Dissertations / Theses on the topic 'Instructors' beliefs'
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Lambert, Clement. "An exploration of Jamaican college reading instructors' reading beliefs and practices." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp02/NQ29059.pdf.
Full textRupnow, Rachel Lynn. "Examining Connections among Instruction, Conceptual Metaphors, and Beliefs of Instructors and Students." Diss., Virginia Tech, 2019. http://hdl.handle.net/10919/92012.
Full textDoctor of Philosophy
In this study, I will examine the beliefs and conceptual understanding of instructors and students from two abstract algebra classes. I address four relationships: between instructors’ beliefs and instruction, between instruction and students’ beliefs, between instructors’ conceptual understanding and instruction, and between instruction and students’ conceptual understanding. Relationships between instructors’ beliefs and instruction and between instructors’ conceptual understanding and instruction were evident. However, certain elements were not made as clear as they perhaps intended. Relationships between instruction and students’ beliefs and between instruction and students’ conceptual understanding were also evident. However, relationships between instruction and beliefs were subtler than between instruction and conceptual understanding.
HONGSA-NGIAM, Anusak, and anusakhongsa@yahoo com. "AN INVESTIGATION OF PHYSICS INSTRUCTORS' BELIEFS AND STUDENTS' BELIEFS, GOALS AND MOTIVATION FOR STUDYING PHYSICS IN THAI RAJABHAT UNIVERSITIES." Edith Cowan University. Community Services, Education And Social Sciences: School Of Education, 2007. http://adt.ecu.edu.au/adt-public/adt-ECU2007.0011.html.
Full textFerguson, Angela. "Student Beliefs about their Foreign Language Instructors: A Look at the Native Speaker/Non-Native Speaker Issue." Diss., Tucson, Arizona : University of Arizona, 2005. http://etd.library.arizona.edu/etd/GetFileServlet?file=file:///data1/pdf/etd/azu%5Fetd%5F1124%5F1%5Fm.pdf&type=application/pdf.
Full textHongsa-ngiam, Anusak. "An investigation of physics instructors' beliefs and students' beliefs, goals and motivation for studying physics in Thai Rajabhat universities." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2006. https://ro.ecu.edu.au/theses/35.
Full textHongsa-ngiam, Anusak. "An investigation of physics instructors' beliefs and students' beliefs, goals and motivation for studying physics in Thai Rajabhat Universities." Connect to thesis, 2006. http://portal.ecu.edu.au/adt-public/adt-ECU2007.0011.html.
Full textMcLaughlin, Alison. "Adult cognitive development over the lifespan, conditions and consequences of higher education instructors' beliefs." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/MQ60398.pdf.
Full textOfferdahl, Erika Gudrun. "The Nature of Biochemistry Instructors' Thinking: Factors Associated with Change and Growth." Diss., The University of Arizona, 2008. http://hdl.handle.net/10150/194216.
Full textXiao, Ting. "Pedagogical Beliefs and Practices through Guided Reflection: A Multiple-Case Study of ESL Writing Instructors." University of Cincinnati / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1406821489.
Full textChapko, Nancy. "An investigation of the beliefs of MATC South Campus software instructors concerning flexible format classes." Menomonie, WI : University of Wisconsin--Stout, 2004. http://www.uwstout.edu/lib/thesis/2004/2004chapkon.pdf.
Full textHardin, Christina. "The born versus made debate an examination of community college instructors' beliefs and teaching practices." Doctoral diss., University of Central Florida, 2011. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4915.
Full textID: 029809788; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Thesis (Ed.D.)--University of Central Florida, 2011.; Includes bibliographical references (p. 107-116).
Ed.D.
Doctorate
Education
Burden, Peter. "Beliefs of ELT instructors about the use of end of semester student surveys in Japanese tertiary education." Thesis, University of Exeter, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.432873.
Full textRyu, Jieun, and Jieun Ryu. "Pragmatics Instruction in Korean as a Foreign Language Programs in the U.S.: Overview of the Programs, Instructors' Beliefs, and Pedagogical Application." Diss., The University of Arizona, 2018. http://hdl.handle.net/10150/626659.
