Dissertations / Theses on the topic 'Research-teaching relationships'
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Ahmed, Ahmed Khaled. "The relationships between teaching and research as experienced by faculty members at a midwestern university." Virtual Press, 2001. http://liblink.bsu.edu/uhtbin/catkey/1213151.
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The purpose of this qualitative study was to describe and report the relationship between teaching and research as experienced by twelve faculty members at a medium sized, doctoral granting, state assisted university in the Midwest. Research review revealed that the relationship between research and teaching in higher education was supportive, conflicting, or neutral (Marsh & Hattie, 1996).Twelve faculty members from five different departments at Teachers College participated in this study. Evidence was gathered using semi-structured interviews. Analysis of evidence revealed several findings.Faculty members in this study described activities needed to produce publishable research, which included participating in professional meetings (conferences, workshops, and seminars), contributing to professional associations, reading publications, and writing activities. Faculty members engaged in research projects, and worked with students on their dissertations and research papers. Many of faculty members' research ideas came from their reading and their participation in learning activities needed to produce quality teaching.In this study, faculty members reported that research and teaching were intertwined activities that produced two different products. Faculty members reported that some of the activities in both teaching and research were similar and overlapping. They found ways to make progress in both activities at the same time. The activities used to produce quality teaching were influenced by the demands of producing publishable research and vice versa.For faculty members, many of their activities as scholars produced both research and teaching. While teaching was identified as the highest form of scholarship, research was considered also an important form of scholarship. Scholarship includes discovery of new knowledge, looking for connections, and building bridges between theory and practice. Teaching is scholarship applied.Department of Educational Leadership
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HALL, BETTIE C. "Investigating the Relationships Among Computer Self-Efficacy, Professional Development, Teaching Experience, and Technology Integration of Teachers." University of Cincinnati / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1211466285.
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Louange, Jemmy E. "An examination of the relationships between teaching and learning styles, and the number sense and problem solving ability of Year 7 students." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2007. https://ro.ecu.edu.au/theses/306.
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Independent studies of teaching for number sense and problem solving have revealed that teaching for either of them separately poses a great challenge for the teacher. Yet research focusing on the relationship between number sense and problem solving was virtually non-existent, although the relationship between students' number ·sense and problem solving ability was becoming more and more evident through various modes and endeavours. This study sought to explore what sort of relationships exist between students' number sense and their problem solving ability, and the contribution of the teacher's teaching style and the students' learning style towards students' performance in these two respective areas.
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Briggs, Jessica G. "A study of the relationships between informal second language contact, vocabulary-related strategic behaviour and vocabulary gain in a study abroad context." Thesis, University of Oxford, 2014. http://ora.ox.ac.uk/objects/uuid:e7dc69d9-09e5-4fab-b8fc-fe4682eecdfb.
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This thesis reports on a longitudinal, mixed-methods study of the relationships between informal (i.e. out-of-class) second language (L2) contact, vocabulary-related strategic behaviour and vocabulary gain in a study abroad context. The study addressed three main gaps in knowledge that arose from analysis of the literature: (1) the evidence of informal L2 contact was largely unreliable, ungeneralisable, or both; (2) the evidence of vocabulary-related strategic behaviour in informal L2 contact was neither context nor task specific; and (3) there was no evidence of the interplay between informal L2 contact, vocabulary-related strategic behaviour and vocabulary gain in a study abroad context. The sample (n=241) were adults undertaking a study abroad experience (SAE) in England, who comprised a range of nationalities and first language backgrounds and for whom the majority of the SAE was spent outside of the classroom. A vocabulary test was administered at the beginning and end of the SAE. A questionnaire was administered during the SAE to determine the most highly identified with informal L2 contact scenarios and out-of-class vocabulary-related strategies. Subsequently, an innovative research tool comprising computer-based simulations of the most identified with scenarios was developed and used as the stimulus in semi-structured interviews to capture task and/or context-specific vocabulary-related strategic behaviour. Analysis grouped participants by length of stay and location. The most highly identified with informal L2 contact scenarios involved participants seeking information from external sources, such as interlocutors, posters or websites. The vocabulary-related strategies most highly identified with by the sample pertained to the use of a newly encountered lexical item; that is, they were strategies in which the learner used or prepared to use a lexical item that they had decided to engage with strategically. The strategic behaviour manifested in response to the simulation tool (the 'OWLS') provided strong evidence in support of the fundamental considerations of task, context and intention in strategy-based research. Regression analysis revealed that informal L2 contact scenarios that were less strategically prohibitive and strategies that were less context-dependent were predictors of vocabulary gain. The pedagogical implications of these findings are far- reaching in terms of preparing L2 learners for informal contact on a SAE and guiding their manipulation of that contact for maximum linguistic gain.
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Dyson, J. R. "The relationship between accounting research and undergraduate teaching." Thesis, University of Surrey, 1995. http://epubs.surrey.ac.uk/2155/.
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Hoffman, Phil R. "“But Are We Really Friends?”: Online Social Networking and Community in Undergraduate Students." University of Akron / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=akron1211461825.
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Larson, Katie Titus. "Adolescents' Self-Described Transformations and Their Alignment with Transformative Learning Theory." Antioch University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1486187834820718.
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Grant, Melva R. "Examining Classroom Interactions and Mathematical Discourses." The Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=osu1259014641.
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Hanrahan, Mary U. "Conceptual change and changes of heart: A reflexive study of research in science literacy in the classroom." Thesis, Queensland University of Technology, 1999. https://eprints.qut.edu.au/36603/1/36603_Digitised%20Thesis.pdf.
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In this thesis, I present my themes at two levels. On one level I am concerned with learning in secondary school science, which the science education literature has shown to be problematic in some areas, while at the second level, I am concerned with my own learning, which leads me to search for a methodology consistent with my developing theory about learning and change.
I have constructed a partial explanation for unsatisfactory learning in science, using a cross-disciplinary body of literature (including that relating to critical literacy teaching, second language learning, social and cognitive psychology, and sociolinguistics). Taken as a whole, the literature seemed to suggest that deep learning and change depend to some extent on the nature of interpersonal relationships in the classroom, and (tacit) cultural rather than rational factors, and that these needed more research in the science education context. As a result my research became focused on teacher-student interpersonal relationships and the language mediating these. After early studies exploring several science education contexts, I finally collaborated with a teacher of a Year 8 science class in trialing an intervention using affirmational dialogue journal writing. This resulted in a more democratic and generally improved psychosocial learning environment, as well as some new insights into the nature of the communication problems associated with typical science classroom discourse. Articles written at different stages of this overall research program were accepted for publication by major science education journals on three continents.
At the same time, my desire to use a methodology consistent with my own developing theories about the nature of learning and change led me firstly to using different methodologies in successive case studies (multivariate analysis of survey data, ethnography, and action research). As I became increasing aware of social factors involved in the construction of knowledge, I wrote two articles dealing with emerging methodological issues and these were accepted for publication in international publications. However, I later went on to become more aware of broader ecosocial system factors (cf. Lemke, 1995), and then ecobiological factors (Maturana & Varela, 1992), and this led to my becoming increasingly reflexive about the underlying process implicit in my repeated epistemological and methodological revolutions. I found that non-rational aspects were implicated, and decided that this somewhat intuitive underlying practice needed to be presented explicitly as my metamethodology, not only because ofits apparent productiveness, but because it exemplified and extended the theories about learning that I had developed with my research in science classrooms. This new methodology, which I call "ecobiosocial system analysis", is a synthesis of sociocultural, psychological, and physiological principles in an ecosocial system that includes tacit biological aspects of understanding.
Moreover this shifting understanding had serious implications for how I (re)presented my research in the thesis document, which I had originally assumed had to be an objective scientific account. As my epistemological beliefs changed, this became a decision to present first a narrative inquiry (Clandinin & Connelly, 1990), and then a critical action research account (Kemmis, 1994). Finally, however, I realised that such unified narratives misrepresented research practice as I had experienced it and, ifI were to be consistent with my own theories, a new method of presenting my research needed to be found.
