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1
Spann, Emilee. "An Exploratory Survey of Teacher Candidate Knowledge of Special Education". Digital Commons @ East Tennessee State University, 2020. https://dc.etsu.edu/honors/551.
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The Individuals with Disabilities Education Act (IDEA) has played a critical role in providing educational opportunity to students with disabilities. As the principles of the IDEA are foundational to teaching students with disabilities, it is necessary that both general education and special education teachers have an understanding of special education policy. This study examines teacher candidates’ knowledge of special education policy and their attitudes and perceptions of special education. The survey was distributed to teacher candidates in their final year of their teacher preparation program at a public university in the Southeast. Results indicated that teacher candidates in all teaching areas lacked knowledge of special education law. A difference was seen in the knowledge of special education and general education teacher candidates, as special education candidates had significantly higher knowledge. Teacher candidates who had higher perceived levels of knowledge also had higher actual knowledge, and candidates with lower perception also had lower knowledge. Implications of these results for educator preparation programs and current teachers are discussed.
2
Bucher, Angie Marie. "A Survey of Instruments to Assess Teacher Content Knowledge in Science". Bowling Green State University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1245688657.
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Prishker, Nydia. "Knowledge, Attitudes and Practices of Teachers on the Use of Technology Applications with Children: A Survey of PK-5 Teachers in a South Texas Region". Thesis, University of North Texas, 2018. https://digital.library.unt.edu/ark:/67531/metadc1248412/.
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This quantitative methods study explored the knowledge, attitudes and practices of PK-5 teachers on the use of technology applications in the classroom. The Texas State Board of Education has set in place standards for technology applications that require the use of technology applications across all grades. Likewise, the American Academy of Pediatrics (AAP) published new guidelines on the use of technology by children. However, it is the responsibility of teachers to implement and embed these standards, while also paying attention to the recommendations of the AAP. I developed a survey that provided demographic information, and included 12 items to measure the knowledge, attitudes and practices of teachers of technology applications in the classroom. Participants included 251 PK-5 teachers from three different districts in a South Texas region. Multiple regressions were conducted for each of the constructs produced by a factor analysis. Knowledge and attitudes presented no statistically significant results from individual teacher characteristics, but there were statistically significant differences on attitudes by districts. The regression analysis for practice reported a statistically significant difference between teachers that held a master's degree and those who did not. I conclude that technology applications implementation in the PK-5 classrooms is still developing and evolving, but there is still no consistency across districts, and further research in this matter is still needed.
4
Campora, Miranda. ""Practice makes perfect!" : A survey study of musical practice of vocal students in upper secondary school". Thesis, Kungl. Musikhögskolan, Institutionen för musik, pedagogik och samhälle, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:kmh:diva-3916.
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Vocal teachers’ task is to give students a foundation for their personal practice. When the student leaves the classroom, it is their responsibility to direct their own learning. This essay examines vocal students from upper secondary school's perspective about their personal vocal practice and their practice in relation to the support and help from their vocal teachers. Five schools were contacted where a total of 120 students had access to an online survey via email, to which 56 students responded. The variables in the survey were partially analyzed and processed in the software SPSS. In this study, it was clear that students have a positive attitude towards their personal practice and generally have good practice habits. The student’s level of motivation plays a role in the number of hours that are devoted to practice and having goals with one’s practice, such as vocal lessons, are important for practice motivation, as lessons are occasions where students are assessed. The vocal teacher is important for the student's continued development but not in relation to the student’s weekly practice hours.
5
Henry, Molly. "A Survey of Pre-Service and In-Service Teachers on Training and Knowledge of State Anti-Bullying Laws and Policies Related to Students With Disabilities". Digital Commons @ East Tennessee State University, 2020. https://dc.etsu.edu/etd/3841.
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Bullying is a serious problem on its own but emerging research suggests that bullying may present differently in students with disabilities and affect them more severely than previously thought. The purpose of this study was to explore the multi-layered issue of bullying involving students with disabilities, examine the programs and legislation developed around this issue, and determine the training and knowledge teachers and teacher candidates have regarding the problem. An exploratory survey was completed by 105 teachers and teacher candidates in northeast Tennessee. Descriptive statistics and T-tests revealed that in-service teachers were more knowledgeable in identification of bullying and the components of Tennessee’s anti-bullying law than pre-service teachers. Additionally, this study found that elementary teachers answered more general bullying knowledge questions correctly than upper grade teachers. The limited utilization of evidence-based bullying prevention and intervention programs and strategies was also noted. Implications for teacher training programs will be discussed.
6
Stoll, Julia A. "An Exploratory Study of Preschool Teachers' Perceived Knowledge, Behaviors and Attitudes/Beliefs Regarding the National Council of Teachers of Mathematics (NCTM) Process Standards". Kent State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=kent1426761388.
