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葉寶蓮 i Pauline Ip. "Attributes of a quality teacher". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2008. http://hub.hku.hk/bib/B42554251.
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Ip, Pauline. "Attributes of a quality teacher". Click to view the E-thesis via HKUTO, 2008. http://sunzi.lib.hku.hk/hkuto/record/B42554251.
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Miles, 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.
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This study of the relationship between teacher attributes and student scores on the SOL Algebra I Test in Grades 9-12 focused on three prominent teacher attributes: certification, specialization in math, and years of experience teaching math. The study also assessed two additional relationships: 1) the relationship between student socioeconomic status, as reflected in the percentage of students who receive free or reduced fee lunch, and the SOL test score; and 2) the association between teacher perceptions of Stronge's (2002) domains of effective teaching and achievement on the SOL Algebra test. Teachers who taught high school Algebra I in the Commonwealth of Virginia voluntarily completed a questionnaire about their experiences and educational preparation, and their perceptions of teacher attributes that contribute to student achievement in Algebra.
The study found no significant relationships between the teacher attributes and student achievement on the Algebra I SOL test. Only two of Stronge's domains of effective teaching, Teacher as a Person and Monitoring Student Progress and Potential , were statistically significant. These findings affirm recent reports that traditional measures of teacher quality such as seniority or certification, or established views of effective teaching may not be related to student achievement. The study found that the students' socioeconomic status had a statistically significant association with student achievement on the Algebra I SOL test.
Although the study findings are limited because of the small sample size and the homogenous sample of Virginia teachers, the findings are consistent with recent reports on effective teaching, and widespread educational reform. Studies that are specifically focused on the teaching of subjects such as Algebra could help to identify the characteristics of great math teachers and the unique teaching strategies these teachers use to help students successfully learn math. New research that utilizes qualitative research methods has the potential to identify additional classroom strategies and approaches used by great teachers.
In 2009, No Child Left Behind requires that all schools find, hire, and retain highly qualified teachers for core subject areas. The findings of this study suggest that traditional measures for hiring and rewarding teachers may need to be expanded to include new perspectives on selecting effective teachers.Ed. D.
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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.
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Duval, 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.
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Teacher 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.
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Chan, Kam-wing, i 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.
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Chan, 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.
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Swanson, 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.
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Yang, 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/.
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This study proposed (a) to identify the most important attributes of effective college teachers as perceived by students in Taiwan, (b) to investigate the influence of different factors on students' perceived attributes of effective college teachers, and (c) to determine if the students in various Taiwanese teachers colleges differ in their opinions of the most important attributes of effective
college teachers. Students identified these factors as attributes of effective college teachers: rapport, effective teaching
methods, enthusiasm, fairness, interaction, practical experiences, personality, clarity, and being well-prepared. The fact that sophomore students and freshman students value some factors differently was discovered in this study. In addition, students who have previous teaching experience value all of the important attributes higher than those who do not have teaching experience before they attended
teachers colleges.
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Onyegam, 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/.
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Graduate students in the College of Education at the University of North Texas, Denton rated 57 teacher attributes on their relative importance in effective teaching. The data was analyzed across six demographic variables of department, sex, degree, nationality, teaching experience, and previous graduate school, using mean scores, one-way ANOVA, and t-tests for two independent samples.
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Donnison, Sharn, i 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.
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This thesis examines the cultural models and discourses that a group of aspiring, primary school teachers in South-East Queensland employed to explain their current world and describe the likely development of their own careers and lives. Thirteen males and fifty-seven females, aged between 15 and 25, were involved in the study. All participants had expressed an interest in preservice teacher training with 77 percent of the cohort currently enrolled in a teacher-training program in the South-East region of Queensland, Australia. This study adopted a multi-method approach to data collection and included informal interviews, scenario planning workshops, focus groups, and a telephone survey. Initial pilot studies, incorporating informal interviews, preceded scenario planning workshops. Four males and eleven females were involved in six scenario planning groups. The scenario planning format, based upon Schwartz (1991), followed a seven-step approach whereby participants formulated and evaluated four possible future scenarios for Australia. These formed the stimulus material for the second stage of the study where thirteen focus groups critically analysed the scenario planning data. Interpretation of the data was underpinned by a framework based on an amalgamation of Gee's (1999) theoretical concepts of acts of meaning, cultural models, and Discourses and Bernstein's (1996) theoretical concepts of classification, framing, and realisation and recognition rules. The respondents exhibited five pre-eminent Discourses. These were a Technologies Discourse, Educational Discourse, Success Discourse, Voyeuristic Discourse, and an Oppositional Discourse. The group's Technologies Discourse was pervasive and influenced their future predictions for Australian society, themselves, and education and was expressed in both positive and negative terms. The respondents spoke of their current and future relationship to technologies in positive