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1
Cakmak, Miray, and Miranda Tengelin. "Var går gränsen? : En kvalitativ studie om pedagogers syn på mobbning i grundskolan." Thesis, Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-54747.
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According to the Swedish curriculum every child has the right to feel safe in school. Also according to CRC (committee on the rights of the child) the child has the right to be respected and provided for his or hers basic needs. The teachers must also develop equality for the children and they should also counteract insults. But even though we have these laws and rules some children feel unsafe at school. Every day 60 000 children are being bullied at schools in Sweden. This is a huge problem that needs to be addressed. The aim of this thesis is to investigate teachers in different schools and their strategies to handle bullying. The method is qualitative interviews of teachers. The result indicates that the teachers do see things differently from each other, and that can lead to complications later on. The complications do not only regard the student in that way that they are being treated differently in different schools. It can also affect the teachers in that way that they does not see the harm in what some kids do that other would call bullying.
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Kang, Margaret Tomassi Lorber Michael A. "The difference between the performance of selected teaching skills during the latter portions of microteaching and field experiences." Normal, Ill. Illinois State University, 1990. http://wwwlib.umi.com/cr/ilstu/fullcit?p9105738.
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Thesis (Ed. D.)--Illinois State University, 1990.Title from title page screen, viewed November 18, 2005. Dissertation Committee: Michael A. Lorber (chair), Kenneth H. Strand, Norman C. Bettis, Stephan B. Charton, Frank T. Chiodo, Savario J. Mungo. Includes bibliographical references (leaves 62-71) and abstract. Also available in print.
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Krzykalski, Sara. "Analysis of the difference between college young adults' and college educators' perceptions of stressful life events." Online version, 1998. http://www.uwstout.edu/lib/thesis/1998/1998krzykalskis.pdf.
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Picklesimer, Tammie L. "The relationship between teachers' perceived levels of cultural difference and their expectations of culturally diverse students." Thesis, University of Hawaii at Manoa, 2003. http://hdl.handle.net/10125/6927.
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Culturally diverse students are disproportionately referred to special education programs. Research suggests that referrals may be based on inappropriate assessments, socioeconomic status, low expectations, and negative teacher biases. The purpose of this study was to determine if there was a relationship between teachers' perceived level of cultural difference and their expectations of culturally diverse students. A Likert-type survey was utilized to gather information from teachers across the United States. The findings concentrated on reporting data that indicated the level of similarities or differences the teachers felt towards culturally diverse students and how those feelings affected expectations. A comparison was also conducted to determine if multicultural training increased cultural competence, thus positively influencing teachers' perceptions.vii, 67 leaves
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Chartchai, Pookayaporn Azinger Albert T. "The difference between perceptions of principals and teachers concerning leadership behaviors of private vocational principals in Thailand." Normal, Ill. Illinois State University, 2002. http://wwwlib.umi.com/cr/ilstu/fullcit?p3064522.
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Thesis (Ph. D.)--Illinois State University, 2002.Parts of Appendices in English and Thai. Title from title page screen, viewed March 2, 2006. Dissertation Committee: Albert T. Azinger (chair), Kenneth H. Strand, Rodney P. Riegle, Mohamed A. Nur-Awaleh. Includes bibliographical references (leaves 119-124) and abstract. Also available in print.
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Lipscombe, Trevor, and n/a. "Different teachers for different students? : The relationship between learning style, other student variables and students' ranking of teacher characteristics." University of Canberra. Education, 1989. http://erl.canberra.edu.au./public/adt-AUC20060817.141319.
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This study examined the influence of selected student
variables (learning style , age, sex, nationality
(birthplace), academic achievement, and social class) on the
ranking of twelve teacher characteristics. 246 ACT TAFE
Associate Diploma in Business students formed the sample.
Results were compared with a similar study by Travis (1987)
of secondary students in Canada and USA.
The extent to which different groups of students prefer
different teacher characteristics has important implications
for the growing practice of student rating of teachers'
effectiveness. This practice (operating under a psychometric
paradigm) currently assumes that any differences of opinion
between student raters are the result of student
carelessness (random error) or bias (systematic error). The
possibility that these differences of opinion are the result
of systematic variation, based on differences between
students, is not countenanced.
This study demonstrated significant (p=<0.05) systematic
variations on four of the six variables studied (age,
academic achievement, nationality and social class) in the
way that respondents ranked one or more of the teacher
characteristics. Comparisons with Travis's results showed
marked differences both in the overall ranking of the twelve
teacher characteristics and in the influence of student
variables on the ranking of individual teacher
characteristics. While Travis also showed that some student
variables influenced the ranking of teacher characteristics,
different relationships are evident. Travis's respondents
emphasised the importance of good, supportive relationships
with their teachers, while in this study, instrumental
characteristics were preferred. This suggests a range of
preferred characteristics across student populations.
Within both studies there is a wide range of opinion as to
the importance of all twelve teacher characteristics. More
than half of the present sample also suggested a range of
additional characteristics which they believed influenced
their learning. These findings support the view that
different students prefer different teachers. They suggest
that some student variables may have a greater influence
than others (e.g. academic achievement level) and that there
may similarly be more agreement on some teacher
characteristics (e.g. Knowledgeablity) than others.
Users of student ratings of teacher effectiveness should be
aware of the paradigmatic limitations of aggregated student
scores. Validity might be improved by using teacher
characteristics which raters agree are important and by
grouping raters for influential student variables.
7
Millman, Marissa Kate. "Differences Between-teacher-Reports on Universal Risk Assessments: Exploring the Teacher’s Role in Universal Screening of Student Behavior." Miami University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=miami1416307832.
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Lisowski, Jaqueline Jean. "Cognitive differences between high- and low-stress teachers." Thesis, University of British Columbia, 1987. http://hdl.handle.net/2429/26868.
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The purpose of this study was to explore the nature of the influential factors of teacher stress in the special education settings: specifically, some cognitive aspects of the coping process. The importance of the study was summarized in terms of the reported incidence of teacher stress and the need to develop more effective stress intervention and prevention programs. A two-part study was designed to determine the differences in the coping processes of high- and low-stressed teachers in terms of particular cognitive variables. In the first part, high- and low-stressed teachers were differentiated on the basis of the responses of approximately 150 teachers to the Teacher Stress Inventory. In the second part, eleven subjects from each of the low- and high-stressed groups were interviewed. The interviews involved the recollection and report of stressful teaching-related incidents. Teachers were asked to rate each of their incidents in terms of self-evaluation, self-efficacy, outcome evaluation, and incident resolution. As well, they were asked to describe their coping behaviours and to explain what the consequences of the situations meant to them. Statistical and descriptive comparisons were made to determine if there were differences in the responses of the high- and low-stressed teachers. The most significant results of the study were that low-stressed teachers attributed more positive meaning to the consequences of stressful incidents, and that the responses of the low-stressed teachers reflected established philosophies and attitudes. These results have implications for counsellors who are interested in developing intervention and prevention programs and for individuals who conduct teacher-training programs. As well, teachers who feel ineffective at coping with stress are encouraged to seek guidance and to gain awareness of how they contribute to their experience of stress.Education, Faculty of
Educational and Counselling Psychology, and Special Education (ECPS), Department of
Graduate
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西野, 泰代, and Yasuyo NISHINO. "教師の態度が青年期の内向性の問題行動と自己価値におよぼす影響." 名古屋大学大学院教育発達科学研究科, 2006. http://hdl.handle.net/2237/9464.