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Goodwin-Glick, Kelly L. "Impact of Trauma-Informed Care Professional Development on School Personnel Perceptions of Knowledge, Dispositions, and Behaviors Toward Traumatized Students". Bowling Green State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1487245316067513.
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Greget, Joseph A. "Survey of junior high school teachers knowledge related to depression in children". Online version, 1999. http://www.uwstout.edu/lib/thesis/1999/1999gregetj.pdf.
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Marshall, Scott A. "Mathematics knowledge for teaching of elementary and secondary teachers with regards to division by fractions". Diss., Kansas State University, 2016. http://hdl.handle.net/2097/32846.
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Doctor of PhilosophyCurriculum and Instruction Programs
David S. Allen
This study examined pedagogical content knowledge (PCK) and Mathematics knowledge for teaching (MKT) from a perspective that blends existing definitions, questions, and methodologies into a unique method of collecting and analyzing data. Many studies on MKT have been done using qualitative methodology, usually with the researcher interviewing or testing individual teachers and analyzing that data using qualitative methods. A smaller number of studies have attempted to measure MKT using a quantitative approach, often times involving paper pencil tests with multiple choice and some open ended questions. Current research is also heavily weighted towards pre-service elementary teachers in the area of MKT for division by fractions (Depaepe et al, 2013). Although it may be true many pre-service elementary teachers have difficulties with division by fractions (Li & Kulm, 2008; Ma, 1999; Tirosh, 2000), we do not know if these problems persist for in-service elementary teachers or with secondary teachers at any stage. This study used a survey created by the researcher as a synthesis of existing questions from research on MKT with regards to division by fractions. This survey was delivered through an online format. The qualitative data in this research was then coded into quantitative data using a rubric developed by the researcher producing MKT scores that could be analyzed using statistical methods and generalized to a larger population. This study examined the Mathematical Knowledge for Teaching held by elementary, middle, and secondary in-service teachers in the domain of division by fractions. In particular this research asked if there was a relationship between the educational background, training, and experience of teachers and their MKT. Multiple analysis including independent t-tests, independent one-way ANOVAs, and Multiple regression analyses revealed that Middle school teachers and teaching at a middle school were significant predictors of increased MKT scores when compared with other groups of teachers. The type of teaching license, the type of degree held, total experience, and grade level experience were all found to have no significant relationship to MKT scores.
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Smith, Philip C. "Teaching Inclusivity: Preservice Teachers’ Perceptions Of Their Knowledge, Skills And Attitudes Toward Working With English Language Learners In Mainstream Classrooms". [Tampa, Fla] : University of South Florida, 2005. http://purl.fcla.edu/usf/dc/et/SFE0001222.
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Martin, Larry. "A survey of national engineering education initiative leaders what knowledge do students and technology education teachers need to be successful in an engineering education curriculum? /". Menomonie, WI : University of Wisconsin--Stout, 2005. http://www.uwstout.edu/lib/thesis/2005/2005martinl.pdf.
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Ellis, Lori L. (Lori Luann). "Inclusion of Children and Youth with Emotional/Behavioral Disorders into the General Education Classroom Setting: Survey of General Education Classroom Teachers' Beliefs Regarding Expected Knowledge/Skills". Thesis, University of North Texas, 1994. https://digital.library.unt.edu/ark:/67531/metadc278925/.
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This study identified the expected knowledge/skills needed for working with children and youth with emotional/behavioral disorders (E/BD) in general education classroom settings, as identified by general educators.
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Shaboodien, Shabier Ibrahim. "Oral health knowledge of caregivers and parents of mentally impaired and physically disabled pre-school children in Hong Kong". Thesis, View the Table of Contents & Abstract, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B21129484.
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Holley, Kerry Kathleen McGee. "Examining and Characterizing Changes in First Year High School Chemistry Curricula". Thesis, University of North Texas, 2010. https://digital.library.unt.edu/ark:/67531/metadc30468/.