terms while they spoke of society's future relationship to technologies in negative terms. Their reactions to technologies were appropriated from two specific cultural resources. In the first instance this appears to be from their personal positive interactions with technologies. In the second instance the group have drawn from Science Fiction Discourses to predict malevolent and controlling technologies of the future. The respondents' Technologies Discourse is also evident in their Educational Discourse. They predict that their future classrooms will be more technological and that they, as teaching professionals, will be technologically literate and proficient. Their past experiences with education and schooling systems has also influenced their Educational Discourse and led them to assume, paradoxically, that while the process of education is and will continue to be a force for change, schools will not evidence a great deal of change in the coming years. The respondents were optimistic and confident about themselves, their current interactions with technologies, their future lives, and their future careers. These dispositions formed part of their Success Discourse and manifested as heroism, idealism, and a belief in utopian personal futures. The respondents' Voyeuristic Discourse assumed limited social engagement and a limited ability to accept responsibility for the past, present, and future. The respondents had adopted an 'onlooker' approach to society. This aspect of their Discourse appeared to be mutable and showed signs of tempering as the respondents matured and became more involved in their teaching careers. Finally, the respondents' Oppositional Discourse clearly delineated between themselves and 'others'. They were users of technologies, teachers, good people, young, privileged, white, Australian, and urban dwelling while 'others' were controllers of technologies, learners, bad people, older or younger, non-privileged, non-Australian, and country dwelling. Current reforms introduced by Education Queensland have stressed the need for a new approach to new times, new economies, and new workplaces. This involves having a capacity to envisage new forms, new structures, and new relationships. 'New times' teaching professionals are change agents who are socially critical, socially responsible, risk takers, able to negotiate a constantly changing knowledge-rich society, flexible, creative, innovative, reflexive, and collaborative (Sachs, 2003). The respondents in this study did not appear to be change agents or future activist teaching professionals (Sachs, 2003). Rather, they were inclined towards reproducing historical, traditional, and conservative social and professional roles as well as practices, and maintaining a safe distance from social and environmental responsibility. Essentially, the group had responded to a period of rapid social and cultural change by placing themselves outside of change forces. Successful educational reform and implementation, such as that being proposed by Education Queensland (2000), demands that all interested stakeholders share a common vision (Fullan, 1993). The respondents' Discourses indicated that they did not exhibit a futures vision beyond their immediate selves. This limited vision was at odds with that being espoused by Education Queensland (2000). This body recognises the importance of being able to envisage, develop, and sustain preferable futures visions and have developed futures oriented curricula with this in mind. Such curricula are said to respond to the changing needs of today's and tomorrow's society by having problem solving and the concept of lifelong learning at the core. The future towards which the respondents aspire is one where lifelong learning and problem solving have little significance beyond their need to stay current with evolving technologies. In reflecting on the respondents' viewpoints and the range of Discourses that they draw upon to accommodate their changing world, I propose a number of recommendations for policy makers and educators. It is recommended that preservice teacher training institutions take up the challenge of equipping future teachers with the skills, knowledges, and dispositions needed to be responsible, reflective, and proactive educators who are able to envisage and work towards preferable visions of schooling and society. Ideally, this could occur through mandatory Futures Studies courses. Currently, Futures Studies courses are not seen as an essential area of study within education degrees and as such preservice teachers are given little opportunity to engage with futures concepts, knowledges, or skills. The success of the scenario planning approach in this thesis and the richness of the issues raised through interactive engagement in imagining possible futures, suggests that all citizens, but particularly teachers, need to enlighten their imaginations more often through such processes.
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Donnison, 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.
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This thesis examines the cultural models and discourses that a group of aspiring, primary school teachers in South-East Queensland employed to explain their current world and describe the likely development of their own careers and lives. Thirteen males and fifty-seven females, aged between 15 and 25, were involved in the study. All participants had expressed an interest in preservice teacher training with 77 percent of the cohort currently enrolled in a teacher-training program in the South-East region of Queensland, Australia. This study adopted a multi-method approach to data collection and included informal interviews, scenario planning workshops, focus groups, and a telephone survey. Initial pilot studies, incorporating informal interviews, preceded scenario planning workshops. Four males and eleven females were involved in six scenario planning groups. The scenario planning format, based upon Schwartz (1991), followed a seven-step approach whereby participants formulated and evaluated four possible future scenarios for Australia. These formed the stimulus material for the second stage of the study where thirteen focus groups critically analysed the scenario planning data. Interpretation of the data was underpinned by a framework based on an amalgamation of Gee's (1999) theoretical concepts of acts of meaning, cultural models, and Discourses and Bernstein's (1996) theoretical concepts of classification, framing, and realisation and recognition rules. The respondents exhibited five pre-eminent Discourses. These were a Technologies Discourse, Educational Discourse, Success Discourse, Voyeuristic Discourse, and an Oppositional Discourse. The group's Technologies Discourse was pervasive and influenced their future predictions for Australian society, themselves, and education and was expressed in both positive and negative terms. The respondents spoke of their current and future relationship to technologies in positive terms while they spoke of society's future relationship to technologies in negative terms. Their reactions to technologies were appropriated from two specific cultural resources. In the first instance this appears to be from their personal positive interactions with technologies. In the second instance the group have drawn from Science Fiction Discourses to predict malevolent and controlling technologies of