and the different situations of leisure attitudes caused by their personal background varieties. The method I use is a quantitative research, Leisure Attitude Scale (LAS), which was desighed by Ragheb and Beard(1982).The subjects for the study were chosen from qualified elementary school teachers in Miaoli County. The study adopted stratified random sampling. Among the 510 distributed questionnaires, there are 469 valid copies. Data were analyzed by using multi statistic methods such as Descriptive Statistics, Independent Sample t-test, One-Way ANOVA, and Scheffe’ Methods. The conclusions were summarized as follows: 1. Most elementary school teachers in Miaoli County have positive attitudes toward leisure. 2.After evaluating based on divergence analysis on leisure attitude with different population statistic variances, it was found that there is no outstanding divergence on following variances: ages , marriage status, years of teaching, positions, age of the youngest child. 3.After evaluating based on divergence analysis on leisure attitudes with different population statistic variances, it was found that there are significant differences on following variances:gender. Based on the research results, this study proposes suggestions especially for elementary school teachers and recreation business owners.
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"小學教師使用教科書的情況及影響因素研究." Thesis, 2008. http://library.cuhk.edu.hk/record=b6074690.
Full textAbstract:
Based on these research findings, policy implications for education bureau, school leaders and teachers, and suggestions for further research were addressed.Textbooks have played an important role in teachers' work. Most of the teachers in mainland China used textbooks adopted by the local district authority, but there has been a huge research gap in empirical study on textbook use in mainland China. This study was guided by three major research questions: How do teachers use textbooks? How do teachers use textbooks in planning and making decisions about classroom teaching? How do different factors influence the use of textbooks? Adopting a qualitative approach of inquiry, this study involved seventeen teachers from three primary schools. Data was generated from participant observation, in-depth interview, and document analysis.
The discussion chapter uses theories of teachers' habitus. Teachers followed a certain set of routines when using textbook, gradually these routines had become a kind of habitus. Habitus became part of school context where primary education was characterized by exam-oriented tradition, trivialization of work, low status of teachers and conservatism.
The research findings suggested that teachers could be grouped into three different categories: dependent-type, adaptive-type and flexible-type. Teachers of different subjects exhibit different levels of dependence on textbooks, with the highest level of dependence among Chinese language teachers who follow closely an instruction routine of recitation. Mathematics teachers came next and then moral education teachers whose flexible teaching style was attributed to the fact that moral education was not an examination subject on a district wide level. Teachers of different age cohorts exhibit different levels of dependence on textbooks. Novice teachers depended on textbooks, while experienced teachers did not fall into a single category of dependence or adaptation. Those Chinese and Mathematics teachers who demonstrated the highest level of flexibility in using textbooks belonged to the intermediate stage between novice teacher and experienced teacher.
Why did teachers use textbooks in this manner? First, examination was a major factor which shaped the pattern of using textbooks. It was a deeply rooted factor because it was internalized as part of teachers' beliefs. Teachers of dependent-type and adaptive-type thought highly of examination, while teachers of flexible-type regarded examination merely as baseline of instruction. The latter had built their teaching styles on what they learned from educational research. School principals played the role of a "gate-keeper" during the process of teacher development and educational research. Another major factor that affected all teachers was the pre-existing condition and emergent behavior of their students. Comparatively speaking, teachers of flexible-type were more responsive to students' needs, and were more concerned about emergent behavior of their students.
王世偉.
Source: Dissertation Abstracts International, Volume: 70-06, Section: A, page: 1912.
Thesis (doctoral)--Chinese University of Hong Kong, 2008.
Includes bibliographical references (p. 278-297).
Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web.
Electronic reproduction. [Ann Arbor, MI] : ProQuest Information and Learning, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web.
Abstracts in Chinese and English.
School code: 1307.
Wang Shiwei.
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Thomas, Barbara M. "The literacy instructional leader : perceptions of the importance of areas, responsibility, and use of literacy knowledge elementary principals need to lead an effective literacy program." 2010. http://liblink.bsu.edu/uhtbin/catkey/1629113.
Full textAbstract:
The purpose of this study was to discover and compare perceptions of three different groups
of Indiana elementary educators concerning the importance of areas of the principal’s literacy
knowledge base, as well as responsibility for and use of this knowledge by principals to
adequately support effective research-based literacy instruction. The educator groups selected to
participate in the study included elementary principals, non-permanent teachers, and literacy
curriculum specialists from all Indiana public elementary schools containing grades K – 4.
