Tesis sobre el tema "Teacher attributes"
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葉寶蓮 y Pauline Ip. "Attributes of a quality teacher". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2008. http://hub.hku.hk/bib/B42554251.
Texto completoIp, Pauline. "Attributes of a quality teacher". Click to view the E-thesis via HKUTO, 2008. http://sunzi.lib.hku.hk/hkuto/record/B42554251.
Texto completoMiles, Bernardine Goode. "The Relationship Between Selected Attributes of Algebra I Teachers and Student Achievement on the Algebra I SOL Test in Grades 9-12". Diss., Virginia Tech, 2010. http://hdl.handle.net/10919/77304.
Texto completoEd. D.
Angle, Jaclyn. "Understanding Teacher Attributes Related to Stronger Perceptions of Student Inclusion". Miami University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=miami1531920108406142.
Texto completoDuval, James P. "Teacher Leadership in the Context of International Schools| The Key Attributes and Development of Teacher Leaders". Thesis, Lehigh University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10280292.
Texto completoTeacher leaders have been acknowledged for playing a significant role in supporting student learning. The impact of these key individuals often centers upon influencing the professional work of colleagues and having the capacity to make important leadership decisions that shape aspects of the school beyond their classrooms.
Currently, the body of research on teacher leadership in international schools is limited. The purpose of the study was to contribute to the body of knowledge related to teacher leadership in the context of international schools and is motivated by the following three research questions: (1) What types of teacher leadership roles (formal and informal) exist in international schools? (2) What are the most important attributes for teacher leaders? (3) What programs and/or activities do teacher leaders identify as valuable in developing the attributes of a successful teacher leader?
All Principals and Teacher Leaders (formal and informal) served as the accessible population for the study. Principals and Teacher Leaders completed surveys in accordance with their roles in order to gather data for the study.
The significance of the study was based upon the practical implications of possible findings. With a broader understanding of how teacher leadership is being enacted, the most important attributes of teacher leaders, and how teacher leaders are developed, international school leaders was able to use the findings for strategic efforts to support teacher leadership. Knowledge of the most important attributes may help with developing criteria for selection and evaluation of teacher leaders, while an understanding of how teacher leaders are developed may provide insight into the type of professional development or experiences necessary to cultivate this category of leaders.
Chan, Kam-wing y 陳錦榮. "A study on the student teachers' perceptions of the attributes of a good primary school teacher". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1996. http://hub.hku.hk/bib/B3195845X.
Texto completoChan, Kam-wing. "A study on the student teachers' perceptions of the attributes of a good primary school teacher". Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B17596403.
Texto completoSwanson, Peter. "A psychosocial profile of in-service foreign language teachers a mixed methods approach to investigating foreign language teachers' attributes and sociocultural perspectives /". Laramie, Wyo. : University of Wyoming, 2006. http://proquest.umi.com/pqdweb?did=1232428031&sid=1&Fmt=2&clientId=18949&RQT=309&VName=PQD.
Texto completoYang, Su-Yu Huang. "Early Childhood Education Students' Perceptions of the Most Important Attributes of Effective College Teachers in Taiwan". Thesis, University of North Texas, 1992. https://digital.library.unt.edu/ark:/67531/metadc278549/.
Texto completoOnyegam, Emmanuel I. (Emmanuel Ikechi). "Graduate Student Opinion of Most Important Attributes in Effective Teaching". Thesis, University of North Texas, 1994. https://digital.library.unt.edu/ark:/67531/metadc279009/.
Texto completoDonnison, Sharn y n/a. "Discourses for the New Millennium: Exploring the Cultural Models of 'Y Generation' Preservice Teachers". Griffith University. School of Education and Professional Studies, 2005. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20061012.154401.
Texto completoDonnison, Sharn. "Discourses for the New Millennium: Exploring the Cultural Models of 'Y Generation' Preservice Teachers". Thesis, Griffith University, 2005. http://hdl.handle.net/10072/366454.
Texto completoThesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Education and Professional Studies
Full Text
Ganchorre, Athena Roldan. "Recognition and Respect for Difference: Science and Math Pre-service Teachers' Attributes that Underlie a Commitment to Teach in Under-resourced Schools". Diss., The University of Arizona, 2011. http://hdl.handle.net/10150/202743.
Texto completoWalden, Jennifer. "Culturally Diverse Music Education in North American K-12 Classrooms: The Role of Teacher Attitudes and Attributes in Facilitating Engaged Practices". Thesis, Griffith University, 2016. http://hdl.handle.net/10072/367050.