Full textLanahan, Brian K. "Practicing teachers as elementary social studies methods instructors their beliefs about the issues they encounter in preparing preservice elementary teachers /." [Gainesville, Fla.] : University of Florida, 2006. http://purl.fcla.edu/fcla/etd/UFE0015440.
Full textMoore, Bridgit R. "Assessing Allied Health and Nursing Post-Secondary Career and Technical Education Teacher Attitudes and Beliefs About Reading." Thesis, University of North Texas, 2005. https://digital.library.unt.edu/ark:/67531/metadc4757/.
Full textLO, HUEI-WEN ANGELA. "A MAPPING STUDY: CHARACTERISTICS OF PROFESSIONAL ONLINE INSTRUCTORS." University of Cincinnati / OhioLINK, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1120061714.
Full textChoi, Ho Jung. "Intersecting literacy beliefs and practices with heritage and non-heritage learners' instruction: a case study of a novice Korean language instructor." Diss., University of Iowa, 2016. https://ir.uiowa.edu/etd/3061.
Full textVanderbilt, Kathi L. "Online Professional Development: An Analysis of Instructor Beliefs and Instructional Strategies for the Facilitation of Learning with Adult Educators." unrestricted, 2008. http://etd.gsu.edu/theses/available/etd-06082008-150947/.
Full textTitle from file title page. Mary B. Shoffner, committee chair; Wanjira Kinuthia, Nancy J. Brown, Dana L. Fox, committee members. Description based on contents viewed July 14, 2009. Includes bibliographical references (p. 233-256).
Yaman, Ibrahim. "Effects Of Instructions Based On Cognitive Bridging And Cognitive Conflict On 9th Grade Students." Phd thesis, METU, 2013. http://etd.lib.metu.edu.tr/upload/12615734/index.pdf.
Full textconceptual understanding of force and motion, self-efficacy, and epistemological beliefs. The study was conducted with a sample of 206 students in two different schools. The instructional method (traditional, cognitive conflict, and cognitive bridging) and students&lsquo
gender were used as independent variables in a 3x2 factorial design. Within this design, three treatment groups were constructed, one was control group with no researcher intervention and the other two were used as experimental groups. In one of the experimental groups, students received cognitive bridging instruction and students in the other group received cognitive conflict instruction. Pretests and posttests were administered to assess students&lsquo
conceptual understanding of force and motion, self-efficacy, and epistemological beliefs. Multivariate Analysis of Covariance (MANCOVA) was used to explore the main effects of teaching methods and gender, and possible interactions between them. The results showed that teaching method had a significant effect on students&lsquo
conceptual understanding of force and motion in favor of experimental groups. Nevertheless, no significant difference was detected between the effects of cognitive conflict and cognitive bridging. There was no significant difference between male and female students either on the dependent variables of conceptual understandings of force and motion, self-efficacy, and epistemological beliefs. Finally, the present study couldn&lsquo
t capture any significant interaction between teaching method and gender on the combined dependent variables.
Alabdali, Mariam. "I CAN’T BELIEVE MY INSTRUCTOR DID THAT?! MIDDLE EASTERN STUDENTS’ EXPECTATIONS OF INSTURCTORS’ VERBAL AND NONVERBAL IMMEDIACY BEHAVIORS." UKnowledge, 2017. http://uknowledge.uky.edu/comm_etds/62.
Full textGhanem, Carla. "Exploring identities among graduate instructors of German : instructors' beliefs about teaching language and culture." Thesis, 2010. http://hdl.handle.net/2152/ETD-UT-2010-08-1636.
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Kuo, Chia-yu, and 郭家瑜. "The English Writing Experiences and Beliefs of College Students and Instructors." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/89581117811971227797.
