Dissertations / Theses on the topic 'Instructors' beliefs'
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1
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.
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Rupnow, Rachel Lynn. "Examining Connections among Instruction, Conceptual Metaphors, and Beliefs of Instructors and Students." Diss., Virginia Tech, 2019. http://hdl.handle.net/10919/92012.
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In this study, I will examine the beliefs and conceptual understanding of instructors and students from two abstract algebra classes. This research takes the form of a case study in which I answer four research questions, each addressing a relationship between instruction and beliefs or conceptual understanding. Specifically, these research questions are:
1. What beliefs do the instructors have about math, teaching, and learning and what relationship exists between these beliefs and instructional practice?
2. What is the relationship between instructional practice and students' beliefs about math, teaching, and learning?
3. What conceptual metaphors do the professors use to describe isomorphisms and homomorphisms and what relationship exists between these metaphors and the mathematical content in instruction?
4. What is the relationship between the mathematical content in instruction and conceptual metaphors the students use to describe isomorphisms and homomorphisms?
In terms of beliefs, the instructors articulated considered positions on the nature of math, math learning, and math teaching. These beliefs were clearly reflected in their overall approaches to teaching. However, their instruction shifted in practice over the course of the semester. Students' beliefs seemed to shift slightly as a result of the ways their instructors taught. However, their core beliefs about math seemed unchanged and some lessons students took away were similar in the two classes.
In terms of conceptual understanding, the instructors provided many conceptual metaphors that related to how they understood isomorphism. They struggled more to provide an image for homomorphism, which requires thinking about a more complicated mathematical object. Their understandings of isomorphism and homomorphism were largely reflected in their instruction with some notable differences. Students took away similar understandings of isomorphism to the instructors, but did not all take away the same level of structural understanding of homomorphism.
In short, 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.Doctor 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.
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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.
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Students' interest in physics seems to be decreasing at all levels of education in most countries including Thailand. This problem is likely to be influenced by physics teaching and learning processes. Instructors' beliefs influence teaching strategies whereas students' beliefs, goals and motivation influence learning strategies. The investigation of factors influencing teaching and learning will provide useful information for improving the teaching and learning of physics. This research aims to explore physics instructors' beliefs about teaching and learning physics, students' beliefs, goals and motivation for studying physics in Thai Rajabhat universities. A questionnaire was administered to instructors who teach introductory physics courses in Rajabhats throughout Thailand at the beginning of second semester in 2002. Questionnaires were administered to first year students who enrolled in introductory physics courses at two Rajabhat universities in the south of Thailand at the beginning and the end of that semester. Four case studies were conducted with instructors and students at the two Rajabhats during the semester.
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Ferguson, 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.
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Hongsa-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.
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Students' interest in physics seems to be decreasing at all levels of education in most countries including Thailand. This problem is likely to be influenced by physics teaching and learning processes. Instructors' beliefs influence teaching strategies whereas students' beliefs, goals and motivation influence learning strategies. The investigation of factors influencing teaching and learning will provide useful information for improving the teaching and learning of physics. This research aims to explore physics instructors' beliefs about teaching and learning physics, students' beliefs, goals and motivation for studying physics in Thai Rajabhat universities. A questionnaire was administered to instructors who teach introductory physics courses in Rajabhats throughout Thailand at the beginning of second semester in 2002. Questionnaires were administered to first year students who enrolled in introductory physics courses at two Rajabhat universities in the south of Thailand at the beginning and the end of that semester. Four case studies were conducted with instructors and students at the two Rajabhats during the semester.
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Hongsa-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.
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McLaughlin, 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.
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Offerdahl, 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.