Texto completoThesis (PhD Doctorate)
Doctor of Philosophy (PhD)
Queensland Conservatorium
Arts, Education and Law
Full Text
Reed, Lauren. "Vertical Examination of Reading Environment and Student Engagement in 1st-3rd Grade Classrooms". Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/honors/332.
Texto completoCunha, Cláudio Rodrigues da. "Os atributos afetivos para a docência na graduação a distância : um estudo no âmbito de instituições de ensino superior no Rio Grande do Sul". reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2012. http://hdl.handle.net/10183/98588.
Texto completoThis thesis aims to identify which are the main affective attributes needed to teaching degrees who work in distance education universities in the State of Rio Grande do Sul. In order to organize an analysis of those set of attributes, it is used some theoretical constructs of psychology relating to human development, social relationships and their group dynamics, occurring in virtual environments for teaching and learning. Seeking an approximation of the psychological issues, it is presented possible therapeutic contributions originated from psychotherapy group experiences developed by Irving Yalom to make a better understanding of what happens in teaching and learning situations, highlighting the discussion within an interdisciplinary context. It was performed a survey with 67 teachers from public and private institutions, who worked in undergraduate classes of Distance Education from 2010, in person and remotely. The study has a quantitative and qualitative approaches, with an exploratory bias from the multiple case studies using semi-structured interviews. The applied questions sought to apply the classification and identification of the major teacher affective features, as organization, communicability ans dedication, to systematize their affective training. The results show that there is a convergence in the perception of individual participants in the sample about two groups of attributes that, by their similar classifications in the different considered stratifications, offer the possibility of developing relational, didactic training and mentoring strategies for teachers in that modality of education.
Crane, Joyce L. (Joyce Lydia). "Independent Piano Teachers: An Investigation of Their Attitudes toward Selected Attributes of Profession". Thesis, University of North Texas, 1989. https://digital.library.unt.edu/ark:/67531/metadc330700/.
Texto completoLee, Chye Yim Shereen. "Personal attributes of quality technical education and training teachers in Singapore". Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2009. https://ro.ecu.edu.au/theses/1901.
Texto completoBancroft, Sharon Irene. "A Study of Personal Attributes Associated with Marginality and Failure of Preservice Teachers in the Terminal Field Experience". PDXScholar, 1994. https://pdxscholar.library.pdx.edu/open_access_etds/1160.
Texto completoJohnson, Betty J. Hemenway Robert E. "Attributes of career goals set by individuals with mild disabilities". Normal, Ill. Illinois State University, 1994. http://wwwlib.umi.com/cr/ilstu/fullcit?p9510424.
Texto completoTitle from title page screen, viewed March 27, 2006. Dissertation Committee: Robert Hemenway (chair), Jeffrey Hecht, Pamela Hardaway-Wheeler, Toni McCarty, Thomas Caldwell. Includes bibliographical references (leaves 123-134) and abstract. Also available in print.
Ashton, Graham R. "Got ‘em on a String: The Collective Skills, Knowledge and Attributes of Group String Teachers in Queensland". Thesis, Griffith University, 2015. http://hdl.handle.net/10072/365725.
Texto completoThesis (Masters)
Master of Philosophy (MPhil)
Queensland Conservatorium of Music
Arts, Education and Law
Full Text
Ontai-Machado, Dyana Ontai-Machado. "Teachers' Perceptions of Elementary School Principals' Leadership Attributes and Their Relationship to School Effectiveness". ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2941.
Texto completoGriffiths, Katrina. "Never give up... : Perceptions of perseverance and its impact on the life and academic success of nine university students". Thesis, Federation University Australia, 2017. http://researchonline.federation.edu.au/vital/access/HandleResolver/1959.17/162597.
Texto completoMasters by Research
Samimi, Sia. "Qualities of outstanding teachers that contribute to student success personal, technical, and professional attributes of outstanding teachers in post-secondary education". Saarbrücken VDM Verlag Dr. Müller, 2006. http://d-nb.info/98902007X/04.
Texto completoHiett, Michael. "Examining K-12 Teachers' Affective Job Satisfaction and Perceptions of Blended Instruction". ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3103.
Texto completoHeady, Dolores Charlene Missy. "A study of the perceptions of elementary and secondary clear and emergency or waiver credentialed special education teachers on the critical attributes and their relationship to retention and/or attrition /". La Verne, Calif. : University of La Verne, 2003. http://0-wwwlib.umi.com.garfield.ulv.edu/dissertations/fullcit/3081988.