Full text國立屏東商業技術學院
應用英語系(所)
101
The purpose of this study was to focus on English writing between college instructors’ teaching and college students’ learning. There are six sections in this study. First, the researcher would like to explore how English writing instructors perceive the implementation of their English curricula. The second is to establish the teaching techniques employed by English instructors. The third is to determine students’ perspectives on their current English writing classes. The fourth is to compare differences in dictionary use by proficient and less proficient college students during the English writing process. The fifth is to explore the relationship between the effectiveness of college students’ attendance to English writing workshops and corresponding reduction in errors in students’ English writing. The sixth is to examine whether there is any significant difference on students’ attitudes of English writing after their attendance of the writing workshops. This study investigated 30 instructors and 82 freshman English majors by means of four instruments: an English writing instructors’ questionnaire, a students’ English writing perspectives questionnaire, a short sentence test and a writing workshop questionnaire. The results reveal differences in the instructors’ perceptions regarding implementation of their English curricula and differences in the writing techniques employed. Many students responded that they have English writing class each week and that they only completed writing exercises assigned by their instructors. Students’ strategies for use of the dictionary showed some differences. Both high English proficient level students and low English proficient level students seldom used a Chinese-English paper-based dictionary and both of them often use Internet dictionary. There were significant correlations between a reduction of English writing errors by students and the English writing workshops they attended; students’ errors were generally reduced after the English writing workshops and students’ attitudes toward the workshops appeared to show a positive change.
Wu, Shunwen, and 吳舜文. "Educational Beliefs of the Instructors of the Musically-Talented Students with Disabilities." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/juxqc9.
Full text國立臺灣師範大學
特殊教育學系
97
Learners with disabilities always face more difficulty than the general students. Even though they are gifted and talented, they still have to struggle with much pressure and doubt from other people, society and environment. Thus, an instructor with enthusiasm, devotion, and skillfulness in teaching strategies might change their fate and lead them to success. This study focused on the exploration of the educational beliefs of the instructors of musically-talented students with disabilities. Eight music instructors, with the teaching experience of such dual-exceptional students, were invited for research participants. Through the in-depth interviews and data analysis, the results were concluded and stated as the following: First, the educational beliefs concerning the dimension of “object selection and ability assessment” included: 1.the instructors should maintain the teaching attitude of “zero-reject”; 2. the instructors should be compatible with the differential of students’ superiority and disadvantage; 3.appropriate ways to get the full understanding before the first lesson should be useful; 4.aural ability was the first and foremost part for the instructors to understood their pupils; 5.the fluent performance of piano playing was the concrete way for students observation; 6.the majority of the instructors believed that displacement motion was the most difficult skill for students with visual impairment to overcome; 7.the evaluation process should give students a sense of security environment. Second, the educational beliefs concerning the dimension of “learning and curriculum planning” included: 1.teaching materials should meet the ability of students and the proportionality of learning contents; 2.the teaching material should consider students’ preferences and the directorate demands; 3.instructors preferred choosing repertoire with clear theme and harmony accompaniment; 4.the displacement movements, adjustment of tonality, and the experience of ensemble should be enriched; 5.students should be more advanced to the musical professional; 6.too many activities would tend to affect the exercise quality of students; 7.students’ future development to study either in the music special program or abroad was discrepancy between instructors. Third, the educational beliefs concerning the dimension of “teaching strategies and teaching adjustment” included: 1.understanding students' habits and seeking advice from parents could be helpful; 2.recording was effective for teaching and learning; 3.the application of the tactile sense could promote the music perception and imagination of students; 4.the teamwork, repertoire modulation, and scale variation were methods for teaching adjustment; 5.instructors should create to solve the teaching and learning problems; 6.different obstacles for students should be given the appropriate scenarios for learning guidance. Fourth, the educational beliefs concerning the perspective of “the education for music special learners” included: 1.the instructors should affirm students' abilities and channel them the right music learning; 2.the instructors must be proficient in music professional and timely adjustment the teaching methods; 3.the instructors should have the ability of reflection in order to enhance the knowledge and quality of teaching; 4.for the future music instructors of special learners, sufficient reflection and preparation were essential. According to the conclusions of this study, the researcher also made several recommendations to: 1.teachers of music education and special education areas, 2.the proposal for the community, 3.the music education and special education institutions, and 4.the future studies.
