Dissertations / Theses: 'Relations between teacher'

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LETA, MARIA MASELLO. "RELATIONS BETWEEN TEACHERS AND WRITING: A STUDY IN TWO SCHOOLS TEACHER TRAINING." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2002. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=3832@1.

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CONSELHO NACIONAL DE DESENVOLVIMENTO CIENTÍFICO E TECNOLÓGICO A clareza quanto à importância da escrita na formação dos professores, aliada ao fato de que a escrita é um tema recente de investigação, contribuíram para a definição do objeto de estudo desta tese: investigar as relações de professores com a escrita. No primeiro momento, são discutidas questões teóricas que buscam maior compreensão dessa problemática em torno da escrita e sua dimensão formadora., dialogando, especialmente, com os pensadores Mikhail Bakhtin e Roland Barthes, e suas concepções de língua, linguagem, escrita. A pesquisa de campo foi realizada em duas escolas de formação, públicas, estaduais - antigas escolas normais. Como estratégias metodológicas foram utilizadas observações de aulas, entrevistas, questionários e análise de documentos. A comparação entre essas fontes de dados, a busca de convergências e dissonâncias, à luz da base teórica estudada, permitiram no segundo momento, apresentar o cenário e seus atores e quem são os professores das escolas de formação, sem ignorar suas condições de produção. No terceiro momento, rastreando o espaço discursivo, são apresentadas as relações dos professores das escolas de formação com a escrita e suas concepções e sentidos de língua, linguagem e escrita. Estas apontaram para a predominância da linguagem como habilidade mecânica e como escritacópia. Esse estudo conduziu a reflexões sobre a necessidade da (re)dimensão dos cursos das escolas de formação, aqui incluídos os dos Institutos Superiores de Educação bem como os cursos de licenciatura, onde a escrita, independente das disciplinas que a tomam como - matéria - ou - conteúdo -,deve ser tratada essencialmente em sua dimensão formadora, escrita como experiência, produtora de sentidos, que constitui o sujeito- leitor-escritor crítico, transformador. The clarity in the importance of the writing in the formation of teachers and the writing as a recent subject of investigation had contributed for the definition of the object of study of this thesis: to investigate the relations of teachers with the writing. In first place, theoretical questions are discussed to search greater understanding of this problematic around the writing and its dimension, by dialoguing, especially with the thinkers Mikhail Bakhtin and Roland Barthes, and their conceptions of language and writing. The field research was carried through in two state schools of formation, old teachers chools. Comments of lessons, interviews, questionnaires and analysis of documents had been used as methodological strategies. The matching between these sources of data, the search for convergences, under the light of the studied theoretical base, had allowed, in second place, to present the scene and its actors and who are the teachers of the formation schools, without ignoring their conditions of production. In the third place, tracing the discursive space, the relations between the teachers of the formation schools with the writing and their conceptions and feelings of language are presented. These had pointed to the predominance of the language as mechanic ability and as writing-copy. This study had led to reflections on the necessity of the (re)design of the courses in the schools of formation, where the writing, independent of the subjects taken as content

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Wong, Ming-yan, and 黃明欣. "The relations between teacher's meta-emotion, student's bonding to school and academic performance." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B45589628.

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Fukuda, Erin. "Classroom Practices and Student Progress: Relations Between Classroom Practices and Indicators of Student Learning in Reading." Thesis, University of Oregon, 2016. http://hdl.handle.net/1794/20426.

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The state of Oregon, like many states, requires its districts’ teacher evaluation systems to include measures of student learning as well as a measure of teachers’ professional practice. State guidelines require use of state test data in assessed grades as one of the measures, but allow districts flexibility in which additional assessments to use and which source of information to prioritize when evaluating teachers. This study used existing data from one school district to compare students’ performance on a state reading and literature assessment to their performance on reading curriculum-based measures, and the degree to which measures of teaching practices relates to both types of student outcomes. Results are interpreted with consideration of how the district implements their measure of teaching practice. Results from this study may help inform decisions the district will face as they continue to refine their teacher evaluation system in accordance with state guidelines, while elucidating challenges that such systems pose.

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Keogh, Jane. "The Role of Texts and Talk in Mediating Relations Between Schools and Homes." Thesis, Griffith University, 1999. http://hdl.handle.net/10072/365983.

