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Relevant bibliographies by topics / Pupil Control Ideology

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Academic literature on the topic 'Pupil Control Ideology'

Author: Grafiati

Published: 4 June 2021

Last updated: 19 February 2022

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Journal articles on the topic "Pupil Control Ideology"

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Samfira, Elena Mirela, and Florin Alin Sava. "Cognitive-behavioral correlates of pupil control ideology." PLOS ONE 16, no. 2 (February 10, 2021): e0246787. http://dx.doi.org/10.1371/journal.pone.0246787.

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Teacher’s pupil control ideology is a central feature for the quality of the teacher-student relationship, which, in turn, impacts the teacher’s level of well-being. The pupil control ideology refers to a teacher’s belief system along a continuum from humanistic to custodial views. Teachers with humanistic orientation view students as responsible and, therefore, they exert a lower degree of control to manage students’ classroom behaviors. Teachers with a custodial orientation view students as untrustworthy and, therefore, they exert a higher degree of control to manage students’ classroom behaviors. The relationship between pupil control ideology and dysfunctional beliefs originated from the cognitive-behavioral therapy framework has not been investigated, despite existing evidence suggesting that the pupil control ideology is linked to stress and burnout. One hundred fifty-five teachers completed a set of self-report questionnaires measuring: (i) teacher’s pupil-control ideology; (ii) perfectionistic and hostile automatic thoughts; (iii) irrational beliefs; (iv) unconditional self-acceptance; (v) early maladaptive schemas; and (vi) dimensions of perfectionism. The result suggests that teachers who adopt a custodial view on pupil control ideology endorse more dysfunctional beliefs than teachers who adopt a humanistic view. They tend to present a higher level of perfectionism, unrelenting standards, and problematic relational beliefs, including schemas of mistrust and entitlement. They also present more often other-directed demands and derogation of other thoughts. Such results picture a dysfunctional view on pupils who misbehave, as adversaries who threaten their rigid and/or perfectionistic expectations.

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Docking, Russell A. "Changing teacher pupil control ideology and teacher anxiety." Journal of Education for Teaching 11, no. 1 (January 1985): 63–76. http://dx.doi.org/10.1080/0260747850110104.

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Graham, Steve, Gerald Halpin, Karen R. Harris, and Jeri Benson. "A Factor Analysis of the Pupil Control Ideology Scale." Journal of Experimental Education 53, no. 4 (July 1985): 202–6. http://dx.doi.org/10.1080/00220973.1985.10806382.

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Vitagliano, James A., and Joseph W. Licata. "Hearing and Deaf Teacher Pupil Control Ideology and Pluralistic Ignorance." American Annals of the Deaf 132, no. 3 (1987): 199–205. http://dx.doi.org/10.1353/aad.2012.0769.

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Graham, Steve, Jeri Benson, and Nick Henry. "An Analysis of the Dimensionality of the Pupil Control Ideology Scale." Educational and Psychological Measurement 45, no. 4 (December 1985): 889–96. http://dx.doi.org/10.1177/0013164485454019.

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Morrison, Timothy G., Brad Wilcox, J. L. Madrigal, and Brad McEwan. "Development of teachers' theoretical orientations toward reading and pupil control ideology." Reading Research and Instruction 36, no. 2 (December 1996): 141–56. http://dx.doi.org/10.1080/19388079709558234.

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Rideout, Glenn, and Larry Morton. "Pre‐service teachers' beliefs and pupil control ideology: the custodializing practicum." Journal of Educational Administration 48, no. 1 (February 2, 2010): 64–88. http://dx.doi.org/10.1108/09578231011015421.

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Payne, Monica A., and Arthur G. Richardson. "Factorial structure of the Pupil Control Ideology scale: a West Indian perspective." Research in Education 40, no. 1 (October 1988): 11–17. http://dx.doi.org/10.1177/003452378804000102.

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Morrison, Timothy G., Brad Wilcox, J. L. Madrigal, Susan Roberts, and Eric Hintze. "Teachers' theoretical orientations toward reading and pupil control ideology: A national survey." Reading Research and Instruction 38, no. 4 (June 1999): 333–50. http://dx.doi.org/10.1080/19388079909558300.

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Baş, Gökhan. "AN ANALYSIS OF PUPIL CONTROL IDEOLOGY OF PRIMARY TEACHERS FROM DIFFERENT VARIABLES." Bartın Üniversitesi Eğitim Fakültesi Dergisi 1, no. 1 (December 15, 2012): 97. http://dx.doi.org/10.14686/201212003.

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Dissertations / Theses on the topic "Pupil Control Ideology"

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Jackson, Cassandra J. "The relationship between pupil control ideology/pupil control behavior and academic achievement in middle school students." Virtual Press, 2004. http://liblink.bsu.edu/uhtbin/catkey/1290971.

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Shippy, Tanya L. "Relationships among teachers' pupil control ideology, teachers' pupil control behavior, student achievement, and self-regulating behaviors /." free to MU campus, to others for purchase, 1997. http://wwwlib.umi.com/cr/mo/fullcit?p9842582.

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Howard, Lorence Edward Rotter Julian B. "Selected relationships between educator's locus of control and pupil control ideology /." Access abstract and link to full text, 1986. http://0-wwwlib.umi.com.library.utulsa.edu/dissertations/fullcit/8612432.

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Holt, Judith Suzanne Lemley. "The relationship between pupil control ideology and typology of teacher referrals /." Access abstract and link to full text, 1993. http://0-wwwlib.umi.com.library.utulsa.edu/dissertations/fullcit/9330025.