Texto completoSchroder, Megan J. "Creative insights: Senior school teachers' experience of creativity in Queensland across the curriculum". Thesis, Queensland University of Technology, 2022. https://eprints.qut.edu.au/234108/1/Megan_Schroder_Thesis.pdf.
Texto completoAbdelmagid, Randa Fouad Abdelhafiz. "Technology Adoption and Integration: A Multiple Case Study of Rogers' Diffusion of Innovation Theory in Kuwait". Diss., Virginia Tech, 2011. http://hdl.handle.net/10919/78002.
Texto completoPh. D.
Picquet, James Philip. "Perceptions of Exemplary Teaching Attributes of Adjunct Faculty in the Dallas County Community College District: a Case Study". Thesis, University of North Texas, 1992. https://digital.library.unt.edu/ark:/67531/metadc278181/.
Texto completoBarnes, Bruce D. "Perceptions of students from a Korean university about the attributes of effective lecturers of English as a foreign language". Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2008. https://ro.ecu.edu.au/theses/228.
Texto completoBester, Marianne. "Academics' conceptions and orientations of graduate attributes in applied design programmes at a university of technology". Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/86447.
Texto completoENGLISH ABSTRACT: Based on a number of comprehensive international studies conducted in the past three decades as well as various other national surveys and reports, it is reasonable to argue that a focus on mere academic disciplinary knowledge is not sufficient to meet employers’ and students’ expectations about higher education studies. These studies support arguments of preparing students for today’s rapidly changing and highly competitive labour markets, for periods of unemployment in terms of economic downturn, and for lifelong learning. Moreover, the literature suggests that the so-called discrepancy between the needs of the world of work and those offered by higher education could possibly be addressed by placing a more pertinent focus on the development of graduate attributes. Despite the fact that graduate attributes have been the centre of discussion in many countries over a number of decades, literature indicates that the notion of graduate attributes is a complex concept that relates to issues such as employability, lifewide and lifelong learning, social responsibility and good citizenship, as well as others related to environmental consciousness and technological adeptness. This study is located within a constructivist-interprevist paradigm using a phenomenographic approach to investigate the qualitatively different ways in which academic staff members in five undergraduate Applied Design programmes at a University of Technology experience, conceptualise, perceive and understand the phenomenon of graduate attributes in the subjects they teach. The conceptual framework used in the study is based on the three domains of higher learning of the engaged curriculum model of Barnett and Coate (2005). For this study qualitative data was collected using multiple data collection methods, including curriculum document analysis, focus-group sessions and semi-structured interviews. The data analysis process consisted of seven stages of defining the categories of description that emerged from the qualitative data available to the researcher. This was an iterative process of discovery of which the categories of description were not based on predetermined classifications. A set of a limited number of hierarchically related categories of description emerged from this analysis. These categories of description, in conjunction with the relationships among the categories, constitute the outcome space of phenomenography. Based on the findings from the literature perspectives on graduate attributes and the empirical findings of the phenomenographic study a number of important issues can be highlighted. These include academics’ misconceptions of what is meant by graduate attributes as well as the interactions between their conceptions of graduate attributes and how they approach the development of graduate attributes through their teaching practice. The phenomenographic analysis indicates that if academics view graduate attributes as discrete, isolated units of learning that can be attached to an existing curriculum as a ‘quick-fix’ to address employers’ needs, they are likely to have a simplistic, technicist conception of curriculum and may adopt a transmission, teacher-centred approach to their teaching. Literature has revealed that such approaches negatively influence students’ learning experiences. As an alternative approach, an integrated capabilities framework is suggested to support the notion of graduate attributes as a complex, multi-dimensional and inter-related aspects of higher education.