the future. The respondents' Technologies Discourse is also evident in their Educational Discourse. They predict that their future classrooms will be more technological and that they, as teaching professionals, will be technologically literate and proficient. Their past experiences with education and schooling systems has also influenced their Educational Discourse and led them to assume, paradoxically, that while the process of education is and will continue to be a force for change, schools will not evidence a great deal of change in the coming years. The respondents were optimistic and confident about themselves, their current interactions with technologies, their future lives, and their future careers. These dispositions formed part of their Success Discourse and manifested as heroism, idealism, and a belief in utopian personal futures. The respondents' Voyeuristic Discourse assumed limited social engagement and a limited ability to accept responsibility for the past, present, and future. The respondents had adopted an 'onlooker' approach to society. This aspect of their Discourse appeared to be mutable and showed signs of tempering as the respondents matured and became more involved in their teaching careers. Finally, the respondents' Oppositional Discourse clearly delineated between themselves and 'others'. They were users of technologies, teachers, good people, young, privileged, white, Australian, and urban dwelling while 'others' were controllers of technologies, learners, bad people, older or younger, non-privileged, non-Australian, and country dwelling. Current reforms introduced by Education Queensland have stressed the need for a new approach to new times, new economies, and new workplaces. This involves having a capacity to envisage new forms, new structures, and new relationships. 'New times' teaching professionals are change agents who are socially critical, socially responsible, risk takers, able to negotiate a constantly changing knowledge-rich society, flexible, creative, innovative, reflexive, and collaborative (Sachs, 2003). The respondents in this study did not appear to be change agents or future activist teaching professionals (Sachs, 2003). Rather, they were inclined towards reproducing historical, traditional, and conservative social and professional roles as well as practices, and maintaining a safe distance from social and environmental responsibility. Essentially, the group had responded to a period of rapid social and cultural change by placing themselves outside of change forces. Successful educational reform and implementation, such as that being proposed by Education Queensland (2000), demands that all interested stakeholders share a common vision (Fullan, 1993). The respondents' Discourses indicated that they did not exhibit a futures vision beyond their immediate selves. This limited vision was at odds with that being espoused by Education Queensland (2000). This body recognises the importance of being able to envisage, develop, and sustain preferable futures visions and have developed futures oriented curricula with this in mind. Such curricula are said to respond to the changing needs of today's and tomorrow's society by having problem solving and the concept of lifelong learning at the core. The future towards which the respondents aspire is one where lifelong learning and problem solving have little significance beyond their need to stay current with evolving technologies. In reflecting on the respondents' viewpoints and the range of Discourses that they draw upon to accommodate their changing world, I propose a number of recommendations for policy makers and educators. It is recommended that preservice teacher training institutions take up the challenge of equipping future teachers with the skills, knowledges, and dispositions needed to be responsible, reflective, and proactive educators who are able to envisage and work towards preferable visions of schooling and society. Ideally, this could occur through mandatory Futures Studies courses. Currently, Futures Studies courses are not seen as an essential area of study within education degrees and as such preservice teachers are given little opportunity to engage with futures concepts, knowledges, or skills. The success of the scenario planning approach in this thesis and the richness of the issues raised through interactive engagement in imagining possible futures, suggests that all citizens, but particularly teachers, need to enlighten their imaginations more often through such processes.Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Education and Professional Studies
Full Text
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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.
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This work revealed what is at the core of a particular group of prospective teachers that underlie their commitment to teach in under-resourced schools and districts. Prospective teachers committed to teaching in under-resourced schools have qualities or attributes of recognition and respect for students and families who come from low-income and culturally different backgrounds and experiences. These prospective teachers were able to recognize complex interactions that students and their families face at the individual, social and institutional level. They also sought ways to address their students' learning needs by drawing from students' experiences to make meaningful connections between home and school. To identify students' and families' lived experiences, cultural practices, and language as resources to draw from, are acts of recognition and respect towards students and their families who are, for many prospective teachers, different from themselves. Recognition and respect for difference are essential attributes that underlie a socially just and humanistic pedagogy which can positively impact the learning outcomes for students who are historically poorly served by our public schools. This work highlights a different view that prospective teachers from majority White European backgrounds have about social others. It also provides a new framework using social otherness as a lens to reveal prospective teachers' understandings and knowledge about students and families from low-income backgrounds.
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Walden, 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.
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Although a substantial volume of advocacy, policy, and research over the past five decades supports cultural diversity in music education, the occurrence of its practice in school programs remains strikingly infrequent. While it is clear that many music teachers are convinced of the importance of broadening their programs culturally, major barriers appear to exist in its translation into classroom practice, in teacher attitudes and attributes, and the degree of engagement.
This research examines contemporary realities of cultural diversity in music education over the past five decades. It identifies common objectives in the field along with descriptions of teacher practice toward reaching these aims. Its principal focus is on teacher attitudes and attributes and how these relate to teaching methods for specific aims, and which are considered key to engaged diverse music learning experiences both in traditional settings and in changing forms and recontextualized environments.