Seidman, Hope. "Relationship between instructors' beliefs and teaching practices for critical thinking in higher education." Thesis, 2004. http://spectrum.library.concordia.ca/7910/1/NQ90403.pdf.
Full textAi-ying, Lu. "Teachers' Beliefs and Classsroom Assessments: A Case Study of Two University Instructors of English." 2002. http://www.cetd.com.tw/ec/thesisdetail.aspx?etdun=U0021-1904200715331726.
Full textLu, Ai-ying, and 呂艾穎. "Teachers'' Beliefs and Classroom Assessments: A Case Study of Two University Instructors of English." Thesis, 2003. http://ndltd.ncl.edu.tw/handle/38165633684392066035.
Full text國立臺灣師範大學
英語研究所
91
Abstract The purpose of this study is to investigate the beliefs and practice of assessment by two university instructors of English. This study employed qualitative research methods, and data were collected through interviews, classroom observations, and other related documents from the instructors and the students of the observed classes. The results showed that there were sets of beliefs underlying the instructors’ assessments, and these beliefs guided their planning, implementation, and evaluation of assessment. However, these beliefs could not be successfully realized in the classroom due to some constraints, including lack of time, institutional requirements, negative suggestions from the colleagues, and so on. In order to cope with these constraints, the instructors used some common strategies such as canceling, postponing, and integrating. One of the instructors also used the strategy of simplifying. In the selection of coping strategies in the face of constraints, both instructors followed two general principles: the observance of the instructional schedule and the observance of course objectives. Generally speaking, high consistency and very mild inconsistency existed between the instructors’ beliefs and practices in assessment. This study also explored the instructors’ grading practices. It showed that the two instructors used many objective and subjective instruments to assess students in the classrooms. In addition to students’ academic performance, they took into account students’ nonacademic performance such as efforts, improvements, and participation in class when grading. There were gaps between their grading policies and grading practices. They both graded students’ performance in certain unlisted criteria, and they also omitted certain listed criteria in their grading practices. After assessment, both instructors implemented some follow-ups, including sharing, re-teaching, offering feedback, and providing remedial assessment activities. Furthermore, the study explored the difference between the two instructors, and the difference was reflected in the percentage of their grading components and the nature of their designing of follow-ups.
Matthews, Michelle Dion. "“The Spanish isn’t there” : the beliefs and instructional technology practices of three graduate student instructors of Spanish." Thesis, 2011. http://hdl.handle.net/2152/ETD-UT-2011-08-3861.
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Bouton, Debora Thigpen. "Thinking critically about critical thinking in the community college classroom an examination of the beliefs of exemplary instructors. /." 2008. http://www.lib.ncsu.edu/theses/available/etd-02272008-120125/unrestricted/etd.pdf.
Full text(5929922), Franziska K. Lang. "UNDERSTANDING PERCEPTIONS AND BELIEFS BIOCHEMISTRY INSTRUCTORS HOLD AND THE INFLUENCE THESE FACTORS HAVE ON THEIR PERSONAL STYLE OF TEACHING." Thesis, 2019.
Find full textconceptions about teaching and learning. This study extended this work to a discipline at the interface between traditional physical science and life science fields, upper-level biochemistry courses. It also compared instructors’ perception, beliefs and actions when teaching biochemistry at research institutions with courses taught at primarily
undergraduate institutions (PUI’s). In a recently completed review of discipline-based educational research (DBER) in
biochemistry, I noted the absence of research regarding the relationship between faculty beliefs and classroom practices in biochemistry and noted that different levels, associated
with teaching and learning experiences, have not been studied in the context of the undergraduate chemistry curriculum. As a scientific field, biochemistry bridges chemistry and biology, which each have a consensus regarding the major concepts or ideas that should
be taught within their disciplines. However, biochemistry, despite its increased relevance in recent years, has achieved hardly any consensus among those who teach this content material on what should be taught or how instructors should teach it. Biochemistry is also a rapidly growing field with increased relevance that is being taught as a unique discipline in more and more institutions. Another unique feature that distinguishes biochemistry from other scientific fields is that it is inherently interdisciplinary and taught in different departments, often for a versatile population of various majors and minors. Further research suggests that we overgeneralize conclusions on factors influencing teaching practices within classrooms, which could possible prevent the advancement of teaching methodologies used by instructors. To explore this research interest, classroom
observations and semi-structured interviews were used.
