Dissertations / Theses: 'Morgenster Teachers' College – Students'

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Poon, Tat Hong. "Community college students' perceptions of effective teachers." Thesis, University of Bristol, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.617597.

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This mixed-methods study investigates community college students' perceptions of effective Teachers. This issue is critical as self-financing institutions which rely on students for their income may often fail to meet the needs and preference of their students due to a mismatch of both parties' perceptions of what constitutes an effective teacher. The study was conducted in two phases. In phase one, 468 students from a local community college were surveyed with the aid of the Teacher Behaviors Checklist (TBC) which asked them to identify factors that they believed to be most important for effective teachers. The quantitative data were collected and analyzed using descriptive statistics and statistical correlation. In phase two of the study, 18 recent graduates from the same community college were interviewed to gain a more detailed understanding of their perceptions concerning the most important characteristics for effective teachers. The qualitative data were analyzed using thematic analysis. The purpose of adopting more than one approach was to triangulate the findings ,obtained in this study and to follow up general statements which arose from the questioill13ire in more detail. Firstly, the results of this study generally supported the findings of Buskist et. a1. (2002) and Schaeffer et. al. (2003) by identifying the following as being the most important attributes of an effective teacher: knowledgeable about subject matter; effective communicators; and enthusiastic about teaching and their topics. In addition, being creative and interesting; well prepared; flexible/open-minded; approachable; having realistic expectations; providing constructive feedback; and presenting current information were also shown to be important behaviours of an effective teacher. The study revealed some evidence that the social and cultural backgrounds of the students could affect their perceptions. Secondly, results obtained from thematic analysis of the interview data suggested that the characteristics of effective teachers could be classified into four main themes: Technical skills, or the ability to deliver the subject content, and to make it feasible for the students to learn; Human skills, or the ability to interact with students and to build trust and assurance. These were seen as essential to motivate students and create their desirability to learn. A third theme included Knowledge skills, or the ability to organise, package-and then pitch the materials at the correct level for the students. The final theme, Social calibre or status refers to the academic or professional qualifications, research record and physical appearance of the teacher. Teachers who possess characteristics within these four themes were said to construct the proper learning environment that could facilitate students' learning and create an enjoyable learning experience. However, there was some evidence that this process was modulated by contextual factors which include gender, programme of study, trust-assurance and the reliance of individual students. These findings, therefore, argue that students emphasized both teaching competence and the ability to bu~1d relationships as being the most important characteristics of effective teachers. This being the case, trainers and administrators would be advised to prioritize these attributes in relation to the training and recruitment of teaching staff in community colleges within Hong Kong.

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Sun, Xiaocheih. "Behavioral Differences in the Classroom: U.S. University Teachers and Chinese University Teachers." PDXScholar, 1995. https://pdxscholar.library.pdx.edu/open_access_etds/4921.

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Although intercultural scholars examine the differences in cultural values, beliefs, and attitudes between the U.S. and China, few specifically have studied cultural differences between U.S. and Chinese university classrooms. This study examines behavioral differences exhibited by U.S. teachers in U.S. university classrooms and Chinese teachers in Chinese university classrooms. This research addresses three areas of significance. First, Chinese students studying in the U.S. who read this thesis may be better able to cope with the U.S. educational system and communicate more effectively with both U.S. students and teachers. Second, this research may help U.S. university teachers to better understand the Chinese culture and Chinese students. Third, this research may increase U.S. teachers' awareness of and sensitivity to the increasingly multicultural classroom environment in the U.S. Three male university teachers in the U.S. and three male university teachers in China were observed and videotaped in this study. The data analysis was guided by categories establish by Gudykunst (1988), Hofstede (1986), and Lieberman (1993) as behavioral indicators of cultural styles. Several interesting findings occurred among overall descriptive observation and qualitative accounts of observations. First, a powerful trend of behavioral differences exhibited in the classroom by U.S. university teachers and Chinese university teachers was found. The findings in this search strongly support findings by Gudykunst (1988), Hofstede (1986), and Lieberman (1993) that U.S. university teachers exhibited far more individualist/direct communication styles and small power distance/personal communication styles than Chinese teachers, while Chinese teachers exhibited more collectivist/indirect communication styles and large power distance/contextual communication styles than U.S. teachers. Second, the results of this research provide valuable insights for both U.S. university teachers and Chinese university teachers; that is, culture reflects teachers' and students' values, assumptions, and behaviors. U.S. culture reflects values, assumptions, and behaviors, such as individualism, direct communication styles, small power distance, and personal communication styles. However, Chinese culture reflects collectivism, indirect communication styles, large power distance, and contextual communication styles.