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This study draws on Ethnomethodology, Conversation Analysis and Foucauldian Theory to investigate the textual and conversational construction of teacher-parent relationships as they are evidenced in examples of school-home communications. A survey of educational research literature suggests that what is taken to constitute a productive teacher-parent relationship remains largely undefined and untheorised. Although it seems that 'good' teacher-parent relationships are valued by the stakeholders in schooling, including school administrators, teachers, parents and government bureaucrats, views of these relationships tend to be based on commonsense notions that there is a need for 'improvement'. It is suggested that contemporary neo-liberal educational views regarding the importance of such factors as parental choice, for example, and the associated movement towards the commodification of education influence teacher-parent relationship possibilities. It is theorised that teacher-parent relationships are constituted and mediated within and through the details of textual and conversational practices evidenced in school-home communications. Theoretical components derived from Smith (1987, 1990a and 1990b), Bourdieu (1991) and Foucault (1977) are established as useful conceptual frameworks from which to view the data. The data corpus originates from both private and secondary schools, and consists of examples of written and spoken school-home communications. The data are analysed using a multiperspectival approach that combines strategies deriving from different analytic perspectives in complementary ways. Ethnomethodology (EM) and Conversation Analysis (CA) are the main techniques used to document the detailed textual and conversational strategies that work to construct teacher-parent relationships. This study's basis in EM means that it does not begin with a pre-theorised notion concerning 'best practice' regarding teacher-parent relationships. Foucauldian Theory provides an alternative lense through which to view the data. It is argued that different passes through the data operate as overlays or reflexive readings, thereby providing enriched understandings of how the inter-institutional texts and talk work to construct particular moral versions of schools and homes, and of teachers parents and students, and of their inter-institutional relationships. Various different kinds of secondary school-home communications are analysed in Chapters 5 to 8. Chapter 5 presents analyses of school promotional documents originating from a variety of secondary school types, including both private and state, and both single-sex and co-educational schools. More than in documents originating from state schools, private school documents tend to include more visuals that imply moral versions of acceptable teacherhood, parenthood and studenthood. The state school documents tend to state expectations more explicity than do the private school documents. Apart from this difference, it is found that similar versions of schools, homes, parents, teachers and students are textually and visually constructed regardless of their origins. Uniformed, well-disciplined students are presented as desirable and representative of the various schools, and are themselves produced as a marketing device. It is the schools' versions of the social world that are fore-grounded within and though the various promotional documents. Chapter 6 presents analyses of three examples of monologic school-home communications, Each item is analysed by focussing on a particular conversational or textual feature. The first example is a speech given by a state school principal to a group of prospective parents and soon to be enrolled students at an induction morning. This analysis focuses on this principal's use of pronouns as positioning practices. The second example is an address given by a private school principal to a group of existing parents and students at the school's Speech Night. This analysis focuses on the private school principal's use of aligning strategies such as audience invitations to applaud as an aligning strategy. The third example is a letter sent by a school administrator to the parents of private school students. This analysis,focusses on the school administrator's use of oppositionals to construct her versions of acceptable students and parents in contrast to those of 'other' less desirable schools. These examples include both explicit and implicit suggestions that conformity to school expectations and directions will enable parents to obtain advantageous futures as positional goods for their children. It is argued that a curriculum of compliance and conformity for homes is textually and conversationally established within and through these examples of school-home communications. Chapters 5 and 6 analyse examples of monologic school-home communications, so designated because although the school-based texts and talk could have been received in a multiplicity of ways, readings and hearings are not available for analysis within the data themselves. In contrast, Chapters 7 and 8 analyse examples of interactive teacher-parent talk. Chapter 7 analyses the first 39 turns of the initial talk of a teacher-parent interview that took place at a secondary school teacher-parent interview night. The chapter is organised into three different readings of the data to show how each of these can inform the others. The first reading uses Conversation Analysis (CA) to highlight the participants' use of sequential structures and membership cateogrisation devices (MCDs) to present moral versions of themselves and each other within and through the talk. The second reading identifies a number of dominant discourses as practices of power to show how the participants position themselves and each other, negotiating their respective responsibilities for the student. It is found that the adult participants tend to position the student as an overhearing audience to their co-constructions of responsible teacherhood, parenthood and studenthood. The student is positioned as ultimately responsible for her own academic well-being and behaviour. During this talk, the home is positioned as a colony or annex of the school, and the parents are positioned as adjunct teachers, expected to continue the work of the school within their private family space. The third reading uses the Foucauldian concept of governmentality to read the talk. It is suggested that the discursive techniques identified by the previous two readings work as disciplinary practices to regulate the participants. Chapter 8 surveys other examples of interactive teacher-parent interview talk that took place in various sites on different occasions, involving both teachers and parents. During some of these interviews the student is also present, whereas in other interviews the student, who is the focus of the talk, is not. On one occasion the interview takes place in the ,home rather than at the school and includes another family member in addition to the student herself and her parents. It is found that despite such differences and variations in the use of conversational strategies, comparable versions of schools, homes, teachers, parents, students and their inter-institutional relationships are talked into being across these different educational sites. Again, a Foucauldian perspective is used to account for such similarities in the various examples of interactive teacher-parent talk. The thesis concludes by arguing that the textually and conversationally constituted and mediated teacher-parent relationships are fundamentally asymmetrical. It is the schools' versions of the social world that come to count in these inter-institutional communications. On some points teachers and parents are often found to have different expectations regarding what they perceive to be in the 'best' interests of their students / children. However, despite such differences it seems there is a high degree of similarity regarding what schools and families should be like evidenced across the various school- home communications. It is argued that such commonalities can be viewed as evidence of governmentality actively enacted within and through the particular textual and conversational micro-practices identified here (following Foucault, 1977). As such, these practices work to implement techniques of state power into home space, bringing bureacratic control into homes and functioning to produce a future citizenship with limited cultural and moral options. In conclusion, the thesis summarises some of the main implications of the study's findings for theory, method, practice and policy. It is suggested that there is a need to re- theorise commonsense notions of teacher-parent relationships as a result of the findings of tfus study. This research shows how educational materials such as teacher-parent communications can be anaysed in insightful ways to reveal how such relationships are actively constituted and mediated within and through them. Findings revealed here offer a way of documenting the workings of particular inter-institutional practices and offer a new way of construing the functions and consequences of those practices. Thesis (PhD Doctorate) Doctor of Philosophy (PhD) School of Cognition, Language and Special Education Arts, Education and Law Full Text