This series of changes could be seen as an evolution, in which case it would make sense to disregard the earlier thinking and present the research only in relation to the final theoretical paradigm. My preferred perspective is to see my research as moving between paradigms, none of which has ultimate superiority. Hence, I insist on presenting the whole (somewhat messy and multi-paradigmatic) process, by juxtaposing the differently voiced articles and my final meta-account. In fact the knowledge resulting from earlier studies had already been validated by the research communities to which it belonged (by fact of publication), while the final stage of knowledge has yet to gain such validation by researcher peers.
As a consequence of my conviction that my learning should be seen as a particular case created by a particular ecobiosocial system, I present a central autobiographical chapter. This focuses on sociocultural and psychological childhood and adult experiences, which I suggest have influenced my epistemological beliefs and research practice at a deeper level than the literature I read during my PhD. Even though the resulting metamethodology is shown to be an implicit one to some extent, often operating at tacit levels, I nevertheless present both design and methods chapters. The design chapter proposes a justification of the (meta)methodology in terms of current theories from a range of fields (cognitive science, organisational change theories, critical theory, and socio-biological ecological system theories). The methods chapter then analyses my somewhat intuitive research process in retrospect, based on samples of my personal journal writing, on-line communications, and other associated activities.
In summary, the thesis explores the nature of deep learning and change in two rather different contexts, and proposes that such processes involve a complex of interrelated cognitive, social and biological aspects. This proposition not only has implications for teaching and learning science but led me to a new methodology, ecobiosocial system analysis. It also led me to challenge the traditional thesis structure which represents learning as an entirely rational process and knowledge as unitary. Moreover, given that I challenge the belief that either thought or practice can be significantly changed by a purely logical account, I do not draw explicit conclusions but rather trust to what I have been able to communicate in a more organic way throughout the thesis document.
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Barmish, Goloff Donna 1950. "The nature of task systems and their relationship to teacher goals /." Thesis, McGill University, 1988. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=61899.
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Mitescu, Reagan Emilie. "Examining the relationships among undergraduate teacher candidates' experiences, perceptions, and beliefs about teaching for social justice." Thesis, Boston College, 2011. http://hdl.handle.net/2345/1992.
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Thesis advisor: Larry H. LudlowTeacher preparation programs face an urgent call to prepare high-quality and "highly qualified" teachers who teach all students in an increasingly culturally, racially, ethnically, and linguistically diverse student population, and who work toward closing the achievement gap that separates students along these demographic lines. In response, and as part of the current accountability context, there has been greater focus on outcomes in teacher education. Along different lines, also in response to these challenges, there has been an increase in social justice-oriented teacher preparation programs. This dissertation operates within both of these contexts. Specifically, this dissertation examines one of the many outcomes of teacher education for social justice: teacher candidates' changing beliefs about teaching for social justice and the factors that may or may not be related to their change. Using primarily Rasch rating scale and multiple regression analyses, this dissertation examines longitudinal survey data from two cohorts of undergraduate teacher candidates (N=134) who completed the same social justice-oriented teacher education program. By investigating two cohorts of teacher candidates at the time of entry into the teacher education program and again when they graduated four years later, this study investigated individuals in the aggregate, variability within and across cohorts, and change across time. In addition, this research sought to untangle and identify whether reported experiences and perceptions before and during formal teacher education are related to beliefs about and commitment to teaching for social justice. Findings suggest that from the time of entry to graduation, candidates' beliefs about teaching for social justice were significantly more aligned with the concepts and principles endorsed by the teacher preparation program. Additionally, at particular points in time and across time, there were identifiable perceptions and experiences related to their beliefs about teaching for social justice. In particular, the location of the student teaching experience and candidates' perceptions of their teacher education faculty were significant predictors of their beliefs about teaching for social justice
Thesis (PhD) — Boston College, 2011
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Research, Measurement, and Evaluation
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Fung, Siu Pik. "What is the relationship between vocabulary teaching methods and vocabulary learning." HKBU Institutional Repository, 1997. http://repository.hkbu.edu.hk/etd_ra/110.
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Kierman, Wynsome Doreen. "A pilot study of the relationship between the English language abilities of a group of primary school children and their tree-drawings." Thesis, Rhodes University, 1991. http://hdl.handle.net/10962/d1003587.
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This pilot study attempts to assess the correlation between language ability and a projective Tree-drawing test. The hypothesis tested is that expounded by Sandra Michel, a psychologist working with Dr. A. A. Tomatis at the Language Centre in Paris. The theory of Language from which her work derives is that put forward by A. A. Tomatis in Vers l'écoute humaine (Towards Human Hearing), (1977) and Education and Dyslexia trans . , Louise Guiney, (1972). This hypothesis states that the Tree-drawing can give a clear indication of the kind of dialogue the testee will be able and willing to use. The claims for projective Tree-drawing 'tests' or techniques have been mainly concerned with personality or psychological assessments and sometimes with intelligence testing since Charles Koch first began his work in this field in the early forties. Sandra Michel in "The Tree Test", translated by T . Brown, (unpublished paper), Tomatis Centre (Scarbrough, Ontario, 1980) discusses a Tree-drawing scale that indicates both the developmental level of the child's language ability and his/her motivation towards dialogue and communication at this level. To test this hypothesis a sample of 1094 Tree-drawings was used. The drawings were done by Primary School children of both sexes from Sub. A. to Std . 5, collected over four years of research. These drawings were studied to see if the Tree scale of drawings described by Michel did in fact occur and if they occurred in the sequence she suggests. As a result of these preliminary investigations a developmental scale was devised and proposed as a refinement of Michel's scale. Scores from these two Tree-scales were correlated with English language scores using Pearson Product Moment Correlation Coefficient and the Spearman Rank techniques. The sample for this correlation study was a group of 54 Std. 5 pupils whose English language ability was evaluated by (i) a school English Examination mark, (ii) a Questionnaire scoring receptive and expressive language behaviours and (iii) Verbal I.Q. scores. The positive correlation between these language scores and the Tree-drawing projective test scores are discussed and the implications for English language teaching and suggestions for further research mentioned.
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Schwartz, Harriet L. "Thankful Learning: A Grounded Theory Study of Relational Practice between Master’s Students and Professors." Antioch University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1247833338.
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Jones, Leslie William. "The relationship of teamwork factors to perceived success of inter agency collaboration." W&M ScholarWorks, 1987. https://scholarworks.wm.edu/etd/1539618858.
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The purpose of this study was to determine the relationship of teamwork factors to perceived success of interagency collaboration.;Administrators (n = 375) of eight governmental service agencies, state and local, serving handicapped children, ages birth through twenty-one (21), in Virginia responded to the researcher's mailed survey. The survey instrument was validated with 20 graduate students and 4 national experts in interagency collaboration. A telephone follow-up on certain items in the survey with 26 randomly selected respondees resulted in a significant reliability coefficient (Spearman Correlation Coefficient of .9307). The survey collected, in addition to certain demographic data, information on the perceptions of agency personnel regarding successful interagency collaboration and the perceived existence of teamwork factors. Multiple correlation and regression was used to produce a linear combination of independent variables (perceived existence of teamwork factors) which correlated (p < .05) with the dependent variable (perceived level of success in interagency collaboration).;The major findings of this study were: (1) administrators perceived that teamwork factors make a significant contribution toward success in interagency collaboration, yet, it is their perception that these teamwork factors are not as evident in their interagency contacts with other agency personnel. (2) A relationship did exist between the perceptions of agency personnel as to the level of success in interagency collaboration and their corresponding perception as to the level of existence of teamwork factors; (3) Top and low level personnel within agencies did agree on the perceived level of success in interagency collaboration; (4) There was substantial agreement between the agencies on the perceived level of contribution each teamwork factor makes toward successful interagency collaboration; (5) Problem-solving ability and communication appear to be the two teamwork factors which best predicted the level of perceived success of interagency collaboration; (6) Trust appeared as a factor which differentiated between certain agencies as well as between state and local agency personnel. Local agency personnel did not identify trust as being as important as the other four factors, while three agencies did not view it as important; (7) Local level agency personnel did not identify leadership as being as important as the other four factors.