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Fassett, William E. "Doing right by students : professional ethics for professors /." Thesis, Connect to this title online; UW restricted, 1992. http://hdl.handle.net/1773/7641.

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Gutierrez, Shellie. "Factors influencing community college students' educational attainment as future teachers." Diss., Manhattan, Kan. : Kansas State University, 2006. http://hdl.handle.net/2097/215.

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Lorbeer, Scott Henry. "Understanding the experiences of postsecondary faculty and students with precision teaching a phenomenological approach /." Diss., Montana State University, 2007. http://etd.lib.montana.edu/etd/2007/lorbeer/LorbeerS0507.pdf.

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Spellman, Natasha Brown. "A case study of nontraditional females in teacher education programs." Lynchburg, Va. : Liberty University, 2009. http://digitalcommons.liberty.edu.

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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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Rocca, Kelly A. "Attendance and participation in the college classroom the role of the instructor /." Morgantown, W. Va. : [West Virginia University Libraries], 2000. http://etd.wvu.edu/templates/showETD.cfm?recnum=1279.

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Thesis (Ed. D.)--West Virginia University, 2000.
Title from document title page. Document formatted into pages; contains xxi, 147 p. Includes abstract. Includes bibliographical references (p. 127-139).

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Gumia, Lilibeth Q. Brickell John L. Baker Paul J. "Comparative perceptions of teaching criteria by students, faculty, and administrators in selected state universities in the Philippines." Normal, Ill. Illinois State University, 1989. http://wwwlib.umi.com/cr/ilstu/fullcit?p8918615.

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Thesis (Ph. D.)--Illinois State University, 1989.
Title from title page screen, viewed October 5, 2005. Dissertation Committee: John L. Brickell, Paul J. Baker (co-chairs), Robert L. Fisher, George Padavil, Patricia H. Klass. Includes bibliographical references (leaves 168-176) and abstract. Also available in print.

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Khan, Ahmed S. "Students' perceptions of the importance of the faculty dimensions of technical currency, teaching techniques, and commitment to student success for their learning/success in a technology based baccalaureate program." Access citation, abstract and download form; downloadable file 5.75 Mb, 2004. http://wwwlib.umi.com/dissertations/fullcit/3131678.

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He, Ya-Nan. "Motivational Strategies: Teachers' and Students' Perspectives." [Kent, Ohio] : Kent State University, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=kent1255706519.

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Thesis (M.A.)--Kent State University, 2009.
Title from PDF t.p. (viewed April 9, 2010). Advisor: Kristen Precht. Keywords: Motivation; motivational strategy; ESL; EFL; TESL; Taiwanese; English learners. Includes bibliographical references (p. 50-57)

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Warmack, Wanda L. "Elementary education pre-service teachers' attitudes toward reading." Auburn, Ala., 2007. http://repo.lib.auburn.edu/2007%20Spring%20Dissertations/WARMACK_WANDA_44.pdf.

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Thomason, Jonathan E. "Students' and Teachers' Perspective of Purposes for Engaging in Physical Activity." Thesis, University of North Texas, 1994. https://digital.library.unt.edu/ark:/67531/metadc278029/.

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Purposes for engaging in physical activities were examined from the perspective of university students enrolled in physical activity classes and kinesiology faculty. Data was collected from 473 students and 20 faculty members. Both groups completed the Personal Purposes and Meanings in Movement Inventory (PPMMI). Independent t-tests were conducted for each of the twenty-two purpose statements to determine differences between faculty and students in the rating of purposes. Students attending individual sport activity classes rated self-knowledge, transcendence, object projection/reception, awareness, competition, neuromuscular efficiency, movement appreciation, and muscular strength significantly lower (p<.01) than the faculty. Students attending team sport activities rated self-knowledge, transcendence, participation, object projection/reception, teamwork, awareness, competition, leadership, and expression significantly (pc.01) lower than the faculty. Students attending fitness activity classes rated self-knowledge, competition, leadership, transcendence, participation, teamwork, circulo-respiratory efficiency, and personal integration significantly (p<.01) lower than faculty.

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Huang, Xiangyun. "Social Media Use by College Students and Teachers: An Application of UTAUT2." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5012.