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The objectives of this study were to (1) characterize the nature of biochemistry faculty members' "instructor thinking" with regard to teaching upper-level, large-lecture biochemistry courses, (2) identify factors associated with changes in instructor thinking, and (3) investigate the relationship between instructor thinking and teaching practice. For the purposes of this study, "instructor thinking" was defined as an instructor's thoughts about (1) teaching, including the role of instructors, student engagement, instructional strategies, and assessment and (2) students and learning, including personal experiences with learning, student roles and capabilities, and student learning. Instructor thinking of three university faculty members was investigated over the course of two semesters. Semi-structured in-depth interviews, faculty members' reflective journals, e-mail, course documents and investigator observations and field notes served as qualitative data sources. Descriptive and interpretive data coding methods were applied to the data and emergent themes were reported in three individual case studies depicting instructor thinking. A cross-case analysis of the three cases was conducted and revealed factors associated with changes in instructor thinking: pedagogical dissatisfaction, creation of productive spaces for reflection by a knowledgeable other, and experimentation with assessment strategies. These factors opened the door for new lines of instructor self-inquiry and introspection about teaching and, in some cases, created new prospects for change in teaching practice.
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Xiao, 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.
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Chapko, 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.
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Hardin, Christina. "The born versus made debate an examination of community college instructors' beliefs and teaching practices." Doctoral diss., University of Central Florida, 2011. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4915.
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Research on the development of K-12 teachers' beliefs about and approaches to teaching and learning suggests that exposure to professional development programs can lead to the use of conceptual change strategies that engage students as active participants in the learning process rather than on teacher-centered strategies focused on information transfer. However, within the existing literature on the development of teacher beliefs and approaches to teaching and learning there exists a void of information pertaining to the development of community college instructors' beliefs and approaches. The purpose of this study was to investigate the relationship between pre-tenure community college instructors' beliefs about teaching and learning, their approaches to the learning process, and the training they receive via a professional development program specifically established to provide training in teaching methods, pedagogy, curriculum, and/ or instruction. Forty community college instructors going through an established three-year tenure process completed a revised version of the Approaches to Teaching Inventory (ATI-R) created by Trigwell and Prosser (1998). Data analysis revealed that there was no difference in the scores of instructors who had participated in the professional development program on teaching and learning and those instructors who had no exposure to courses that focused on teaching and learning. Further, findings suggest that instructors' participation in the courses is not related to their beliefs or teaching approaches. The findings of this study warrant a closer examination of programs designed to provide higher education instructors with training in pedagogy and instruction. Additionally, the findings present an opportunity for professional development programs to improve current practice.ID: 029809788; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Thesis (Ed.D.)--University of Central Florida, 2011.; Includes bibliographical references (p. 107-116).
Ed.D.
Doctorate
Education
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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.
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Ryu, 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.
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In the field of Korean as a foreign language (KFL) pragmatics, current scholarship documents a need for change in regards to speech styles as dynamic features (Byon, 2007; Chang, 2014; Cook, 2011; Jung, 2015; Park, 2012; Strauss & Eun, 2005; Yoon, 2010). However, speech styles are often taught at a pragmalinguistic level as a grammar point and in a textbook or in a classroom sociopragmatics presentation is limited to static contextual features such as one’s social status and/or age. Moreover, even though the honorifics system and speech styles are perceived as daunting by even the most advanced KFL learners (Brown, 2010, 2013; Byon, 2004, 2007; Choo, 1999; Shon, 1999; Yoon, 2010), the majority of KFL pragmatics research on speech styles focuses on students’ use and production of pragmatics features rather than focusing on the pedagogical application (see Byon, 2015; Song & Pyun, 2011). Instructors’ beliefs on teaching pragmatics and the background to their beliefs are also overlooked.
This study is composed of three interrelated projects and grounded in pragmatics instructional studies, Pragmatic Consciousness Raising (PCR) (Rose 1994, 1999), multiliteracies pedagogy framework, and teachers’ beliefs research. The purpose of this mixed-method study is to understand KFL educators’ views on pragmatics instruction and the current state of pragmatics instruction in KFL programs at tertiary level institutions; the next step is to design and implement pragmatics lesson plans that are more practical and adaptable to current KFL programs. To this end, the research questions are 1) What is the current state of pragmatics instruction in KFL?; 2) What is KFL instructors’ cognition (Borg, 2006) of pragmatics instruction?; 3) Is speech styles instruction based on a multiliteracies pedagogy framework effective and what are the students’ perception toward the lessons?