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Kiess, Kolter. "Rhizomatic Resistance: A Pedagogy for Social Transformation." [Kent, Ohio] : Kent State University, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=kent1248147584.
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Thesis (M.A.)--Kent State University, 2009.Title from PDF t.p. (viewed Mar. 26, 2010). Advisor: Masood Raja. Keywords: Rhizomatic; resistance; social transformation; pedagogy; radical; education; literature. Includes bibliographical references (p. 157-161).
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Chiang, Kuang-Hsu. "Relationship between research and teaching in doctoral education in UK universities : the cases of education and chemistry." Thesis, University College London (University of London), 2003. http://discovery.ucl.ac.uk/10019240/.
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This study aims to investigate the relationship between staff research and teaching in doctoral education with a special reference to disciplinary variations. There is substantial literature on this relationship in higher education, and there has been much debate about whether they are complementary or competitors for the resources of universities. There is however, little research at the level of doctoral education. This may be because it appears to be self evident that there is a posit. ve link at the doctoral level. However this is a hypothesis that needs testing. In order to do this testing, a questionnaire composed of two major dimensions of doctoral education - Supervision and Research environment for doctoral students - was distributed to about 2,200 full-time doctoral students in Education and Chemistry in UK universities. The dimension of supervision was divided into three components - the supervisor's facilitation of learning, his or her accessibility and the relevance of the supervisor's research to that of the student. The dimension of research environment for doctoral students was categorised into four components - the academic culture of social interaction, the intercultural facilitation of research (for international students), the research training programmes and research facilities. The relationship between staff research (the 1996 RAE scores) and the effectiveness of doctoral education as perceived by students is analysed along the above dimensions. Follow-up interviews were also conducted with students. On the whole, little relationship between departmental research performance (the RAE scores) and effectiveness of doctoral education is found in Education and Chemistry, especially pertaining to the aspects of supervision. However, the results of research environment are more complex. With regard to disciplinary differences, although the general findings of a lack of a significant relationship between research and teaching apply to both Education and Chemistry departments, it is interesting to note that doctoral education is more favourably perceived on most counts in supervision and research environment for doctoral students in Chemistry than in Education. Finally, a theoretical framework of research training structures to discuss these findings is offered.
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Vale, Pamela. "Describing the relationship between the cognitive and linguistic complexity of a mathematical literacy examination and types of student errors." Thesis, Rhodes University, 2013. http://hdl.handle.net/10962/d1001774.
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Much prior research has shown that if students have a poor command of the language in which they are taught and assessed, they experience a complex and deep learning disadvantage (Barton & Neville-Barton, 2003). Abedi (2006) mentions, in particular, that unnecessary linguistic complexity can threaten the validity of examination items and thus compromises the fairness of the assessment for English language learners. In Clarkson’s (1991, p. 31) research it was found that for the English language learners in the study “comprehension errors [made] up a high proportion of the errors made when…students attempt[ed] to solve mathematical word problems”. In an attempt to explore whether this was the case for a group of National Certificate (Vocational) [NC(V)] students at an FET college, the research conducted in this study focused on describing the cognitive and linguistic complexity of Level 4 Mathematical Literacy examination items as well as the types of responses from a sample of students. A mixed-methods case study design was selected. Student errors were classified as either due to mathematical literacy-related sources, or language-related sources and the question was asked as to how the cognitive and linguistic complexity of items might be related to the types of errors made. Statistically significant correlations were found between the linguistic complexity of items and language-related errors, and between the cognitive complexity of items and all types of errors. It was also possible to identify which language features, in particular, were statistically significantly correlated with linguistic complexity, namely: prepositional phrases; words of 7 letters or more and complex/compound sentences. As was expected, the majority of errors were categorised as mathematical literacy-related. However, as many as 19.22% of all errors made were identified as language-related. While the scope of the study prevents any generalisations from being made, the results indicate a need for a larger-scale study of this nature to determine if the complex and deep learning disadvantage mentioned by Barton and Neville-Barton (2003) does exist with regard to the assessment of Mathematical Literacy for NC(V) students who are English language learners (Barton & Neville-Barton, 2003).
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Leone, Suzanna. "The Relationship between Classroom Climate Variables and Student Achievement." Bowling Green State University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1256594309.
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Heddleson, Lucia. "TINKERING WITH EMERGING ADULTHOOD: BONDING FACULTY BEHAVIORS CULTIVATING LIFE PROJECTS FOR AT-RISK EMERGING ADULT STUDENTS." Case Western Reserve University School of Graduate Studies / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=casedm1559751731605712.
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Feagins, Izear III. "The perceptions of urban middle school teachers of the relationship between cognitive teaching strategies and school achievement: Implications for educational leadership." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2008. http://digitalcommons.auctr.edu/dissertations/9.
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Instructional methodology is progressive and ever-changing. Urban middle school teachers perceive that their instructional strategies are working within their classroom. Many professional development workshops have been attended and created; yet reading articles about brain-based teaching strategies and keeping abreast of nontraditional approaches to teaching has been infrequent. As a result, this study investigates and explores teachers' perceptions of cognitive teaching strategies and their use of these strategies in the classroom. Some of the cognitive teaching strategies are explained through the Collins-Brown Model of Cognitive Apprenticeship. The strategies are also explained through the philosophies of Constructivism and Progressivism. In addition, school achievement may or may not be successful when cognitive teaching strategies are used. The stratagems should be followed by teachers who know Gardner' 1 Intelligences Theory and brain-based teaching instructional strategies. This paper discusses cognitive teaching strategies and school achievement. It also explores whether teachers have teacher quality thereby implementing the strategies that they perceive that they are performing in their classroom. In addition, the paper discusses how educational leaders and policymakers should offer support to instructional staff. Educational leaders should know and observe cognitive teaching in classrooms as well as policymakers making decisions to support the instructional component and personnel.
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Lawson, Hazel. "Exploring the relationship between teaching, assessment and research methodology : an inquiry into pupil involvement with pupils who experience severe learning difficulties." Thesis, University of East Anglia, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.317997.
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West, Sarah M. ""Serviam": A Historical Case Study of Leadership in Transition in Urban Catholic Schools in Northeast Ohio." Cleveland State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=csu1494525976695738.
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Thompson, Robert. "Appraising beginning teachers: Principals' conceptions of competence." Thesis, Queensland University of Technology, 1998. https://eprints.qut.edu.au/36575/1/36575_Digitised%20Thesis.pdf.
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The focus of this study is the phenomenon of beginning teacher competence. The teacher registration process in the Australian state of Queensland is used as a context for the study with the intention of identifying issues relevant to beginning teacher competence and appraisal. In Queensland, the competence of beginning teachers employed in state and independent schools is appraised by the school principal in the first year of teaching. Accordingly, the research investigates principals' differing conceptions of competence and determines how these impact on the processes used to appraise beginning teachers. Such a focus located within the context of local issues is used to explore important themes that are relevant to other systems of beginning teacher appraisal.
The research represents an innovative approach to the study of beginning teacher competence and appraisal. An approach of this kind is a shift in paradigm from one where evidence of beginning teacher competence is seen as being incorporated in a traditional checklist appraisal system, to one where the intention is to understand competence from the perspective of principals.
The selection of phenomenography as the research approach adopted for this study is based on its 'goodness of fit' and appropriateness to the object of inquiry. Phenomenography aims to describe, analyse and understand the meaningthat people ascribe to the world and how they construe significant phenomena. The central concern of phenomenographers is not with the phenomenon being investigated, nor with the people who are experiencing the phenomenon but the relation between the two. Phenomenography attempts to bring all conceptions of a phenomenon into the light and tries to describe them on equal terms, tries to understand, systematise and order them in relation to each other.