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Anderson, Katie. "Understanding the Differences Between Novice and Experienced Reading Teachers." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5968.
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Education researchers have documented that first-year teachers are often less effective at reading instruction than their more experienced peers. Accordingly, this qualitative, comparative case study was designed to assess the instructional skills and strategies utilized by first-year and experienced teachers using Danielson's Framework for Teaching as the conceptual framework. The research questions were used to examine two groups of teachers using the framework and the Teacher's College Reading and Writing Project's defined levels of performance for effective reading instruction. The goal was to identify the instructional differences between the two groups of teachers. Purposeful sampling was used to select 3 first-year and 3 experienced teachers at the 4th or 5th grade levels from 3 different schools across 3 districts in a midwestern state. Data from lesson plans, observations, and interviews were analyzed using an open coding process, followed by axial coding using the Danielson framework to determine the themes of the study. The results indicated that the novice teachers had not developed automaticity in any of the domains of the Danielson Framework. The most challenging domain for novice teachers was instruction, especially communicating with students and using assessment during instruction to meet students' needs. A curriculum plan project consisting of a reading methods course and clinical component was constructed for a local college using the identified underdeveloped skills of novice teachers as actionable data that shaped the development of the plan. Positive social change might be realized as the goal of the plan is to improve teacher quality upon program completion, develop automaticity in reading instruction, and increase K-12 literacy achievement.
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Ayuwathana, Wanida. "The Differences in Perceived Needs Between Practicing Teachers and College Instructors Concerning Inservice Education Programs in Teachers Colleges in Thailand." Thesis, North Texas State University, 1986. https://digital.library.unt.edu/ark:/67531/metadc331348/.
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The purpose of this study is to identify and compare the perceptions of practicing teachers and college instructors toward four components of inservice education programs: content, organization, format of presentation, and participant involvement in the teachers colleges in Thailand. The comparison is based on the demographic variables of sex, age, educational background, and teaching experience in the institution. The "In-Service Education Attitude Survey" by Yesuratnam, Basimalla at the University of Illinois at Urbana-Champaign, Urbana, Illinois in 1982 was used to gather data for this study. It was distributed to a sample of 380 practicing teachers and college instructors in 19 randomly selected teachers colleges in Thailand; 368 usable instruments were returned (97.15%). The data were treated to produce numbers and percentages. The t tests for two independent samples were computed to determine any statistically significant differences between the respondent groups of practicing teachers and college instructors, and between the practicing elementary and secondary school teachers. The F tests were also utilized to determine any statistically significant differences among the variables of practicing teachers and college instructors.
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Yucedag, Arfe. "Wage differences between male and female teachers in Turkey /." Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.
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Donnellan, Morgan Kathleen. "Language Input Differences Between General and Special Education Teachers." The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1343259948.
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Tešić, Zoran. "Never mind the gap! : digital differences between students and teachers." Thesis, Canterbury Christ Church University, 2016. http://create.canterbury.ac.uk/14702/.
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Although there has been an increase in the availability of digital technology and related media (DT&RM) in many educational institutions across the UK, it has been frequently suggested that the barrier to the successful development of an effective digital learning environment is teachers' (digital immigrants) lack of technological proficiency to take into account the needs of the new digital generation of students (digital natives). With the aim of contributing to this debate, I investigated the adoption of technology by exploring digital differences between a population of students (n = 444) and teachers (n = 158) in a further education (FE) college in South East England, addressing the research question, 'In what ways do students and teachers differ in how they relate to digital technology in the context of teaching and learning practices?' In order to understand more about how students and teachers relate to DT&RM, this study utilised sequential mixed methods research with a collaborative approach to data collection. This entailed giving the participants a voice and an active role in some aspects of the qualitative recording of evidence, as well as enabling a reflection on the processes of the study. The results of the research indicate differences in digital awareness and the ability to use DT&RM among students and teachers. Although observable, those differences are not specific or age- or gender-related. The findings suggest that many participants among students and teachers struggle with and have limited knowledge of technology, and that differences in how they relate to DT&RM are associated with the different roles they play in an educational setting, as well as the role that technology plays in meeting their individual needs. The data also indicates that both groups of participants recognised the potential of using DT&RM in the classroom. Furthermore, they presented critical awareness of technology, seeing the role of technology in education as supportive rather than transformational.
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Franc, Niccole Suzette. "Comparing Two Different Student Teaching Structures by Analyzing Conversations Between Student Teachers and Their Cooperating Teachers." BYU ScholarsArchive, 2013. https://scholarsarchive.byu.edu/etd/3831.
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Research has shown that preservice teachers participating in traditional student teaching programs tend to focus on classroom management, with very little focus on student mathematical thinking. The student teaching program at BYU has been redesigned in the hopes of shifting the focus of student teachers away from classroom management toward student mathematical thinking. This study compared conversations between student teachers and cooperating teachers before and after the redesign of the program to work towards determining the effectiveness of the refocusing of the new student teaching program. The study found that STs and CTs in the different student teaching structures were talking about different things. Not only were the frequencies of conversations about pedagogy, students, and mathematics different, but the ways those individual topics were discussed was also different.
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Lampi, Andrea Ruth. "Teacher-student interactions differences between students with and without behavior problems /." [Gainesville, Fla.] : University of Florida, 2006. http://purl.fcla.edu/fcla/etd/UFE0015645.
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Lehtinen, Sabina. "Personlighetsskillnader mellan gymnasielärare och blivande gymnasielärare : Differences in personality between high school teachers and future high school teachers." Thesis, Karlstads universitet, Fakulteten för ekonomi, kommunikation och IT, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-6867.
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Leung, Chi-mei Doris. "Differences between teachers with promotion and prevention focus in managing student classroom behaviors." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B29791248.
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Sun, Jin. "Scaffolding preschool children's problem solving commonalities and differences between Chinese mothers and teachers /." Click to view the E-thesis via HKUTO, 2009. http://sunzi.lib.hku.hk/hkuto/record/B42664652.
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Dunn, Sarah Caroline. "Difference in Scores Between Teacher Certification Program Students With and Without Paraprofessional Experience." BYU ScholarsArchive, 2010. https://scholarsarchive.byu.edu/etd/2239.
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Demand for highly effective, qualified teachers grew as legislation such as No Child Left Behind (NCLB) and the Individuals With Disabilities Education Act (IDEA) raised the requirements for teachers and paraprofessionals. One suggestion for meeting this demand for teachers who can bring about the required classroom outcomes is to encourage paraprofessionals to become certified teachers—with the expectation that paraprofessionals' prior experience in the school environment will make them likely to excel as teachers. This study examined whether Brigham Young University Special Education teacher candidates with paraprofessional experience differed from candidates without paraprofessional experience in terms of performance scores during a mentored teaching practicum. The teaching skills of classroom and behavior management, teacher competency and knowledge, and professionalism and organization were measured through the scores earned by 37 candidates on their behavior management plans, math and reading lesson plans, and professionalism evaluations. Results indicated no significant difference between candidates with and without prior paraprofessional experience. However, a significant difference was found between the scores in the areas of reading and math lesson plans of the students who were and were not paraprofessionals prior to entering the program. The variance in the scores of the paraprofessionals was significant, meaning some students with paraprofessional background scored low and others scored high in these two areas.