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Social media has been increasingly used in education to facilitate innovative instruction. Mainland Chinese people could not use popular social media platforms such as FacebookTM because the government blocked them. Little research studied social media use by Mainland Chinese students and teachers in the isolated network environment. This quantitative study utilized social constructivism, connectivism, and the unified theory of acceptance and use of technology (UTAUT2) as the theoretical base. Research questions explored the influence of 6 UTAUT2 predictors on social media use intention and the influence of social media use intention on social media use behavior. The study used a convenience sample of 197 undergraduate students and 54 full-time faculty from 2 public science and technology universities in Guangzhou, Guangdong province, Mainland China. Survey data were analyzed using descriptive statistics, simple regression, multiple regression, and moderation analysis. The findings showed that performance expectancy, effort expectancy, social influence, facilitating conditions, hedonic motivation, and habit significantly influenced social media use intention, and social media use intention significantly influenced social media use behavior. Age moderated the relationship between facilitating conditions and social media use intention, and gender moderated the relationship between habit and social media use intention. The findings might be used to promote positive social change by providing insights of social media use by Chinese students and teachers for university administrators, government, and social media platform designers. Better understanding might facilitate adoption of social media in education and therefore improve teaching and learning for Mainland Chinese students.

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Alhalawany, Ayman Mohammad. "College Teachers' Implementation of Instructional Strategies to Support Students' English Language Skills." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/6160.

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The instructional strategies implemented by the English as a Foreign Language (EFL) teachers in an international technical college in Saudi Arabia did not prepare students at an intermediate level of proficiency on the Common European Framework of Reference. As a result, more than 77% of the first-year students were not progressing to the specialized diploma studies in the second and third years of their learning journey. Thus, the purpose of this exploratory case study was to better understand the instructional strategies adopted by instructors and the barriers to students developing their English skills. Vygotsky's zone of proximal development (ZPD) served as a framework of the study because it is aligned with the purpose and it emphasizes the context of instructional strategies in understanding how knowledge and learning are constructed. Multiple sources of data and interviews with 8 participants were used to investigate the research problem. Data were analyzed using thematic coding based on the conceptual framework followed by open coding to discover any emerging themes. Data analysis revealed that the observed teachers did not implement the student-centered instructional strategies discussed in Vygotsky's conceptual framework or ZPD-informed strategies. By designing a professional development program to train teachers on student-centered instructional strategies such as feedback, scaffolding, and student engagement, the results of this study can be used to lead to positive social change by educating teachers on strategies to help students develop better English skills.

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Griffin, Barbara E. "Secondary and Postsecondary Teachers' Perceptions of ESL Students' Barriers to College Graduation." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/6032.

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Majority of English as second language (ESL) students attending primary and secondary schools in the United States are not considered college ready despite mandated educational strategies aimed at improving language acquisition and academic performance. ESL students are more likely to drop out within the first 2 years of college than their English-speaking peers. The purpose of this qualitative study was to explore educators' perspectives regarding high postsecondary attrition rates of ESL students in Middle Tennessee. Tinto's retention theory provided the framework for the study. Data collection included semistructured interviews with 6 Middle Tennessee public high school teachers and 6 Middle Tennessee college professors from 2- and 4-year public colleges. Interview data were coded and analyzed using the thematic analysis method. Findings revealed 4 major themes: language acquisition, barriers to college graduation, adverse circumstances, and academic achievement. Participants reported a desire for alignment between primary, secondary, and postsecondary education. Findings were used to develop a professional development training curriculum for secondary and postsecondary educators. The project included effective strategies to use in the classroom to increase ESL students' college readiness and college graduation rates. If implemented correctly, this project will positively impact ESL students' language acquisition and academic achievement, but it will also develop a significant professional partnership between K-12 public schools and colleges.

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Wu, Wan-yin Winnie. "Transport planning in the information and telecommunication age : the transportation implications of telecommuting of university students and teaching staff in Hong Kong /." Click to view the E-thesis via HKUTO, 2002. http://sunzi.lib.hku.hk/hkuto/record/B42576623.

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Alawami, Nariman Ali. "Examining teachers' and college students' perspectives toward e-textbooks as an educational tool." Thesis, University of Northern Colorado, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10249765.

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The purpose of this research was to understand the perspectives of teachers and students regarding their use of specific e-textbooks in a higher education learning environment. The e-textbooks used by the teachers and students were examined in order to determine functions and features to focus on during the inquiry. This study was particularly interested in the design of e-textbooks and how they are used by both teachers and students in the learning process. The participants in the research were also prompted to suggest improvements to e-textbooks.

A case study approach was used as the methodology to examine three teachers represented three majors in three different colleges and a small sample of their students to gather information to answer the research questions. Qualitative data from multiple sources such as in depth interviews and document reviews were used to analyze and examine the overall utility of e-textbooks toward learning/teaching, and functions related to the instructional and navigational design of e-textbooks.