Within the scope of this study, I identified two main ways biochemistry instructors thought about their teaching of biochemistry: theory versus practice-oriented. The more
theory-driven instructors reflected on their beliefs and perceptions, the more traditional their teaching practices were executed – the contrary held true for instructors with a more practical conception of the teaching of biochemistry. Overall, I was able to portray a multitude of ways in which biochemistry is currently being taught at different institutions,
identifying differences and communalities they shared. As well as the unique challenges instructors faced when implementing evidence-based teaching methodologies in their classrooms were identified and categorized. My research should improve the understanding of factors, barriers, and possible opportunities that various scientific
disciplines face to inform the development of professional programs that can encourage the use and implementation of evidence-based instructional practices.
鍾雅蓓. "From belief to practice:Taipei senior high school EFL teachers' beliefs and practices in grammar instructions." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/98384655150318908060.
Full textLynn, Apryl Charelle. "The nature of pedagogical practices influenced by an instructor's beliefs in an online mathematics education course." 2008. http://etd.lib.fsu.edu/theses/available/etd-01032008-132607.
Full textAdvisor: Leslie Aspinwall, Florida State University, College of Education, Dept. of Middle and Secondary Education. Title and description from dissertation home page (viewed June 26, 2008). Document formatted into pages; contains viii, 150 pages. Includes bibliographical references.
Lin, Kai-ling, and 林凱玲. "A Study of Taipei Vocational High School English Teacher Beliefs and Behavior in Grammar Instructions." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/02799846159884217926.
Full text國立臺北教育大學
兒童英語教育學系碩士班
99
The purpose of this study was to investigate the relationship between Taipei vocational high school EFL teacher beliefs and behavior in grammar instructions. This study adopted a questionnaire of Taipei vocational high school EFL teacher beliefs and behavior in grammar instructions. The subject was 159 vocational high school EFL teachers in Taipei city. Descriptive statistics, t-test, one-way ANOVA, Pearson’s correlation, and multiple stepwise regression analysis were used to analyze data. Based on the results, several conclusions have been made as follows: 1. Taipei vocational high school English teacher beliefs and behavior in grammar instructions were traditional. 2. There were significant differences among duty in Taipei vocational high school English teacher beliefs in grammar instructions. 3. There were significant differences among duty, school quality, and teaching categories in Taipei vocational high school English teacher behavior in grammar instructions. 4. There was a significant and positive correlation between Taipei vocational high school English teacher beliefs and behavior in grammar instructions 5. Taipei vocational high school EFL teacher behavior in grammar instructions could be predicted by their beliefs. According to the results, some suggestions have been made for the vocational high school EFL teachers to design more grammar instructions activities and to share more experiences with other teachers. In addition, educational authorities should encourage teachers to study or make lesson plans and attend grammar instructions courses. Finally, publishers might have to survey English teachers’ opinions of teaching materials, and to provide a channel for teachers to exchange their opinions and experiences.
Lee, Wan-Cheng, and 李宛錚. "A Case Study on Teaching Belief and Practice of a Senior High School Choir Instructor." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/rvtagh.