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Harrison, Jessica Leigh. "Assessing Generic and Program-Specific Dose-Response Relations Between Engagement in Contemplative Practices and Reductions in Teachers' Occupational Stress and Burnout." PDXScholar, 2014. https://pdxscholar.library.pdx.edu/open_access_etds/2107.

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Teaching is a stressful, uncertain, and emotionally laden profession (Chaplain, 2008; Farber, 1999; Johnson et al., 2005). One approach to reduce psychological distress and improve well-being in teachers is through the use of mindfulness-based stress reduction (MBSR) programs. While MBSR programs have been shown in several studies to be effective with regard to improving well-being in teachers, little research has been done to date examining the relationship between program dose and outcomes. This study examines the relationship between both generic and program-specific dose and outcomes of stress and burnout. Results showed some evidence that generic yoga frequency is related to outcomes. No significant relationships between program-specific dose and outcomes were found. Directions for future research are discussed.

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Bunts-Anderson, Kimberly. "Relations between teachers' conceptions of in-class and out-of-class interactions and reported teaching practices teachers' belief study /." Phd thesis, Australia : Macquarie University, 2006. http://hdl.handle.net/1959.14/82707.

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Thesis (PhD)--Macquarie University, Division of Linguistics & Psychology, Department of Linguistics, 2006. Bibliography: p. 372-438. Introduction: the influence of second language teachers' conceptions and the role of interactions in language learning -- Literature review -- Theory and methodology -- Teachers' conceptions of in-class interactions -- Teachers' conceptions of out-of-class interactions -- Differences between EAP teachers' experiences and conceptual development: in-class and out-of-class interactions -- Two categorical frameworks for ICI and OCI context: similarities, differences and relations -- Discussion and conclusion. Spoken interaction with others is one of the most powerful tools in learning and teaching a second language. This investigation is concerned with uncovering and categorising the ways a group of L2 teachers' describe their experiences and beliefs of two types of spoken interaction; those that occur in the classroom (ICI) and those that occur outside the classroom (OCI). Twenty-eight EAP teachers were interviewed using phenomenographic and ethnographic investigative approaches and asked to describe their experiences and how they thought about and used spoken interactions in the teaching and learning of a situated lesson. The conceptions that emerged as consistent (reported as experienced most frequently across the group and within individual transcripts) were identified and categorised into two sets of categories of description (COD) one for each type of interaction. Across the group of teachers, five stable ICI categories of conceptions were identified and four stable OCI categories of conceptions were identified. These categories describe the range of conceptions that emerged across the group as a whole and do not attempt to rate the understandings of individual teachers. -- The conceptions of interactions in both sets of categories followed a hierarchal pattern of development from less complete to more complete understandings of these interactions. These descriptions formed two frameworks that are supported by similar patterns describing less complete and more complete understandings of various concepts in sets of categories published in other education settings (Marton & Booth, 1997). Exploration into the teaching and learning approaches reported in the teachers' experiences of ICI and OCI indicated that the utilization of interactions was constrained by the ways these interactions were conceived. Relations between more developed conceptions of both phenomena emerged in situations where more developed conceptions were reported. In these situations both ICI and OCI were simultaneously present in the teachers' awareness and perceived as different aspects of the same teaching/ learning situations. Across the group the teachers reported less powerful ideas of how to utilize OCI than how to utilize ICI. Mode of access: World Wide Web. xvii, 496 p. ill

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El, Mallah Shereen. "Social behavior and academic performance: Examining relations between forms of prosocial behavior and aggression in predicting academic outcomes." Thesis, Virginia Tech, 2014. http://hdl.handle.net/10919/76942.