Results of this study showed that there was overall agreement that choosing books needs to be based on the quality of the material contained within the book, regardless of the format, print or electronic. E-textbooks facilitate teachers’ and students’ interactions and access to the materials and resources. However, both teachers and students viewed their e-textbooks as supplementary materials, even thought these e-textbooks allowed them to interact with the text using different tools. One recurring finding was how flexible e-textbooks are in individualizing student learning. Recommendations by students/teachers included the improvement of page layout, the interface, increasing window size, providing more complex tasks, keeping up with technology, and insuring the quality of information within the e-textbook. Implications for future research include further investigation into the use of e-textbooks as supplementary materials, and whether printed texts are also being considered as supplementary. Finally, there are indications that advanced technology may be changing how students learn and if e-textbooks reflect this change. Further research into this possible change in ways that students learn would shed additional light on this question.

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Angthong, Nattakarn. "Relationship between background knowledge and reading comprehension of teachers-college students in Thailand." Thesis, University of North Texas, 1991. https://digital.library.unt.edu/ark:/67531/metadc332475/.

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The purpose of this study was to investigate the role of background knowledge on Thai teachers-college students' reading comprehension in relation to topic familiarity, reading ability in English as a Foreign Language, and the amount of time required for reading familiar and unfamiliar passages.

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Northcote, Maria Therese. "The educational beliefs of a group of university teachers and their students identification exploration and comparison /." Connect to thesis, 2005. http://portal.ecu.edu.au/adt-public/adt-ECU2006.0030.html.

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McCullough, Brenda Tracy. "Homeschooling parent/teachers' perceptions on educating struggling high school students and their college readiness." Thesis, University of Phoenix, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3569148.

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A general problem is that testing a homeschooled child for learning disabilities (LD) is not required in the state of Texas and therefore dependent on the homeschooling parent’s recognition and desire to test. A qualitative exploratory method was used to determine the perceptions of parent/teachers on their struggling high school students’ learning, potential to have specific learning disabilities (SLDs), and college readiness. In addition, perceptions of parent/teachers’ self-efficacy and self-advocacy, with potential transference to students were explored. The sample included 56 homeschooling parent/teachers from one of four participating homeschool organizations in Texas. An Internet survey link was used to collect data. Parent/teachers’ views and perceptions were shared on their experiences with struggling high school students. The following perceptions emerged: (a) parent/teachers felt effective identifying their students’ area of struggles; (b) parent/teachers felt confident understanding their students learning style; (c) parents felt adjusting their students’ lesson was an effective strategy to reduce learning struggles; (d) parents felt they effectively handled the demands of teaching their struggling student; (e) parent/teachers largely joined homeschool organizations for support, services, programs, and/or resources; (f) parent/teachers felt their student could effectively describe their strengths and weaknesses; (g) parent/teachers did not think their struggling student had a SLD; and (h) parent/teachers felt their struggling high school student was college ready. Most parent/teachers acknowledged positive levels of self-efficacy and self-advocacy, yet, the need to have a stronger sense of transference to their struggling homeschool student was found. Future studies are recommended to increase knowledge and literature on homeschooling families with struggling learners during elementary, middle, high school, and through college.

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Pham, Khai Hoan, and n/a. "Psychological and cultural factors related to methodologies to Hanoi Foreign Languages Teachers' College students." University of Canberra. Information Sciences, 1985. http://erl.canberra.edu.au./public/adt-AUC20060725.121143.

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With the increasing contact between Vietnam and English speaking countries and the growing demand for foreign language professionals in the last decades, the teaching of foreign languages, especially English, has gained considerable prominence in Vietnamese education. However, English has been taught in Vietnam for a relatively short time, there are significant deficiencies in this area. If these deficiencies are to be addressed then methodology is a crucial variable worthy of examination. Many of the EFL teaching (Teaching English as a Foreign Language) methods developed in the last twenty years are unfamiliar to a great number of the Vietnamese teachers, although they may be introduced to Vietnam in the near future. In this study a historical overview of language teaching development is provided. Since language teaching methods are products of Western experience, a scrutiny of their relevance to the Vietnamese teaching situation is necessary. In particular it is important to focus on the psychological and cultural appropriateness of different methods to the Vietnamese settings. A number of most crucial psychological issues such as the learner's motivation, aptitude, personality and learning style are discussed together with some social and cultural influences which may affect the learner's psychological attributes, The study also provides a specific investigation of the psychological attributes of Vietnamese students and a number of cultural problems faced by this type of learners in their English learning process. Finally some practical, though tentative, suggestions are made in the hops that more and more Vietnamese teachers of English will respond to the problem of teaching methodology and search for ways to bring about effective learning.

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Schwartz, Harriet L. "Thankful learning a grounded theory study of relational practice between master's students and professors /." [Yellow Springs, Ohio] : Antioch University, 2009. http://etd.ohiolink.edu/view.cgi?acc_num=antioch1247833338.