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Many students currently entering college are able to solve mathematical problems but often do not understand the chemistry concepts underlying their calculations. High school chemistry teachers from Texas and the United States (US) were surveyed as to what topics they teach in their chemistry classes. A subset of Texas teachers was also interviewed about their instruction. The survey indicated that less-experienced Texas teachers are omitting a number of topics from their chemistry instruction, as compared to more experienced teachers. No differences were seen for those topics among US teachers. Chemistry textbooks from 1930 to the current 2002 Texas state adoptions were analyzed for inclusion of these topics. The only textbooks that were missing topics were from the 1930s. All others contained the topics. In general, textbooks have been increasing numbers of questions and problems for each topic, with the number of quantitative problems increasing at a greater rate than qualitative problems. Analysis of interview transcripts revealed that the main reason for omission of topics by less-experienced Texas chemistry teachers is that these topics are not assessed on the Texas Assessment of Knowledge and Skills science exam. Omitted topics were both qualitative and quantitative; the common factor is that they are not tested. School administrators reportedly reinforce this practice. Archival data regarding textbook usage by general chemistry students showed that students' course grades are not correlated to the amount of time they spend using their textbook. With topics included in textbooks, and no relationship between textbook usage and student grades, observed changes in chemistry courses must be due to changes in classroom instruction. With new course standards adopted by Texas for chemistry and the development of end-of-course exams, these changes should produce graduates who understand chemistry concepts as well as they solve mathematical chemistry problems. Repeating this study in 5 years may show that increasing the amount of chemistry tested will produce students entering college with a better conceptual background in chemistry.
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Hansson, Johan. "Historieintresse och historieundervisning : Elevers och lärares uppfattning om historieämnet". Doctoral thesis, Umeå universitet, Institutionen för idé- och samhällsstudier, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-33421.
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This thesis studies teachers’ and students’ conceptions of history and history teaching and aims to explain the importance of an interest in history among teachers and students of the subject. Research on teachers’ conceptions (e.g. Martin 2005) shows that the didactical question “Why?” influences the “How?” and “Why?” questions and that teachers’ thinking about their own practice is mainly influenced by their background and their experiences from teaching. Research on students’ opinions (e.g. Youth and History, 1997) shows that they enjoy history shown in films, that they appreciate museums, and that the preferred topic is 20th century history. In this thesis learning is envisaged as something individual but it is the learners’ social context that defines what is important, meaningful and interesting to learn. The research methods consist of a survey study concerning the pupils’ attitudes towards history and history education, and an interview study with their teachers about their teaching and their opinions about history in general. Nine teachers and their 217 pupils participated. It is mainly topics from 20th century that are described as interesting by both students and teachers. The teachers had different views on the didactical whyquestion, which they described either as student oriented or subject oriented. Their views on why history is important influenced their teaching methods. The student oriented teachers stated that their pupils’ needs and wishes affect their methods while the subject oriented teachers said that they give varying lessons, and have a more student active teaching, but decide for themselves what teaching methods are to be used. The subject matter is influenced by the teachers’ personal interest in history, in most cases a Eurocentric political history. This choice of content, and the teachers own interest, are explained by the historical culture of Swedish society rather than the curriculum. The teachers state that exciting stories and dramatic events related in books or films were, and still are, important to their interest in history. Their individual interpretation of what is important and meaningful in their historical culture influences teachers’ personal interest, their knowledge, and the content of their history teaching. The students’ attitudes to history are also influenced by various factors, of which history education at school is merely one.
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Jiang, Wen Feng, e 姜. 文. 鳳. "The survey of the understanding of the Primary School Teacher, New Taipei City, to the Oceanography Knowledge". Thesis, 2015. http://ndltd.ncl.edu.tw/handle/d5a8b2.
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碩士國立臺灣海洋大學
海洋環境資訊系
103
The present study analyzed the oceanographic knowledge appeared in the Chinses, Social and Science textbooks of the primary school published by the Nan-I, Han-Lin, and Con-Shen bookstores, and designed a test to survey the understanding of the oceanographic knowledge of the primary school teacher at the New Taipei City. The purpose of this study is to understand the ability of the primary school teachers whether they own the sufficient oceanographic knowledge to teach the students or not. Totally, approximate eight hundreds of primary school teachers were tested and the score of ninety one percent of the examiners ranged with 30-80. The score ranging with 40-49, 50-59, and 60-69 each occupied about twenty percent of the examiners. The score below 60 occupied approximate sixty one percent of the examiners, suggesting that the primary school teachers owned the oceanographic knowledge are insufficient and they need to receive more education of the oceanographic knowledge. In addition, the contents of the oceanographic knowledge in the Social textbook are richer than those of the Chinses and the Science textbooks. The content of the geological oceanography knowledge is higher than that of the physical, chemical and biological oceanography knowledge in the textbook. This study suggests that the textbook should equalize the oceanography knowledge in the revised version textbook in the future.
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林國基. "A Survey General Education Junior high Teachers' Attitudes and Knowledge toward Education". Thesis, 2007. http://ndltd.ncl.edu.tw/handle/91241431562592633370.