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Numerous researchers have argued early adolescent behavior patterns are among the best predictors of later achievement and social-psychological adjustment outcomes. In the current study, a secondary data analysis was conducted to determine the extent to which four prosocial behaviors (cooperation, assertiveness, self-control and prosocial behaviors toward peers) and two forms of aggression (overt and relational) influence academic performance (as indexed by GPA and standardized achievement scores). Additionally, the potential moderating role of two school environment variables (perception of school climate and teacher bonding) were also considered in order to further examine the social-emotional environment of middle schools. Examining concurrent relations between grade 5 social behaviors and academic performance revealed all four forms of prosocial behavior were positively related to higher academic performance. Predictive relations between grade 6 social behaviors and academic outcomes at grade 9 indicated that of the four prosocial behaviors and two forms of aggression, cooperation alone predicted the likelihood of later academic achievement. Finally, it was hypothesized that prosocial behaviors, perception of school climate and teacher bonding would serve as moderators between aggression and academic performance; however, this prediction was unsupported. By drawing attention to the limited typology employed in studying prosocial behavior, as well as the methodological challenges that arise when examining these behaviors during adolescence, the hope is to spur research geared towards a more comprehensive understanding of prosocial development. Master of Science

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Behrhorst, Kathryn. "Building a Bond: Longitudinal Relations between Interpersonal School Climate, Student Awareness and Reporting of Violence, and Peer Victimization and Aggression in Adolescents." VCU Scholars Compass, 2017. http://scholarscompass.vcu.edu/etd/4745.

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High prevalence rates and negative outcomes of peer-based aggression and victimization during early adolescence underscore the need to identify causes and consequences of these outcomes. Limited research has examined the impact of environmental and contextual factors, such as school climate, on peer aggression and victimization. Few studies have addressed relations between school climate and specific subtypes of physical and relational aggression and victimization. Although school climate has been assessed via interpersonal subsystems (i.e., student-student and student-teacher relationships), little research has incorporated the role of student awareness and reporting of violence and safety concerns. Further, studies are needed that consider the bi-directional relations between school climate and peer aggression and victimization over time. To address these limitations, the current longitudinal study examined associations between school climate (i.e., student-student and student-teacher relationships and awareness/reporting) and peer aggression and victimization over six months among a sample of 265 middle school students.

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Hangauer, Jason D. "The relationship between students' perceptions of school climate, attitudes towards school, and substance use among early adolescents." [Tampa, Fla] : University of South Florida, 2007. http://purl.fcla.edu/usf/dc/et/SFE0001919.

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Schwartz, Harriet L. "Thankful Learning: A Grounded Theory Study of Relational Practice between Master’s Students and Professors." Antioch University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1247833338.

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Mirzoyants, Anastasia. "The Role of Trust between International Students and Their American Instructors at Intensive English-Language Programs at American Universities." University of Toledo / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1333642160.

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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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Kasapoglu, Koray. "Relations Between Classroom Teachers Attitudes Toward Change, Perceptions Of &quot." Master's thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/12612186/index.pdf.

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This study aimed at determining whether classroom teachers&lsquo attitudes toward change correlate with their perceptions of constructivist curriculum change and implementation of constructivist teaching and learning activities in class at primary school level. Through a questionnaire, data were collected from 236 classroom teachers teaching in all public primary schools in the city center of Afyonkarahisar, Turkey. Demographical data of the participants, their attitudes toward change, perceptions of constructivist curriculum change, and implementation of constructivist teaching and learning activities were reported in terms of frequencies, percentages, and means. Bivariate correlations were employed to understand the relations among classroom teachers&lsquo attitudes toward change, perceptions of constructivist curriculum change and implementation of constructivist teaching and learning activities at primary school level. The results revealed that classroom teachers were open to change and often implemented constructivist teaching and learning activities in class whereas they had mixed perceptions about constructivist curriculum change carried out in Turkey in 2004-2005 academic year. Classroom teachers&lsquo attitudes toward change were significantly but moderately correlated with their perceptions of constructivist curriculum change and implementation of constructivist teaching and learning activities at primary school level. Besides, classroom teachers&lsquo perceptions of constructivist curriculum change were significantly but moderately related to their implementation of constructivist teaching and learning activities.

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Hall, Graeme William. "Beyond the Divide: Relations between Teachers and Academics in a Collaborative Research Partnership." Thesis, Queensland University of Technology, 2005. https://eprints.qut.edu.au/16084/1/Graeme_Hall_Thesis.pdf.