The research questions were answered through a survey and interviews of KFL educators as well as KFL students’ in-class and homework assignments and surveys before, during, and after the implementation of new lesson plans. The findings showed that the KFL field experienced positive changes such as collaboration with other instructors and curriculum development endeavors based on current theories and approaches in the field. However, similar issues and challenges to other less commonly taught language (LCTL) programs as well as their own unique challenges such as (over-)qualified teaching staff and an absence of equity and advocacy for instructors and programs still remained. The survey responses and interviews showed that both the administrators and instructors in KFL programs believe that pragmatics competence is crucial to developing proficiency in a foreign language and that pragmatics should be taught in class. The teachers’ own personal foreign language learning experiences were very influential in shaping their stated beliefs. However, it was also found that the teachers’ practices were based on their working definition of pragmatics rather than their espoused theories. In the classroom, textbooks provided the core element of curriculum and classroom practice, which the teachers thought contributed to persistently unsatisfactory approaches to pragmatics teaching.
Drawing upon the survey and interview results, a series of instructional units, informed by PCR and multiliteracies pedagogy, was designed to be integrated into current textbook-oriented curricula and implemented in an upper elementary level Korean course. Contrary to the concerns of the interviewed KFL instructors, beginner-level students successfully participated and interacted meaningfully using authentic materials. The students showed development in metapragmatic awareness and in both pragmalinguistics and sociopragmatics knowledge. In addition, the students exhibited positive attitudes toward the instructional units. Based on this evidence, this dissertation concludes with implications and future research recommendations for teacher professional development training design, KFL curriculum, teaching material design, and teacher cognition research.
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Lanahan, 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.
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Moore, 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/.
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This study examined allied health and nursing career and technical education (CTE) teacher beliefs and attitudes about reading. Since beliefs and attitudes influence the way teachers teach, it is important to understand what those beliefs and attitudes are, especially in relationship to reading in subject matter classrooms. One hundred twelve individuals responded to a written survey concerning their attitudes and beliefs about reading. A four-factor solution was achieved with a principal components factor analysis. A significant number of variables were associated with the factor labeled Reading Apathy, which appears to be indicative of the condition known as aliteracy among faculty who participated in the study. Professional development activities grounded in novice-to-expert theory are suggested as a way of overcoming the phenomenon. Recommendations for future research involve a more detailed study to further characterize the condition of aliteracy and its impact on student learning.
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LO, 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.
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Choi, 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.
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Many researchers have explored teachers’ beliefs in literacy and found that teachers’ literacy beliefs affect their instructional practices in foreign language (FL) or second language (SL) classrooms. Researchers have demonstrated that teachers’ literacy beliefs and instructional practices are generally consistent. There have been many studies regarding teachers’ literacy beliefs and classroom instruction in the context of FL/SL and more recent studies on teachers’ literacy beliefs presenting an increasing interest in heritage language (HL) such as Spanish and Chinese. However, less is known about Korean language teachers’ literacy beliefs and practices in the mixed classroom of heritage and non-‐heritage learners.
This present study had two main purposes. First, it examined and described the literacy beliefs and instructional practices of a novice Korean language instructor, who struggled primarily with heritage learners in his teaching career. The second purpose was to seek an in-‐depth view of a novice teacher’s literacy beliefs and practices toward two different student subgroups of heritage and non-‐heritage learners in the same classroom. In addition, this study investigated incongruences between literacy beliefs and practices toward heritage and non-‐heritage learners. In order to examine a novice Korean instructor’s literacy beliefs and practices toward Korean heritage learners and non-‐heritage learners, this research employed a qualitative case study and collected data through a combination of a survey, semi-‐structured interviews, and videotaped classroom observations. The Literacy Orientation Survey (LOS) and Taxonomy Of Techniques were adopted for a survey and classroom observation, respectively.