AFRIKAANSE OPSOMMING: Gebaseer op ‘n aantal omvattende internasionale studies wat in die afgelope drie dekades wêreldwyd uitgevoer is asook verskeie nasionale opnames en verslae kan daar met reg aangevoor word dat deur slegs klem te plaas op die ontwikkeling van akademiese dissiplinêre kennis binne hoër onderwys daar nie aan die behoeftes en verwagtinge van werkgewers en studente voldoen word nie. Hierdie studies bevestig ook vraagstukke wat verband hou met die voorbereiding van studente vir die hedendaagse snel veranderende arbeidsmark, ekonomiese afswaai en gepaardegaande werksloosheid, asook aspekte rakende lewenslange leer. Literatuur dui daarop dat hierdie sogenaamde tekortkominge moontlik aangespreek kan word deur meer klem te plaas op die ontwikkeling van die kenmerke wat met gegradueerdes geassosieer word. Alhoewel hierdie kenmerke van gegradueerdes reeds gedurende die afgelope aantal dekades en in verskeie lande die spilpunt van bespreking is, dui literatuur daarop dat die opvattings wat met gegradueerde kenmerke gepaardgaan kompleks van aard is. Dit hou ook verband met kwessies soos werkverkryging, lewenslange en lewenswye leer, goeie burgerskap en gemeenskapsveranderwoordelikheid asook ander relevante kwessies soos omgewingsbewustheid en tegnologiese kundigheid. Hierdie studie is geposisioneer binne ‘n konstruktivistiese en interpretatiewe paradigma. ‘n Fenomenografiese benadering is gebruik om die opvattings oor gegradueerde kenmerke, wat akademici in vyf toegepaste ontwerpskursusse aan ‘n Universiteit van Tegnologie het, kwalitatiewelik te ondersoek. Die konseptuele raamwerk vir hierdie studie is gebaseer op die drie aspekte van gevorderde leer wat deel vorm van die samevoegende kurrikulum model van Barnett en Coate (2005). Vir die doel van hierdie studie is kwalitatiewe data ingesamel deur middel van veelvuldige data insamelingsmetodes wat die ontleding van kurrikulum dokumente, fokusgroep besprekings en semi-gestruktureerde onderhoude ingesluit het. Die ontledingsproses het bestaan uit sewe stadiums om die kategorieë van beskrywing, wat vanuit die data ontstaan het, te definieer. Dit was ‘n proses van herhaaldelike ontdekking en was nie gebaseer op vooraf bepaalde klassifikasies nie. ‘n Stel van ‘n beperkte aantal kategorieë van beskrywing binne ‘n hierargiese orde het ontstaan vanuit hierdie ontleding. Hierdie kategorieë van beskrywing, met inagneming van die verband tussen die kategorieë, vorm die uitkomste ruimte (“outcome space”) van hierdie fenomenografiese studie. ‘n Aantal belangrike gevolgtrekkinge kan gemaak word gebaseer op die literatuurstudie en die bevindings van die empiriese studie. Hierdie gevolgtrekkinge sluit in die wanopvattings van akademiese personeellede aangaande die kenmerke van gegradueerdes, asook die wisselwerking tussen die akademici se opvattings en wyse waarop hul onderrig benader. Die data-ontleding dui daarop dat indien akademici die kenmerke van gegradueerdes beskou as afsonderlike en geïsoleerde eenhede van leer wat by ‘n bestaande kurrikulum gevoeg kan word as ‘n sogenaamde kitsoplossing om aan werkgewers se verwagtinge te voldoen, hul heel moontlik ‘n oorvereenvoudigde, tegniese opvatting van kurrikulum het en dat hul ook waarskynlik ‘n transmissie, dosentgesentreerde benadering tot onderrig het. Literatuur dui daarop dat sulke benaderings studente se leerervarings negatief beïnvloed. As ‘n alternatiewe benadering, stel die navorser ‘n geïntegreerde raamwerk voor wat gebaseer is op ‘n vermenging van alvermoë en vernuftigheid sodat die kenmerke van gegradueerdes gesien kan word as ‘n stel komplekse, multi-dimensionele en inter-afhanklike aspekte van hoër onderwysstudies.
Smith, Edward Charles. "Reconceptualizing mathematics teaching and learning: Teacher learning in a realistic mathematics context". University of the Western Cape, 2000. http://hdl.handle.net/11394/8470.