Using a survey specifically designed for this study, data on participants’ perceptions connected
to the purposes of the study were collected and analyzed. Twelve different areas of literacy
knowledge were identified for investigation. The areas included: Literacy Research and Best
Practice, Role of Change Agent in Literacy Curriculum and Instruction, Literacy Instructional
Components, District Language Arts Curriculum, Language Arts State Standards and
Assessments, School-Based Literacy Assessments, Literacy Data Collection and Analysis,
Literacy Classroom Environments and Schedule, Literacy Instructional Resources, Quality
Children’s Literature, Meeting Struggling Readers Needs, The School Literacy Curriculum
Specialist. The study used quantitative methods of statistical analyses. Results showed a large
percentage of participants perceived all twelve identified areas as absolutely essential for the
principals’ literacy knowledge base. Some areas were statistically more important than others.
The results were similar concerning the principals’ ability to use and share the areas of literacy
knowledge. Perceptions of who the principal should be able to share areas of literacy knowledge
revealed faculty as being most important when compared with parents and children. Sharing
literacy knowledge with parents was considered more important than children. While it was
perceived as critical for principals to have a broad literacy knowledge base and have the ability
to use this knowledge with various school constituent groups, all literacy areas with a few
exceptions were seen as the responsibility of both teacher and principal equally. Finally, a
comparison between perceptions of participating principals, non-permanent teachers, and literacy
curriculum specialists showed more similarities than differences between groups overall.Department of Educational Leadership
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Hung-Liu, Cheng, and 劉清宏. "A Study of Preservice and Inservice Elementary School Teachers’ Attitudes Toward Science Teaching." Thesis, 2001. http://ndltd.ncl.edu.tw/handle/62346060281907534842.
Full textAbstract:
碩士臺中師範學院
自然科學教育學系
90
The purpose of this study was to explore preservice and inservice elementary school teachers’ attitudes toward science teaching. The researcher also analyzed how the independent variables such as gender, major, and preservice or inservice affected teachers’ attitudes toward science teaching. This study utilized survey and interview methods. A questionnaire of “Attitudes Toward Science Teaching Scale” was developed to examine teachers’ attitudes. The subjects consisted of 240 preservice teachers in Taichung Teacher’s College and 406 inservice teachers selected from Taichung city and Taichung County. The SPSS software package was used to perform the analysis of distribution and three-way analysis of variance (ANOVA). Fourteen teachers were selected and interviewed individually. The statistical outcomes indicated that the teachers in this study generally have positive attitudes toward “supportiveness”, “experiment”, and “interest”. In the dimension of “dedication”, the interaction among gender, major, and preservice or inservice was significant (P<.05). Among preservice teachers who did not major in mathematics or science, female teachers were significantly more positive than males. Among preservice teachers, those who majored in mathematics or science were significantly more positive than those who did not. For those female teachers who majored in mathematics or science and those who did not, inservice teachers were significantly more positive than preservice ones. In the dimension of “supportiveness”, both the interactions between gender and major, and between major and preservice or inservice were significant. Male teachers who majored in mathematics or science were significantly more positive than female ones. Similarly, male, female, and preservice teachers who majored in mathematics or science were significantly more positive than those who did not. Among teachers who did not major in mathematics or science, inservice teachers were significantly more positive than preservice ones. In the dimension of “experiment”, the interaction between gender and preservice or inservice is significant. Among peservice and inservice teachers, male teachers were all significantly more positive than female teachers. Among male teachers, inservice teachers were significantly more positive than preservice ones. Teachers who majored in mathematics or science were significantly more positive than those who did not. In the dimension of “confidence”, “teaching”, and “interest”, there was no significant interaction among the variables. However, the main effect was significant individually. Male teachers were significantly more positive than female ones. Teachers who majored in mathematics or science were significantly more positive than those who did not. Inservice teachers were significantly more positive than preservice ones. These outcomes were reversed in the “interest” dimension. Individual interviews were then used to further understand the teachers’ attitudes toward science teaching. Based on the results of this study, the researcher proposed several suggestions regarding the development of science curricula and teacher preparation programs. Key word: Attitude toward teaching, Elementary school, Inservice teacher, Preservice teacher, Science teaching
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Lin, Hui-Min, and 林惠敏. "The Attitudes of Art Teaching and their Influenced Factors on Elementary School Teachers." Thesis, 2002. http://ndltd.ncl.edu.tw/handle/30985510736151034018.