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Abaci, Ramazan. "Ths effect of human relations training on teacher's stress, locus of control and pupil control ideology." Thesis, University of Nottingham, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.365116.

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Myers, Ian, and n/a. "The relationship between pupil control ideology and subject faculties in ACT government high schools." University of Canberra. Education, 1985. http://erl.canberra.edu.au./public/adt-AUC20061027.123030.

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The purpose of the study was to establish that a relationship existed between teacher Pupil Control Ideology (PCI) and membership of a practical subject faculty or of a humanities subject faculty in ACT government high schools. It was hypothesized that teachers in practical subject faculties and teachers of practical subjects would be custodial in their PCI. Teachers in humanities subject faculties and teachers of humanities subjects would be humanistic in their PCI. A subsidiary purpose was to replicate earlier research findings of a relationship between PCI and years of teaching, sex, position in the school administration, and type of school. The PCI Form was administered to a population sample of 116 teachers from five high schools in the Belconnen area of Canberra. The results were subjected to t-test and one-way analysis of variance. Statistically significant relationships were observed between PCI and teacher variables of subject faculty, subject taught, and sex of teacher. Earlier findings for other variables were not replicated. The direction of findings was surprising. Teachers in practical subject faculties and of practical subjects were more humanistic than humanities faculty and subject teachers. Female teachers were more custodial than male teachers. An analysis of variance showed no interaction effect between variables sex and faculty, and sex and subject taught. More research on possible causes of the relationships, such as student attitude to subject, and teacher sense of achievement, is needed before the findings can have practical application.

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Peel, Patricia Smith. "The relationship of teacher empowerment and pupil control ideology to student school self-concept /." free to MU campus, to others for purchase, 1999. http://wwwlib.umi.com/cr/mo/fullcit?p9946286.

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8

Beatty, Thomas Hall. "The relationship between teacher sense of efficacy and pupil control ideology in urban middle schools." W&M ScholarWorks, 2002. https://scholarworks.wm.edu/etd/1539618836.

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The purpose of this study was to investigate teacher sense of efficacy and its relationship to pupil control ideology in urban middle schools. The following questions were investigated: (1) Among urban middle school teachers, what is the relationship between their level of self-efficacy for teaching and their pupil control ideology? (2) Are female middle school teachers more or less efficacious than male middle school teachers? (3) Are female middle school teachers more or less humanistic than male middle school teachers?;The study included middle school teachers from 4 urban school divisions in the Commonwealth of Virginia. Teachers from 13 middle schools from the 4 school divisions participated in this study which yielded a total of 161 teachers.;A Pearson r correlation was run to investigate the relationship between teacher sense of efficacy and pupil control ideology. T-tests were run to determine if statistically significant difference existed between the pupil control ideology and teacher sense of efficacy scores of urban male and female middle school teachers. The results of the Pearson r correlation indicated that there was no statistically significant relationship between teachers' sense of efficacy and their pupil control ideology. The t-test results indicated that urban female middle school teachers were more efficacious than urban male middle school teachers. There was no statistically significant difference between the pupil control ideology mean scores of urban middle school teachers.;This study has implications for schools to provide staff development for urban male teachers to increase their sense of efficacy. A replication of this study using a larger sample and a different measure of pupil control ideology may yield different results.

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Knoblauch, Deanne E. "Contextual factors and the development of student teachers' sense of efficacy." Connect to this title online, 2004. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1085620654.

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Thesis (Ph. D.)--Ohio State University, 2004.
Title from first page of PDF file. Document formatted into pages; contains x, 136 p.; also includes graphics Includes bibliographical references (p. 125-136). Available online via OhioLINK's ETD Center

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Heineman, Dale Lewis. "An analysis of the relationship between zero tolerance attitude and pupil control ideology." 2007. http://etda.libraries.psu.edu/theses/approved/WorldWideIndex/ETD-1984/index.html.

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Books on the topic "Pupil Control Ideology"

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Määttä, Kaarina. Opettajiksi opiskelleiden kontrolli-ideologia sekä sen muuttuminen opintojen edetessä ja työkokemuksen karttuessa =: Pupil control ideology of student teachers and changes in it as studies progress and job experience increases. Rovaniemi: Lapin korkeakoulu, 1989.

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Book chapters on the topic "Pupil Control Ideology"

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Clark, Christopher J. "Black Seat Share and Policy Representation in States." In Gaining Voice, 70–96. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190933562.003.0004.

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A common expectation is that when blacks serve in elected office black policy interests will be better represented. This chapter examines how black seat share affects education and welfare policy in states, from 2001 to 2011. The expectation is that states with a greater black seat share will spend more money on education and will have more liberal welfare policy. It shows that while black seat share increases per-pupil public education spending, it is associated with less liberal welfare policy. In fact, the finding for welfare policy emerges in states with Democratic control of the legislature and provides evidence of backlash in response to an increased black seat share. Citizen ideology and region are two other key predictors of education and welfare policy in states.

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"The Pupil Control Ideology of Teachers in Culturally Diverse Settings: The Case of Arab and Jewish Teachers in Israeli Public Secondary Schools." In Institutional Issues, 40–48. Routledge, 2005. http://dx.doi.org/10.4324/9780203984116-9.

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"Pupils, Localities and the Experience of Teaching." In Teachers, Ideology and Control (RLE Edu N), 184–203. Routledge, 2012. http://dx.doi.org/10.4324/9780203126035-18.

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