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The notion of "partnership" dominates contemporary school improvement and educational reform agendas. Most discourse about partnerships between schools and universities historically relates to the apparent divide between practice and theory, between practitioner and academy. This study departs from these traditional perspectives to move beyond the divide between teachers and academics. Designing strategies for re-visioning this historical divide within the education community, between teachers and academics, engages the profession at all levels. Instead of simply re-visioning this divide, however, we can envision a professional place where the divide does not exist. Addressing this divide requires teachers and academics, when they do come together for the purpose of collaborative work of any kind, to actively seek to understand each other's work. This study examines one school and university partnership that was modelled on the principles of a Professional Development School. It investigates the meeting talk between groups of teachers and academics as they plan and report on a collaborative project aimed at improving Mathematics teaching practices in the school. Whereas most research investigating school and university partnerships addresses the outcomes of such partnerships, or attempts to describe and advocate for ideal partnerships, this study considers the actual interactional work of the participants as they engage in the everyday and ongoing activities of partnership. It shows how partnerships are constructed through talk and activity. Instead of considering the partnership as a predetermined and pre-existing phenomenon, this study adopts the view that the work of partnership is an ongoing accomplishment through the activity of the participants. In this way, this study shows the local social order of a partnership as it was built, maintained and transformed through the interactional work of the participants. Both the institutional setting and the participants' enactment of partnership work contribute to the establishment of the social and moral order of the partnership. The principal question addressed in the study asks how participants accomplish the partnership work through their social interactions with one another. It considers the interactional resources that the partners (teachers, interns and academics) use to construct their talk and interactions with one another in the project; and how the partners construct themselves and the other members as members of the partnership, as academics/researchers and as teachers. This study drew on ethnomethodological resources to develop understandings about how the participants accomplish the partnership work through their talk-in-interaction. The specific focus is the talk of partnership that occurred in meetings between members of the school and of the university. These meetings were audio-recorded, transcribed, and finely analysed using the techniques and procedures of conversation analysis and membership category analysis. These methodological resources revealed the social and moral orders at work. Analysis of the meeting talk shows the specific activities and relationships developed by the principal of the school in the accomplishment of the partnership; the ways in which the various participants develop and use their claims to expertise (or lack of it) in doing partnership work; and how participants use the institutional resource of meeting talk to accomplish the partnership work. The study is of significance to educators, teachers and academics. It provides new and rich understandings about how school and university partnerships are accomplished through the participants' meetings. It shows the resources that the participants use to construct and accomplish their different kinds of expertise, to enact the leadership activities required, and to co-construct the various features of partnership. The study offers analytic tools for uncovering the interactional resource of the participants. The ethnomethodological resources, particularly conversation analysis and membership category analysis, can be used to analyse in close detail the social interactions of participants in the institutional talk of meetings. In showing how the social and moral orders of partnerships are revealed and by offering understandings of the pragmatics of school and university partnership, the social structure of school and university partnerships is explicated. The study offers one example of what a school and university partnership can be like. Epistemologically, it explores and exposes the kinds of knowledge produced from this kind of accounting for school and university partnerships. It shows how the work of partnership can be accomplished by participants, rather than attempt to claim how it should be done.

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Hall, Graeme William. "Beyond the Divide: Relations between Teachers and Academics in a Collaborative Research Partnership." Queensland University of Technology, 2005. http://eprints.qut.edu.au/16084/.

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The notion of "partnership" dominates contemporary school improvement and educational reform agendas. Most discourse about partnerships between schools and universities historically relates to the apparent divide between practice and theory, between practitioner and academy. This study departs from these traditional perspectives to move beyond the divide between teachers and academics. Designing strategies for re-visioning this historical divide within the education community, between teachers and academics, engages the profession at all levels. Instead of simply re-visioning this divide, however, we can envision a professional place where the divide does not exist. Addressing this divide requires teachers and academics, when they do come together for the purpose of collaborative work of any kind, to actively seek to understand each other's work. This study examines one school and university partnership that was modelled on the principles of a Professional Development School. It investigates the meeting talk between groups of teachers and academics as they plan and report on a collaborative project aimed at improving Mathematics teaching practices in the school. Whereas most research investigating school and university partnerships addresses the outcomes of such partnerships, or attempts to describe and advocate for ideal partnerships, this study considers the actual interactional work of the participants as they engage in the everyday and ongoing activities of partnership. It shows how partnerships are constructed through talk and activity. Instead of considering the partnership as a predetermined and pre-existing phenomenon, this study adopts the view that the work of partnership is an ongoing accomplishment through the activity of the participants. In this way, this study shows the local social order of a partnership as it was built, maintained and transformed through the interactional work of the participants. Both the institutional setting and the participants' enactment of partnership work contribute to the establishment of the social and moral order of the partnership. The principal question addressed in the study asks how participants accomplish the partnership work through their social interactions with one another. It considers the interactional resources that the partners (teachers, interns and academics) use to construct their talk and interactions with one another in the project; and how the partners construct themselves and the other members as members of the partnership, as academics/researchers and as teachers. This study drew on ethnomethodological resources to develop understandings about how the participants accomplish the partnership work through their talk-in-interaction. The specific focus is the talk of partnership that occurred in meetings between members of the school and of the university. These meetings were audio-recorded, transcribed, and finely analysed using the techniques and procedures of conversation analysis and membership category analysis. These methodological resources revealed the social and moral orders at work. Analysis of the meeting talk shows the specific activities and relationships developed by the principal of the school in the accomplishment of the partnership; the ways in which the various participants develop and use their claims to expertise (or lack of it) in doing partnership work; and how participants use the institutional resource of meeting talk to accomplish the partnership work. The study is of significance to educators, teachers and academics. It provides new and rich understandings about how school and university partnerships are accomplished through the participants' meetings. It shows the resources that the participants use to construct and accomplish their different kinds of expertise, to enact the leadership activities required, and to co-construct the various features of partnership. The study offers analytic tools for uncovering the interactional resource of the participants. The ethnomethodological resources, particularly conversation analysis and membership category analysis, can be used to analyse in close detail the social interactions of participants in the institutional talk of meetings. In showing how the social and moral orders of partnerships are revealed and by offering understandings of the pragmatics of school and university partnership, the social structure of school and university partnerships is explicated. The study offers one example of what a school and university partnership can be like. Epistemologically, it explores and exposes the kinds of knowledge produced from this kind of accounting for school and university partnerships. It shows how the work of partnership can be accomplished by participants, rather than attempt to claim how it should be done.