Full textAbstract:
碩士國立臺灣師範大學
美術研究所
90
The purpose of this study was to investigate the elementary school teachers’ attitudes toward art teaching, and to discuss the influence of factors. On grounds of the study results, this study was to offer proposals as handy references of art education. The research used in questionnaire survey and documentary analysis relative theory. The researcher made 「The Elementary School Teachers’ Attitude Toward Art Teaching Scale」by herself as an instrument in investigation. This research used multi-stage cluster random sampling method, and the skill of sampling with probabilities proportional to sizes (pps). The researcher took a random from a batch of Taiwan areas (including of Taipei County, Taichung County, Pingtung County, Taitung County) including of 85 public elementary schools, 510 teachers as samples to reply questions. The research finally received 350 efficient samples. SAS 8.1 was used to run the procedures for sample sizes, means, and standard deviations of descriptive statistics, MANOVA, ANOVA, Scheffe method, and stepwise multiple regression analysis. The findings in this study were as follows: Ι. Recent the elementary teachers hold positive attitudes toward art teaching. II.The teachers’ attitudes toward art teaching would be influenced by different factors. The results were as follows: ( I ) The factor of administrative systems in the elementary school i.There were differences in teachers’ attitudes toward art teaching among the step in administrative systems, school variety, school area, teachers’ interaction, and principals’ understanding of teachers’ art teaching. ii.There were no differences in teachers’ attitudes toward art teaching among the principals’ beliefs in art education, and educational policy. ( II ) The factor of surroundings in art class i.There were differences in teachers’ attitudes toward art teaching among content of textbooks, enough art classrooms, the interaction between teachers and students, and students’ attitudes toward teachers. ii.There were no differences in teachers’ attitudes toward art teaching among resources of art class, and textbooks-using. ( III ) The factor of art teachers i.There were differences in teachers’ attitudes toward art teaching among gender, age, marriage, teaching desires, professional background, teaching post, teachers’ personality, and satisfaction of work. ii.There were no differences in teachers’ attitudes toward art teaching among educational background, advanced education, administrative post, and experiences of teaching. ( IV ) The factor of society i.There were differences in teachers’ attitudes toward art teaching among cultural resources around the elementary school. ii.There were no differences in teachers’ attitudes toward art teaching among the expectation of parents for art education. III. The teachers’ attitudes toward art teaching would be influenced by the factors of administrative systems in the elementary school, surroundings in art class, and art teachers. The most important factor of all was teachers’ teaching desires.
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Lee, Wen Ya, and 李文雅. "A Study on Environmental Knowledge﹐Attitudes and Behavior of The Elementary School Teachers." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/60041029862421215757.
Full textAbstract:
碩士國立彰化師範大學
商業教育學系
101
Absract The aim of the study is to find out the status of the relevant environmental knowledge, attitude and behavior of elementary school teachers in Changhua County. The research also focuses on examining the relationship among demographic variable and the relevant environmental knowledge, attitude and the behavior of these teachers. In order to achieve the aims, the questionnaire method is used in this survey. A total of 350 questionnaires were distributed for elementary teachers in Changhua County. 284 valid questionnaires were obtained out of 327 questionnaires received, 43 of the questionnaires are considered invalid. It resulted in the response rate of 93.4％ and the valid response rate of 86.9％. The data was calculated by the software SPSS18.0 for Windows and the statistical analysis includes the descriptive statistics analysis, t test, one-way analysis of variance(ANOVA), Correlation Analysis, Peason’s production-moment correlation. The results are as following: 1. The relevant environmental knowledge can be seen as good; the environmental attitude is approaching to the observed positive side. Further, the environmental behavior shows a high intermediate level. 2. The factor of age will affect the scores of the environmental knowledge and reveals significant difference in statistics. However, the other demographic factors such as gender, education level, the rank of job, and the times of attending the environmental classes didn’t show the significant difference. 3. The factor of the rank of job will affect the scores of the environmental attitude and reveals significant difference in statistics. However, the other demographic factors such as gender, age, education level, and the times of attending the environmental classes didn’t show the significant difference. 4. The factor of age and the rank of job will affect the scores of the environmental behavior and reveals significant difference in statistics. However, the other demographic factors such as gender, education level, and the times of attending the environmental classes didn’t show the significant difference. 5. Conclusion, the environmental knowledge is lowly correlated with the environmental attitude among the elementary school teachers in Changhua County. The environmental attitude and behavior also shows little significant difference in statistics. Moreover, the environmental knowledge didn’t have significant relevance with the environmental behavior. At last, the research attempted to provide data summaries and recommendations which could be used by school administrators, as well as a basis for future survey. Key words: environmental knowledge, environmental attitude, environmental behavior
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YUN, HSIAO CHUN, and 蕭俊勇. "A Survey Study on the Elementary School Teachers’ Attitudes Toward Media Literacy Education." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/41283359774777619382.