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碩士國立彰化師範大學
特殊教育學系所
95
The findings of this study were based upon the data collected from 271 general education junior high teachers in public schools of the southern Taiwan. This study assessed these teachers’ attitudes toward students with disabilities in general education classes and their knowledge of special education. Various statistics methods, including frequency distribution, mean, standard deviation, product-moment correlation, t-test, one-way ANOVA, nonparametric statistical test, and multiple stepwise regression were employed to analyze the data. Preliminary analysis suggested the attitude and knowledge are both below average scores. One-way ANOVA and t-test indicated that teachers show no significant differences in their special education knowledge and attitude, no matter their school sizes, ages, years of serving, positions, backgrounds of special education and experience with special education students. The multiple regression analysis revealed that classroom management and counseling could effectively predict the attitude toward special education. The research does suggest the importance of good classroom management and counseling that will ensure that teachers have positive attitudes toward the students with disabilities. Although this study showed teachers have not enough knowledge and failed to identify strong predictors of attitudes, it does seem to suggest that further investigations are needed to help refine the variables associated with positive attitudes and knowledge. And the further recommendations are provided which might be beneficial for school administrative aspect and teachers in terms of future assistance in special education field. keywords: attitude, knowledge, special education, general education junior high teachers
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Chen, Mei-Ching, e 陳美靜. "A Survey of the Required Computer Knowledge for All Junior High School Teachers". Thesis, 1999. http://ndltd.ncl.edu.tw/handle/26112745093038831195.
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碩士國立臺灣師範大學
資訊教育研究所
87
This study is to determine a minimum set of computer knowledge which should be required for all junior high school teachers. Two stages of questionnaire survey were employed to gathers opinions from various sources. The first stage of the survey was conducted to 45 junior high school principles and 243 teachers, who all had some knowledge of using computers in the schools. The second stage was a two-round Delphi-like survey, in which, seven computer education professors derived consensus on the knowledge items from the survey results of the first stage. The final survey results identified 30 knowledge items in three categories: (1) computer hardware and software, (2) computer for instructional purposes, (3) computer ethics and intellectual property, which are considered important and necessary for all junior high school teachers.
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Chen, Shiou-Yu, e 陳秀玉. "The Population Survey of Teacher’s Knowledge Management and Teaching Effectiveness of Matsu Area". Thesis, 2008. http://ndltd.ncl.edu.tw/handle/2596qx.
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碩士銘傳大學
教育研究所碩士在職專班
96
This study has three purposes.firstly,this study conditions of teacher’s knowledge management and teaching effectiveness of Matsu area.Secondly,this study has analyzed the effects of different variables on teacher’s knowledge management and teaching effectiveness of Matsu area.Thirdly,this study try to find out the relationships between teacher’s knowledge management and effectiveness of Matsu area. The survey objects of this research is primary,junior high and senior high school teacher of Matsu area.Methods adopted in this research were conducted through literature review,questionnaire survey and interview. According to the result of data analysis,this study finds the following conclusions: Ⅰ.The level of knowledge management and teaching effectiveness of primary, junior high and senior high school teachers of Matsu area are above average. Ⅱ.There is same aspect among knowledge management of primary,junior high and senior high school teachers of Matsu area. Ⅲ.There is same aspect among teaching effectiveness of primary,junior high and senior high school teachers of Matsu area. Ⅳ.There is a positive correlation between knowledge management and teaching effectiveness of Matsu area. Ⅴ.The difficulties of knowledge management of Matsu area are administive support, teacher’s knowledge source,application of information equipment. Ⅵ.The knowledge application has the strongest influence among the factors of knowledge management to the whole teaching effectiveness. The suggestions are given to the authorities of Matsu area’s educational authorities, school administrators and teachers according to the conclusions. Ⅰ.The suggestions to educational administrative organizations 1.promoting and rewarding the ideas of knowledge management. 2.Planning a clear and perfect teachers’training system, promoting the improvement of teaching effectiveness. Ⅱ.The suggestions to school administrators 1.Building the open organizational atmosphere and encouraging the teacher to their knowledge. 2.Setting up a specialize organization or in charging of person,a good application of technological media,improving knowledge management. 3.constructing the website of professional teaching,encouraging teachers’ knowledge exchange,increasing teaching effectiveness. 4.Setting up incentive system, encouraging the teacher to carry out knowledge management. Ⅲ.The suggestions to teachers 1.Through the talking of professional teaching,experience sharing,improving teacher''s knowledge management and teaching effectiveness. 2.setting up teaching files to help teachers’instruction. 3.The adjustment of teaching behaviors to adapt the changing of educational environment and to enlarge the professional comptencies in teaching field.
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Hua, Lin-Yueh, e 林月華. "Survey of Marine Leisure Activity and Marine Environmentnl Knowledge for Junior High School Teachers in Keelung". Thesis, 2008. http://ndltd.ncl.edu.tw/handle/72705312016111508220.
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林彥君. "A Survey Study on Special Education Teachers’ Knowledge and Attitudes toward the ICF in Yunlin County". Thesis, 2018. http://ndltd.ncl.edu.tw/handle/yn9p8u.