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Henderson, Shannon Coman Villaume Susan K. "Differences between high and low level preservice teachers' instructional conversations with elementary school students a grounded theory study /." Auburn, Ala., 2006. http://repo.lib.auburn.edu/2006%20Spring/doctoral/HENDERSON_SHANNON_34.pdf.
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Smith, Henry Hank Ryan. "Development of Trust and Collaboration Between Teachers in PLC Teams: The Roles of Teachers, Principals and Different Facets of Trust." BYU ScholarsArchive, 2014. https://scholarsarchive.byu.edu/etd/4007.
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Professional learning communities (PLCs) are being recognized as a leading strategy to improve student achievement. Trust is critical in effectively implementing the PLC model, and the school principal is best positioned to influence school trust levels. Using Hoy and Tschannen-Moran's (1999) five facets of trust, this research sought to clarify the impact of trust among PLC teachers on their team's collaborative practices. Focus group data were collected from 12 collaborative teams in 4 schools. Six of the teams were from one school that was struggling to implement the PLC model; the other six teams were from three schools that were implementing the model successfully. This research utilized a matched cases case study to understand the relationship between trust and collaboration in PLC teams. Findings suggested the teams in successful PLCs built trust through treating one another with patience and kindness, fulfilling personal responsibilities, and sharing personal information. Additionally, the principal influenced team members' trust by allowing autonomy and team formation input. Perceived benevolence and competence led to teachers sharing teaching strategies, being more open with student data, and teaching one another's students. Also successful and non-successful PLCs emphasized different facets of trust in describing development of trust, the principal's role in building trust, and the role of trust in collaboration. These findings can inform school leaders how to more effectively build and preserve trust among members of collaborative teams such as PLCs.
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Sun, Jin, and 孫瑾. "Scaffolding preschool children's problem solving: commonalities and differences between Chinese mothers andteachers." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2009. http://hub.hku.hk/bib/B42664652.
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Rapti, Sofia. "Quantitative and qualitative differences in reading performance between Greek language teachers & 12th grade pupils and between adult dyslexic & non-dyslexic students." Thesis, University of Northampton, 2013. http://nectar.northampton.ac.uk/6546/.
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The significance of reading is undoubted today, while learning to read efficiently is a main aim of every educational system. Reading is one of the greatest challenges that pupils, students and adults have to encounter daily at school, university and professional life, especially dyslexics, for whom it is a really hard and demanding process. Given the importance of reading and the various factors can positively or negatively influence the reading ability, the current study aims to investigate to what extent the reading process is affected a) by familiarity with text, and b) by biological-constitutional factors. In this respect, the reading performance a) of Greek language teachers was compared to that of 12th grade pupils, and b) of adult dyslexic students to that of age-matched normal controls in terms of reading speed, accuracy and comprehension. The reading performance of teachers and pupils was evaluated in an Ancient Greek text and its corresponding translation in Modern Greek. The reading performance of adult dyslexics and controls was evaluated in 2 texts of varying difficulty and a list of words of raising difficulty. Participants read both aloud and silently, while being timed and tape- recorded for further analysis. After reading each text, they answered to reading comprehension questions. Pupils made significantly more reading errors compared to teachers in both Ancient (p < .001) and Modern Greek (p <.05). However, they were significantly faster than teachers in all reading procedures (p < .001), while they did not lack in comprehension (p > .05). Both groups made similar reading errors in both Ancient and Modern Greek. Finally, comparing the two languages, both teachers and pupils were significantly faster (p < .001), comprehended better (p < .001) and were more accurate (p < .05) in Modern Greek. Adult dyslexic students were significantly slower (p < .001), attained lower level of comprehension (p < .05) and made significantly more reading errors (p < .001) than the control group in all reading procedures. In contrast to non-dyslexics who read significantly faster silently (p < .05), dyslexics read at almost the same rate in both aloud and silent condition (p > .05). Additionally, the former attained higher level of comprehension in the silent condition, as opposed to the latter, who showed a trend to comprehend better aloud. Comparing reading in context and out of context, dyslexics made significantly more reading errors in the word list (p < .001), whereas non-dyslexics made comparable reading errors in the word list and the two passages (p > .05). Both groups made similar reading errors. Finally, logistic regression analysis revealed that the 2 groups could be almost perfectly differentiated based on only one variable, namely reading speed (classification accuracy 98.1%). Findings confirmed that the reading process in the phonologically consistent Greek language is influenced by factors, such as language structure and familiarity with print as well as by biological-constitutional factors. Results emphasise on the importance of daily extensive reading practice for a better reading speed, at least, which is essential not only for normal-achieving population but dyslexic readers as well, since reading speed was found to be the latter’s main deficit and the main differentiating factor between dyslexics and controls. The results may be useful for effectively addressing the difficulties encountered not only by pupils who are taught but also by teachers who teach Ancient and Modern Greek, as they may lead to new teaching methods and learning strategies. Also, results might be helpful for the accurate diagnosis of adult dyslexics based on reading speed, as well as for the effective treatment of the difficulties dyslexic university students still encounter, due to their constitutional reading deficit.
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Billheimer, Bradley Carroll. "Perceived Teacher Self-Efficacy in Early Childhood Settings: Differences between Early Childhood and Elementary Education Candidates." Digital Commons @ East Tennessee State University, 2006. https://dc.etsu.edu/etd/2200.
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This study examined the degree of perceived teacher self-efficacy between early childhood preservice teachers and elementary education pre-service teachers. There were 88 participants: 44 elementary education pre-service teachers and 40 early childhood pre-service teachers. Participants were mostly white, female pre-service teachers enrolled at East Tennessee State University. Using Bandura's 30-item "Teacher Self-Efficacy Scale" pre-service teachers rated their perceived self-efficacy on 7 subscales: decision-making, influence on school resources, instructional efficacy, disciplinary efficacy, enlisting parent involvement, enlisting community involvement, and creating a positive school climate. Significant differences were found between groups for 3 of the 7 subscales. Early childhood education pre-service teachers reflected higher levels of efficacy in influencing decision making, t(86)=3.36, p<.001; enlisting parental involvement, t(86)= 2.14, p < .05; and creating a positive school climate, t(86) = 3.01, p < .01. No significant differences between groups were found in overall perceived teacher self-efficacy, t(86)=1.44, n.s.
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Wimberley, Alan. "An Analysis of Performance Differences Between Self-Directed and Teacher-Directed Alternative Education Campuses in Texas." Thesis, University of North Texas, 2010. https://digital.library.unt.edu/ark:/67531/metadc30430/.
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This study was conducted to analyze the performance differences between alternative education campuses in Texas that used teacher-directed strategies and those that used self-directed strategies. The study was also conducted to inform educators of the results these two strategies had achieved with at-risk students during the three years of 2006-2008. The study used the results from the Texas Assessment of Knowledge and Skills test as reported in the AEIS annual reports from the Texas Education Agency. Alternative education schools were grouped according to the strategy used to educate at-risk students. The results of the statistical tests showed the two strategies had similar performance results and there was no statistical difference between the two. The results offered several implications concerning the ability of at-risk students to achieve in alternative education schools including possible reasons why students who were previously unsuccessful became successful in alternative settings. The report also addressed the number of students who continued to be unsuccessful even when placed on an alternative education campus. Possible reasons for this continued inability to succeed are discussed. Recommendations for further research were listed at the conclusion of the study.