Texto completoIn this study the construct of personal theories is used to represent the teacher's conceptions, which are interpreted as the consciously held beliefs. The teacher's personal theories encompass beliefs, images, values and attitudes as well as understanding about teaching and learning. This study investigates the influence of the teacher's conceptions of mathematics, of the teaching and learning of mathematics and of the context before and after a structured learning experience. The interest in the teacher's conceptions is derived from the assumption that these serve as a primary component that influence how teachers think about their professional responsibilities and how they act in their classrooms. Furthermore, the extent of implementation of a new curriculum has been linked to the scope of congruence between the teachers' conceptions and the underpinning philosophy of the intended curriculum. The study of the teacher's conceptions is especially relevant during a time of educational reform, such as the current transition to an Outcomes Based Education curriculum in South Africa. The participants in this study consist of four primary school mathematics teachers with various educational backgrounds, who teach at schools situated in different physical environments. The conceptions that these teachers have of mathematics, of the teaching and learning of mathematics and the influence of the context are investigated using a variety of instruments. Data collection was done with a questionnaire, a repertory grid, a semi-structured interview and lesson observations. The teachers participated in the Teaching Intervention and Support Programme (TISP), as a structured teacher learning experience. The programme is centred on the integration of the developmental and socio-cultural perspectives on teacher learning. With the developmental perspective the focus is on the acquisition of intellectual skills, while the socio-cultural perspective emphasizes participation in social practice. Both are directed at effecting conceptual change. With the developmental approach the process of conceptual change involves the development of new conceptions from existing conceptions. From the socio-cultural perspective the context is paramount and conceptual change is seen as new ways of being and acting within a particular context. The teachers were invited to attend a two-week intervention session, followed by a six months support programme that was aimed at establishing a teacher learning community. The learning experiences provided during the intervention session were drawn mainly from Realistic Mathematics Education. On completion of the programme, the teachers' conceptions of mathematics, of the teaching and learning of mathematics and the influence of the context were again investigated. The results of this study show that two of the participants had highly mechanistic conceptions of mathematics, and the teaching and learning of mathematics. The remaining two had a more empiristic approach with its high focus on environmental activities. After the programme, the teachers with the mechanistic views adopted a mixed. conception with some of the mechanistic conceptions retained, but now interspersed with some empiristic and realistic conceptions. The participants with the empiristic conceptions adopted a more realistic conception, but again to varying degrees. Thompson's (1991) hierarchical structure for the development of conceptions was also used to describe the extent of conceptual change. However, it was found that a concentric, rather than a hierarchical representation is a more appropriate to describe these changes. With regards to the socio-cultural view of conceptual change, all the participants perceived the context differently. The teachers' actions were also more commensurate with the practices associated with teachers that encourage learner autonomy, mathematical investigations and a facilitative role for the teacher.
Wallace, Deborah M. Wallace. "THE PERCEPTION OF CULTURAL COMPETENCY IN THE CONTEXT OF CROSS-CULTURAL MENTORING RELATIONSHIPS: MENTORING AS A CONDUIT TO TEACH CULTURAL COMPETENCY ATTRIBUTES". University of Akron / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=akron1543081646781702.
Texto completoMoeini, Hosein. "A Need Analysis Study For Faculty Development Programs In Metu And Structural Equation Modeling Of Faculty Needs". Phd thesis, METU, 2003. http://etd.lib.metu.edu.tr/upload/445320/index.pdf.
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s perceived competencies about the skills necessary for the instructional practices, personal, professional and organizational developments were proposed and compared. In this study, a questionnaire considering different aspects of faculty developments were sent to all of the academicians in METU. After collecting data from faculty members and research assistants, they were analyzed both descriptively and using principal component factor analysis. Based on the results of factor analysis, linear structural relations models fitting the data were generated through LISREL-SIMPLIS computer program runs. The descriptive results indicated that there was a feeling for need to improve the faculty'
s self-proficiency in different instructional issues. On the other hand, both descriptive results and LISREL modeling results indicated that faculty members and research assistants show different characteristics based on their needs and factors affecting their self-proficiencies. These aspects will lead us to prepare different faculty development programs based on their needs and priorities. The result for both faculty members and research assistants showed that in a faculty, instructional self-proficiency cannot be considered as a single absolute parameter. Rather, it should be considered as several interrelated parameters connected to different aspects of faculty'
s proficiencies.
Boqvist, Julia, Alice Nilsson y Jennifer Saado. "Elevers våld mot lärare : Förekomst och sambandet till personliga attribut hos lärarna samt negativa emotionella konsekvenser". Thesis, Örebro universitet, Institutionen för juridik, psykologi och socialt arbete, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-74807.
Texto completoThe aim was to examine students´ physical and psychological violence against teachers based on personal attributes of the teacher and whether the occurrence of violence can be associated with negative emotional consequences. A questionnaire was answered by 246 teachers (M = 46years, SD = 10,50) and the results showed that the teachers experienced that the psychological violence was more frequent than the physical violence. The results also showed that the more lacking authority and classroom techniques the teachers inhibited, the more frequent they perceived the physical and psychological violence. Further, the less helpful and appreciated the teachers was perceived by the students, the more frequent they perceived the physical violence. How they perceived the violence was also shown to influence the teacher’s safety, lacking commitment and depression. The correlation between physical violence and the three categories of consequences disappeared when gender and psychological violence was controlled for. The three categories of consequences also correlated with each other which means that if one of the categories increased, so did the other two. In summary, it is important to also consider the teachers who only hear about violent events since they also suffer consequences from it.