In this study twenty-seven primary school principals were interviewed individually in order to identify the variation in their conceptions of competence and approaches to appraisal. Primary principals from 23 state schools, 1 special school and 3 independent schools of one provincial city and sun-ounds, in one regional area of Central Queensland, participated in the research.
There were three major outcomes that emerged from this study. Firstly, the data shows that principals have different conceptions of what beginning teacher competence is, although, at the same time, it reveals that the number of qualitatively different conceptions is quite limited. Seven distinct conceptions of beginning teacher competence were identified. While all seven conceptions describe the phenomenon of beginning teacher competence, the findings of this study suggest that different principals emphasise some conceptions more than others in making their appraisals.
Secondly, the study identifies five different appraisal approaches that principals report they use in making judgements regarding beginning teacher competence. Principals reveal that they use three incidental approaches to appraisal and collect data 'on the run' based on brief encounters or little incidents. The study argues that the type of results of such incidental encounters often hinges on whether a principal uses an inspectorial or collegial style of appraisal.
Thirdly, it is the contention of the present study that beginning teacher competence has to be understood as a complex, dynamic interplay within and among the different conceptions of competence, approaches to appraisal and the levels of competence principals ascribe to beginning teachers. The thesis presents a relational model of competence that reflects this complex 'picture' of the phenomenon of beginning teacher competence. It is proposed that the model can be used as an alternative framework to think more deeply about the appraisal of beginning teacher competence and how it might be further developed.
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Kohane, Itay. "Empty Cribs: Infertility Challenges for Orthodox Jewish Couples." Antioch University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=antioch158343490152138.
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Tipton, Caleb C. "Developing Effective Classroom Environments in a High School Looping Program: A Narrative Research Study." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etd/3185.
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This study captures the narrative of the lived experiences of four teachers as they developed effective classroom environments in a high school looping program in an Eastern Tennessee school district. The study examined the stories and reflections of the participants in order to discover teacher perception, behaviors, and attitudes that help to establish teacher-student relational involvement which produces positive academic, behavioral, and socio-emotional student outcomes. The stories collected during the narrative study provide real-life, contextual data with which other practitioners might reflect upon their own teaching experiences and practices. The study also adds to the discussion on the potential impact of looping programs as a structure for improving student-teacher relationships and maximizing responsive teaching in secondary schools in order address student engagement and motivation.
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Manyatsi, David. "Swazi students' attitudes towards geography and their relationship to home background, teacher, previous academic achievement, peer group and gender." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1991. https://ro.ecu.edu.au/theses/1123.
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This study examined attitudes of Swazi Secondary School Students towards geography and the association of those attitudes with home background, teacher, previous academic achievement, peer group and gender. Attitudes of 435 Swazi students toward geography were assessed in July 1990. The instrument for the measurement of attitudes toward geography was subdivided into eight factors: Interest in the subjects, perceived value of the subject; attitude to the subject teacher; class management; perception of own ability; attitude to other students; perceived teacher attitude to students; and attitude to homework. Home background was measured in terms of the parents and employment and educational level. Peer group was measured in terms of students' report on their peers whilst the teacher variable was measured in terms of the qualification of the teacher. Students' previous academic achievement was computed from the means of the tests the students had taken from February 1990 to June 1990. Gender was taken as a simple dichotomy either male or female. The attitude scales were factor-analysed to gauge the loadings of each item to the eight factors. Except for four items all the other items loaded well into the eight factors identified. The forty Likert scale items were analysed for means and standard deviations. These were further correlated with the variables of home background, peer group, teacher and students' previous academic achievement. The results showed that the majority of Swazi students expressed positive attitudes toward geography. However, the intercorrelations among the variables indicated that the variables had a weak correlation with the expressed attitudes. The conclusions made from this study are: 1. Swazi students had positive attitudes towards geography, but these positive attitudes had correIationation with peer group, home background, teacher qualification and previous academic achievement . 2. Unlike in developed countries where extraneous variables play a major role in the shaping of attitudes, in Swaziland the variables play a lesser role. 3. Previous academic achievement seemed to be more related to attitudes than the other variables. 4. There was no significant difference between male and female attitudes toward geography.
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Petrovick, Marian Brow. "Team research on intrinsic motivation in student populations: A continuing project." CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1667.
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Jung, Heshim. "The relationship between adult second language readers' metacognitive awareness of reading and their reading processes in a second language." Diss., The University of Arizona, 1992. http://hdl.handle.net/10150/185796.
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Prior research in L2 reading has shown that adult ESL readers tend to lack in the use of reading strategies, failing to utilize contextual clues or their background knowledge base. In addition, studies demonstrated that when the adult readers who are highly competent in L1 reading read in L2, they become inefficient, "text-bound" readers, failing to utilize their effective reading strategies in L1. The present study investigated adult L2 readers' processes of reading in relation to their perceived view of L2 reading, in an attempt to explore the underlying factors related to "text-bound" processing in L2 reading. Two specific research questions were raised for investigation: (1) what is the relationship between an L2 reader's perceptions about L2 reading and his or her reading processes in L2?; (2) what is the relationship between an L2 reader's perceptions about reading (both in L1 and L2) and his or her transfer of reading strategies from L1 to L2 reading? A significant correlation between the perception and actual processing pattern was hypothesized for both questions within the three theories of reading: the metacognitive, the psycholinguistic, and the schema/interactive theory. These three theories of reading provided the theoretical bases for the study. The study consisted of two phases. In the first phase, a survey was conducted with 139 adult ESL readers who responded to a questionnaire developed to tap L2 readers' perceptions about reading and their actual processes while reading magazines in English. Their responses were statistically analyzed to test the research hypotheses. In the second phase, a case study method was utilized for further exploration with six readers chosen from the survey's respondents. Two meetings with the researcher were held with each of the six subjects to further probe their perceptions about L2 reading, and their actual reading processes while they read an article from a chosen magazine. The results indicated that the more linguistic perceptions an adult L2 reader has, the more text-based processing he or she employs. It was also found that the greater the difference perceived by the reader between L2 and L1 reading, the greater the difference between his or her interaction and transaction with L2 text compared to L1 text.
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Frank, Adam Harrison. "Inclusive Deliberation (ID): A Case Study Of How Teachers Experience The Decision-Making Process For Change Initiatives Within A School Committee." Miami University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=miami1573900707645968.
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Schneider, William Ray. "The Relationship Between Statistics Self-Efficacy, Statistics Anxiety, and Performance in an Introductory Graduate Statistics Course." Scholar Commons, 2011. http://scholarcommons.usf.edu/etd/3335.
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The purpose of this study was to determine the relationship between statistics self-efficacy, statistics anxiety, and performance in introductory graduate statistics courses. The study design compared two statistics self-efficacy measures developed by Finney and Schraw (2003), a statistics anxiety measure developed by Cruise and Wilkins (1980), and a course performance measure. To view self-efficacy from two perspectives, the Current Statistics Self-Efficacy (CSSE) assessed student confidence in their ability to complete specific statistics tasks in the present, whereas Self-Efficacy to Learn Statistics (SELS) assessed student confidence in their ability to learn statistics in the future. The performance measure was the combined average of the midterm and final exam scores only, excluding grades from other course activities.
The instruments were distributed to four sections of an introductory graduate statistics course (N=88) in a College of Education at a large metropolitan university during the first week of the semester during Fall 2009 and Spring 2010.
Both of the statistics self-efficacy measures revealed a low to moderate inverse relationship with statistics anxiety and a low to moderate direct relationship with each other. In this study there was no correlation between statistics anxiety (CSCS), statistics self-efficacy (CSSE and SELS), and course performance. There was high internal reliability for each instrument's items making the instruments suitable for use with graduate students. However, none of the instruments' results were significant in relation to course performance with graduate students in this sample.
Unlike prior research involving undergraduate-level statistic students that has reported a relationship between the CSSE and SELS, the present study, involving graduate students, did not find any significant correlation with performance. Additional research is suggested to investigate the reasons for the differences between the studies.