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Alsouhibani, Mohammed A. "Attitudes toward Research and Teaching: Differences Between Faculty and Administrators at Three Saudi Arabian Universities." Thesis, University of North Texas, 2000. https://digital.library.unt.edu/ark:/67531/metadc2482/.
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This study is an investigation of the perceived attitudinal differences between administrators and faculty toward research and teaching at three Saudi Arabian universities, King Saud University (KSU), King Fahd University of Petroleum and Minerals (KFUPM), and the Islamic University (IU).
The researcher also investigated the effect of several variables, such as rank, university, and academic field on administrators and faculty members' attitudes toward teaching and research.
Little Attention has been given to studies that examine the differences between faculty and administrators with regard to their attitudes toward the priorities of teaching and research in Saudi Arabian institutions. Also, little research has been conducted regarding the effects of rank and academic field on faculty attitudes in Saudi Arabian institutions.
The author used a mail survey and collected 518 useable responses from a total of 710 questionnaires distributed. Factor analysis, MANCOVA, MANOVA, and ANOVA were the statistical methods employed in data analysis. Five attitudes were identified as a result of factor analysis: (a) attitudes toward teaching; (b) attitudes toward research; (c) mission; (d) promotion; and (e) interest. Results indicated that there was a significant difference between faculty and administrators regarding teaching and resea4rch. Administrators showed stronger attitudes toward teaching than faculty at all three universities. There were also significant differences regarding these attitudes in terms of rank, academic field, and university. Full professors had the strongest attitude toward a research emphasis compared to assistant professors. Assistant professors had the strongest teaching orientation. In addition, faculty members in the humanities had stronger teaching orientations preferences than did those in the natural and social sciences. Regarding the universities, faculty members at IU had the strongest teaching orientation preferences, whereas faculty members at KSU had the strongest research orientation preferences.
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Sinsabaugh, Katherine M. "Personality styles of pre-service teachers| A quantitative study of differences between individuals who aspire to teach at varying levels." Thesis, Capella University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3705433.
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Teacher attrition is a central concern in the field of education. Although many factors contribute to teacher attrition, teacher personality styles contribute significantly to a teacher’s decision to stay or leave the field. Retaining effective teachers remains a central priority for school districts today. When measuring teacher effectiveness, research has shown that teacher personality and the resulting relationship between students and teachers play in integral role in academic success. The purpose of this quantitative, correlational study is to determine if significant differences exist in the personality styles between individuals who aspire to teach at varying levels. The study used the Millon Index of Personality Styles, Revised (MIPS Revised) as a tool to assess the Motivating Styles, Thinking Styles, and Behaving Styles of pre-service teachers (n = 127) in three Northeastern community colleges. Three groups of pre-service teachers were examined: those who aspire to teach at the Birth-2nd grade level; those who aspire to teach at the 1st-6th grade level; and those who aspire to teach at the 7th-12th grade level. The MIPS Revised is a 180 item self-reporting tool used to identify personality characteristics in normally functioning adults. The study collected demographic information, including age, gender, and age level teaching aspiration, as well as information regarding each individual participant’s personality style. Results of the study indicated no significant differences between the personality styles of individuals who aspire to teach at varying levels. The results of the study are discussed, and indicate the need for future exploration of pre-service teacher personality styles.
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Krohn, Jacqueline M. "The dissemination of teacher learning: A study of the similarities and differences between public school levels and locations." ScholarWorks, 2010. https://scholarworks.waldenu.edu/dissertations/826.
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Teacher learning, whether in-service, continued education, or experience based, is a key component of school reform. Specific research on the use of teacher learning to improve student achievement and instructional practices in and across schools is limited. The research questions addressed in this study were: (a) the degree to which teacher learning is disseminated throughout a school organization to improve student learning and instructional practices, and (b) differences and similarities in the dissemination of teacher learning between schools. Watkins and Marsick's learning organization theory, Senge's system theory, and Dewey's constructivist learning theory were used as the theoretical framework. A variation of Watkins and Marsick's Dimensions of the Learning Organization Questionnaire was administered to a random sample of public school teachers. Descriptive statistics and general linear model analyses were used to assess the dissemination of teacher learning across individual, team and organizational levels, and between school levels and locations. Findings indicated the dissemination of teacher learning is inconsistent at the individual, team, and organizational levels of learning, with no significant differences across school levels and locations. The findings inform social change through the increased use of effective strategies to improve the dissemination of teacher learning, instruction practices, and student achievement across and between schools in the state in which this study was conducted.
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Page, Troy. "What is the role of the art teacher in state-funded secondary schools in England?" Thesis, University of Hertfordshire, 2017. http://hdl.handle.net/2299/20224.
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For many years, and particularly since the 1980s, the state has taken an interest in the curriculum of state-funded secondary schools. This interest has focused largely on utilitarian imperatives for employment and economic sustainability. A consequence of this utilitarian conception of state education is that art viewed, as a less useful subject within the curriculum, is threatened by this. Against an historic discourse about the nature of art itself and why it is taught and its value in society, the question of 'What is art'? and 'What is the role of the art teacher'? continue to defy a consensus that is useful to teachers. Concurrently, these important arguments have inevitably impinged on the practice of art teachers who find themselves distanced from cherished liberal and social imperatives, and confused about what is expected of them. This study looks at how these pervasive arguments make an impact on teachers who, although studied as artists and trained to teach art, now find themselves dubbed 'art and design' teachers as the requirements of the state and its increasingly utilitarian system exerts more control over their working lives. More than twice as many art graduates (3.4% of fine art graduates in 2016) enter teaching than design graduates (1.3% design graduates in 2016) (Logan and Prichard, 2016). A piece of qualitative research was completed with a combined sample of 23 teachers. Building on Efland's streams of influence underpinning the development of art education: Expressionist, Scientific Rationalist and Reconstructivist; and Hickman's rationales for art education: Social Utility, Personal Growth and Visual Literacy, a tentative theory is proposed and hypotheses explored. Some teachers questioned revealed sadness at a perceived reduction in time for lessons devoted to self-expression, art history, cultures, critical evaluation, experimentation, imagination, risk taking, and creativity. Some teachers felt deeply that they and their subject is misunderstood, undervalued and under threat. Many were not comfortable with a role that was at variance with the one they had been trained for. Some teachers suggested their role was no longer concerned with developing children's individual talents but had become too design-based, too predictable, too linear, and too concerned with measurable outcomes and results. Capturing the words of 23 teachers in interviews and surveys contributes to the literature and provides teachers, policy makers and future researchers with vital insights into what an art teacher is and why they teach art, and how this is at variance with National Curriculum aims. These insights are vital because the present lack of consensus about such fundamental arguments has contributed to a devaluing of art in the curriculum to a point where the future of art in state-funded secondary schools is no longer guaranteed.