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Thesis (Ph.D.)--Antioch University, 2009.
Title from PDF t.p. (viewed October 7, 2009). Advisor: Elizabeth Holloway, Ph.D. "A dissertation submitted to the Ph.D. in Leadership and Change program of Antioch University in partial fulfillment of the requirements for the degree of Doctor of Philosophy May 2009."--from the title page. Includes bibliographical references (p. 179-187).

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Burks, Mark. "A Study of the Relationships among Teachers' Immediacy of Dress Factors and Affective Learning Factors: a Relational Communication Perspective." Thesis, University of North Texas, 1998. https://digital.library.unt.edu/ark:/67531/metadc277983/.

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This thesis examined the relationships among immediacy of dress factors and affective learning factors as they pertain to relational communication. College students (N = 482) completed questionnaires indicating perceptions of selected nonverbal immediacy behaviors associated with their teacher's attire. The research predicted that there would be relationships between and among power and affinity of dress, dress immediacy and nonverbal immediacy. Further predictions were made concerning the associations among these variables, affective learning outcomes, and other teacher criteria. Analysis indicated that power of dress, affinity of dress and dress immediacy were viable nonverbal immediacy concepts which related to affective learning outcomes. Research findings indicated that certain instructor variables may also influence these relationships.

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Yang, Su-Yu Huang. "Early Childhood Education Students' Perceptions of the Most Important Attributes of Effective College Teachers in Taiwan." Thesis, University of North Texas, 1992. https://digital.library.unt.edu/ark:/67531/metadc278549/.

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This study proposed (a) to identify the most important attributes of effective college teachers as perceived by students in Taiwan, (b) to investigate the influence of different factors on students' perceived attributes of effective college teachers, and (c) to determine if the students in various Taiwanese teachers colleges differ in their opinions of the most important attributes of effective college teachers. Students identified these factors as attributes of effective college teachers: rapport, effective teaching methods, enthusiasm, fairness, interaction, practical experiences, personality, clarity, and being well-prepared. The fact that sophomore students and freshman students value some factors differently was discovered in this study. In addition, students who have previous teaching experience value all of the important attributes higher than those who do not have teaching experience before they attended teachers colleges.

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Hislop-Esterhuysen, Natalie. "Enkele faktore wat die beroepskeuse van eerstejaaronderwysstudente beïnvloed." Pretoria : [s.n.], 2006. http://upetd.up.ac.za/thesis/available/etd-07242007-132732.

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Ngquba, Tokozile. "Transkei College of Education students' perceptions of fieldwork in geographical education." Thesis, Rhodes University, 1992. http://hdl.handle.net/10962/d1003691.

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The understanding of geographical concepts and the development of skills requires the use of appropriate teaching strategies. Modern school geography incorporates a wealth of techniques and embraces a wide range of strategies which are directly suited to achieve the aims which are central to current geographical education. Techniques which directly involve the learner are perceived to be the most valuable. Of the many participatory strategies suited to the teaching of geography, fieldwork is accepted as the most worthwhile. This study investigates student teachers' perceptions of fieldwork in their college studies and as a teaching strategy. Extensive literature on fieldwork in geographical education was analysed. A survey was conducted to assess the student teachers' fieldwork experiences. The results reveal that fieldwork is neglected in Transkeian schools and Colleges of Education, despite the fact that it is required by school syllabuses, and the fact that in many areas suitable sites are readily accessible. Conclusions are drawn and recommendations made for the inclusion of fieldwork in geography courses at Transkei Colleges of Education.

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Cromer, Philip W. "Counseling and clinical psychology doctoral students' perceptions of their faculty's ethical behavior." Morgantown, W. Va. : [West Virginia University Libraries], 2005. https://etd.wvu.edu/etd/controller.jsp?moduleName=documentdata&jsp%5FetdId=3812.

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Thesis (Ph. D.)--West Virginia University, 2005.
Title from document title page. Document formatted into pages; contains ix, 127 p. Includes abstract. Includes bibliographical references (p. 112-118).

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Docan, Anthony Nicolas. "Relational turning point events and their outcomes in college teacher-student relationships from students' perspectives /." Thesis, Connect to this title online; UW restricted, 2008. http://hdl.handle.net/1773/6152.

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Davis, Deitra R. "A survey of articulation and transfer issues in Mississippi's community college art programs." Diss., Mississippi State : Mississippi State University, 2009. http://library.msstate.edu/etd/show.asp?etd=etd-04052009-201413.

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Ritchie, Kelly Renea. "A Comparison of the Self-Efficacy Scores of Preservice Teachers Based on Initial College Experience." Thesis, University of North Texas, 2006. https://digital.library.unt.edu/ark:/67531/metadc5250/.