The research comprises of surveys, interviews, and observations of music teachers and students in classes involved in diverse music. Because my own practice has included cultural diversity for three decades, I have included an examination of this through critical reflection and video footage of my lessons. In addition, my years of experience as a clinician and consultant in the field, together with the substantial body of literature on the subject, provide the material for triangulating perceptions of overall aims, and the attitudes and attributes associated with these aims that ultimately lead to engaged practice.Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
Queensland Conservatorium
Arts, Education and Law
Full Text
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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.
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The purpose of this study was to examine the relationship between instructional environment and student engagement during reading instruction. Environment is composed of three key elements: teacher attributes, instructional methods, and the physical classroom setting (Blair, Rupley, & Nichols, 2007; De Naeghel, Van Keer, Vansteenkiste, & Rosseel, 2012; Guthrie, Hoa, Wigfield, Tonks, & Perencevich, 2006; Housand & Reis, 2008). This study examined a first, second, and third grade classroom in one East Tennessee school. Qualitative data was collected using a combination of instructional observation and teacher interviews in order to examine existing practices for successfully engaging young readers. Teachers for each of the classrooms were interviewed; following the interview, each teacher’s classroom was observed three times to examine the teacher’s attributes and most frequently used instructional methods, the physical classroom setting, and the expressed level of engagement of the student body in the classroom. The findings indicate that environment in terms of teacher attributes, instructional methods, and physical classroom setting affects student reading engagement; classrooms with high levels of organization, novel reading areas, and opportunity for students to select reading material were found particularly effective for reading engagement.
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Cunha, 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.
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A presente Tese tem por finalidade identificar quais são os principais atributos afetivos necessários à docência em graduações que atuem em educação a distância no âmbito das universidades do Estado do Rio Grande do Sul. A fim de organizar uma análise daquele conjunto de atributos são utilizados alguns constructos teóricos da Psicologia relativos ao desenvolvimento humano, suas relações sociais e respectivas dinâmicas nos grupos, que acontecem em ambientes virtuais. Visando uma aproximação dos temas psicológicos, são apresentadas contribuições a partir das experiências em psicoterapia de grupos desenvolvidas por Irving Yalom para compreender melhor o que ocorre nas situações de ensino-aprendizagem, desenvolvendo as discussões num âmbito interdisciplinar. Foi realizada uma pesquisa com docentes de instituições públicas e privadas de ensino superior, que atuaram em graduação de Educação a Distância a partir de 2010. A pesquisa teve uma abordagem quantitativa e qualitativa, com cunho exploratório, a partir do estudo de casos múltiplos, utilizando entrevistas semi-estruturadas. Os questionamentos aplicados buscaram a classificação e a identificação dos principais atributos afetivos necessários aos docentes, como organização, comunicabilidade e dedicação, visando sistematizar uma formação afetiva dos professores. Os resultados obtidos mostram que há uma convergência na percepção individual dos participantes da amostra sobre dois grupos de atributos que, por suas classificações similares nas diferentes estratificações consideradas, oferecem a possibilidade do desenvolvimento de estratégias relacionais e instrumentos didáticos na formação e acompanhamento dos docentes naquela modalidade de ensino.This 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.
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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/.
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The purpose of the study was to investigate independent piano teachers' view of themselves in the light of selected attributes found in sociological writings on the professions. The research problems were: (a) to determine the attitudes which independent piano teachers held toward selected professional attributes; (b) to determine the relationship between the attitudes toward the professional attributes and selected background variables; and (c) to determine the degree of association between these attributes. The problems were addressed by a questionnaire directed to independent piano teachers active in the area of Dallas-Ft. Worth, Texas. Thirty teachers were also interviewed to determine consistency of response and to explore issues which the questionnaire had raised. Reliability and validity were established at acceptable levels. Techniques of statistical analysis included Pearson's product-moment correlation, multiple regression, chi-square in conjunction with Cramer's V_, and factor analysis. The strongest attitudes expressed by the teachers in the study concerned professional self-image, altruism, client orientation, commitment to work, and independence. The most important background variables were age, years of experience, number of students, certification by a professional association, and college degree in music. A multiple regression analysis tested each variable against the dependent variable professional self-image; recognition by others, commitment to work, client orientation, and qualification were found to account for 25% of the common variance. A factor analysis was also conducted to seek out patterns of attitudes among the attributes being studied; seven factors were identified among the subjects' belief systems as Professional Actions, Satisfaction, Quality Control, Professionalism, Compliance, Autonomy, and Focus on Student. These factors accounted for almost half of the total variance in the data. The study concluded that: (a) independent piano teaching was a female-dominated, subsidized occupation, and (b) the piano teachers' professional self-image seemed to be an evaluation of themselves and their work, rather than the use of profession as a definable goal for which to strive.
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Lee, 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.
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Candidates who meet the prerequisites for teaching may still lack the ‘x’ factor to be a quality teacher. The objective of this portfolio is to tease out the personal attributes and identify behavioural descriptors of these attributes of the quality Technical Education and Training (TET) teachers in Singapore. The study is located within the Institute of Technical Education (ITE), the national institution responsible for TET in Singapore.
From a review of literature on school-related factors that impact on student achievement such as funding, governance, class size, etc., the most influential factor is that of teacher quality. The quality teacher produces better student outcomes and the effects stay with the students over several years. ITE is presented as an example of a quality TET institution.