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Soto-Pena, Raul. "The difference between the actual and desired amount of teacher participation in decision-making and its relation to school effectiveness /." The Ohio State University, 1997. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487945320759656.
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Hoff, William J. "An Analysis Of Perceptual Differences Between Parents, Teachers, Principals, Superintendents, And School Board Members Relating To Issues Important To Merit Pay Implementation." Scholarly Commons, 1985. https://scholarlycommons.pacific.edu/uop_etds/3092.
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Purpose: Within school districts groups may be identified whose function influences their perceptions about what would occur in the schools relative to issues important to merit pay implementation. The purpose of the study was to identify those differences that exist between groups regarding issues relevant to merit pay implementation. Procedures: Parents, teachers, principals, superintendents, and school board members were drawn from elementary, high school, and unified school districts residing in regions designated by the Association of California School Administrators. A survey instrument was developed in order to elicit group responses about issues related to merit pay. Analyses of variance were carried out to test the hypotheses relating to: a) differences between groups and b) differences between dimensions identified for the study. In addition, an analysis of individual items and pertinent supplementary analyses were carried out. Results: Teachers rejected the premise that merit pay would improve educational productivity and benefit school community members. Principals were cognizant of the relationship between motivational principles and merit pay, and expressed confidence that the reinforcement principles related to merit pay would be carried out. All groups were confident that school administrators would maintain an effective merit pay program. However, the groups were uncertain about what evaluation procedures would be employed; the effect merit pay would have on incompetent teachers; and how incompetent teachers' performance would be improved. Conclusions: At this time, the data examined suggest that merit pay implementation should be delayed until those differences identified between groups are reconciled. This does not imply that merit pay implementation should be abandoned, but rather, each issue should be examined and acted upon carefully. Recommendations: Those school districts considering merit pay implementation should give consideration to the development of standards specifying what the school district's outcomes are to be. Within the context of outcomes, the development of evaluation procedures that link merit-pay awards to outcomes is essential. Therefore, in order to establish trust and cooperation within the school district, recognizable links between performance outcomes and the merit-pay awards are to be firmly established.
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Gonzalez, Eduardo David. "Is there a difference between teacher perceptions about computer lab use in developing higher order thinking skills and actual computer lab practices?" CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2415.
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This study surveyed 15 teachers from an elementary school in Southern California regarding their perceptions of their use of the computer lab as an educational tool to develop student higher order level thinking skills, and compared the results to the actual computer lab activities they assigned. Data regarding actual computer lab practices was collected over a period of one school year. This data was analyzed and categorized by using Bloom's Taxonomy descriptors. Each computer lab activity was scaled and given a value using these descriptors of higher order thinking skills. Results indicated a difference between teacher's perceptions and skills targetted in assigned computer activities.
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Aguiton, Rhonda Lisa. "The Relationship Between Student Engagement, Recess and Instructional Strategies." Bowling Green State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1344449012.
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Granlund, Jessica. "Teaching English grammar : A case study of the differences and similarities between teaching English grammar to native- and non-native speakers of English in Sweden and in the UK." Thesis, Linnéuniversitetet, Institutionen för språk och litteratur, SOL, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-6862.
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The aim of this study is to investigate the similarities/differences in the views on and practices of grammar teaching of a Swedish teacher of English (FL – Foreign Language) and a UK teacher of English (L1 – First Language). Furthermore, the study tries to explain how the differences found in the comparison can be connected to each country’s different steering documents and to the different teaching conditions involved in teaching English to L1 learners compared to FL learners. The two participating teachers were both interviewed and observed. The results of this study show that the teachers’ grammar practices are very similar since they include explicit formal instruction both inductively and deductively, but with a focus on the latter. These are typical ‘Focus on FormS’ related practices even though both teachers want to achieve a ‘Focus on Form’ directed practice. Furthermore, both teachers use metalanguage in their teaching. The main difference between the teachers’ grammar approaches are the aims that they have with their teaching. The UK teacher aims at plain accuracy in her pupils’ written production whereas the Swedish teacher aims at developing all-round communicative abilities among her pupils. This is explained with the different accuracy-focus which each country’s steering documents hold.
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JUNG-HUL, CHIEN, and 簡榮輝. "The Study of Teaching Beliefs Difference Between the Science Teachers in Cram School and Elementary School." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/62062029681430549913.
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碩士國立臺中教育大學
科學應用與推廣學系科學教育碩士班
97
The purpose of this study was to probe into the teaching belief between the science teachers in cram school and school. This study focuses on the analysis of the teachers in cram school and school’s teaching aim, teaching method and teaching material’s beliefs. There are eleven school’s and ten cram school’s teachers be the subject of this research. The method choose is individual interview with each teacher to realize their teaching aim, teaching method and teaching material’s belief in cram school and school for the way . The finding of the research as following: (1) In the faiths of the teaching aim, the teachers in school should think highly of “Students’ thinking ability” and “Students’ score orientation”. The teachers in school had not mention the faiths but each of them there are three cram school’s teachers do. Cram school’s teachers should pay attention to the faiths of “Realizing the science’s basic concept and theorem” and “Strengthening do the science experiment”. Above these two beliefs, only one cram school’s teacher possesses this idea, but there are seven teachers in school mention the former and three teachers in school mention the latter. (2) In the beliefs of the teaching method, only two teachers in school mention the beliefs of “The teaching method by the interaction of teachers and students” and “The way of conception chart includes the main points”, but there are five cram school’s teachers mention the former and four cram school’s teachers mention the latter. It shows that the teachers in school should consider the importance of this faith. However, the teachers in cram school had not possess the faith of “The teaching method of investigation” and “The interaction of peers”. The teachers in cram school should place importance on it, and there are three school’s teachers mention the former and five school’s teachers mention the latter. (3) In the beliefs of the teaching aids, only one cram school’s teacher brings up the beliefs of “Complete teaching aids” and “Fitting for teacher’s teaching schedule” and there are five school’s teachers mention the former two school’s teachers mention the latter. It shows that cram school’s teachers should pay attention on it. Besides, there are two cram school’s teachers mention the beliefs of “The course content which students like” and “The requirement of deepen and widen the course content” there are four school’s teachers think the former one is important. Nevertheless, there are only two school’s teachers mention the belief of “Including the main points of the course”, but there are eight cram school’s teachers mention it. It shows that the teachers in school should consider its importance. This study may offer several suggestions by the study’s result finally.
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Tung, Hsiang-Chi, and 董湘淇. "A Study of Financial Planning Difference for Retirement between Teachers of Public and Private Elementary Schools." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/5e33f8.
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碩士健行科技大學
財務金融系碩士班
104
This study aims to explore financial planning status and difference for retirement between teachers of public and private elementary schools, to analyze the relationship between the variances of each research and the variances of the demographic statistics as references for the current teachers before their retirement. This study targets the current teachers in both public and private elementary schools with questionnaires as samples. 347 questionnaires have been given out to public schools for 192 and to private schools for 155. There are 320 returns (92%) with valid ones for 306(96%). Research methods are descriptive statistical analysis, Independent-Samples T Test Analysis and ANOVA approach. The outcomes of this study are as follows: 1.Teachers of public and private elementary schools have no significant difference of retirement financial knowledge sources, tools, procedures and time. 2.Teachers of public elementary schools have a better understanding of present retirement system than teachers of private elementary schools. 3.Teachers of public elementary schools expect pensions after retirement more than techers of private elementary schools. 4.Teachers of public elementary schools expect an ideal retirement age earlier than teachers of private elementary schools. 5.Teachers of private elementary schools have less satisfication on existing retirement system pension.