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碩士國立彰化師範大學
特殊教育學系
106
The purpose of this study was to understand the ICF impact on special education teachers in Yunlin County. Survey questionnaires were sentto 108 special education teachers in Yunlin County junior high schools. Survey interviews were also conducted after survey questionnaire were collected. Major findings from survey questionnaires includes： 1. Special education teachersin Yunlin County may be heard of the ICF, yet they were unfamiliar with the ICF-CY, which is related to the assessment of special needs of children and teenagers under ageof 18. 2. In terms of knowledge of the ICF, significant differences were found between seniority, the numberof special education classes, and information accessing regarding ICF among special education teachers. 3. In terms of attitudes toward the ICF, significant differences were found between teacher’squalification, seniority, and type of special education classesamong special education teachers. 4. Special education teachersin Yunlin Countyheld a positive attitude towards the ICF, though they don’t see how the assessment of special education students’needs could possibly atained through the ICF. Findings from the survey interviews reflect the gap between systems, which may not only prevent interagency collaboration and cooperation(including medical, social welfare, special education and labor)but also a better service coordination for students with special needs. Limitations and related suggestions for special education teachers’enhancement regarding ICF are discussed in the study.
22
Huang, Shin-Kuei, e 黃士魁. "The survey of the understanding of the Oceanographic knowledge of the elementary school teachers, the Keelung City". Thesis, 2015. http://ndltd.ncl.edu.tw/handle/04594847462734370344.
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碩士國立臺灣海洋大學
海洋環境資訊系
103
The purpose of the present study was to understand the oceanographic knowledge of the elementary school teachers in the Keelung City by designing the questionnaire of the oceanographic knowledge to survey the elementary school teacher. Many statistic methods, such as descriptive analysis, independent-sample t-test, one-way ANOVA and Pearson’s product-moment correlation, were employed to differentiate among the score and the background variables, such as the age, the sex, service year, job position, and the education background, of the tester. Totally, three hundred and twenty six teachers, including sixteen schools, joined the test. The survey results were as follow: 302 teachers, occupying 93 % of the total tester, obtaining the score ranged within 30-80; 35 teachers obtaining the score above 80; 95 teachers, occupying 29 % of the total testers, getting the score 60-69. One hundred and thirty eight teachers, occupying 42 % of the total tester, obtained the score under 60. The average score of all the testers was 59, suggesting that the oceanographic knowledge of the elementary school teachers was insufficient and needed to enhance the oceanographic knowledge. The statistic results indicate that the tester score varying with their background variable was not significant, except the sex. The male teacher in the physical oceanographic knowledge was better than the female teacher. The reason for this is probably that the male teacher graduated from the science and the engineering departments. In contrast, most of the female teachers obtained their degree from the literature and social departments. The present work provides an important result, suggesting that the ability of the oceanographic knowledge of the elementary school teacher in the Keelung City is generally not enough to teach the elementary school student. (Keywords: oceanographic knowledge, one-way ANOVA, Pearson’s correlation, the elementary school teachers, the Keelung City)
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WU, MIN-JU, e 吳敏如. "A Survey Study on Professional Knowledge and Compentency in Assistive Technology for Speech-Language Pathologists and Special Education Teachers". Thesis, 2014. http://ndltd.ncl.edu.tw/handle/48196461929287054178.
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碩士國立臺南大學
特殊教育學系輔助科技碩士班
102
The main purpose of this study was to address profeesional knowledge and compentency in assistive technology(AT) and augmentative and alternative communication(AAC) for Speech-Language-Pathologists(SLP) and special education teachers, as well as their the current status of application and difficulties. The researcher designed a questionnaire to collect relevant data from the speech-language pathologists in whole Taiwan and special education teachers in Kaohsiung and Tainan two cities. The questionnaires were sent to 240 research participants. The returning rate of the questionnaires was 83.3%, and 200 copies are valid. The questionnaire was composed of “AT and AAC competencies”, “skill in communication aids” and “influencing factors of AAC application”, which analyzed the overall dimensions and items above three parts. The data were analyzed by descriptive statistics, t-test, one-way ANOVA. The conclusions for this study were as follows: 1.The SLPs and special education teachers had middle to above level in the competencies of AT and AAC, and both of the occupatuions were no significant differences. The SLPs were better on the knowledge of AAC basic content,but special education teachers were on the evaluation, selection and adjustment of communication aids. 2.The SLPs’ personal background variables in “AT and AAC competencies” were significantly different from service department , but age, degree of education, age of service, and AT education background were no significant differences. 3.The special education teachers’ personal background variables in “AT and AAC competencies” were significantly different of AT education background , but age, degree of education, service department, and age of service were no significant differences. 4.The SLPs of skill in communication aids were between ”visual (non-operation) experience” to “had operation experience” but the special education teachers were between “knowing the communication aids” to ” visual(non-operation) experiemce” 5.Both of them will considerate client’s prerequisite abilities and communication needs before providing AAC service. Most of clients were autism spectrum disorders. All of the communication aids,low-tech aids were used most of the time.The SLPs usually use self-made communication aids and communication aids purchased by client’s parents, but the special education teachers were from the Special Education Resources Center. 6.The SLPs and special education teachers had middle to above level sence of identity in the influencing factors of AAC application, and both of the occupatuions were no significant differences. SLPs considered that major influencing factor of AAC application were “policy factors”,but special education teachers considered “using aids factors”.