Full textAbstract:
碩士國立臺中教育大學
教育學系
97
A Survey Study on the Elementary School Teachers’ Attitudes Toward Media Literacy Education Abstract This study was designed to investigate the elementary school teachers’ attitudes toward media literacy education. According to the variables of teachers’ backgrounds and the environments of schools, this research analyzes teachers’ recognition of media literacy education, their opinions of the practice of media literacy education, their support to media literacy education and the assistance they require when practice. This study also do the research for correlation among all facets of teachers’ attitudes toward media literacy education. This study adopted a questionnaire survey method using Survey Questionnaire on elementary school teachers’ attitudes toward media literacy education. The target population was elementary school teachers in Taichung City, Taichung County , Chunghua County, and Nantou County. Six hundred valid questionnaires were obtained. According to the answers given by the respondents, the data was analyzed by using Descriptive Statistics, T-test, One-way ANOVA and Pearson’s Product-Moment Correlation. The major findings of this study were described as follows: I.The elementary school teachers’ attitudes toward media literacy education in middle Taiwan: 1.Most teachers have good recognition of media literacy education. 2.Most teachers have positive opinions about media literacy education. 3.Most teachers are eager to practice media literacy education. 4.Most teachers think it’s difficult to practice media literacy education. 5.More assistance is needed to practice media literacy education. II.The relationship between the variables of teachers’ background and the attitudes toward media literacy education: 1.There is no significant difference between two genders. 2.Teachers’ attitudes on recognition, opinions, difficulities and supports vary from attendance of media literacy education related seminars or workshops, but no significant difference was observed in the assistance they need to practice media literacy education. 3.Teachers with different study areas performed differently on media literacy education but no significant difference was found in their recognition, opinions, their support to media literacy education and the assistance they need. 4.The years of teaching didn’t affect teachers’ attitude toward media literacy education. III.The relationship between the variables of school environment and the attitudes toward media literacy education: 1.Teachers recognize and view media literacy education differently according to the sizes of schools but varied little in the difficulties they encounter on practicing media literacy education. 2.The location of school influence teachers’ opinions in practicing media literacy education but doesn’t affect teachers’ recognition, their support to media literacy education and the assistance they need when practice media literacy education. 3.Teachers of different schools from different cities or counties have different intentions to practice media literacy education but no significant difference was found in their recognition, opinions, difficulties they encounter, and assistance needed for media literacy education. IV.The correlation among all facets of elementary school teachers’ attitude toward media literacy education in middle Taiwan: There is a positive correlation among all facets of teachers’ attitude toward media literacy education. Finally, according to the findings, the researcher put forth suggestions to be referred to by elementary school teachers, school administration, and educational administrative agencies. Key word : elementary school teacher, media, media literacy, attitude
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Hsieh, Wei-Che, and 謝瑋哲. "A Study of Cognitions and Attitudes of Elementary School Teachers toward Flipped Education." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/88670842313787199818.