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Durgungoz, Ahmet. "Teachers' use of social media : exploring implications of interpersonal relations between teachers and middle school students in Turkey." Thesis, University of Nottingham, 2018. http://eprints.nottingham.ac.uk/49471/.

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This is a qualitative study of the use of social media as a mediating agent between three teachers in Turkey and their students, whose age range was 12-15. This research was designed to discover how teachers’ communicative acts occur around three iconic social-media tools - YouTube, Google+ and WhatsApp. It also reports students’ understanding of such communicative acts as they influence the teacher/student relationship. Over the last decade, there has been a growing interest among researchers in exploring the use of social media for educational purposes. Studies have investigated learning and teaching recruiting the use of social media, particularly in higher education. To date, however, there is a dearth of studies regarding how teachers approach social media with the aim of fostering their relationship with students in the Middle School age range. Two main research questions were addressed in relation to this gap: a) What repertoires of communication arise following the adoption of social media by teachers of middle school classes? and b) How are perceptions of teacher identity and teacher-student relationships influenced by teachers’ adoption of social media? As encouraged by the interpretivist paradigm on which this study is based, students’ and teachers’ voices were given analytic priority to explore how the participants reflected their understanding of the teacher/student interactions which occur on social media. A qualitative case study approach was adopted and methods of interview, online documentation and observation were employed to generate field data. The inductive thematic content analysis approach (Braun & Clarke, 2006) was applied to this data. The findings suggest that the use of social media as a medium between teachers and middle-school students was valuable for fostering in students a more positive attitude towards their teachers. A sharp distinction was reported by the participants between communication practices within social media and within face-to-face classroom contexts. Social media were favoured for being more informal. The findings indicate that digital social media not only offer a variety of communication channels which foster teacher/student interactions but also restructure these interactions by giving teachers an opportunity to project a different identity, in particular a more flexible and informal one. Each of the three case studies illustrated the variety of ways in which the design of social media can configure distinctive and challenging forms of new communication practice. The findings of this study contribute to our understanding that the teacher/student relationship can be further nurtured within secondary education through the exploratory use of social-media tools such as YouTube, Google+ and WhatsApp. When the necessary motivation and appropriate utilisation exist, an informal usage of social-media tools outside school hours might allow the creation of a warmer classroom atmosphere in which middle-school students might feel a sense of closeness towards their teachers. The findings suggest conducting more qualitative studies which explore teachers’ use of social media with middle-school students in order to better identify the potential challenges and conflicts which teachers and students could face such as the implications of observed hyper-use of these media on the work-life balance of teachers and institutional and societal resistance to this form of teacher-student exchange on social media.

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Mahoney, Margaret A. "The Relation between Parent Involvement and Student Academic Achievement: Parent, Teacher, and Child Perspectives." Ohio University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1285798165.

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Cayanus, Jacob L. "The relationships between teacher self-disclosure, student motives, student affect, relational certainty, and student participation." Morgantown, W. Va. : [West Virginia University Libraries], 2002. http://etd.wvu.edu/templates/showETD.cfm?recnum=2428.

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Durbin, Dayna N. "The Effects of Pre-Service Training on Collaboration Between Classroom Teachers and Media Specialists." Thesis, School of Information and Library Science, 2007. http://hdl.handle.net/1901/426.

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An electronic survey of 40 elementary teachers of the Chapel Hill-Carrboro City Schools district in the Triangle area of North Carolina was conducted to determine the effects of pre-service training on how often teachers collaborate with school library media specialists. Teachers were asked if they had received training in the media center and collaborating with media specialists, and were also asked to report the number of times they had collaborated in the previous semester. Although a statistical relationship between the amount of pre-service training in collaboration and frequency of collaboration was not established, the survey indicated that teachers who had received information about the media center in general were more likely to collaborate with media specialists. In order to increase instructional partnerships, it is recommended that schools of education increase information about the media center in their curriculum to better prepare pre-service teachers to collaborate with media specialists.

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Dabney, James. "Show me that you care the existence of relational trust between a principal and teachers in an urban school /." Columbus, Ohio : Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1211325022.

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Lara, Aline Frollini Lunardelli. "Formação docente e racionalidade instrumental: reflexões sobre a psicologia a partir do depoimento de professores." Universidade de São Paulo, 2006. http://www.teses.usp.br/teses/disponiveis/47/47131/tde-05112006-132448/.