Leal, Edvalda Araújo. "Fatores determinantes do uso de inovação tecnológica na educação a distância: um estudo com docentes dos cursos na área de negócios". reponame:Repositório Institucional do FGV, 2012. http://hdl.handle.net/10438/10348.
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The proposal of this work was to identify the factors that determine the use of technological innovation in distance education (DE), in the perception of teachers in the area of business (administration and accounting). In view of the expansion of online courses and the growing adoption of technology in education, many questions have arisen regarding teaching practices, mainly those related to the challenges of using the new instruments and the technological abilities of teachers. Therefore, it is important to gain a better understanding of the attributes that influence the successful or unsuccessful adoption of technological innovations in DE. The approach used here is based on the theory of diffusion and innovation (TDI), as advocated by Rogers (1983) and expanded by Moore and Benbasat (1991), according to which the perceptions of users about the characteristics of an innovation affect the decision on whether or not to adopt it. The constructs investigated were: relative advantage, compatibility, ease of use, experimentation, image, demonstration of result, visibility, volunteerism and use of technological innovation (determining in this study the Virtual Learning Environment – VLA). Additionally the moderating variables technological mastery and experience with the VLA were considered. The results indicate that the significant direct effects on ‘Use of VLA’ were compatibility, relative advantage, demonstration of result and technological mastery. These results suggest that the VLA is viewed positively and can be used with greater intensity when it meets the needs of teachers and is more useful than other practices. They also indicate that the use of the VLA is being communicated among users and that technological mastery, represented by knowledge of information technology, influences the ‘Use of VLA’ by teachers. The results of this study add to the literature a refinement of the constructs that deal with the perceived characteristics of a technological innovation that affect the intensity of its adoption and use, contributing to build an empirical-theoretical framework that helps consolidate the use of technology in education.
A proposta deste trabalho foi identificar os fatores que determina o uso de inovação tecnológica na Educação a Distância (EaD), na percepção dos docentes atuantes em cursos na área de negócios (Administração e Ciências Contábeis). Tendo em vista a expansão do oferecimento dos cursos na modalidade de educação a distância e a crescente adesão à tecnologia na educação, geram-se muitos questionamentos sobre as práticas pedagógicas dos professores, principalmente, aqueles relacionados aos desafios do uso de novos instrumentos e de como desenvolver habilidades tecnológicas. Diante disso, obter melhor entendimento dos atributos que influenciam o sucesso ou insucesso na adoção de inovações tecnológicas na EaD tornou-se primordial. A abordagem proposta nesta pesquisa é baseada na Teoria da Difusão de Inovação (TDI) defendida por Rogers (1983) e ampliada por Moore e Benbasat (1991), a qual sugere que as percepções do usuário sobre as características de uma inovação afetam a decisão pela sua adoção ou não. Os construtos investigados foram: Vantagem Relativa, Compatibilidade, Facilidade de Uso, Experimentação, Imagem, Demonstração de Resultado, Visibilidade, Voluntarismo e o Uso da Inovação Tecnológica (determinado neste estudo o Ambiente Virtual de Aprendizagem – AVA). Acrescentaram-se, no estudo, as variáveis moderadoras denominadas Domínio tecnológico e Experiência com o AVA. A pesquisa classifica-se como descritiva e, utilizou-se para a análise dos dados a abordagem quantitativa, aplicou-se a análise fatorial confirmatória e a regressão linear múltipla. Os resultados apresentaram evidências que as características com o efeito direto significativo ao ‘Uso do AVA’ foram: Compatibilidade, Vantagem Relativa, Demonstração de Resultado e o Domínio Tecnológico. Tais resultados sugerem que o AVA é bem-visto e que poderá ser utilizado com maior intensidade, quando atende às necessidades pedagógicas dos docentes e evidenciar melhor utilidade que outras práticas. Indica, também, que o uso do AVA está sendo comunicado entre os usuários e o domínio tecnológico, representado pelo conhecimento em TI, influência o ‘uso do AVA’ pelos docentes na EaD. Entende-se que os resultados desta pesquisa possam agregar à literatura o refinamento dos construtos que tratam das características percebidas de uma inovação tecnológica que afetam a intensidade de adoção e uso, contribuindo para a construção de uma estrutura empírico-teórica que ajude a consolidar o uso de tecnologia na educação como base teórica, o que representa um avanço na área científica.
Balotta, Maria. "Como el cantar del coquí: Educators of the Puerto Rican Diaspora in the U.S. Describe What Resilience Means to Them". Ashland University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1304085552.
Texto completoWasserman, Nicholas. "When beginning mathematics teachers report acquiring successful attributes: Reflections on teacher education". Thesis, 2011. https://doi.org/10.7916/D84B37HG.