Full textAbstract:
碩士國立臺北教育大學
教育經營與管理學系
103
The main purpose of this study was to understand the different level of cognitions and attitudes of elementary school teachers toward flipped education among diverse backgrounds, and to explore the relationship of cognitions and attitudes toward flipped education.This study applied “Questionnaire of Cognitions and Attitudes of Elementary School Teachers toward Flipped Education” for the data collection. As the result of stratified sampling of 560 teachers in 80 elementary schools in the tri-cities of Taipei (Taipei, New Taipei, and Keelung City), there were 410 valid samples for this study.The collected data were analyzed by descriptive statistics, Pearson’s product-moment analysis, t-test, one-way ANOVA. The conclusions of this study were as follows: 1.The cognition of the elementary school teachers toward the flipped education were general understanding, which the educational idea of flipped education was better understood. 2.The attitude of the elementary school teachers toward the flipped education were general recognition and the future may be implemented, which will be higher than the willingness to agree on the degree of emotional. 3.The attitude of the elementary school teachers toward the flipped education were considered, the students from the problem solving to obtain the concept of understanding and the ability to cultivate the expression are quite agree. 4.The difference in the attitude of the elementary school teachers toward the flipped education may be the result of various factors such as the gender, age, years of service, and school size. According to the conclusions of this study, some suggestions were offered as references for the school organizations, teachers and further researchers.
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Liu, Yi-chun, and 劉怡君. "Research on Elementary School English Teachers’ Attitudes toward English Competitions in Taichung County." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/73806196496681765843.
Full textAbstract:
碩士嶺東科技大學
經營管理研究所
97
The purpose of the study is to investigate the attitudes of elementary school English teachers toward the English competitions held in Taichung County. These attitudes were surveyed in terms of five categories: English learning and teaching, the practice of holding English competitions, instructional attitude, work stress, and resource support. In this study, quantitative design was employed to gather and analyze data. The subjects were municipal elementary school English teachers from Taichung County. The final sample consisted of 297 valid questionnaires. The data was analyzed using the descriptive statistics and ANOVA. The findings of the research are summarized as follows: 1. Over half of the English teachers agreed that English competitions could improve students’ English communicative competence and increase their interest in learning English. 2. Almost two-thirds of the English teachers thought that English competitions should consider students’ abilities to divide them into groups. 3. Over half of the English teachers are not willing and confident to coach students for English competitions, especially in the case of story telling. 4. Almost all of the English teachers thought that coaching students for English competitions added to their workload and felt stressed. 5. The department of education should hold workshops of English competitions and the institutes for teacher education should offer programs of English competitions.
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Cho, Cheong-soo. "A Korean elementary teacher's beliefs about teaching and learning and its impact on interactions and norms in mathematics classroom." Thesis, 2000. http://hdl.handle.net/1957/33352.
Full textAbstract:
This study described how and why a Korean elementary teacher taught mathematics as he did. Specifically, the study sought to describe his beliefs about the teaching and learning of mathematics and relate them to patterns of classroom interaction and norms.
An ethnographic inquiry guided the study of one third grade 10-year veteran teacher over three months in Korea. Through participant observation, the researcher observed Teacher Lee's teaching paying special attention to the mathematics lessons for one class of 45 students daily Monday through Saturday. Formal and informal interviews were used to collect data on the teacher and 17 of his students as well as other teachers (such as four teachers in the third grade), two principals, two mothers, and three beginning teachers. In addition to participant observation and interviews, a variety of documents were also collected, including newspapers, articles from journals, test items used in the teacher's classroom, daily worksheets, curriculum guide book, mathematics
textbook, the school's newspaper. All videotapes and audiotapes were transcribed for
inductive analysis.
The analysis generated six major themes of the teacher's beliefs about the teaching and learning of mathematics and how those beliefs impacted the interactions and norms: (a) behave orderly, think freely; (b) teaching mathematics with understanding; (c) manipulative activities and games; (d) discourse-oriented teaching practices; (e) mathematical tasks; and (f) professional development. The teacher's beliefs about the teaching and learning of mathematics were closely related to the interaction patterns and classroom norms. This close relationship implies that identifying interaction patterns and
classroom norms may shed light on understanding teachers' beliefs and teaching practices. The teacher's study group activity was a major professional development factor in promoting the consistent relationship.
Implications and recommendations included (a) the need for more study of classroom norms and interactions as practical knowledge of teaching mathematics, (b) the need for investigating the effect of a study group to support teacher change, (c) the importance of the relationship between pedagogical content knowledge and teachers' beliefs, and (d) the need for more study of classroom management for teaching mathematics using understanding and discourse as an instructional strategy.Graduation date: 2000
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Lin, I.-hsiu, and 林怡秀. "A Study on the Interview, Assessment and Survey of Educational Attitudes for Junior High School Teachers and Elementary School Teachers." Thesis, 2001. http://ndltd.ncl.edu.tw/handle/83451599306996018820.