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O tema formação de professores tem sido foco de inúmeras pesquisas e trabalhos publicados nas áreas da Educação e da Psicologia. Dos vários elementos que compõem a formação do educador, um se refere à obrigatoriedade da disciplina Psicologia da Educação no currículo dos cursos de magistério, licenciatura ou Pedagogia. Os estudos sobre o tema, geralmente, tratam da análise da estrutura dos currículos e de novas estratégias para o ensino dessa ciência. Entretanto, a compreensão da maneira como a Psicologia se configura na formação docente, a partir da reflexão do educador, ainda não se constituiu como uma linha de pesquisa. Neste contexto, este estudo teve por objetivo investigar como a Psicologia está presente na formação e no trabalho pedagógico de professores a partir de sua própria análise. Buscou, especificamente, compreender a apropriação e a avaliação do professor do que lhe foi ensinado sobre Psicologia ao longo de sua formação e suas expectativas com relação a este saber. Para tanto, sete professores de uma escola municipal pública de ensino fundamental I e da educação de jovens e adultos da cidade de São Paulo foram entrevistados. A coleta de depoimentos foi feita em três fases: conversa inicial não gravada, entrevista gravada semi-dirigida sobre a biografia profissional do docente e discussão gravada do depoimento com o entrevistado. A leitura das entrevistas levou à constituição de quatro categorias de análise: 1. A relação do depoente com a Psicologia; 2. Como ela se apresenta em sua formação; 3. A realidade da escola pública atual; e 4. A relação entre teoria e prática. Esta última tornou-se o eixo de discussão sobre a formação docente em Psicologia, uma vez que perpassa todas as outras categorias. Verificou-se que os professores aprenderam uma psicologia que fundamenta a expectativa do ensino individualizado, com base na relação dual professor-aluno, e que, na formação do educador, ela configura-se como instrumento técnico-prático de eficiência pedagógica. A teoria, nesse sentido, é entendida como razão instrumental, pragmática e utilitarista. As reflexões deste estudo apontam para a necessidade de se discutir a construção de um outro espaço para a Psicologia na formação docente, que rompa com o modelo essencialmente tecnicista. The theme teacher education has been the focus of uncounted researches and essays published in the areas of Education and Psychology. From the various elements that compose the education of the educator, one is related to the obligatoriness of the subject Psychology of Education in the curriculum of the mastership courses, graduation or Pedagogy. Generally, the studies about the theme talk about the structure of the curriculum and the new teaching strategies of this science. However, the comprehension about the way the psychology is configured in teacher education, based on the educator reflection, has not been constituted as a research line yet. In this context, this study had as primary aim, investigate how the Psychology is present in the teachers education and pedagogical work, based on their own analysis. It seek, specifically, understand the teachers appropriation and the evaluation of what was taught to them about Psychology during their education, and their expectancies in relation to this knowledge. For this, seven teachers from a municipal public school of elementary and adult and youth education in the city of São Paulo were interviewed. The data collection was developed in three phases: an initial non-recorded talk, a recorded semi-structured interview about the teachers professional biography, and recorded discussion of the interviewed statement. The reading of the interviews led to the constitution of four categories of analysis: 1. The relation between the deponent and the Psychology; 2. How it is presented in his/her education; 3. The actual reality of the public school; and 4. The relation between theory and practical. The last one became the pivot of discussion about the teacher education in Psychology, once it goes through all the other categories. It was verified that the teachers learnt a kind of Psychology that justify the expectancy of individualized teaching, having as basis the dual relation between teacher-student, and that, in the teacher education, it is configured as a technical-practical instrument of pedagogical efficiency. The theory, in this meaning, is understood as instrumental reason, pragmatic and utilitarian. The reflections of this study indicate the necessity of discussing the construction of another space to the Psychology in the teacher education that disrupt with the technicist model primarily.

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Afsharchi, Fedra. "La nouvelle en didactique du persan « parlé-quotidien » : enjeux linguistiques et interculturels." Thesis, Sorbonne Paris Cité, 2016. http://www.theses.fr/2016USPCA103.