The conceptual framework which underpins the portfolio comprises of the three dimensions of the quality teacher: teacher prerequisites, teaching practices and teacher personal attributes.
From the literature review, it could be concluded that the prerequisites that matter are literacy and more specifically, verbal ability; a few years of teaching experience; content focused teacher professional development for middle and high school mathematics; and making entry to teacher training highly selective.
The literature indicates that in the area of teaching practice, the effective teacher demonstrates flexibility and adeptness in the use of various strategies in classroom management and organisation, instruction planning and organising, instruction implementation and monitoring progress and potential to promote student learning. She also reflects on her practice. The literature on personal attributes is rather limited.
A qualitative approach was adopted for the investigation with some elements of quantification through the focus groups and interviews. This allowed for the voices of the participants to be heard. The first part of the study involved focus group meetings with six groups or a total of 19 students. The second part involved interviews with six teachers. Data from both sources were analysed and compared. Three broad themes linking student feelings and teacher attributes were proposed.
The conclusion reached from the study is that the quality TET teacher possesses the following personal attributes: Encouraging, Inspiring, Motivator; Caring; Friendly, Approachable; Passion for Teaching. The corresponding behaviours have also been identified. Recommendations for the management of ITE and further research are also proposed.
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Bancroft, 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.
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This study examines the impact of personal attributes on student teachers' failure to pass or marginal success in the terminal field experience. Interviews were conducted of faculty at five Washington and two Oregon teacher education programs, who served as supervisors of student teaching. The interview was of the "depth" type described by Masserik (1981,) open-ended, interactive, and designed to encourage the sharing of case histories and subjective experience according to interpretive inquiry protocol as outlined by Lincoln and Guba (1985.) Its goal was to surface fundamental assumptions about and idiosyncratic language used to describe those attributes deemed critical to a preservice teacher's success. The format was flexible to allow respondents to guide and determine the final shape of the study (Goetz and LeCompte, 1984.) Interviews were tape-recorded, and transcripts re-submitted to respondents for additions, corrections, and elaborations. Interview transcripts were analyzed by a process of modified analytic induction (Bogdan and Biklan, 1982) and comparative analysis (Spradley, 1979) for recurring precepts and constructs related to personal attributes and the labels used to identify them. These were further collapsed into categories of cover and included terms, and used to construct a taxonomic model of personal attributes implicated in failure and marginality in student teachers. Initial categories which emerged were Extrapersonal, Irremediable, Intrapersonal and Interpersonal Attributes. Respondents' identified as critical the Intrapersonal and Interpersonal categories, which were further collapsed into three major attribute domains: Efficacy (including ego strength, locus of control, flexibility, and reflection) Relatedness (including empathy, self-assertion, and people-skills) and Heartfeltedness (including belief system, commitment, effort and passion.) Additional attributes identified by respondents as bridging and connecting the domains were imagination, authenticity, responsiveness and with-it-ness. Several themes emerged: 1) Respondents ascribe failure and marginality primarily to personal attributes, citing technical incompetence as causal only in combination with attribute deficits; 2) reluctance to judge subjectively produces formal evaluations that do not adequately reflect the role of personal attributes; 3) pressure to pass marginal students is seen as both cause and effect of a failure of the gatekeeping function; and 4) early identification of personal attributes likely to require and/or intractable to remediation is deemed essential.
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Johnson, 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.
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Thesis (Ed. D.)--Illinois State University, 1994.Title 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.
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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.
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There appear to be considerable differences in the outcomes of group string teaching programs in Queensland. Some teachers appear to be able to generate, manage and administrate highly efficacious programs; others seem to experience difficulty transferring the knowledge and skills required for students to become successful string players. This study investigates the collective skills, knowledge and attributes apparent in group string teaching. As a case study with multiple participants, the investigation documents the reflections of group string pedagogues, observes the outcomes of their programs and teaching methods, and synthesises these elements into a profile of collective skills, knowledge, and attributes. The collective profile is then compared with the Australian Professional Standards for Teachers mandated by the Australian Institute for Teaching and School Leadership (AITSL), to ascertain points of corroboration and where there is a disconnect. Whilst there is significant overlap between the collective profile and the AITSL standards, some mismatch is evident. Implications of the study include the need to review the training and early-career mentoring of group instrumental music teachers.Thesis (Masters)
Master of Philosophy (MPhil)
Queensland Conservatorium of Music
Arts, Education and Law
Full Text
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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.
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Schools in Hawaii are continuing to struggle with low student performance on their state's mandated test. Principal leadership has been found to have a direct impact on school effectiveness and researchers have indicated that school effectiveness can also be predicted by teachers' perceptions of principal leadership. This quantitative study was an examination of the relationships between teachers' perceptions of their principals' leadership attributes and school effectiveness as measured by the Strive HI Index in the state of Hawaii. The theoretical framework was grounded in Leithwood's core effective principal practices. A 41-item questionnaire from Colorado Education Initiative with a Cronbach's alpha of .95 was given to 124 teachers from 15 elementary schools to rate leadership attributes of the principal. Multiple regression yielded several statistically significant predictors of school effectiveness. Positive predictors were (a) level of teachers' education, (b) teachers' years of experience, (c) prioritization of structured activities, (d) development and implementation of a process to analyze data to improve student learning, and (e) building a positive school climate. The negative predictors were (a) years principal served in the school, (b) years teachers served at the school, and (c) creation of structures for distributive leadership. The outcomes provide administrators with information about the relationship between teachers' views of leadership practices and the school effectiveness index. The potential for positive social change includes raising principals' awareness of teacher perceptions of leadership practices, which may increase efforts to improve practice and ultimately school effectiveness in the study district.