Full text國立臺灣師範大學
音樂學系
106
The purpose of the study was to explore the senior high school choral instructor’s teaching belief and practice. This study utilized a case study design. The research data were collected by interviewing and observing the choral rehearsals directed by the case teacher. After analyzing the collected data, the conclusions in this study were as follows: 1) The teaching belief of the senior high school choral instructor 1. The case teacher had enthusiastic about professional development and offered students multiple performance opportunities. 2. The case teacher used many learning strategies to build student’s ability and confidence in singing. 3. The case teacher put emphasis on the subjectivity of the cadres, and tried to foster team cohesion. 4. Through the diverse ways of performing form and programme arrangement in the concert, the case teacher promoted the musical atmosphere of the community. Also, through the music curriculum designed by the case teacher, students had experienced a cappella and choral music. 5. The case teacher put emphasis on coworker and parent-teacher communication. 2) The teaching practice of the senior high school choral instructor 1. The case teacher organized the choir at the beginning of the semester, and planned the learning goal and management details of the choir in advance, and executed effective teaching strategies. 2. The case teacher used vocal modeling, concrete and multisensory teaching strategies to develope students’ singing ability.The case teacher especially paid attention to choir warm-up activities for training breathing, resonance and vocalizing techniques. The case teacher based the choral repertoire selection on students’ ability, instrutor’s factors and the purpose of performance. The case teacher also attended more workshops and seminars, joined choirs herselves, or used the internet resources to expand her source of repertoire selection.The case teacher put emphasis on the singing diction and musical interpretation.
Lin, Wen-Cheng, and 林文正. "Relationship among sixth graders’ self-regulated learning, the perceptions of teachers’ instructions on self-regulation, motivational beliefs, and math grades." Thesis, 2002. http://ndltd.ncl.edu.tw/handle/94788900585066596395.
Full text國立屏東師範學院
教育心理與輔導研究所
90
Relationship among sixth graders’ self-regulated learning, the perceptions of teachers’ instructions on self-regulation, motivational beliefs, and math grades Wen-Cheng Lin ABSTRACT The purpose of this study was to investigate the relationship among children’s self-regulated learning, their perceptions of teachers’ instructions on self-regulation, motivational beliefs, and math grades. Five hundreds and twenty-nine sixth graders were sampled from eleven schools in Pingtung county. The students filled out “Scale of self-regulated learning ”, “Scale of the perceptions of teachers’ instructions on self-regulation”, and “Scale of motivational beliefs”. Also, their math grades were obtained from the school administers. The major findings were as following: 1. There were significant canonical correlations between self-regulated learning and the children’s perceptions of teachers’ instructions on self-regulation, between self-regulated learning and motivational beliefs, and between the perceptions of teachers’ instructions on self-regulation and motivational beliefs. 2. There were significant positive correlation between self-regulated learning and math grades, between students’ perceptions of teachers’ instructions on self-regulation and math grades, and between three of the four subscales of motivational beliefs and math grades. The anxiety subscale and math grade showed negative correlations. 3. The forethought subscale of the Scale of Self-regulation, and the self-efficacy subscale and the task-value subscale of the Scale of Motivational Beliefs can significantly predicted the students’ math grades. 5. Girls scored higher than boys in the forethought subscale and the monitoring and reflection subscale of the Scales of the Perceptions of Teachers’ Instructions on Self-regulation. No sex difference was found in the volitional control subscale of the Scales of the Perceptions of Teachers’ Instructions on Self-regulation and in all subscales of the Scale of Self-regulated Learning. As to motivational beliefs, boys had higher math self-efficacy, while girls had higher anxiety. According to the findings, implications and suggestions for future research of this study were discussed. Keywords: self-regulated learning, the perceptions of teachers’ instructions on self-regulation, motivational beliefs, math grades
Saka, Yavuz Davis Nancy T. "Understanding of college chemistry instructor's beliefs on teaching chemistry and influences on students' learning and their meaning making in a general chemistry class." 2002. http://etd.lib.fsu.edu/theses/available/etd-06272003-150423/.
Full textAdvisor: Dr. Nancy T. Davis, Florida State University, School of Education, Dept. of Middle and Secondary Education. Title and description from dissertation home page (viewed Sept. 25, 2003). Includes bibliographical references.
Huang, Chih-chieh, and 黃志傑. "The exploration on total quality management beliefs for military instructor on student guidance-survey for senior high schools of central areas in Taiwan." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/38625050468873981999.