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The purpose of this study was to determine if any statistically significant difference exists between the self-efficacy scores of student teachers who began their college experience at the community college level and student teachers who began their education at the university level. The study was used to determine whether or not the type of initial college experience impacted the first two years of college study, in relation to the development of a sense of self-efficacy at the end of the program of study. Self-efficacy data were gathered from beginning student teachers at two comparative institutions. The participants were enrolled in the colleges of education at two large metropolitan universities. One university was located in southern Texas and the other was located in north central Texas. The Teachers' Sense of Efficacy Scale was the instrument used, as well as a researcher-made questionnaire that collected demographic data. In addition to pattern of education, other independent variables included age, gender, ethnicity, certification level sought by the participant, and the number of contact hours spent by the participant in early field experiences in K-12 classrooms. A multiple regression analysis indicated no statistically significant difference in the composite score of the Teachers' Sense of Efficacy Scale, a measure of self-efficacy. The TSES also loads on three factors: Instructional Strategies, Classroom Management, and Student Engagement. Multiple regression analyses of the individual factor scores indicated no statistically significant predictive ability for self-efficacy on any of the subscales across initial college experience. Multiple regression analyses as well as MANOVAs were conducted to determine if the demographic variables of gender, age, ethnicity, G.P.A, certification level, and contact hours impacted TSES scores. The dependent variable was the general self-efficacy scores and the individual factor scores (i.e., Student Engagement, Instructional Strategies and Classroom Management) of student teachers as measured by the TSES. Analyses indicated a positive relationship between age, pattern of education, and global self-efficacy scores. In addition, a statistically significant relationship was indicated between age, pattern of education, and the factor of Instructional Strategies. No statistically significant relationship was found between initial college experience and global TSES scores or factor scores across the other demographic variables.

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Flickinger, John. "No trail of crumbs serving remedial students at the community college level /." To access this resource online via ProQuest Dissertations and Theses @ UTEP, 2008. http://0-proquest.umi.com.lib.utep.edu/login?COPT=REJTPTU0YmImSU5UPTAmVkVSPTI=&clientId=2515.

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Tran, Thi Lang, and n/a. "Towards an appropriate syllabus for the first year students at Hanoi Foreign Languages Teachers' College." University of Canberra. Information Sciences, 1985. http://erl.canberra.edu.au./public/adt-AUC20060815.142225.

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This field study is aimed at establishing criteria for an appropriate syllabus for the first-year students of English at the Hanoi Foreign Languages Teachers' College. Following an overview of the past and present English language teaching in North Vietnam and at the Hanoi Foreign Languages Teachers' College, the students and their learning problems are analyzed with a view to determining student needs. Such needs should be taken into account when selecting appropriate syllabus content. The relative advantages and disadvantages of language syllabus and teaching methods are discussed. The types of syllabus analyzed are : the structural syllabus, the situational syllabus, and the functional syllabus. The methods considered are:the grammar translation method, the direct method, the audio-lingual method and the communicative approach. The study next identifies the constraints in designing the first year syllabus for the Hanoi Foreign Languages Teachers' College. The things to be considered are the desired qualifications of the language teacher and the program for teacher-training at the college. At the same time, the first year students of English are studied in terms of previous learning experience and motivation. The next stage brings together institutional needs and methodological options in a discussion of an appropriate syllabus for the first year. 1 . The syllabus aims and objectives : that is, the production of proficiency in the four language skills, especially the oral skills of speaking and listening. 2. The syllabus content : the general principles as well as the actual selection of various functions and topics. 3. The method : examination of an eclectic method and the teacher's roles in the classroom as well as the guidelines for more effective teaching. 4. Evaluation: the functions of and the techniques for evaluation. A sample of a language unit of the syllabus follows the discussion of constraints. After a general discussion of the teaching of each of the four skills, the study comes to some of the techniques for developing the oral skills of speaking and listening, the main objectives of the first year syllabus. It is intended that this field study will contribute a small part to the growing understanding of the syllabus design which, for a long time, has been so controversal an issue at the Hanoi Foreign Languages Teachers' College.

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Bulson, Sean W. "Supportive Teacher-student Relationships in Early College High Schools| Perceptions of Students, Teachers, and Principals." Thesis, The George Washington University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3713513.

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Supportive relationships between teachers and their students help create an environment for student success, but there remains a need for additional understanding about how to effectively promote positive teacher-student relationships in order to support stronger policy and practice in modern schools. In this qualitative analysis, I seek to deepen the research about supportive teacher-student relationships by analyzing how students, teachers, and principals described their experiences in early college high schools (ECHS) in North Carolina. Early college high schools represent a relatively new school model in which high school students earn college credits while working toward their high school diplomas. Quantitative analyses of the performance of ECHS students suggest students in early college high schools outperform their peers from comprehensive schools on a variety of measures. One important design element of these schools suggests that teachers must know students well to help them achieve academically and it is my assertion that supportive teacher-student relationships may contribute to ECHS students’ success.