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Chin-Huei, Chen, e 陳青蕙. "Knowledge, Attitude and Behaviors about Child Sexual Abuse: a Survey of Elementary Teachers and Parents in Wanhwa, Taipei, Taiwan, R.O.C". Thesis, 2000. http://ndltd.ncl.edu.tw/handle/39207149255720677462.
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碩士國立臺灣師範大學
衛生教育研究所
88
Objectives: This study aimed mainly to explore the level of knowledge, attitudes, behaviors and their related factors about child sexual abuse among teachers and parents in the elementary of Wanhwa, Taipei. It was expected that the findings of this study would provide references of educational interventions and policy making. Methods: The study included the sample of 216 teachers and 557 parents by stratified cluster sampling in Wanhwa, Taipei. The data were obtained using self-developed questionnaire based on pre-interviewing with six teachers and parents each. The data analysis included percentage, mean, t-test, one-way ANOVA and Pearson product-moment correlation. Results: 1.The severity and alertness about child sexual abuse were demonstrated six to seven in ten full scale. 2.Teachers group significantly showed knowledgeable of child sexual abuse than parents group. Both groups indicated less knowledge of laws and programs about child sexual abuse. 3.Both groups were strongly affirmative to prevention program of child sexual abuse as well as the issues of right of child body autonomy and gender equality. 4.Regarding to the perpetrator, both groups emphasized on the important of punishment much more than psychotherapy. 5.Most of the teachers and parents have taught the preventing of sexual abuse for children. But nearly 40% teachers were not satisfied with the effect of their teaching. 6.Regarding to participation of child sexual abuse educational programs, the teachers group indicated much more participation than the parents group. 7.Two variables of younger age and less number of years as a teacher were related to higher score of knowledge of child sexual abuse as well as they were more likely to search the information about child sexual abuse. 8.The parents who learned about preventing child sexual abuse in the past were more likely to have positive attitudes toward child sexual abuse. Conclusions: 1.To enhance the programs of child sexual abuse including knowledge, coping strategies and laws for the teachers and parents. 2.To emphasize the public media system delivering appropriate information about child sexual abuse.
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Wu, Chen-ying, e 吳貞瑩. "Knowledge , Attitudes and Teaching Experiences toward Sexual Abuse Prevention for Children with Mental Retardation : A Survey on Elementary Special Education Teachers in Taiwan". Thesis, 2003. http://ndltd.ncl.edu.tw/handle/36687502287578889519.
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碩士國立嘉義大學
特殊教育學系碩士班
91
This study aimed mainly to explore the implementation of knowledge, attitudes, and teaching experiences toward sexual abuse prevention for children with mental retardation among elementary special education teachers in Taiwan. 355 elementary special education teachers were participated in this study. The data were analyzed by statistical methods including percentage, mean, t-test, one-way ANOVA, Scheffé method, Chi-square test, and Pearson product-moment correlation. The conclusions were as follows: 1. These teachers’ knowledge toward sexual abuse prevention were investigated. The average scores on the knowledge domain in terms of concepts toward sexual abuses of children with mental retardation were highest; however, the scores on the knowledge domain in terms of laws or programs toward sexual abuses were lowest. 2. Teachers who took special education credits were significantly knowledgeable on sexual abuse prevention for children with mental retardation than those who never took. 3. Most teachers showed positive attitudes toward sexual abuse prevention for children with mental retardation, especially the attitude domain in terms of sexual abuse prevention education. 4. The variables of teachers’ backgrounds to scores on attitudes toward sexual abuse prevention for children with mental retardation indicated no statistically significant differences. 5. Most teachers taught children with mental retardation basic sex education, but less than 50% of them ever introduced sexual abuse cases and explained what the sexual abuse meant to these children. 6. Married teachers significantly had more teaching experiences toward sexual abuse prevention than unmarried teachers. 7. Teachers above 41 years old got lower scores on sexual abuse prevention knowledge, but had more teaching experiences toward sexual abuse prevention than those below 40 years old. 8. Teachers who taught children with mental retardation less than five years got higher scores on sexual abuse prevention knowledge, but had less teaching experiences toward sexual abuse prevention than those who taught children with mental retardation more than six years. Based on the research results and limits, several suggestions of this study were proposed for researchers, teachers, and educational administrative personnels.