Full text義守大學
管理研究所碩士班
95
Abstract The purpose of this thesis was to explore the current situation of beliefs on total quality management (TQM) for military training instructors and in advances to understand the different total quality management beliefs among military instructors with different personal backgrounds. In order to analyze the purpose of this study and conduct the investigations to the related literature, we propose the research frameworks on the members involvements, continuous improvements, customer satisfactions, and commitment qualities by adopting the revised questionnaire of exploration on total quality management beliefs for military instructor on student guidance-survey for senior high schools of central areas in Taiwan. Subjects were 107 military training instructors from 62 senior high schools in four different cities and counties in central Taiwan. T-test and analysis of variance (ANOVA) were used as the statistical methods. Moreover, the following conclusions were derived from the empirical quantitative results of this study in order to provide some suggestions for future research. 1.School counseling is appropriate for the use of total quality management beliefs. 2.Application effects of the total quality management on works of military training instructors are good. 3.Military training instructors make good use of total quality management beliefs in the current status. 4.Military training instructors make good use of total quality management beliefs between the entirety and every aspect of counseling works. 5.Different genders of military training instructors have consistencies among the counseling of total quality management beliefs. 6.Military training instructors with lower seniorities possess higher total quality management beliefs. 7.Younger military training instructors have higher total quality management beliefs on the entire personnel participation and customer satisfaction when they implement the counseling works. 8.Models of total quality management beliefs are conducted on the counseling works of military training instructor. This study offered the following suggestions according to the research results of the thesis. 1.Suggestions to military training instructor relate to the issue of counseling works. (1)Clarifying the concrete visions and goals for military training instructors relate to their counseling works on the theoretical foundations of total quality management. (2)Targets for total quality management are needed to be established in order to e levate the qualities of military training counseling works. (3)Military training government organization should hold the related conferences and activities on the issue of total quality management. (4)Military training government organization should clarify the concrete way to implement total quality management. 2.Suggestion to the departments of management relate to their courses. The key to carry out total quality management is the effective educational training; they also affect the design of educational training course to total quality management and the plan to the course cultivation and teaching system cooperation that can achieve the satisfaction learning goals on the students. Therefore, for the school administrator, designing the training course for total quality management in the systematic way is a worthwhile issue to be explored in the management academic fields. 3.Recommendations for future research relate to this study. (1)Future research should be explored related to the issues on two factors of the entire personnel participation and customer satisfaction, which showed significant differences on different age and different seniority of military training instructors. (2)The first limitation concerns the research areas are in Miaoli county, Taichung county, Taichung city, and Nantou county, future studies should be conducted on other counties and cities. (3)The second limitation is restricted to the subjects of this study focused only on military training instructors rather than other kinds of schools, future research could examine the effects of counseling work implementations on different circumstances of military training instructors.
Barger, Michael M. "Do the Messages Matter? An Investigation of Classroom Messages and College Students’ Personal Theories about Education." Diss., 2016. http://hdl.handle.net/10161/12237.
Full textStudents hold a number of personal theories about education that influence motivation and achievement in the classroom: theories about their own abilities, knowledge, and the learning process. Therefore, college instructors have a great interest in helping to develop adaptive personal theories in their students. The current studies investigated whether specific messages that instructors send in college classroom might serve as a mechanism of personal theory development. Across 2 studies, 17 college instructors and 401 students completed surveys assessing their personal theories about education at the beginning and end of college courses. Students and instructors reported hearing and sending many messages in the classroom, including instructor help messages, conciliatory messages, uncertainty in the field messages, differential ability messages and generalized positive and negative feedback. Between-class and within-class differences in message reports were associated with students’ personal theories at the end of their courses, controlling for initial personal theories. Students’ initial personal theories were also related to the messages students reported hearing. The findings demonstrate the utility of assessing non-content messages in college classrooms as potential mechanisms for changing students’ personal theories in college. Implications for research and practice are discussed.
Dissertation