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Simms, Andrea P. "The Relationship Between Teachers' Causal Attributions for Student Problem Behavior and Teachers' Intervention Preferences." Kent State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=kent1400093748.
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Watson, Wendy Elizabeth. "Relationship Between Student Characteristics and Attrition Among Associate Degree Nursing Students." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3847.
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High nursing student attrition has been a pervasive problem in the nursing program at the research site of this study. The purpose of this project study was to investigate the relationship between attrition and nursing student characteristics, including age, gender, ethnicity, English as Second Language (ESL) background, licensed practical nurse (LPN) licensure, grade point average (GPA), the number of preadmission college credits, and the Test of Essential Academic Skills (TEAS) scores. This correlational study of archival data was guided by Jeffreys's nursing undergraduate retention and success model and included a convenience sample of 240 students admitted to the program between the Spring 2011 and Fall 2013 semesters. Point biserial and phi coefficient statistical analyses indicated that significant relationships existed between attrition and ethnicity, GPA, TEAS scores, college credits, and LPN status. There were no significant relationships between attrition and age, gender, and ESL background. Student characteristics correlated with higher attrition included ethnic minority background, more college credits, lower TEAS composite and math scores, lower GPA scores, and not having LPN licensure. These research results were the basis for policy recommendations for changes to the admission process within the nursing program and for early identification of students at risk for attrition, with the goal of providing early supportive measures. The overall goal of the policy recommendations was to decrease attrition at the local research site, which may help foster positive social change by promoting the educational and professional progress of nursing students. Nursing student attrition can negatively affect a nursing program's finances and reputation. For students, attrition represents lost time, lost finances, and a limited possibility for achieving socioeconomic progress.
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Guridi, Veronica Marcela. "A inclusão de professores de ensino básico na pesquisa: um desafio institucional." Universidade de São Paulo, 2007. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-08102007-112712/.
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O problema da relação entre a docência e a pesquisa têm sido um tema amplamente discutido na literatura educacional. Desde os primórdios, com a concepção do professor pesquisador, até os tempos atuais, com as pesquisas colaborativas desenvolvidas tanto no Brasil quanto no exterior, têm surgido várias propostas para a superação da distância existente entre ser professor e ser pesquisador. Algumas dessas propostas acenam a possibilidade de pesquisar sobre a própria prática profissional, como uma tentativa de incorporar os saberes advindos da prática nas pesquisas desenvolvidas pelos professores. Nosso trabalho tem como objetivo analisar inclusão de professores no universo da pesquisa acadêmica em Educação em Ciências, através de uma disciplina chamada \"Introdução à pesquisa em Ensino de Ciências\", ministrada no programa de pós-graduação Interunidades em Ensino de Ciências da Universidade de São Paulo. A pesquisa tenta dar resposta à pergunta: Quais seriam as condições para a inclusão e o reconhecimento do professor no meio acadêmico? A hipótese que norteou o trabalho é que a inclusão do professor na disciplina pressupõe uma via de mão dupla: por um lado, os professores precisam incorporar progressivamente ferramentas e critérios da comunidade científica e por outro, a Academia, representada pelos responsáveis da disciplina, precisa flexibilizar os critérios tradicionais sobre o que é fazer pesquisa para que seja incorporado o genuíno interesse do professor em explorar os saberes de sua prática. Por essa razão, temos centrado a nossa análise nos casos de professores que desejam pesquisar a sua própria prática, por considerar que essa pode ser uma via possível de superação da distância entre a docência e a pesquisa. O referencial teórico foi construído a partir da interação entre os dados coletados e a bibliografia consultada sobre o assunto, derivando na definição de um conjunto de indicadores dos movimentos inclusivos realizados em ambas direções: o movimento do professor para ser incluído na disciplina e o movimento de inclusão realizado pela Academia. A metodologia utilizada na pesquisa foi qualitativa, sendo desenvolvido um estudo de caso junto a duas turmas de professores matriculados na disciplina, acompanhadas durante o semestre em que a disciplina foi ministrada. As técnicas de coleta de dados incorporaram a observação participante, o registro de observação das aulas em notas de campo, a coleta de documentos e o registro em vídeo de algumas aulas. Como técnicas de análise foram utilizadas a análise de conteúdo e a análise de documentos, além da reconstrução da história da disciplina. Foram analisados em profundidade os casos de seis professores que queriam pesquisar sua própria prática. Os resultados mostram que, apesar de haver diferenças nos processos inclusivos dos seis professores, todos eles experimentaram avanços nas suas aprendizagens vinculadas a habilidades e competências necessárias a um pesquisador. Nas conclusões argumentamos que quando determinados critérios da comunidade científica são flexibilizados e quando a Academia realiza esforços de tradução da linguagem acadêmica para a linguagem utilizada pelos professores, e vice-versa, esse processo de inclusão se vê facilitado.The problem concerning the relationship between teaching and research has been a topic frequently discussed in educational literature. From the beginning, with the conception of teacher researcher, up to the actual times, with the proposal of collaborative researches, there have been several proposals developed in order to superate the distance between teaching and research. Some of these proposals link the possibility of school teacher research his own practice, as a attempt to incorporate his practical knowledge. Our works is intended to analyse basic school teachers´ inclusion on the universe of academic research in Science Education, through a course called \"Introduction to Science Teaching Research\", in the post-graduation programme at University of São Paulo, Brazil. The research is deveoped to answer the question: In which conditions the basic shool teacher should be recognized and included into the academical environment? Our hypotese is that the inclusion of basic school teacher can be understanding through two complemmentary aspects: on the one hand, teachers need to progressively incorporate tools and criteria of the scientific community and, on the other, Academy - represented by the teacher and monitors of the post-graduation course, needs to make mor flexible the traditional criteria related to the meaning of \"research\". For these reason, our analysis is centered on teachers who wish to research their own practice, because this could be a way for overhelming the distance between the two activities, teaching and research. Our theorethical framework was constructed by dialectic interaction between data and literature review. These framework is composed by a set of indicators that suggests movements in both directions: the basic school teacher movement in order to be included into the course and the movement of Academy in order to inlcude this teacher. The methodology was qualitative. A case study was realized in two of the three groups of teachers registered on the post-graduation course in 2004. Data collection techniques included participant observation, registers in field notes, document collection and video records of some classroom episodes. Some techniques of data analyse were: content analysis and document analysis. A reconstruction of the history of the course was an intermediate phase in the process of data analysis. The cases of six basic school teachers, all of them researchers of their own practice, were analysed more deeply. Results shows that in spite of the differences in the inclusion processes of these six teachers, all of them have registered some progress in their learning processes, adquiring some basic habilities typical of researchers. In the conclussions, we argue that when some scientific criteria become more flexible and when Academy make some efforts to translate the language used by teachers into scientific language and to translate the scientific language into a language more comprehensible for teachers, the inclusion process is facilitated.
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Giles, Laraine. "An investigation of the relationship between students' perceptions of workload and their approaches to learning at a regional polytechnic : a thesis presented in partial fulfillment of the requirements for the degree of Doctor of Education, Massey University, Palmerston North, New Zealand." Massey University, 2009. http://hdl.handle.net/10179/1171.
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This thesis investigates students? perceptions about their workload and their approaches to learning, employing a regional polytechnic as a case study. Data was collected using a mixed methods approach. The convenience sample consisted of 269 full-time undergraduate students who completed a questionnaire indicating whether they perceived the workload to be heavy or unmanageable at times, and those who did specified the reasons for their perceptions. All respondents also completed a modified ASSIST instrument to indicate the approach to learning they adopted. Analysis of the questionnaire data indicated that the majority of students perceived their workload to be heavy or unmanageable at times with the main reason given as too many assessments due around the same time. The issues raised from the data confirmed the results of other studies and pointed to a range of issues both internal and external to the institution. Thirty follow-up interviews were conducted to further investigate the issues raised in the questionnaire. A complex picture emerged from the interview data of a number of inter-related aspects in the teaching-learning environment that impacted on perceived workload and approach to learning, including assessment and overloaded curricula, motivation, time management problems resulting from part-time jobs or family commitments, and lecturer support. Trends or patterns signalled by the data provided an important first step to assist in planning changes in the teaching-learning environment at the regional polytechnic. The main recommendations were centred on a long term, collaborative action-research project to be set up within a programme, to review curricula, create a more stimulating and responsive teaching-learning environment, foster learning communities, and ensure a consistent approach to developing generic skills. The aim of the recommendations was to ensure students are motivated to learn, engaged, and have the skills and information needed to be effective learners, which in turn has the potential to change perception of workload and impact on approach to learning.