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Young, Heather Christine. "A survey of knowledge and implementation of best practices for inclusion by personnel prepared to teach students with severe disabilities". 2004. http://hdl.handle.net/1903/1791.
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Thesis (Ph. D.) -- University of Maryland, College Park, 2004.Thesis research directed by: Dept. of Special Education. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.
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湯宜佩. "A Survey study on the knowlege and attitude of the Climate Change for the Pre-service Elementary School Teachers in Taipei City". Thesis, 2007. http://ndltd.ncl.edu.tw/handle/76402321782550490858.
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碩士臺北市立教育大學
環境教育與資源研究所環境資源組
95
We conducted a survey to examine Pre-service Elementary School Teachers of climate change. The result showed the average correct rate for all items related to knowledge of climate change was about 53%, which means there still had a lot space to improve the knowledge in climate change issue for the Pre-service teachers, especially in the topic of the impacts of climate change on our environment. Besides, we found that pre-service teachers held several misconceptions about climate change. They were: (1) global warming is completely caused by human beings; (2) the ozone layer depletion enhanced the surface warming; (3) to ignore the importance (benefit) of greenhouse effect on our planet. The study also showed that most pre-service teachers held positive attitude toward climate change and there would like to take positive action to face the global warming. Nevertheless, they also feel the climate change is a quite complicated topic and hard to understand due to lack the source of information. In the background of Pre-service teachers, we found the gender, major field, school curriculum and training course are related to the knowledge of climate change. Nevertheless, the gender, major field and school curriculum was not a factor to influence their attitude.
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he, guan-hau, e 賀冠豪. "A Survey study on the knowledge and attitude and teaching status of Energy Saving and Carbon Reduction for Elementary School Teachers in Taipei City". Thesis, 2011. http://ndltd.ncl.edu.tw/handle/65886466564815983673.
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碩士臺北市立教育大學
環境教育與資源研究所環境資源組
99
The study aims to analyze the Taipei City elementary school teachers " Energy Saving and Carbon Reduction " teaching overview survey, Survey include: knowledge, attitudes, and teaching status, hope that the findings of the "Energy Saving and Carbon Reduction" to improve the teaching and implementation of helpful. In this study, conduct a sample survey of elementary school teachers Taipei. Random sample of 270 questionnaires were. Stratified random sample taken. 1. Teachers concept of knowledge is divided into environmental and energy topics. knowledge items answered correctly 54% of teachers, Shows teachers there are many incorrect Information concepts. Such as: the level of Taiwan's oil and electricity prices, meaning of plus or minus 2℃.2.Attitude scale score was 3.85, indicating substantially reduce carbon emissions teachers showed positive attitudes. 3.Teaching Status about 90 percent of the teachers have the relevant teaching, The main motivation is not course requirements,But the teachers think that "carbon reduction" is an important environmental issue.4.Knowledge and attitude scores in the different backgrounds are affected. Knowledge scores are significantly different in different posts. Attitudes of teacher are significantly different in different Information sources. On the teaching status, the frequency of teaching, teachers participate in learning activities, school facilities and student responses are influenced by each other.
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Tsai, Peichen, e 蔡佩眞. "The association of the pre-school teachers’ professional knowledge of special education, special education support services needs with satisfaction survey study on inclusive education". Thesis, 2013. http://ndltd.ncl.edu.tw/handle/64762661816445339515.
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碩士國立屏東教育大學
特殊教育學系碩士班
101
The purpose of this study is to understand the association between pre-school teachers’ professional knowledge of special education, special education support services needs and satisfaction situation on inclusive education. The aims of this study was (1) to understand the current situation and the difference of pre-school teachers’ professional knowledge of special education, (2) to understand the current situation and the difference of pre-school teachers’ special education support service needs; (3), to understand the reasons of pre-school teachers do not use special education support services, (4) to understand the satisfaction situation of special education support services on pre-school teachers. A self-questionnaire was used to collect the data. A total of 250 questionnaires were issued and 233 were valid questionnaires. The effective recovery rate of 93.2%. The results showed that (1) The care years of contacting with special child, public and private kindergarten, teacher qualifications, the background of special education, the experience feelings of teaching a special child and attitudes of inclusive education reach a significant difference on pre-school teachers’ professional knowledge of special education. (2) Education, pre-school years owned, contact special early childhood years owned, public or private garden, teachers' qualifications, special education background, the experience feelings of teaching special children, and the attitude towards inclusive education reach a significant difference on pre-school teachers’ special education support services. (3) No significant difference on all background variables for the reasons of pre-school teachers do not use special education support services. (4) The pre-school years, the care years of contacting the special child care, the background of special education, and the experience feelings of teaching special child care reach a significant difference on pre-school teachers’ satisfaction of special education support services. Finally, the researchers made a number of recommendations based on findings. Firstly, to provide truly meet the needs of preschool teachers ' support. Secondly, to promote teachers' professional integration of expedient. Finally, to enhance special education professional knowledge and ability.