The results of the current study indicated that the novice teacher of Korean has general literacy beliefs compatible with a constructivist orientation, which is a whole-‐ language approach and one that promotes transformative learning. For most of the instructor’s literacy instruction in the classroom, his literacy beliefs appeared to be congruent with his practices toward KHLLs. The novice teacher promoted differentiated literacy instruction by giving separate, more challenging, or instruction more connected to everyday life in an effort to meet each individual learner’s needs in literacy. Acknowledging heritage learners as mediators and community builders who could potentially promote literacy skills, the participant presented a broader understanding of literacy and multiliteracies, such as cultural and digital literacy, beyond traditional skill-‐ focused reading and writing. However, his overall literacy beliefs were incongruent with his instructional practices toward KFLLs because of frequent accommodations for less proficient learners through more traditional or eclectic activities. This incongruence and distinctive literacy instruction toward two different learner subgroups were explained by several factors: university policy on teaching and learning, his educational background and teaching experiences, and the low proficiency of the Korean language learners.
This study of a novice teacher’s literacy beliefs toward different learner groups suggests that the embracing of comprehensive and constructivist approaches to literacy instruction and curriculum is only possible when pre-‐ and in-‐service teachers are aware of their own premises or propositions about literacy beliefs and instructions. The findings generated by this study can serve as a good starting point to guide FL/HL teachers to professional growth and expand the field of HL literacy studies in the future.
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Vanderbilt, 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/.
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Thesis (Ph. D.)--Georgia State University, 2008.Title 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).
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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.
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The aim of this study is to compare the effects of the instructions based on cognitive bridging and cognitive conflict approaches and gender on 9th grade students&lsquoconceptual 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.
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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.
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This study seeks to explore an understudied population, Middle Eastern students, in the area of instructional communication. Of particular interest, the study seeks to understand how Middle Eastern students’ view their Western instructors’ verbal and nonverbal immediacy. The literature review establishes a conceptualization for verbal and nonverbal immediacy and the relationship between immediacy and gender, and immediacy and culture. Expectancy violations theory is used to understand the phenomena from an expectancy violations perspective and Hofstede’s dimensions will be used in an instructional context to understand how Middle Eastern students’ culture may influence students’ expectations. This study uses a mixed method approach to create a holistic views of Middle Eastern students’ expectations and expectancy violations. The survey method seeks to understand Middle Eastern students’ expectation for instructor verbal and nonverbal immediacy, and email responses seeks to understand expectancy violations and cultural influence on student expectancies. The results of the study show that Middle Eastern students view verbal and nonverbal immediacy as important factors in the student-teacher relationship and cultural factors play a role in students’ expectations.
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Ghanem, 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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This study explores the complexities associated with graduate language instructors’ identities and teaching practices, specifically with regard to the teaching of culture in the FL classroom. These areas are important to study because negotiating various identities has been shown to impact language learning and teaching (Dippold, 2006; Kumaravadivelu, 2003; Menard-Warwick, 2008). In addition, instructors’ identities and the influence on their teaching practices may impact pedagogy (Menard-Warwick, 2008).
The study investigates the identities and experiences of eight graduate instructors of German – four (two male and two female) native and four (three male and one female) non-native speakers of German – in the spring semester of 2009 at the University of Texas at Austin. The participants included novice and advanced German instructors at different levels in their graduate studies. Three questionnaires, three self-reflective journal entries, three observations, one focus group interview, and individual interviews with each participant provided the data for this study. These data were analyzed using qualitative methods, specifically grounded theory and discursive psychology. The themes and categories, as well as interpretive repertoires and subject positions which are based on Edley’s (2001) analytical framework, offered an in-depth understanding of teacher identities and the impact of identities on teaching practices in regard to culture.