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Griffiths, 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.
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Perseverance is a quality which individuals draw on to achieve their goals, despite any challenges they may face, and so is one of the keys to academic and life success. Perseverance is considered to be a positive attribute that can be learned. In this study, how tertiary students understand perseverance, how they acquired it and its role in their lives and learning are explored. The research sample for the study consists of nine pre-service teachers from Initial Teacher Education (ITE) in regional Victoria, Australia. The researcher uses semi-structured interviews, and draws on educational and salutogenic theory and a qualitative methodology. The data has been analysed within the Ecological framework based on the work of McLeroy and colleagues (1988). In the introductory chapter the aims of the study are outlined, perseverance is defined and its significance as a character strength/ attribute is considered. The second chapter, the literature review, explores the extent to which perseverance, along with associated character strengths, has been identified as a significant factor that influences educational achievement and the ability to meet life’s challenges. The third chapter provides justification for applying a qualitative phenomenological methodology, with particular attention to describing both the salutogenic theoretical perspective and the Ecological Model (EM). The fourth chapter, the data analysis, identifies themes within the data and these are discussed with reference to the relationships between the EM layers. The fifth chapter offers the discussion, implications and conclusion of the study. The research findings indicate that all the participants defined perseverance as an attribute or character strength which they called on to overcome challenges and obstacles as they pursued their goals. They associated it with such qualities as persistence, motivation, commitment, focus, goal-setting and strength, amongst others. They recognized perseverance as integral to their academic success as well as to their ability to manage crises and challenges in their lives. They identified multiple contributors to their acquisition of perseverance, including family members, friends and some teachers. Many of the participants identified instances when they made a conscious decision to persevere, and viewed the experience as definitive in their growth as mature people. However, few of the participants considered the schools they attended to have played a significant role in developing their understanding of perseverance or of helping them acquire it, though they were appreciative of those teachers who gave them general support and encouragement. They recognized the importance of schools and teachers explicitly teaching perseverance and supporting its development through positive critique and feedback, and of students experiencing multiple opportunities for practising perseverance at the individual, family, school and policy levels. In educational practice, these conclusions suggest that further research into how best to implement these approaches across all schools would be invaluable.Masters by Research
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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.
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Hiett, Michael. "Examining K-12 Teachers' Affective Job Satisfaction and Perceptions of Blended Instruction". ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3103.
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The increasing use of blended models of instruction within the U.S. public school system is transforming the K-12 education. However, few studies have been conducted of the innovation-adoption process involving blended instruction within the K-12 public school sector. In this nonexperimental, quantitative study, Rogers's five perceived attributes of innovations was used as a theoretical lens to explore how teachers' affective job satisfaction might affect the innovation-adoption process at the individual level. Research questions pertained to the relationship, if any, between affective job satisfaction among teachers and their perceptions of the complexity, compatibility, and relative advantage of blended instruction. Surveys were administered to middle school teachers (n = 40) in the core curriculum within southeastern U.S. schools. Data were analyzed for relationships using Spearman's correlation; relationships found to have statistical significance were further explored using ordinal logistic regression. Affective job satisfaction had a moderately positive and statistically significant relationship with how participants perceived the compatibility and relative advantage of blended instruction (rs = .487). However, the relationship was inconsistent among subgroups, varying from rs = .181 (n = 13) to rs = .693 (n = 10). Findings could be used to promote positive social change by providing insight into the role of affective job satisfaction within the innovation-adoption process within the K-12 sector.
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Heady, 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.
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Schroder, 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.
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Creativity is promoted as a crucial tool for young peoples’ successful engagement in a 21st century world. Education has a responsibility for instilling creative attributes in students, empowering them as agentic citizens and lifelong learners. Utilising Craft’s (2013) Wise Humanising Creativity framework, the study examines how creative capacities are understood and activated by Queensland senior school teachers in the implementation of the QCAA 2019 Senior school syllabus suite. Findings arising from the study are applicable to the implementation of creativity in education settings locally and globally.
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Abdelmagid, 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.
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The adoption and integration of technology is limited in K-12 contexts worldwide, including in the Middle East. Based on the work of Everett Rogers (1995) and his disciplines, studies in the United States indicate that teachers' perceptions towards the attributes of technology (relative advantage, compatibility, complexity, trialability and observability) reflect the extent by which technology is used. Furthermore, teachers' characteristics and the support environment provided can potentially encourage or inhibit the adoption of technologies. This multiple case study was designed to show the applicability of Rogers' diffusion of innovation theory in Kuwait public school systems. The study was conducted with eight female Kuwaiti teachers in two primary public schools. A qualitative methodology was employed using interviews, participant observations, and physical artifacts for collecting data.