Full textAbstract:
碩士國立成功大學
教育研究所
89
The purpose of this research, based on psychological definition of attitude and on related studies, were to interview and survey teachers’ educational attitudes, to construct the Junior High School Teachers and Elementary School Teachers’ Educational Attitude Inventory, and to explore the relationship between teachers’ educational attitudes and its related factors. Interview approaches were adopted to 4 junior high school teachers and 5 elementary school teachers. Educational Attitude Questionnaire was administered to 36 teachers for data collection. Based on all data and related studies, the construction of “Junior High School Teachers and Elementary School Teachers’ Educational Attitude Inventory” was through preliminary testing with 267 teachers, statistical analyzing, and item selecting. Moreover, the study also explored the role of sex, age, school level, school size, position, and self-concept in educational attitudes by drawing 875 teachers from junior high schools and elementary schools in Taiwan as subjects, and by using “Junior High School Teachers and Elementary School Teachers’ Educational Attitude Inventory” and “ Tennessee Self-Concept Scale” as instruments. Data were analyzed by statistic methods, including descriptive statistic, t-test, one-way ANOVA, and correlation analysis. The major findings were as follows： (1) Junior high school teachers and elementary school teachers seemed to take the best attitudes toward classroom management, but the worst attitudes toward educational policies and systems. (2) The reliability and validity of “Junior High Teachers and Elementary School Teachers’ Educational Attitude Inventory” were acceptable. (3) Female teachers scored higher in educational attitudes than male teachers, but there were no significant differences among them. (4) The teachers teaching more than sixteen years scored significantly higher in educational attitudes than those teaching less than fifteen years. (5) Elementary school teachers scored significantly higher in educational attitudes than junior high school teachers. (6) Teachers teaching in small-size schools scored higher in educational attitudes than those teaching in medium-size and large-size schools, but no significant differences existed among them. (7) Teachers with administrative work at school scored significantly higher in educational attitudes than those without administrative work. (8) There were significant positive correlations between teachers’ self-concept and educational attitudes. According to these findings, some suggestions for educational administration and guidance were proposed. Moreover, recommendations for further studies were offered in this dissertation.
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"香港回歸後的中國文化教育: 小學中國語文教師的信念及實踐." Thesis, 2010. http://library.cuhk.edu.hk/record=b6074810.
Full textAbstract:
關明佳.Thesis (doctoral)--Chinese University of Hong Kong, 2010.
Includes bibliographical references (p. 359-392).
Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web.
Abstracts in Chinese and English.
Guan Mingjia.
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許詩屏. "A Study on the Relationships among Gender Role Attitudes, Educational Attitudes , and Career Development of Elementary School Teachers." Thesis, 2003. http://ndltd.ncl.edu.tw/handle/04246098701810778110.
Full textAbstract:
碩士國立高雄師範大學
教育學系
91
The purpose of this research was to survey gender role attitudes , educational attitudes , and career development of elementary school teachers. For this research , 559 teachers from elementary school in Kaohsiung county were administered the instruments, Gender Role Attitudes, Educational Attitudes , and Career Development Measurements. Data were analyzed by statistic methods , including descriptive statistic, t-test , one-way ANOVA , two-way ANOVA , and correlation analysis. Major findings were as follows: 1. gender role attitudes [a] Most elementary school teachers have positive gender role attitudes. [b] Female teachers and teachers with age under 40 years old have positive gender role attitudes. 2. educational attitudes Most teachers hold the best attitudes toward educational things. 3. career development Most elementary school teachers are at a “ learning and developing stage” or a “ professional maturation stage” . 4. The relationship among gender role attitudes , educational attitudes, and career development [a] The relationship between gender role attitudes and educational attitudes is positive. [b] Teachers who scored low in gender role attitudes tend to be at a ”stable and stagnate stage” and a “ frustration and decline stage”. [c] Teachers who scored low in educational attitudes tend to be at an “ adaptation and exploration stage” and a “ frustration and decline stage”. Based on these findings, some suggestions for educational administration were proposed, recommendations for teachers and further studies were offered in this dissertation.
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Yu, Ckia-Hua, and 余嘉樺. "The Study on Elementary School Teachers’ Attitudes toward Teachers’Professional Development Evaluationin In Taichung City." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/q2vu6c.