Texto completoWang, Ching-Hua y 王菁華. "Cognition Differentiation Analysis of Graduate Attributes among Graduate, Teacher, and Employer". Thesis, 2013. http://ndltd.ncl.edu.tw/handle/53653886931002655536.
Texto completo國立高雄第一科技大學
系統資訊與控制研究所
101
Currently, acquiring accreditation of engineering education is an important topic for the engineering education institutes in Taiwan. The key of acquiring accreditation is continually improving educational programs through various feedback sources. However, the education institutes is challenged how to clarify the reasons of the significant differences between different feedbacks on the same graduate attributes and to reach the goal of continuously improvement. According to graduate attributes, this study provides a system approach to analyze the questionnaires from graduates, employers, and teachers to indicate the improvement direction. First, building the structural equation modeling (SEM) model of each graduate attributes from the questionnaires can remove the unfitted questionnaire items to validate the explanatory ability of the questionnaire results. In addition, based on the valid questionnaire items, the proposed hypothesis testing flow can be used to evaluate and analyze the differentiation of different feeback sources so that the suggestions for improvement can be derived. In the case study, based on the questionnaires from an Institute of Computer and Communication of a Science and Technology University, the proposed method can effectively analyze differences and reasons. For example, when the cognition differences between graduates and teachers are significant in the attribute of professional and technical applications, the proposed approach can indicate that may be casued from inexperience or changeful teachers. And if the difference is in the attribute of teamwork and interpersonal relations, the proposed approach can find that it may be induced from inexperiences of outside school contests and related projects. Therefore, this proposed approach can clarify the differences between different sources of feedback questionnaires and can be used to analyze the difference causes for future improvement.
Brzycki, Henry G. Baker David. "Teacher beliefs and practices that impart self system and positive psychology attributes". 2009. http://etda.libraries.psu.edu/theses/approved/WorldWideIndex/ETD-3819/index.html.
Texto completoDecker, Mark Lowry. "Assessing the mindfulness attributes of teaching assistants assigned as discussion facilitators". 2013. http://hdl.handle.net/2152/21344.
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Zell, Adrienne L. "Teacher-generated innovation : a study of the attributes and authors of autonomously inspired classroom innovations /". 2002. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:3048438.
Texto completoMiller, Timothy James. "Attributes of an effective elementary bilingual education program: an examination of administrator, teacher, and parent perceptions". Thesis, 2006. http://hdl.handle.net/2152/2774.
Texto completo"Proper practical research: construction of the knowledge in the constituents attributes of the teacher of the art of the word". Tese, PUC-Campinas-Biblioteca Digital, 2006. http://www.bibliotecadigital.puc-campinas.edu.br/tde_busca/arquivo.php?codArquivo=38.
Texto completoWilson, Mary. "The attributes and attribute-consequences of great college teachers". 2010. http://digital.library.okstate.edu/etd/Wilson_okstate_0664M_10829.pdf.
Texto completoOliveros, Martin Diana. "Exploration of the Relationship between Teacher Students' Conceptions of Inclusivity and their Perceptions of Democratic Attributes in the University Community. A Mixed Method Research". Master's thesis, 2013. http://www.nusl.cz/ntk/nusl-324812.
Texto completoChang, Hsiu-Hua y 張秀華. "Applying the Kano Two-dimensional Model and Important Performance Analysis to Explore the Quality Attributes of Primary School Teacher with an Analysis of the Parents' Point of View". Thesis, 2014. http://ndltd.ncl.edu.tw/handle/d25w2t.
Texto completo育達商業科技大學
企業管理所
102
This research explores elementary school teachers’ professional quality by adopting Kano’s model. The teachers’ professional evaluation criteria released by Ministry of Education is the standard to study parents’ opinion on teachers’ professional quality. These quality attributes are verified and IPA (Importance Performance Analysis) is then employed to confirm the attributes. The result from 335 valid questionnaires shows that parents’ perception to the elementary school teachers’ professional quality factors does have quality attributes in two categories. Of the 18 quality attributes, 3 belong to the attractive quality, 10 to one dimensional quality and 3 to in differential quality. ” individualized instruction” and “differentiated lesson planning” are the two key attributes to professional quality. This research provides elementary school teachers the key attributes of professional quality to improve competiveness.
Randall, Patricia L. "Identification, description, and perceptions of personal and professional attributes for student teachers in school health education and rankings of knowledge, skill, and disposition elements within each attribute a pilot study /". 2002. http://www.oregonpdf.org.