Findings illustrate that the participants negotiated their identities in interaction and dialogue with others (Bakhtin, 1981) and in different communities of practice (Wenger, 1998). In discussing their identities, instructors also used various interpretive repertoires, underscoring their individuality and their experiences. The study’s findings suggest, furthermore, that the issue of teacher identities needs to be included in teacher training and must play a significant role in FL education, in order to support language teaching and learning.text
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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.
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碩士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.
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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.
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博士國立臺灣師範大學
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.
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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.
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Concerns about the lack of students' critical thinking (CT) skills and instructors' inability to foster them were the driving force behind this study. The purpose of this multiple case study was to examine instructors' beliefs about CT and how they related to teaching practices. An American private college was used as the context for investigation due to the institution's efforts to improve the quality of teaching and learning as well as its commitment to CT outcomes. Three "exemplary" instructors teaching business, education and computer courses were selected for in-depth investigation along with one instructor teaching a stand-alone course in CT. Qualitative measures were used to collect data about instructional practices of each participant in the context of one course through interviews, classroom observations and course document reviews. Particular attention was paid to course design, instructional strategies and assessment measures intended to stimulate student thinking. Students were also surveyed to elicit their perceptions of the course related to CT. Instructors' beliefs were explored through interview methods and standardized measurement tools. Findings suggested overall that each participant's espoused teaching practices were consistent with their actual teaching practices. Beliefs about CT and related topics also appeared to be compatible with their instructional methods. Across disciplines, findings suggested there were both similarities and differences in beliefs and practices. Specifically, instructors conceptualized CT in different ways and focused on various CT skills required for their respective disciplines. In practice, courses included active learning strategies, ongoing writing assignments and essay exams. The instructor teaching CT explicitly held the narrowest perspective on CT and represented the largest departure in teaching methods. Some of the common beliefs held by the four participants teaching for CT were the following: (a) CT develops over time with practice and experience; (b) in-class discussion is essential to developing CT; (c) fostering thinking skills is as important as content coverage; and (d) personal discipline is highly conducive to fostering CT. Implications for faculty development and future research are discussed.
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Ai-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.
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Lu, 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.
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碩士國立臺灣師範大學
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.
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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.
Full textAbstract:
Our nation’s first Chief Technology Officer, Aneesh Chopra, has said that “technology in education is less about hardware and software and more about what we teach, the method in which we teach it, and professional development and support for educators” (Fletcher, 2009). While technology reform continues to provide schools and colleges with hardware and software (Kern & Warschauer, 2000; Kessler, 2006), the amount of technology teachers use remains low (Barron et al., 2003; Cuban et al., 2001). If our efforts are to reform, as Chopra suggests, what we teach and how we teach it, our instructional technology research must incorporate the voices of teachers who determine what happens inside the classroom. One theory regarding limited technology use has been that teachers’ beliefs and their relationship to practice might provide us with insight that will allow us to aid teachers in their craft (Becker & Riel, 1999; Ertmer, 2005). This qualitative case study examines three Spanish teachers’ pedagogical beliefs and how those beliefs relate to their instructional technology use. Data include interviews, observations, field notes and documents analyzed using a constant comparative approach (Lincoln & Guba, 1985). Findings show that beliefs about the classroom environment most influence their choices regarding instructional technology.text
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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.
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(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 textAbstract:
Research investigating faculty and instructors’ perception of teaching in discipline oriented fields such as biology, chemistry and physics suggest that faculty hold diverse conceptions 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.
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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.
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Lynn, 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 textAbstract:
Thesis (Ph. D.)--Florida State University, 2008.Advisor: 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.
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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 textAbstract:
碩士國立臺北教育大學
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.
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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 textAbstract:
碩士國立臺灣師範大學
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.
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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 textAbstract:
碩士國立屏東師範學院
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
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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 textAbstract:
Thesis (M.S.)--Florida State University, 2002.Advisor: 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.
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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 textAbstract:
碩士義守大學
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.
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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 textAbstract:
Students 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