The study reveals that Rogers' three attributes relative advantage, compatibility and observability (result demonstrability) contributed to use, while complexity and observability (visibility) limited use. Prior experience and practice, motivational support provided by the school administration and department head, and teachers' voluntary decisions on the type of technologies to use encouraged use. Anxiety from lack of functionality of devices and extra time and effort in preparing materials, centralized decision-making on technology purchases, budget constraint, and limited access to technology and classrooms in which devices are located were factors that limited teachers' use. The study showed that Kuwaiti teachers' acceptance of technology varied along the continuum, where some teachers were early adopters and some were laggards. Support initiatives are needed from the Ministry of Education and school administration, in order to facilitate technology adoption and use in Kuwaiti schools.Ph. D.
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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/.
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The problem of this study involved identifying and ranking perceptions of the attributes of exemplary teaching of adjunct faculty of the Dallas County Community College District. Data was collected by a 75 item opinionnaire and a demographic data sheet which was sent to a population of 3,000 employees of the Dallas County Community College District and 100 exemplary faculty from 39 of the 50 United States. The five chapters were titled Introduction, Review of Literature, Methods, Presentation and Analysis of Findings, and Summary, Discussion, Conclusions, and Recommendations. Revealed through the findings of Chapter 4 was the order of attributes as a Grand grand rank found through the combining of the grand rank order of the Dallas County Community Colleges' employees and the rank order of the nationally recognized exemplary faculty. Findings disclosed that a rank ordering of items represented by Kendall's W at .9654 with a chi-square of 142.8815 at the .001 level of significance. These findings led to the rejection of three null hypotheses and the following related conclusions: (1) perceptions of importance of teaching attributes, can be rank ordered, (2) while a high level of significant values of W may be interpreted as meaning that the observers and judges are applying essentially the same standard in ranking the variables, their pooled ordering may serve as a standard, (3) ordering of perceptions of exemplary teaching attributes is possible, and (4) rankings of attributes provides a usable list of variables that can be employed in evaluation. Recommendations for further study include design of an evaluation instrument incorporating all or part of the attributes for use in adjunct classrooms, and creation of a staff development program designed to help those who are less proficient in the classroom.
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Barnes, 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.
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The purpose of this study was to gain an understanding of what Ewha Womans University students perceive to be the attributes of effective EFL lecturers and to measure the levels of importance they place on each of these attributes. The first section of the study (Stage 1) elicited a list of attributes from a stratified sample of the freshmen students enrolled in EFL. The second section (Stage 2) gathered and analysed ratings and rankings of these attributes from a proportional-stratified sample of the same population. In the end, a list of attributes was produced with corresponding discussion of the values the students placed on each one.
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Bester, 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.
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Thesis (MPhil)--Stellenbosch University, 2014.ENGLISH 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.
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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.
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Philosophiae Doctor - PhDIn 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.
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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.
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Moeini, 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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The purpose of this doctoral thesis research study was first to investigate the
needs for a faculty development program in Middle East Technical University
(METU). Later, in the second phase, models that explained the linear structural
relationships among factors that might be influential on faculty’
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.
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Boqvist, Julia, Alice Nilsson i 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.
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Syftet var att undersöka elevers fysiska och psykiska våld mot lärare utifrån personliga attribut hos lärarna samt om förekomst av våld kan förknippas med negativa emotionella konsekvenser. En enkät besvarades av 246 lärare (M = 46 år, SD = 10,50) och resultaten visade att lärarna upplevde att psykiskt våld förekom i högre utsträckning än fysiskt våld. Resultaten visade även att ju mer bristande auktoritet och klassrumshantering som lärarna uppvisade, desto mer frekvent upplevde de fysiskt och psykiskt våld. Vidare visade resultaten att ju mindre hjälpsam och uppskattad lärarna var av eleverna desto mer frekvent upplevde de det fysiska våldet. Ju mer lärarna hade hört talas om psykiskt våld visades även påverka lärarnas otrygghet, bristande engagemang och nedstämdhet. Sambandet mellan fysiskt våld och de tre kategorierna av konsekvenserna försvann när det även kontrollerades för kön och psykiskt våld. De olika kategorierna av konsekvenser visades även korrelera med varandra vilket innebar att när den ena kategorin ökade, ökade även de andra två. Sammanfattningsvis är det viktigt att även ta hänsyn till de lärare som enbart hör talas om våldsamma händelser eftersom de också upplever negativa konsekvenser av våldet.The 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.
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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.
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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.
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Wasserman, Nicholas. "When beginning mathematics teachers report acquiring successful attributes: Reflections on teacher education". Thesis, 2011. https://doi.org/10.7916/D84B37HG.