Texto completoLi, Chang-Hsin y 李張鑫. "Research on Enhancing the Teachers’ Participation of “Teacher Professional Development Evaluation” in Taichung City by Multiple Attribute Decision Making". Thesis, 2011. http://ndltd.ncl.edu.tw/handle/82014216999869216688.
Texto completo逢甲大學
公共政策所
99
This study aims at the choosing programs which are likely to raise teachers’ participation rate in Teacher Professional Development Evaluation of Taichung City. The programs to raise teachers’ participation rate are sorted out from the relevant research studies and are adapted from the “Program Evaluation Standards” by The Joint Committee on Standards for Educational Evaluation (JCSEE). Through the quantitative analysis, it indicates the factors of spontaneous participation in Teacher Professional Development Evaluation. This study reviews literature and conducts expert questionnaire survey. Among 50 questionnaires delivered and returned, 47 of them account for valid and the rest of 3 are invalid. The conclusions are listed as follows. First, 26 percent of Taichung City elementary school teachers participate in Teacher Professional Development Evaluation. Second, the reasons why Taichung City elementary school teachers do not keep participating in Teacher Professional Development Evaluation include (1) evaluation procedure tends to be formalized, (2) complicated and repeated evaluation tools increase teachers’ workloads, (3) there are no so-called rationality and legality without being legislated, (4) the evaluation results are not strictly confidential, (5) the immature evaluation standards lack explicit statements, and (6) designed lessons do not fit in with teachers’ needs. Third, elementary school teachers doubt if they have faith in the standards and in the security of evaluation results. They also point out that the short-term training does not meet all mentor teachers’ needs. What the worse is the elementary school teachers do not completely understand the related information as the policy is enforced. Fourth, to enhance Teacher Professional Development Evaluation consists of the following plans: (1) to promote policies, (2) to simplify evaluation tools, (3) to improve mentor teacher system, (4) to increase evaluators’ credibility, (5) to make the law, (6)to make equitable standards, (6) and to secure the evaluation results. Fifth, it helps to measure the standards by these six aspects, effectiveness, feasibility, reliability, professionalism, immediateness, and cost benefit. This research provides schools and the authorities with suggestions as reference to promoting Teacher Professional Development Evaluation.
Cheng, Chih Chung y 鄭志忠. "The Investigation of Physical Fitness Profession Attributes in High School Physical Teachers". Thesis, 2015. http://ndltd.ncl.edu.tw/handle/18292115526277747219.
Texto completo東方設計學院
文化創意設計研究所
103
The score of physical fitness has become one important factor on high school examinations-free entrance competition after the 12 years of compulsory education launched in Taiwan, and raised the attention of physical education ever than before. However, the investigation of physical education is insufficient on what attributes are required by physical teachers to adequately teach the students, and the importance of knowledge acquiring of physical teachers. Thus, this study focus on the identification of major attributes and teaching skills on high school physical teachers, and analyzing the relative importance of physical education knowledge. The relative rate between Instructional profession and Physical profession was calculated via analysis of variance. The following are the results: 1. By Gender, the female get more points than male on the Teaching Assessment in Instructional profession. Other parameters in Instructional profession and Physical profession do not showed any meaningful results. 2. By Job Positions, there are no significant variations in Instructional Profession and Physical Profession. 3. By Age, there are significant variations in Profession Development and Enthusiasm of Physical Education. In Profession Development, the highest group is located in 41 to 50 years old group (M=3.94), and the lowest is 61 years old and above group (M=2.0). In Enthusiasm of Physical Education, the highest group is located in 40 to 50 years old group (M=4.02), and the lowest is 61 years old and above group (M=2.0). 4. By Educational Status, there are no significant variations in Instructional Profession and Physical Profession. 5. By Years of Service, there are significant variations in Professional Growth and Enthusiasm of Physical Education. In Professional Growth, the highest group is located in 15 to 20 years group (M=4.08), and the lowest is 25 years and above group (M=2.0). In Enthusiasm of Physical Education, the highest group is located in 15 to 20 years group (M=4.08 ), and the lowest is 25 years and above group (M=2.0). 6. The high score of Lessen Design in Instructional Profession is corresponding with the high Physical Profession score. According to this research results, the professional knowledge in both Instructional Profession and Physical Profession should be reinforced for these high school physical teachers, especially in Physical Fitness Assessment Competence. The request of professional abilities to high school physical teachers will increase after taking the physical fitness as one important attribute in 12-year compulsory education policy. Keywords: Physical attribute, Profession development of physical teacher, 12-year compulsory education