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Aguiton, Rhonda Lisa. "The Relationship Between Student Engagement, Recess and Instructional Strategies." Bowling Green State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1344449012.
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Foster, Hiram S. "Functions of Mentoring as Christian Discipleship." Ohio University Honors Tutorial College / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ouhonors1402510631.
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Osborne, Michael C. "STUDENT HELP-SEEKING BEHAVIORS AND TEACHER INSTRUCTIONAL PRACTICES: EXAMINING THEIR RELATIONSHIP WITH U.S. STUDENT MATHEMATICS ACHIEVEMENT." UKnowledge, 2019. https://uknowledge.uky.edu/edc_etds/25.
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Even though the United States (U.S.) spends, on average, more money per student than most Organisation for Economic Co-operation and Development (OECD) countries, it continues to lag behind its international peers in mathematics achievement. This study, which responded to the call for educational reforms that improve the mathematics achievement of U.S. students, aimed to examine the issue of student help-seeking behaviors and teacher instructional practices as they interact to affect student mathematics achievement. The Programme for International Student Assessment (PISA) defines student help-seeking behaviors as the ways in which students have a propensity to depend on the knowledge and intellect of others, including both their peers and teachers, when attempting to solve problems.
Because mathematics is perhaps the most difficult school subject, student help-seeking behaviors should be a critical component of mathematics learning and teaching. Unfortunately, the research literature is barren concerning this important educational issue. This study attempted to produce the first wave of empirical evidence and open up an avenue for future research in this less-charted academic field, with the ultimate goal being to use students’ help-seeking behaviors to improve their mathematics achievement.
Using the U.S. sample of 15-year-old students from PISA 2012 (the most recent PISA assessment in which the main area of focus was mathematical literacy), this study intended to determine whether students’ help-seeking behaviors play a significant role in their mathematics achievement, whether this relationship varies from school to school, and whether teacher instructional practices contribute to the school-level variation. Due to the multilevel structure of the data, with students being nested within schools, a two-level hierarchical linear model (HLM) was employed in the analysis of the data. Multiple measures of mathematics achievement were used as the dependent variables for separate analyses. Student help-seeking behavior was used as the key student-level independent variable, while three teacher instructional practices were used as the key school-level independent variables. In addition, several student and school background characteristics were used as control variables.
The findings from this study indicate that student help-seeking behavior has a statistically significant effect on all measures of student mathematics achievement, even after controlling for various student background characteristics. On the other hand, the study did not find statistically significant evidence that the effects of student help-seeking behavior on any measure of student mathematics achievement vary from school to school. Overall, the issue of student help-seeking behaviors should be considered a worthy topic to pursue in future educational research. From a practical standpoint, since students’ mathematics achievement is positively associated with their help-seeking behaviors, efforts should be made to educate mathematics teachers on how to encourage their students to be more proactive in seeking help in the learning of mathematics.
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Huffaker, Stacey A. "Successes and Challenges of Family and Consumer Science Extension Agents in the Implementation of Couple and Relationship Education." DigitalCommons@USU, 2011. https://digitalcommons.usu.edu/etd/855.
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Although healthy relationship initiatives are becoming more common, relatively little is known about the processes and outcomes of these initiatives. This study uses a phenomenological qualitative approach to examine the experiences of Family and Consumer Science (FCS) extension agents in the implementation of couple and relationship education in the Utah Healthy Relationship Initiative. Data were collected through quarterly report forms submitted by extension agents describing successes and barriers to their work. Successes in the project related to collaborative partnerships, attendance/participation, and positive outcomes for participants. Collaborative partnerships were instrumental in reaching more participants and finding cultural resources. The challenges that agents reported included constraints for participants and agents' difficulties with resources. The findings underscore the benefits of creating flexible, low-intensity, and low-cost activities that attract participants and reduce some of the barriers to participation, as well as teaming up with community organizations to implement couple and relationship education programs.
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Crum, Melissa R. "Creating Inviting and Self-Affirming Learning Spaces: African American Women's Narratives of School and Lessons Learned from Homeschooling." The Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1397824234.
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Becker, Theresa. "Evaluating Improvisation as a Technique for Training Pre-Service Teachers for Inclusive Classrooms." Doctoral diss., University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5129.
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Improvisation is a construct that uses a set of minimal heuristic guidelines to create a highly flexible scaffold that fosters extemporaneous communication. Scholars from diverse domains: such as psychology, business, negotiation, and education have suggested its use as a method for preparing professionals to manage complexity and think on their feet. A review of the literature revealed that while there is substantial theoretical scholarship on using improvisation in diverse domains, little research has verified these assertions. This dissertation evaluated whether improvisation, a specific type of dramatic technique, was effective for training pre-service teachers in specific characteristics of teacher-child classroom interaction, communication and affective skills development. It measured the strength and direction of any potential changes such training might effect on pre-service teacher's self-efficacy for teaching and for implementing the communication skills common to improvisation and teaching while interacting with student in an inclusive classroom setting. A review of the literature on teacher self-efficacy and improvisation clarified and defined key terms, and illustrated relevant studies. This study utilized a mixed-method research design based on instructional design and development research. Matched pairs t-tests were used to analyze the self-efficacy and training skills survey data and pre-service teacher reflections and interview transcripts were used to triangulate the qualitative data. Results of the t-tests showed a significant difference in participants' self-efficacy for teaching measured before and after the improvisation training. A significant difference in means was also measured in participants' aptitude for improvisation strategies and for self-efficacy for their implementation pre-/post- training. Qualitative results from pre-service teacher class artifacts and interviews showed participants reported beneficial personal outcomes as well as confirmed using skills from the training while interacting with students. Many of the qualitative themes parallel individual question items on the teacher self-efficacy TSES scale as well as the improvisation self-efficacy scale CSAI. The self-reported changes in affective behavior such as increased self-confidence and ability to foster positive interaction with students are illustrative of changes in teacher agency. Self-reports of being able to better understand student perspectives demonstrate a change in participant ability to empathize with students. Participants who worked with both typically developing students as well as with students with disabilities reported utilizing improvisation strategies such as Yes, and…, mirroring emotions and body language, vocal prosody and establishing a narrative relationship to put the students at ease, establish a positive learning environment, encourage student contributions and foster teachable moments. The improvisation strategies showed specific benefit for participants working with nonverbal students or who had commutation difficulties, by providing the pre-service teachers with strategies for using body language, emotional mirroring, vocal prosody and acceptance to foster interaction and communication with the student. Results from this investigation appear to substantiate the benefit of using improvisation training as part of a pre-service teacher methods course for preparing teachers for inclusive elementary classrooms. Replication of the study is encouraged with teachers of differing populations to confirm and extend results.Ph.D.
Doctorate
Education and Human Performance
Education; Instructional Technology
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TIEN, HSIEN-HUA, and 田憲樺. "A Research on the Relationships between Teaching Evaluation and Teaching Effectiveness－ The Case of National Management College." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/71621507553596957054.