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LIN, YUEH-CHANG, and 林岳璋. "On the Recognition Difference Between Job Satisfaction and Education Policy for Public Senior High School Teachers." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/5x4xmg.
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碩士輔仁大學
統計資訊學系應用統計碩士在職專班
106
The main purpose of the research is to observe the level of job satisfaction for public senior high school teachers and to analyze their opinions about education policy in depth, such as pension reform. Within the questionnaire survey, the analysis results use many statistical techniques, such as Descriptive Statistics, T-Test, Analysis for Variance, Scheffé Method, and etc., to investigate the difference of teachers with a wide variety of backgrounds. Moreover, the part of open questions is presented visually as word cloud with the assistance of Chinese Word Segmentation System. Firstly, the result states that most of the teachers are satisfied with their jobs. “Work content” is the most satisfied indicator; but the least satisfied one is “salary and benefits” . Furthermore, working districts and institutions for teacher education play the important roles for job satisfaction, that the teachers, locating in northern Taiwan have critical variance for being satisfied with administration than the ones locating in southern Taiwan. Besides, teachers from different education institutions have significant variance in two factors: “Work content” and “Salary and benefits”. Public senior high school teachers have different views for education policy and pension reform that especially for education institutions factors. Teachers born in 1990s and the ones born in 1970s have strong feelings for two topics: “curriculum guideline in 2019 for 12-year compulsory eduucation” and “pension reform”. Additionally, teachers located in northern Taiwan have diverse views for the topic of pension reform.
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Huang, Ting-Ju, and 黃亭儒. "The conversion on teaching concerns of junior high school music teachers -The difference between novices and experts." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/75kn84.
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碩士國立臺灣藝術大學
藝術與人文教學研究所
103
Learning music can be developed step by step through music education and its efficacy arises from feelings and experiences of practical music actions. It is independent of other values, but can directly expand the depth and breadth of life. Following Fuller's (1969) study on teachers' concerns, a number of studies have been generated to verify, explore and develop on the types of concerns and their relationships with the different aspects of teachers. Teacher concerns scales have been developed, such as those of George (1978), Adams et al. (1980) and Arroyo and Sugawana (1993). As a music teacher, one should repeatedly ponder, "Why do schools need music lessons", " what do music lessons teach ", and "how do music lessons teach". Music education is not only an arts education, but also the important bases for uplifting the quality of human life and cultural levels. The purpose of this study is aimed to investigate the conversion of teaching concerns of music teachers, especially the difference between novice and expert teachers in junior high schools. Finally, the results of researchers of the Institute was put forward recommendations for novice teachers in teaching practice field to novices as a reference in the professional development of teachers and practice of.
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Huang, Wan Hsiu, and 黃琬琇. "The Intention of Multimedia Use in Primary School Teachers and its Difference between Urban and Rural Area." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/15942892513412977723.
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碩士亞洲大學
資訊工程學系碩士在職專班
101
Multimedia plays a major role in teachers’ instruction and students’ learning outcomes. This research is conducted to understand the related problems and the urban-rural divide of the adoption of multimedia by elementary school teachers in the former Taichung City and in remote townships of Changhua County. This research adopts questionnaire survey and takes elementary school teachers in remote townships of Changhua County and in the former Taichung City as research subjects to do the sampling, which yields 333 effective samples. The contents of the questionnaire include demographic variables, the situation and adoption intention of implementing multimedia by the teachers. After t test, one-way ANOVA, and multiple regression analysis, the results show as follows: Male teachers are superior to female teachers significantly in operation capacity. The teachers whose ages are under 34 have the best performance on multimedia operational capacity. The teachers whose years of service are under 10 have the best performance on multimedia operational capacity. The teachers with extra executive duties have the best performance on multimedia operational capacity. Operational capacity has the most powerful effect on teachers’ adoption intention, which is followed in order by learning achievement and curriculum. Accordingly, teachers’ multimedia adoption intention can be promoted by constructing a friendly multimedia instruction environment, and by teachers’ advanced studies in how to make and implement multimedia teaching materials.
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Liu, Chia-Chang, and 劉家樟. "The Difference between Six-Graders' Word Problem Solving Performance and Elementary Teachers' Beliefs about Word Problem Solving." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/35044379277872030678.
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碩士中原大學
教育研究所
94
The Difference Between Six Grader Algebra Problem Solving Performance and Elementary Teachers' Beliefs About Word Problem Solving Abstract The purposes of this research include (a) to understand six grader algebra problem solving performance, (b) to understand elementary teachers' beliefs about student word problem solving performance and about word problem solving instruction, (c) to investigate the difference between student word problem solving performance and elementary teachers' beliefs about word problem solving. A modified instrument of “The Exam of Basic word problem”is adopted to measure word problem solving performance of six graders. 318 students are selected from 10 grade six classes of two elementary schools in Taoyuan as the samples. On the other hand, “The Questionnaire for Development of Teachers' Beliefs About word Problem Solving” is administered to the elementary teachers who had taught mathematics in a grade six class during the last 3 years. 386 elementary teachers are conveniently selected, and the response rate is 81.86%. We used SPSS to conduct data analysis, and the results of our research as following: 1. The word problem solving performance of six graders (1) Students perform better under general context than average context. (2) Under general context, students have better performance on solving word problem with the structure of result-unknown than start-unknown. Under average context, there is no significant difference between performance on solving word problem with the structure of result-unknown and start-unknown. (3) Under general context, students have better performance on solving word problem with verbal representation than story representation. Under average context, students have better performance on solving word problem with symbolic representation than story representation and verbal representation. (4) Student problem solving performance is influenced by his or her own informal strategies 2. The effect of teacher background on teacher belief about word problem solving instruction (1) More male than female teacher embrace “symbol-precedence view”. (2) More engineering and others background than mathematical background embrace “the structure of word problem instruction beliefs developed in this research”. (3) More engineering background than mathematical background embrace “word-problem -instruction view” and “symbol-precedence view”. (4) More others background than mathematical background embrace “word-problem-instruction view” and “algebraic-standing view”. (5) More “teachers who have been taught more than 60 classes” than “teachers who have been taught 25-59 classes” embrace “the structure of word problem instruction beliefs developed in this research”. (6) More “teachers who have been taught more than 60 classes” than “teachers who have been taught 25-59 classes” embrace “word-problem-instruction view” and “algebraic-standing view”. 3. The characteristics of elementary teachers' beliefs about word problem arranging and about word problem solving instruction, and the relationship between the two beliefs. (1) According to the characteristics of elementary teachers’ arrangement of word problem, they can be divided into the following three groups: a. Word problems with the structure of result-unknown are arranged as first priority. b. Word problems with symbolic representation, word representation and story representation are arranged in sequence. c. Word problems with the structure of start-unknown are arranged as first priority. (2) The teachers with different beliefs about word problem solving instruction have different evaluation of students’ performance on word problem solving. (3) The teachers with different problem arranging have different beliefs about word problem solving instruction. According to our research, we made some suggestions about curriculum material and instruction, teacher education, and the future research.