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Education plays a vital role in any society; so much so, that countries strive to have not only adequate, but excellent educators in their classrooms. The aim of this study was to understand how beginning secondary mathematics teachers define success and to what experiences they attribute that success. Specifically, the central research question addressed was, "To what degree were significant attributes or experiences, important to the success of the first year teaching, learned pre-teacher education program, during a program, or post-program?" The practical goal of filling classrooms with great educators needs to be informed by research on how best to recruit highly qualified candidates into the field of mathematics education and how best to facilitate the teacher preparation process. This study employed a mixed methodology, using a sample of beginning secondary mathematics teachers to gather both quantitative and qualitative data on when they reported gaining influential knowledge or experiences. In particular, input from those who have had some success as beginning mathematics teachers was desired. The interview protocol designed for these participants added depth to the survey responses. Emphasis was placed on the relative importance of the three stages, pre-, during, and post-program, in developing common attributes associated with good teaching. Two characteristics were generally discussed as developing pre-program: being a self-starting and hard-working individual, and holding a belief that every student can learn. Beginning teachers viewed these traits as important for their success. Participants also felt that they acquired both practical classroom tools and educational theory from their teacher education program; having program instructors model pedagogy and mathematical instruction, and having opportunities to practice incorporating theory into their teaching were also seen as important. These aspects distinguished particularly prominent roles that the teacher education program played in shaping its graduates. Classroom management and being flexible and adaptive to different contexts were the most notable qualities frequently reported as being learned post-program. The study's results have implications for informing the types of students a mathematics education program should try to attract or recruit and defining areas where practicum or internship components might be incorporated into the teacher education process.
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Wang, Ching-Hua, i 王菁華. "Cognition Differentiation Analysis of Graduate Attributes among Graduate, Teacher, and Employer". Thesis, 2013. http://ndltd.ncl.edu.tw/handle/53653886931002655536.
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碩士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.
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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.
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Decker, Mark Lowry. "Assessing the mindfulness attributes of teaching assistants assigned as discussion facilitators". 2013. http://hdl.handle.net/2152/21344.
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This study investigated the relationship between student ratings of teaching and the mindfulness attributes of teaching assistants in freshmen courses consisting mostly of discussion. Regression analyses were run to determine whether teaching assistant data (n = 19), related to their teaching efficacy, trait mindfulness, mindfulness practices, self-compassion, and teacher concerns, were predictive of student ratings of teaching assistants' combined scores on three concatenated Likert-scale evaluation items--the teaching assistant is kind and respectful of me, is patient with my questions, and is receptive to my questions. As modeled, there was no significant relationship between these teaching assistant characteristics and the components that were examined. A subset of the population (n = 6), participated in follow-up interviews. A comparative and interpretative analysis of the interview data followed, which examined the teaching assistant narratives using the following variables as filters--teaching efficacy, trait mindfulness, mindfulness practices, self-compassion, and teacher concerns--in addition to the metacognitive constructs of Knowledge of Cognition and Regulation of Cognition. Overall, the interview component of the study found that teaching assistants who could better articulate their teaching processes and instructional goals reported purposefully engaging in the internal and external dialogic processes of instruction. Moreover, interview analysis suggests that teaching assistant evaluations were a poor means of assessing instructional skills, aptitude, or performance. In addition, while the tools used in this study, the Five Facet Mindfulness Questionnaire, the Mindfulness Process Questionnaire, the Self-Compassion, Scale, the Teacher's Sense of Efficacy, and the Teacher's Concerns Checklist, might reliably assess attributes of good instructors, they do not appear to capture the whole essence of one's instructional narrative. Whether it is through interviews, or intricate scenarios, instructional evaluation, especially when its purpose is to improve instruction, should have a qualitative and reflective component.text
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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.
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Miller, 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.
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"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.
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Wilson, Mary. "The attributes and attribute-consequences of great college teachers". 2010. http://digital.library.okstate.edu/etd/Wilson_okstate_0664M_10829.pdf.
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Oliveros, 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.
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This mixed method study quantitatively explores the relationship between teacher student's conception of inclusivity (DeLuca 2012; 2013) and their perceptions of democratic attributes experienced in the university community (Knight, 2000; Pearl & Pryor, 2005). In addition to this, two sociological constructs are involved in a qualitative analysis of discourse, namely: awareness of action (Taylor, 2002) and common sense (Fairclough, 2001). Therefore, data was gathered from a cross-sectional survey developed in the Primary Education Program of Charles University where 66 teacher students completed a questionnaire. Concurrently, teacher students were asked to participate in a semi-structured interview. Regarding results, quantitative data points to seven significant relations that maypromote the implementation of inclusive education reform, remarkable are those experiences related to persuasive educational authority, positive expectations and definition of students' rights. On the other hand, qualitative data increase the credibility and validity of the results while completing the understanding of the phenomenon from a non-linear perspective. Although the conclusions of this study do not imply a strong inference or generalization, its findings open new lines of research and give light to possible educative...
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Chang, Hsiu-Hua, i 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.
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碩士育達商業科技大學
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.
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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.
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Li, Chang-Hsin, i 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.
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碩士逢甲大學
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.
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Cheng, Chih Chung, i 鄭志忠. "The Investigation of Physical Fitness Profession Attributes in High School Physical Teachers". Thesis, 2015. http://ndltd.ncl.edu.tw/handle/18292115526277747219.
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碩士東方設計學院
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