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碩士國防管理學院
國防決策科學研究所
92
Quality of teaching is very important in education. It’s also a major indicator in evaluating the ranking among colleges. Teaching Performance is commonly used to assess the quality of teaching. It is not only used to evaluate teacher’s teaching performance, but also the learning attitude of students and the relationships between teachers and students. This research aims to design a suitable form of teacher’s teaching efficacy for our College. We use the EFA (Exploratory Factor Analysis) to extract the important factors and examine the reliability and validity of the built model by CFA(Confirmatory Factor Analysis). Finally, we use LISREL to find the appropriate structure model by considering all possible paths among factors. Under this study, we have observed that on the surface, the teaching structures are composed of three factors: 1.teaching attitude, 2.teaching method, 3.course-work significant pressure. On the students’ attitudes, we can boil it down to two factors: 1.self-motivated students, 2.the school environment. We have found that there exist positive association between course-work pressure and teacher-student relationship, self-motivated students with teaching efficiency, school environment with teacher-student relationship, teaching attitude with student’s attitudes, and finally school environment, teacher-student relationship and teaching efficiency are all positively associated.
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Yeh, Shu-Chen, and 葉淑禎. "The Action Research of Cartoon In Creative Dance Teaching The Relationships For Childhood." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/60671104411789982003.
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碩士中國文化大學
舞蹈學系
101
This study aimed to investigate the teachers implementing the “integrated cartoon in creative teaching” influence on children's interpersonal action research to construct lesson plans for children to learn and explore the children to learn through this program on the interpersonal relationships of “peer interaction”, “cooperation and sharing” effect. In order to understand the feasibility of this program, this study ○ ○ ○ ○ ○ Neihu American schools, four to five ages nine children as research samples, qualitative action research method of sexual orientation, the implementation of six teaching activities. Through observation records, teaching reflective journals, interviews, records, learning feedback sheets, media records data collection into reflection, analysis and conclusions are summarized as follows: 1. The use of cartoon really effective cause of early learning motivation. 2. Through the course of study “peer interaction”, “cooperation and sharing” indee suitable for four to five years old children to perform the lesson plans. 3. Children learn through relationships and can indeed have a significant progress. 4. According to children's a ability to make timely adjustments in teaching, allowing courses Also enhance teachers' professional growth and smooth accumulation. Keywords: children, creative dance, relationships, cartoon.
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WENG, CHENG-HUA, and 翁丞樺. "The Research of Relationships among Personalities, Teaching Attitude and Job Performance of Teachers in Cram Schools." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/2y3ws2.
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碩士正修科技大學
經營管理研究所
104
This study was designed to investigate the supplement industry to teach teachers the research of relationships among personalities, teaching attitude and job performance between. Research Methods "questionnaire" In this study, Kaohsiung, Tainan, Taipei supplement industry to teach teachers as samples, data analysis using SPSS 18.0 for Windows were descriptive analysis, T test analysis, one-way analysis of variance and regression analysis obtained conclusions are summarized as follows: 1. The supplement industry to teach teachers to consider other people's position, noting that when teaching students individual differences, and the transaction will be particularly significant increase was most satisfying aspects of attention, but the mood volatile, will not neglect to respond to students' busy and their parents, and often arranged or expect to be assigned challenging work there are different opinions exist. 2. The personality traits will vary depending on gender, education, class size, teaching area and there's a significant difference exists; teaching attitude due to gender, age, years of service, class size, teaching and a significant area of difference; work performance is having a significant difference in gender, age, years of service, education, class size in. 3. The personality traits of extraversion and overall personality traits higher overall job performance supplement industry teach the higher teacher, especially extroverted personality to job performance impact of the most obvious. 4. Teaching Cognitive teaching attitude, teaching and overall teaching attitude explain the higher overall job performance supplement industry teach the higher teacher, teaching especially to explain the attitude of the teaching job performance of the most obvious influence. 5. The personality traits of extraversion personality traits with higher overall impact on the supplement industry to teach teachers teaching attitude overall greater, especially extroverted personality on the teaching of the most obvious influence attitudes. 6. The personality traits of extraversion and overall personality traits, the higher the overall teaching approach, complement the overall job performance of teachers to teach industry higher, especially extroverted personality and the overall attitude of the teaching job performance impact of the most obvious.
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Roberts, Pamela Judith. "Curriculum decision making in a research university: an interplay between ideologies and influences." Phd thesis, 2014. http://hdl.handle.net/1885/12371.
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This empirical study addresses the need to better understand how academics design undergraduate curricula and the influences that shape their decisions. The study draws on literatures from the perspectives of curriculum and the teaching-research nexus to identify a framework for investigating curriculum decisions that comprises all potential influences in the higher education context, including research.
Interviews were held with 20 academics from a range of disciplines who were working at a research university and were both research active and committed to teaching. These participants were selected to represent a group who experienced the dynamics between research and teaching in their curriculum practice.
The process of higher education curriculum decision making was found to be an iterative web, with multiple starting points and pathways. The common starting points, in order of frequency, were course content, learning outcomes, and teaching and learning activities. The findings suggest that there is no one best pathway for curriculum design, because the iterative process means that decisions are progressively revisited and refined. Beginning from learning outcomes is helpful for providing a framework for thinking about other curriculum decisions; however a focus on teaching and learning experiences leads to more innovative curriculum approaches. There is widespread awareness that students need to be engaged, and that active learning approaches enhance student learning. Good practices that were less common were using marking criteria to guide students in assessment tasks, and evaluating learning effectiveness.
Participants’ beliefs about educational purposes were found to the most important influence shaping their curriculum decisions. Five curriculum orientations were identified that aligned with the following beliefs about educational purposes: (1) inducting students into a discipline, (2) preparing students’ for professional and academic pathways, (3) making learning personally relevant to students, (4) engaging students with social issues and reform, and (5) designing a system for learning. The explicit inclusion of research in this study enabled the identification of the ‘professional and academic curriculum orientation’, which is distinctive from other curriculum studies. In this orientation, research provided a bridge between professional and academic educational purposes for preparing students for professional practice, for future research and for academic learning.
Patterns of beliefs suggest that curriculum orientations are informed by participants’ disciplinary knowledge practices, however they also express agency informed by educational ideologies. Engagement with educational professional development was found to develop pedagogical expertise that could lead to transformative curriculum change.
Most participants did not explicitly identify influences from the socio-political context as having an impact on their curricula decisions. However they demonstrated that they were responding to changing expectations for including employability skills in curricula, and about teaching and learning. Participants’ curriculum orientations were found to shape their responses to change.
This study suggests implications for educational change initiatives and for educational professional development. Academics were found to be responsive to changing their curriculum and teaching practices when they perceive the change to enhance the achievement of their educational purposes, to be aligned with their disciplinary knowledge practices, and to provide benefits that include institutional recognition and reward.
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"Power and identity in theory-practice relationships : an exploration of teachers' work through qualitative research." Thesis, 1997. http://hdl.handle.net/10413/3899.
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This thesis provides two interwoven sets of detailed descriptions with narrative lines. The first relates to five case studies involving secondary school teachers in schools in and around Durban during 1993 and 1994. This account focuses on the relationships between the teachers' thinking about knowledge and learning and their classroom practice. The second account describes the processes and difficulties involved in qualitative research incorporating case study and participant observation methodologies - from gaining access to schools and developing a task to access teachers' thinking about knowledge to acquiring skills for observation, writing lesson descriptions, conducting interviews and completing different levels of analysis. In essence, this account traces the development of the researcher during the course of this project and also highlights both the strengths and the weaknesses of qualitative research as a mode of social inquiry. Analysis of theory/practice relationships in each of these descriptions is centred around issues of power and identity, the data collected during the course of the fieldwork being used to develop grounded theory. The work of George H. Mead, Michel Foucault and Thomas Popkewitz provide the basis for the concept of power identity. The relational and shifting nature of power and its role in identity and theory/practice relationships - both in the work of the five teachers work and in qualitative research - is explored. In the former, seven interrelated components of power are identified and the ways in which these strengthen and limit teachers' power identities are described. In the latter, the connections between epistemology and research methodology and the similarities between qualitative research and local criticism are highlighted together with the critical roles played by contradiction, language and reflexivity. Finally, the insights gained about theory/practice relationships and power identity are extended to provide possibilities for conceptualising rationality and teacher education. The thesis is structured so as to capture both the contradictory elements and the shifts and developments that occurred during the study - those in the work of the participating teachers during the period of collaboration and those related to my personal epistemology and my practice as a qualitative researcher.Thesis (Ph.D.)-University of Natal, 1997.