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Câmara, Rita Gago da. "Literacia ambiental da comunidade docente da Escola Básica e Secundária de Santa Maria". Master's thesis, 2014. http://hdl.handle.net/10400.2/3270.
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Dissertação de Mestrado em Cidadania Ambiental e Participação apresentada à Universidade AbertaNa origem de muitos dos problemas ambientais estão ações antropogénicas. É pois consensual que se constituam nas populações e comunidades as soluções dos mesmos. Urge educar para o ambiente, formar cidadãos informados e conscientes, para que sintam o peso das suas atitudes quotidianas no meio ambiente. Só cidadãos informados poderão ser cidadãos pró-ativos, cujas atitudes e hábitos são refletidos para causar o menor impacto possível no meio ambiente. Dos cidadãos com conhecimento sobre as problemáticas ambientais, com consciência dos seus atos e com motivação para alterar comportamentos, diz-se possuírem Literacia Ambiental (LA). Ora, de que modo poderemos formar tais cidadãos? Como contribuir para o aumento da LA das populações? Não menosprezando o valor que a educação familiar e o sistema de valores familiar têm sobre as atitudes pessoais, a resposta óbvia é através do ensino formal. Vários estudos foram já efetuados no sentido de avaliar a LA, nomeadamente em alunos finalistas do ensino secundário, como se apresenta neste documento. Contudo, está ainda por apurar a responsabilidade do ensino formal para a obtenção de LA dos alunos das escolas portuguesas. Este projeto recorreu a uma ferramenta de estudo com eficácia formalmente comprovada, um inquérito por questionário criado para medir o nível de LA dos alunos à saída do ensino secundário, que tendo sido adaptado a docentes, foi aplicado à comunidade docente da Escola Básica e Secundária de Santa Maria (EBSSMA). Neste documento apresentam-se os resultados obtidos, bem como uma reflexão sobre a relação entre o nível de LA dos docentes e a sua área de formação e disciplinas ministradas, procurando verificar se esse nível de LA influencia ou não as ações de educação ambiental implementadas pelos docentes. As principais conclusões do estudo revelam que a população alvo possui um nível suficiente de LA, que é possível associar o nível de LA dos docentes com o número e qualidade de Atividades de Educação Ambiental (AEA) dinamizadas nas escolas e consequentemente, com o nível de LA dos alunos. Conclui-se por fim que há que investir na formação ambiental dos professores, preparando-os para que assumam, ainda que pontualmente, a função de educadores ambientais, através do aumento da sua LA, para que possam melhor formar e preparar os alunos em direção a uma elevada LA e a uma cidadania interventiva.
The origin of many environmental problems lays in anthropogenic actions. It is therefore, consensual that the solutions of those problems should be constituted in the populations and communities. It is urgent to educate for the environment, forming informed and aware citizens, who feel the weight of their everyday actions on the environment. Only informed citizens can be pro-active citizens, whose attitudes and habits are thought to cause minimal impact on the environment. Citizens with knowledge about environmental issues, with awareness of his actions and motivation to change behavior, are said to possess Environmental Literacy. Now, how can we form such citizens? How to contribute to increasing the environmental literacy of populations? Not neglecting the value that family education and family values system have on personal attitudes, the obvious answer is through formal education. Several studies have been conducted to assess the environmental literacy, in particular in final year students at secondary education, as presented in this document. However, it is yet to ascertain the responsibility of formal education for the obtaining of Environmental Literacy of the students at Portuguese schools. This project used a study tool, with formally proven value, a survey designed to measure the level of Environmental Literacy of students exiting secondary education, which having been adapted to teachers, was applied to the teaching community of the Elementary and Secondary School of Santa Maria. This document presents the results obtained, as well as a reflection about the connection between the level of environmental literacy of teachers and their area of formation and subjects taught, seeking to determine whether this level of environmental literacy influences or not the actions of environmental education implemented by teachers. The main conclusions of the study show that the target population has a sufficient level of environmental literacy, that it is possible to associate the level of environmental literacy of teachers to the number and quality of Environmental Education Activities performed in schools and, consequently, to the level of Environmental Literacy of students. Ultimately we conclude that, it is necessary to invest in teacher’s environmental formation, preparing them to assume, even if occasionally, the function of an environmental educator, by increasing their environmental literacy so that they can better educate and prepare students toward a higher Environmental Literacy and a more intervening citizenship.