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Hsu, Mou-min, and 許牧民. "The Perceptional Difference Between Teachers and Textbook Providers about Influential Factors of Brand Image of the Textbook Industry." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/28350984185649118496.
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碩士世新大學
傳播管理學研究所(含碩專班)
95
Brand image is essential for the development of a firm, especially for the firms in a dispraised industry like the textbook industry in Taiwan. This study is aimed at evaluating the perceptional difference between textbook providers and their main customers (teachers) about the brand image the textbook industry and firms, and identifying the influential factors of these brand images. By literature review, this study discusses the history and characteristics of the textbook industry in Taiwan. Then, the study interviews 7 senior managers of the 4 main textbook providers and induces their opinions about the influential factors of brand images. Finally, the study gathers 143 questionairs from random sampling among the teachers of Taipei, Keelung and Yeelang counties and analyzes their opinions by statistical inferences. The main findings of this study are as following: (1) The first three most influential factors of industry images from textbook providers: media report, criticism from politician and use experience; from teachers: evaluation from peers, use experience, interaction experience with textbook provider. (2) The first three most influential factors of firm brand images from textbook providers: media report, quality of textbook and teaching aid package; from teachers: quality of textbook, service after sales and teaching experience. (3) The first three most important activities to promote the brand images from textbook providers: initiate the activities of public interest, increase the quality of textbook and offer more teaching aid package; from teachers: increase the quality of textbook, considerate service after sales, and more learning camps for teachers. (4) Generally, the teachers are not satisfied with the Education Reform and the performances of textbook providers. Based on the research results mentioned above, this study provides some suggestions for textbook providers and further researches.
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Wang, Chun-Kuei, and 王俊貴. "Teachers Perceived Difference between Expect Service Quality and Real Feel Service Quality of A Survey Study in Elementary Schools." Thesis, 2001. http://ndltd.ncl.edu.tw/handle/22109696302666364101.
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碩士臺南師範學院
國民教育研究所
89
The main purposes of this study was first understand that teachers perceived difference between expect service quality and real service quality in elementary schools by concept of service quality. The questionnaires were administered to 558 samples, including now public elementary school staff and teachers concerned in Tainan city, Tainan county, Kaochung city, Kaochung country of Taiwan. Literature review, expert suitable measure, and questionnaire survey methods were employed. It is to construct the contents of service quality in elementary schools by literature review and expert suitable measure. The supportive data was gathered with questionnaires. I construct and propose “ The instrument of Service Quality in Elementary School Questionnaire ”. The study achieved a valid return amount of 408. Data analyzed by descriptive analysis, t-test, One-way ANOVA yielded the following results. 1.The method of expert suitable measuring is also suitable for elementary schools. 2.The important factors of the elementary schools’service quality are tangibility, credibility, responsiveness, assurance, and affinity. 3.The expectations of the whole education members for elementary schools are high, especially in assurance. 4.There are no difference in expectation about schools’ service quality of the different personal backgrounds of the education members. 5.The perceptions about schools’service quality of the whole education members for elementary schools are positive, especially in assurance and responsiveness. 6.There are significant differences in perceptions about schools’ service quality in term of the sex, seniority, academics degree and posts of the education members. 7.There is a gap in the schools’ service quality of the whole education members for elementary schools. 8. There are significant differences in gap about schools’ service quality in term of the sex, seniority, academics degree and posts of the education members. Suggestions related to consolidation policies, school administration, teachers and future research are also provided. Keywords：Schools’ Service Quality，Expect Quality，Real Feel Quality，Gap Quality.
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Freeman, Margaret. "The Difference in Distributed Principal Leadership Practices According to the Comprehensive Assessment of Leadership for Learning Between Teachers and School Leaders, Grade Level and Region." Thesis, 2020. https://doi.org/10.7916/d8-h8q1-4z77.
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Leadership for learning has arisen as a robust framework for measuring principal leadership practices that impact student achievement by synthesizing fundamental theories of principal leadership, such as instructional leadership, transformational leadership, and shared instructional leadership. Research affirms the need for principals to prioritize leadership for learning practices based on the context. However, we know little about how context impacts which leadership for learning practices are prioritized by teachers and administrators in these different contexts of school level (elementary or secondary) and region (rural, small town, suburban, urban). The purpose of this dissertation study is to examine how differences in context affect specific leadership for learning practices. These differences will provide evidence for the need to revamp the principal evaluation systems that are currently in use and allow us to identify opportunities for preparation, support, and professional development for principals. I use the Comprehensive Assessment of Leadership for Learning (CALL) survey for this dissertation study as it combines recent research on principal leadership to measure specific leadership skills. Collected by the researchers of the CALL group at the University of Wisconsin-Madison, I use the 2016-2019 CALL dataset in the present study, which includes 281 schools with 536 administrators and 8,027 teachers. This dissertation study examines a) differences in teacher and administrator ratings within the CALL assessment, b) differences in secondary and elementary school level ratings within the CALL assessment, c) differences in administrator’s ratings by region within the CALL assessment. The results of this dissertation study show that a) administrator perceptions of the frequency of leadership for learning practices are always higher than teacher scores for any leadership for learning practice, b) elementary schools had fewer disagreements across the leadership for learning practices in comparison to secondary schools when comparing the perceptions of the frequency of practices in leadership for learning scores between teachers and administrators, and c) substantial differences occur in the perception of the frequency of leadership for learning practices between urban school administrators and administrators in other regional contexts (rural, small town, suburban), especially around issues of school climate, summative evaluation of teachers and students, and resourcing strategically.
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Ugurel, Merih. "Differences between teacher's nonverbal communication in different cultures." Thesis, 2010. http://hdl.handle.net/2152/ETD-UT-2010-08-1704.
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This report focuses on the differences between teachers’ nonverbal behaviors across cultures. It presents the literature review on the effects of teachers’ nonverbal behaviors on students’ motivation, cognitive and affective learning, theories of nonverbal behaviors and cultural dimensions that affect the display of these behaviors across cultures. It indicates the need for further research in the analysis of teachers’ nonverbal behaviors in relation to their culture and the effect of these behaviors on students’ learning.text
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Yang, Zhen, and 楊甄. "Research on Differences of Burnout Between Elementary School Special Education Teachers and Different Occupational Classification." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/55tya2.
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碩士中原大學
特殊教育研究所
106
The purpose of this study is to investigate the current situation of occupational burnout between the elementary school special education teachers and the other professions, and the effect of personal background variables on occupational burnout, and a further discussion on the difference of the occupational burnout among special education teachers from the other professions. In this study, 220 teachers from Taoyuan City National Junior SE(special education) Teachers and different occupational groups were selected as the research participants. The study adopted the questionnaire survey techniques and used the self-made “Occupational Burnout Questionnaire Survey” as the assessment tool. The collected data were statistically analyzed by descriptive statistics, independent sample t-tests, and single-factor analysis of variance. The research findings were as following. 1. The current state of the occupational burnout among SE teachers in the junior high schools is below average, while it’s not particularly serious among the entire groups. 2. There are significant differences in the occupational burnout among teachers of special background variables. (1) Among the Gender Variable, lower personal accomplishment of the male teachers is significantly higher than that of the female teachers. (2) Among the Marriage Variable, emotional exhaustion and overall burnout of the unmarried teachers are significantly higher than those of the married teachers. 3. The current state of the occupational burnout among the different professions are intermediate, while it’s not particularly serious among the entire groups. 4. There are significant differences in the occupational burnout among the occupational groups with different background variables. (1) Among the Marriage Variable, emotional exhaustion,dehumanization, low personal accomplishment and the overall occupational burnout of the unmarried participants are significantly higher than the married ones. (2) Among the Marriage Variable, dehumanization of the participants with university background are significantly higher than that with senior school background. 5. The low personal accomplishment and overall occupational burnout among people in the other professions are significantly higher than those SE teacher in the junior school. Based on the research findings, this study provides further suggestions and references for the relevant study, units and personnel.