For this study, I analyze qualitative data previously collected as part of a larger longitudinal study from students, teachers, and principals studying and working in 19 early college high schools in North Carolina. I employ Giddens’ theory of structuration as a lens for understanding the relationships between the agents (students, teachers, and principals) and the social structures that influence the experiences of those in the schools. I consider the leadership practices of the principals to promote supportive teacher-student relationships as well as teacher practices, and compared the adults’ claims to the students’ perceived experiences with their teachers. My findings reveal three elements in the social systems of the ECHS contribute to supportive teacher-student relationships which include the following: (1) the beliefs of teachers, students, and principals; (2) deliberate actions of principals and teachers; and (3) programs that create social spaces for such relationships to grow.

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Dearbone, Ryan. "Relational Development, Self-Disclosure, and Invasion of Privacy: College Students and Teachers as Facebook Friends." TopSCHOLAR®, 2014. http://digitalcommons.wku.edu/theses/1349.

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This research examined how college students feel about their professors requesting them to be a Facebook friend. Recognizing the ways in which professors and students communicating through social networking could produce additional educational opportunities for collaboration and instruction, while also causing tension or awkwardness as the process develops. Semistructured interviews were utilized by the researcher to obtain information from the selected participants, and the data were analyzed by comparative methods. Through this study, it was revealed that students are split on the appropriateness of professors as Facebook friends. They prefer little to no self-disclosure from their professors. They do not see Facebook friendships with professors as an invasion of their privacy. Although most students believe Facebook can be an effective educational tool, there are mixed feelings whether using Facebook as an educational tool strips the site of its originally intended social purpose, most students will accept their professor’s Facebook request but only because they feel that they have to. This study extends the limited initial research on Facebook usage in education, namely with students.

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King, Adam Dwight. "Perceptions by High School Teachers of Mathematical Readiness of Students with Disabilities Transitioning to College." DigitalCommons@USU, 2013. https://digitalcommons.usu.edu/etd/1981.

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Students with mild/moderate disabilities frequently experience difficulty in mathematics in high school, and thus are often unprepared for math in college. The student researcher conducted a survey examining the perceptions regarding mathematical readiness of such students by professionals who work with them in high school. Participants included 47 high school special education teachers who completed an online questionnaire about the preparedness of students with disabilities in various mathematical constructs (i.e., algebra, geometry, number sense, calculator skills, and study skills) and the importance of those constructs using Likert-type rankings, as well as perceptions of barriers for transitioning to college. Ratings of student preparedness were low, with a variety of perceived barriers related to family, student, system, and teacher factors. A wide range of potential solutions was also offered, including more parent involvement, more study time and perseverance, better teaching/greater accountability from teachers in younger grades, more co-teaching/less pull-out classes, more math labs in upper grades, more math exposure and practice/math every day, and making math more interesting and applicable/gain student buy-in. Results have implications in terms of the need for greater mathematical preparation for students with disabilities transitioning to college, the importance of teacher perception, and for greater communication and collaboration between high school special education teachers and college disability resource center personnel to increase that preparation.

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Beard, Emily Jordan. "First-Generation College Students Transitioning to Graduate Teachers of Writing: A Proposed First-Generation Pedagogy." Bowling Green State University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1322413292.

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Nam, Jung Mi. "Perceptions of Korean college students and teachers about communication-based English instruction evaluation of a college EFL curriculum in South Korea /." Connect to this title online, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1110161814.

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Thesis (Ph. D.)--Ohio State University, 2005.
Title from first page of PDF file. Document formatted into pages; contains xiv, 197 p.; also includes graphics Includes bibliographical references (p. 173-181). Available online via OhioLINK's ETD Center

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Tung, Hok-ping. "A study of the opinions of two groups of students in a college of education towards two supervisory approaches." [Hong Kong : University of Hong Kong], 1993. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13553720.

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Adams, George Edward. "Student perceptions of university faculty on the length of enrollment of university students." Diss., This resource online, 1992. http://scholar.lib.vt.edu/theses/available/etd-07282008-134549/.

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Tung, Hok-ping, and 董學平. "A study of the opinions of two groups of students in a college of education towards two supervisory approaches." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31956816.

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Zhang, Qunying. "Conceptions of a good English language teacher at tertiary level in the People's Republic of China." Click to view the E-thesis via HKUTO, 2007. http://sunzi.lib.hku.hk/hkuto/record/B38575747.

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Martek, Marian Jazvac. "Emerging academic identities : how education PhD students experience the doctorate." Thesis, McGill University, 2008. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=105371.