Full textAbstract:
碩士中臺科技大學
文教事業經營研究所
101
The study aims to explore the Taichung City’s elementary school teachers’ attitudes of teacher evaluation for professional development and to investigate the differences of the teachers with different backgrounds among all the aspects of the teacher evaluation for professional development . This study mainly adopted the questionnaire-survey method. The samples for this study were selected by the stratified purposive sampling method from 228 schools in Taichung County, in which 594 questionnaires were effective. The collected data were analyzed through the descriptive statistics, t-test, one-way ANOVA and chi-square test. The conclusions of this research were as following: (1)Among all the aspects,the best criterias are “help teachers to examine themselves on their teaching ” on evaluation purpose ,“curriculum design and instruction” on evaluation criteria, “teaching observation implement” on evaluation method , and “encourage teachers to examine themselves on their own based on the teacher evaluation” on evaluation result and application.(2) The teachers with Master's degrees, 1 to 10-year teaching experiences, administrative job ,in the middle-size or Center District schools have higher degree of perception on evaluation purpose. (3) The teachers who are female with Master's degrees, 1 to 10-year or 11 to 20-year teaching experiences, administrative job ,in the middle-size schools have higher degree of perception on evaluation criteria.(4)The teachers with Master's degrees, 1 to 10-year or 11 to 20-year teaching experiences, administrative job ,in the middle-size schools have higher degree of perception on evaluation method and evaluation result and application.(5)The overall comment of the teacher evaluation is not to approve of putting teachers’ professional development evaluation into practice on the overall of the teacher evaluation.(6)Most of the teachers quite approve of the members of evaluation committee from campus（administrators and non-administrators）. Most teachers disapprove of the members of evaluation committee from outside of the school（The parents and representatives of the community）.
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Tan, Jyh-Shi, and 譚至皙. "The elementary school teachers’ attitudes and behaviors toward disaster prevention in Taichung Area Taiwan." Thesis, 2002. http://ndltd.ncl.edu.tw/handle/19950869077547126206.
Full textAbstract:
碩士臺中師範學院
環境教育研究所
90
In Taiwan, there are earthquakes and typhoons often occur and almost cause disasters. What we concern is to attach disaster prevention through proper education processes! Elementary education is the foundation in every stage of education, if elementary school teachers practice disaster prevention curriculum or teach their students in proper situation, we can expect that disaster prevention education will be rooted in the phase of elementary education. So, the most important issue was to understand the elementary school teachers, attitudes and behaviors toward disaster prevention. The purpose of this study was to understand the elementary school teachers’ attitudes and behaviors toward disaster prevention about earthquake and typhoon in Taichung Area, and to investigate the relation between their attitudes and behaviors. This research utilized the questionnaire investigation method. The populations are the in-service teachers of the elementary schools in Taichung City,Taichung County,Changhua County and Nantou County. The sample was 1000 teachers through multistage sampling. We collect back 761 effective copies of questionnaire. The result as below：first, most teachers attributed nature disaster to natural phenomenon not to man-made remiss, and they attributed the responsibility of nature disaster to illegal people and the indulgent government. As a general thing, the elementary school teachers’ attitudes toward disaster prevention are positive；second, there is the same low ratio for teachers taking part in education training about disaster prevention and buying the disaster insurance before and after the disaster happened. As a general thing, the elementary school teachers’ behaviors toward disaster prevention are positive. The elementary school teachers’ attitudes of disaster prevention are obviously different according to different gender: The female elementary school teachers’ attitudes of disaster prevention are more positive than male elementary school teachers. The elementary school teachers’ attitudes of disaster prevention are obviously different according to different condition about marriage: the degree of positive attitudes toward disaster prevention are in order "the teachers got married without children ", "single teachers", then "the teachers got married with children". The more interior teachers'' Locus of control are, the more positive attitudes of disaster prevention teachers have. The valid variables to predict behaviors of disaster prevention in order are: " attitudes of disaster prevention", "age", " ever participated relative education training or activities about disaster prevention", " serving at the Catastrophe Area Schools when 921 Earthquake happened", "had the experience of typhoon disaster and began to buy the disaster insurance". There are some suggestions：first, teachers should participate more education training or activities about disaster prevention ;second, the institutes of teacher training and in-service education should hold more education training or activities about disaster prevention; third, teach more about the concept of disaster insurance in relative organizations , in order to increase the ratio about buying the protect disaster insurance .