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TUNG, HSIAO-YUN, and 董曉昀. "Research on The Relationships Between Participation In Leisure Activies, Work Pressure, and Teaching Efficiency - Using Foreign Teachers As Model." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/n56697.
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碩士正修科技大學
休閒與運動管理所
107
Due to the 12-year compulsory education, Kaohsiung government adds English courses to students’ studying, therefore, an enormous number of foreign teachers are in demand. Those teachers working at school need to prepare for the classes, search for teaching-related data and also participate in seminars as well as advanced teaching training courses. Besides, they are also responsible for administrative duties. Indeed, foreign teachers not only face the pressure from supervision and evaluation from employers, but also concern about the reduction of classes because of the trend of fewer children. Most foreign teacher I know that are like to travel around not seriously to stay and improve teaching job. Relive the pressure by leisure activities. Therefore, this study explores the current situation of work stress and teaching effectiveness by understanding the participation of English foreign teachers in Taiwan. The objectives are as follows: First, to explore the current situation of participation, work stress and teaching effectiveness of foreign teachers in Taiwan. Second, to explore the background of foreign teachers in Taiwan to analyze the participation of leisure sports. Third, to explore the background pressure of foreign teachers in Taiwan to analyze the work pressure. Fourth, to explore the analysis of the effectiveness of the background variables of foreign teachers in Taiwan. 5. to exploring the participation of foreign teachers in Taiwan, the relationship between work stress and teaching effectiveness. The research method adopts the questionnaire survey method. For foreign teachers who teach in Kaohsiung City in the 107th school year, 154 copies of the questionnaire were distributed by random sampling, and the data were descriptive statistics, t-test, and single-factor variation. Analysis and inference statistics such as multiple stepwise regression is analyzed. The results show that most of the foreign teachers in Taiwan who are educated in Taiwan are mainly male; the age is between 35 years old (including below) and 36 to 49 years old; the nationality is the highest number in the Americas. The education professional background is obviously the largest number of teachers with teachers; the marriage is dominated by unmarried people; the size of the school is 13 to 24 shifts. The research conclusions show that the higher the participation rate of foreign teachers in English leisure activities, the lower the response to work stress, and the higher the relevance of teaching effectiveness.
48
WANG, SHIH-MIN, and 王詩敏. "How to Teach Sexuality and Love?”— Action Research on Teaching and Learning Close Relationships by Senior High School Teachers." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/prrft8.
Full textAbstract:
碩士國立臺北教育大學
心理與諮商學系碩士班
106
There is no doubt about the importance of "Sexuality and Love close relationship" on the career and life experience of high school students, but there are few studies on curriculum from the angle of affective education and the concept of holistic sexuality education. The researcher takes the holistic sexuality education idea to construct the adolescent sexuality and the love close relationship curriculum, and to revise the framework of the "Sexuality and Love close relationship" curriculum from teachers' consensus of the curriculum and the response of students to this course, the resercher hope to provide a curriculum module from the perspective of Youth for practical courses. In this study, the action research method was applied to collect and analyze data, reflect and revise the action, and the process present the spiral of action research cycle. Through the stages of references collation, teacher professional community dialogue, curriculum development period, curriculum implementation and adjustment, curriculum revision and open teacher knowledge, the final output was "True Love you course 2.0". The revised curriculum has eight features: Early Start time, Flexible adjustment of time schedule, Emphasis on learner analysis, Emphasis on class management rules, curriculum topics include the process of having a boyfriend or a girlfriend, curriculum design architecture based on the case, diversified teaching media, the effect of the course can help students think and define their own values.
49
Seneres, Alice Windsor. "Teacher-Learner Interactions in a Hybrid Setting Compared to a Traditional Mathematics Course." Thesis, 2017. https://doi.org/10.7916/D8DJ5M9N.
Full textAbstract:
The in-class learning environments of a traditional and hybrid mathematics course were compared. The hybrid course had half the face-to-face meetings as the traditional course; outside of class, the students in the hybrid section completed asynchronous online assignments that involved watching content-delivery videos. Moving the content delivery outside of the classroom for the hybrid format had an impact on the interactions between the students and the professor inside the classroom. Quantitative and qualitative analysis of verbal discourse determined that the hybrid class format reduced the amount of in-class time devoted to direct instruction and increased the level of student discourse. Students assisted other students, had the freedom to make mistakes, and were able to receive personal guidance from the professor. The professor was able to address student misconceptions on formative assessments in class. Previous studies of the hybrid class model had focused on comparing differences in examination scores, GPAs, and pre- and post-test scores between the traditional and hybrid class model rather than comparing what is occurring inside the classroom. Quantifying what effect the shift from the traditional to the hybrid class model had on discourse inside the classroom is a first step towards confirming how the different methods of content delivery affects the in-class learning environment, and provides insight into certain pedagogic advantages the hybrid format may offer.
50
SHIN-RU, TASI, and 蔡幸如. "A Research of Intergrating Information Technology into the Development of Elearning System and Digital Teaching Materials of「Quantitative Relationships」for the Fifth Graders." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/30250822784340911874.
Full textAbstract:
碩士亞洲大學
資訊工程學系碩士在職專班
98
Abstract This research take fifth grade "quantitative relations" nine-year mathematics proficiency targets 5-a-03 as an example, the purposes of the research are to design supplementary teaching curricula containing activities applied to teachings, evaluations and remedial instructions, and to investigate the teaching effects after instructional experiments. In this study, the computerized adaptive diagnostic test based on the Bayesian network and knowledge structure theories is combined with the teaching design. Besides, the error patterns usually occurred in this unit is adopted as the diagnostic implement and the Bayesian Network based on probabilistic reasoning is taken as the tool for analysis. The conclusions resulted from the study are listed bellowed: 1. In addiction to multimedia-based curriculums like PPT, the digital presentations used in the mathematical teachings and multimedia materials adopted to the remedial instructions, manuals for teachers, lecture notes and handbooks for students are also included in the digital and remedial instructions. 2. By using the digital curricula developed by the researcher for the remedial instructions, it is found that students of the experimental group obtain higher average score in the pretest than students of the control group (91.95>87.14). The remarkable difference after the examination shows that the self-designed digital curricula are effective for students’ learning. 3. By integrating information technology into remedial instructions, the average scores for students of the experimental group in the pretest is 91.95,the average scores in the post-test is 96.25.Comparing with these scores , the difference attained by the examination shows that the remedial teaching materials designed by the researcher are truly helpful for students’ learning. 4. The average grade which the experimental group students get in the postpone test is 93.52. On an average, the control group students score 83.78 points in the delayed test. The fact indicates that students of the experimental group get higher grades than students of the control group. The notable difference attained by the examination reaches as high as 9.74. It shows that the continuous effects resulted from the digital curriculum designed by the researcher on the experimental group is superior to the continual efficiency on the control group. 5. Experimental group, the average error patterns Incidence of post-test reduce than the pre-test by 9.5%; control group, the average error patterns Incidence of post-test measured less than the pre-test by 5.2%. Experimental group, the average error magnitude of less big than the control group. Experimental group, the average post-test sub skills reached a rate counted was 94.05% in the control group's post-test sub skills reached a rate counted for the 76.53 percent average of the experimental group, the average increase reached a magnitude of rate counted obviously much larger than the control grou Great many. 6. It is estimated that over 58% of questions can be saved by using the Bayesian Network based Computerized Adaptive Test (BNAT) and the accuracy rate of predication is above 93%. 7. When the computerized adaptive diagnostic test deduced from the Bayesian network is done to the full and well adapted, the uniformity rate of the error patterns and sub-skills can reach 93.78% in the pretest, 96.61% in the post test and 95.87% in the postpone test respectively. Keyword：quantitative relationships , knowledge structure , Bayesian networks, Integration of Information into Teaching , the computerized adaptive diagnostic test