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The purpose ofthis qualitative, multi-case, and longitudinal study was to examine how doctoral students’ experiences of the doctorate influence their emerging academic identities. The development of academic identities is often alluded to in higher education research as the heart of the doctoral pursuit. There is, however, little information on how the activities of the doctorate, particularly everyday student experiences, contribute to the emergence of academic identities. The guiding framework for this study was a social-psychological role identity perspective, blended with elements of Activity Theory. Through this combined view, identity is constructed through and embedded in interpersonal relationships, with identity emerging as a property of interactions with others. Data for the study were collected over a two year period. Nine Education doctoral students participated by tracking their experiences for a particular week every month across four academic semesters (15 months) and then discussed these in interviews at the end of each year. These students were selected from a larger sample based on their explicit aim to pursue academic careers upon completion of their degrees. [...]
Cette étude de cas multiples, à la fois qualitative et longitudinale, a permis d’examiner chez des doctorants comment l’expérience au quotidien de leur programme d’études influençait l’émergence d’une identité universitaire. Dans le domaine des recherches portant sur l’enseignement supérieur, on réfère souvent au développement d’une identité universitaire comme étant au coeur même de l’expérience doctorale. Il existe toutefois peu d’informations qui précisent comment les activités inhérentes au doctorat, notamment les expériences vécues au quotidien par les doctorants, contribuent à l’émergence de cette identité universitaire. Le cadre d’analyse de cette recherche s’est élaboré autour d’une perspective socio-psychologique du rôle identitaire amalgamée avec des éléments de la théorie de l’activité humaine. Examinée de ce double point de vue, l’identité se construit au fil des relations interpersonnelles et s’y intègre. L’identité se révèle ainsi comme une propriété des relations avec les autres personnes. Les données de cette étude ont été amassées sur une période de deux ans. Chaque mois, l’expérience quotidienne de neuf doctorants en éducation était documentée pendant une semaine complète. À la fin de chaque année scolaire, ces expériences ont été discutées dans le cadre d’entrevues. Ces doctorants ont été sélectionnés à partir d’un échantillon plus large d’étudiants au doctorat en raison de leur intention explicite de s’engager dans une carrière universitaire à la fin de leur programme d’études. [...]

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Rimrott, Kira. "Who knows best? a comparative study of teachers' and students' perceptions of the characteristics of an ideal English lesson /." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B3167995X.

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Kan, Mei. "Perceptions among tertiary-level Mainland Chinese students in Hong Kong and their teachers regarding English as a second language (ESL) learning activities." Click to view the E-thesis via HKUTO, 2007. http://sunzi.lib.hku.hk/hkuto/record/B38709156.

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Cheng, Nga-yee Irene. "A study of the attitudes of final year geography college students and teachers in their first year of teaching to progressive classroom strategies." [Hong Kong] : University of Hong Kong, 1994. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13833091.

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Goyak, Antone Michael. "The effects of cooperative learning techniques on perceived classroom environment and critical thinking skills of preservice teachers." Lynchburg, Va. : Liberty University, 2009. http://digitalcommons.liberty.edu.

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Saunders, Elizabeth Kendrick Schweizer Fisher Robert L. "The applicability of benchmarking for best practices to improve the process of recruiting and admitting students into undergraduate preservice teacher education programs." Normal, Ill. Illinois State University, 1999. http://wwwlib.umi.com/cr/ilstu/fullcit?p9960425.

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Thesis (Ed. D.)--Illinois State University, 1999.
Title from title page screen, viewed July 31, 2006. Dissertation Committee: Robert L. Fisher (chair), Paul J. Baker, Norman C. Bettis, Donald S. Kachur, Barbara L. Nourie. Includes bibliographical references (leaves 162-165) and abstract. Also available in print.

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Hurt, Joy F. "Community College Instructors' Perceptions of Online Teaching and Learning: A Study of a Rural Community College." VCU Scholars Compass, 2006. http://hdl.handle.net/10156/1417.

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Young, Clara Y. Morris Jeanne B. Tillman Jerome. "The efficacy of a retention program perceptions of African-American preservice teachers /." Normal, Ill. Illinois State University, 1994. http://wwwlib.umi.com/cr/ilstu/fullcit?p9510435.

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Thesis (Ed. D.)--Illinois State University, 1994.
Title from title page screen, viewed April 3, 2006. Dissertation Committee: Jeanne Morris, Jerome Tillman (co-chairs), John Goeldi, Barbara Heyl, Patricia Klass. Includes bibliographical references (leaves 129-134) and abstract. Also available in print.

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Dissertations / Theses on the topic 'Morgenster Teachers' College – Students'

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