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Narvaez, Rose. "Intergroup Differences Between Hispanic Students and European American Teachers in Urban Schools." Thesis, 2012. http://hdl.handle.net/1969.1/ETD-TAMU-2012-08-11577.
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The purpose of this study was to examine the daily exchanges between Hispanic students of Mexican descent and European American teachers in urban schools and how these exchanges can result in a sense of frustration and powerlessness by Hispanic students affecting their academic success. The day-to-day interactions between teacher and student may be a result of intergroup conflict. As this was an exploratory study to examine the daily exchanges between Hispanic students of Mexican descent and their European American teachers, a qualitative case study methodology was used to collect and report the data for the study. This case study approach was helpful in examining the students? perceptions of intergroup conflict and how these cultural differences affected their exchanges. The data were collected through interviews and through observations made while visiting the urban high schools where the participants of the research study once attended. The study took place in a metropolitan city in South Central Texas. Included in this study were five male and five female Hispanic students of Mexican descent who were in their first or second year of college and who participated in two focus groups to validate their responses.
The intergroup properties that were identified in this study were areas of conflict between the students and their European American teachers that affected their classroom relationships and their academic success. The properties of intergroup conflict were used to identify causes of conflict between the students and their European American teachers. The properties of intergroup conflict areas revealed in the study were (a) incompatible goals, (b) competitions for resources, (c) cultural and power differences, and (d) group boundaries.
The quick increase in the Hispanic population has almost doubled the number of Hispanic students in public schools. The majority of these students are often clustered in urban schools. A disproportionate number of failing schools, across grade levels, serve predominately poor and minority students. Of equal importance is the statistic that 85% of teachers working in public schools in the United States are White. With the increase in students of color in schools, there is research showing that students are treated differently and that the cultural background of the student is often a reason for this differential treatment. As identified in the study and through the properties of intergroup conflict, cultural differences among various demographically diverse groups, such as the students and teachers studied here, lead to misperceptions that eventually lead to conflicts. Potential conflicts, due to teacher and student diversity and to opposing interests, occurred in the day-to-day exchanges in the classrooms.
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Hung, Pei-Yu, and 洪佩玉. "Inheritance of Teaching Experience：Acrobatics Teachers’ Dialogue between Different Generations." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/7427a9.
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碩士臺北市立大學
舞蹈學系
106
The purpose of this study is to explore the teaching experience of Chinese acrobatics teachers. The study will include a retrospective view of my life as a student of Chinese acrobatics, years as an apprentice instructor, and later as a certified teacher. Through professional teaching and coaching based mostly on oral instructions, I formulated a teacher's practical teaching knowledge which formed the living experience of my whole life. In the course of self-reflection, I experienced the professional growth of a teacher. Through recounting of the life's stories of Chinese acrobatics teachers, I tried to preserve the society's memory during a particular age and at a specific area. I preserved the thinking and self-recognition of this profession. Through dialogue between different generations, I tried to identify the transitions from the past to the present day, and turn the past into the vitality and dynamics of the future so that a common foundation can be established for teachers of Chinese acrobatics. The methodology of this study is based on experience recounting and exploration. The objectives of the study are： 1. Objective in practice： The life's experience of Chinese acrobats. Self-reflection on Chinese acrobatics teaching. Self-recognition through recounting. 2. Academic objective： Clarification of the teachers' beliefs. Experience for putting into action of Chinese acrobatics. Self professional growth. It is the hope of this researcher that results of this study could bring new perspectives for Chinese acrobatics teachers.
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Plimper, Ouida C. "Examining the Differences Between Pre-K Through Second Grade Teachers' Perceptions and Third Through Fourth Grade Teachers' Perceptions of Cultural Awareness and Beliefs in One Urban District." 2009. http://hdl.handle.net/1969.1/ETD-TAMU-2009-12-7214.
Full textAbstract:
The purpose of this study was to examine archival data collected from the administration of the Cultural Awareness and Belief Inventory (CABI) (Webb-Johnson & Carter, 2005) in an urban district located in the southwestern United States. Specifically, the study examined whether differences exist between Pre-K through second grade urban teachers' perceptions and third through fourth grade urban teachers' perceptions of cultural awareness and beliefs as measured by the CABI in one urban district.
Of the respondents, 399 Pre-K through second grade teachers' perceptions and 219 third through fourth grade teachers' perceptions of eight factors were measured by the CABI. These factors included: A) Teacher Beliefs, B) School Climate, C) Culturally Responsive Classroom Management, D) Home and Community Support, E) Cultural Awareness, F) Curriculum and Instruction, G) Cultural Sensitivity and H) Teacher Efficacy (Roberts-Walter, 2007). Further, by comparing the perceptions of the Pre-K through second grade teachers and those of the third through fourth grade teachers, this study investigated the differences between the perceptions of the teachers held responsible for their students? test scores and those teachers employed in grades in which students are not given state-mandated tests.
The difference between the Pre-K through second grade teachers' perceptions and the third through fourth grade teachers' perceptions were indicated in only one factor of the eight measured by the CABI. A difference in both groups' perceptions was determined in the factor, Cultural Sensitivity. The results indicated that the Pre-K through second grade teachers' were more culturally sensitive than the third through fourth grade teachers.
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PAN, CHU-YIN, and 潘筑音. "The Research on the Differences of Work Stress between Elementary Resource Room Teachers and Regular Teachers." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/23055960538464472009.
Full textAbstract:
碩士中華大學
工業管理學系
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The aim of this study was to investigate the status of the teachers' work stress of resource room teachers and regular class teachers in the national elementary school, analyze resource room teachers and regular class teachers Two Teacher type at the work stress difference scenario. This study adopted questionnaire to self "elementary school teacher work stress questionnaire" in the investigation as a research tool to study elementary school class teachers and teachers will be divided into four-way facets, including workload, resource room teachers in regular classes. Surveying data measured by the stress student discipline, administrative support, relationships and other four dimensions. Data was collected in descriptive statistics and one-way ANOVA study approach to data analysis and processing, according to the final results of the analysis and recommendations for improvement made description. The results of this study are summarized seen, one resource room teachers working pressure source to the facets of the "work load" the highest score; second, the resource room teacher background factors do not affect the working pressure; third, regular class work pressure on teachers sources with "student discipline" facets of the highest score; fourth, the regular class teacher background factors do not affect the working pressure; fifth, the resource room teachers working pressure in all questions of class teachers showed higher than normal, the situation reaches the differences significant level.