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Cette thèse s’inscrit dans la didactique des langues et des cultures étrangères ; il s’agit d’une recherche sur un enseignement du persan quotidien qui repose sur la nouvelle, en tant que lieu d’échanges interculturels. Justifiant, en premier lieu, pour le persan l’hypothèse de la diglossie, cette thèse montre que ce concept ne peut pas se concevoir sans considérer les différents paramètres socioculturels qui conditionnent l’emploi de chacune des deux variétés linguistiques : le persan quotidien et le persan littéral. La diglossie, la double relation de la langue et de la culture et par la suite l’étude du corpus des manuels de persan nous ont confortée dans notre réflexion sur la nécessité de réviser l’enseignement du persan « parlé-quotidien » et la présentation de la diversité culturelle en Iran. Cette recherche s’interroge sur l’impact du choix de la nouvelle littéraire pour la didactique du persan « parlé-quotidien » et sur son aptitude à susciter des interactions verbales interculturelles. La thèse pose qu’un élément concret ou un thème bien choisi dans une nouvelle, peut amener les apprenants à prendre la parole. Ce rôle tient à la présence, dans ce même ensemble textuel, d’éléments culturels saisissables. Ce choix didactique s’accompagne d’une sélection iconographique d’images destinées à attirer l’attention des apprenants sur le contenu de la nouvelle et sur les aspects culturels qu’elle véhicule. Nous nous proposons également d’étudier si la posture de l’enseignant et les relations interpersonnelles enseignant/apprenant sont interdépendantes et influencent le désir d’apprendre et de communiquer chez l’apprenant dans le contexte de l’enseignement du persan. Nous avons mis en place un projet didactique auprès d’étudiants en deuxième années de licence en langue et civilisation persanes à l’Institut national des Langues et Civilisations orientales, afin de vérifier ces idées. L’analyse des données enregistrées permet de présenter comment nous avons appliqué nos concepts et nos propositions. Elle est révélatrice de l’émergence d’une dynamique conversationnelle et interculturelle en classe et confirme ainsi nos hypothèses didactiques sur l’emploi de la nouvelle en classe de persan langue étrangère This thesis is in the field of teaching foreign language and culture. It represents a research on teaching ‘‘everyday Persian’’ based on short story as a place of intercultural exchanges. Applying the diglossia hypothesis to Persian, this dissertation demonstrates that this concept cannot overlook different sociocultural parameters which determine the use of two linguistic varieties: ‘‘everyday Persian’’ and ‘‘formal Persian’’. The diglossia, the mutual relation between language and culture and the study of Persian textbooks corpus have convinced us that teaching ‘‘spoken everyday Persian’’ and the presentation of cultural diversity in Iran need to be revised. This research examines the impact of using short stories on teaching ‘‘spoken everyday Persian’’ and also its efficacy to stimulate intercultural verbal interactions. The thesis raises if a concrete element or a well chosen theme in a short story can lead learners to speak. This role requires the seizable cultural elements in this very text. This educational choice is associated with an iconographical study of some selected illustrations intended to attract learners’ attention to the content of the short story and the cultural aspects it conveys. Another purpose of this research is to figure out whether the teacher’s posture, communication behaviours and the teacher/learner interpersonal relationships are interdependent and if they have any impact on the learner’s desire to learn and communicate in the context of teaching Persian. To verify these hypotheses, an educational project for the second year-students of Persian language and civilization at the National Institute of Oriental Languages and Civilizations was implemented. Analysis of recorded data can show how our concepts and proposals were applied. It is indicative of the emergence of a conversational and intercultural dynamics in the classroom and confirms our hypotheses regarding the use of Persian short stories in teaching Persian as a foreign language

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Mendelson, Lindsay Nicole Ph D. "The Relation Between Professional Development Training in the Problem-Solving Steps and Teachers’ Self-Perceived Competence." The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1306174632.

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Lim, Hee Sook. "The relation between ethnic identity of female Asian students and their perceptions of teachers as role models." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0007/MQ42654.pdf.

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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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Björck, Eva, and Pramling vilgot Engberg. "Does Teacher-Student Relationship Moderate the Link Between Ethnic Harassment and School Adjustment Among Immigrant Youth?" Thesis, Örebro universitet, Institutionen för juridik, psykologi och socialt arbete, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-53299.

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Immigrant students are targets of ethnic harassment in school context in their host country. Prior studies demonstrated that being victim of ethnic harassment has consequences for the psychological, behavioral, and school adjustment of youths with immigrant background. The purpose of this study was to examine if a positive teacher relationship moderated the school adjustment of ethnically harassed immigrant students. Data was gathered from ethnically harassed students in 7th and 8th grade in seven schools of a midsized town in Sweden. In addition to univariate and bivariate correlation analyses, a series of moderated regression analyses were conducted. Significant moderation effects of relationship with teachers were found for two of the school adjustment measures. The results suggested a positive relationship with teachers could play a buffering role for school liking and truancy of students who experience ethnic harassment from their peers. Implications of the findings were discussed in relation to both research and practice. Invandrarelever utsätts för etniska trakasserier i skolan i sina nya värdland. Tidigare studier har demonstrerat att ungdomar med invandrarbakgrund som faller offer för etniska trakasserier får en negativ påverkan på sitt psykologiska välmående, sina beteenden, och skolanpassning. Syftet med den här studien var att undersöka om en positiv relation med en lärare modererade skolanpassningen hos etniskt trakasserade invandrarelever. Data inhämtades från etniskt trakasserade invandrarelever i 7:e och 8:e klass från sju skolor i en mellanstor stad i Sverige. Utöver univariata och bivariata korrelationsanalyser, utfärdades en serie modererande regressionsanalyser. I två av studiens variabler fanns det statistiskt signifikanta modererande effekter av att ha en positiv relation med en lärare. Resultatet föreslår att en positiv relation med lärare kan ha spelat en skyddande roll for elevens positiva attityd till skolan och för skolkning hos elever som upplever en låg mängd etniska trakasserier från sina klasskamrater. Studiens resultat diskuterades både i relation till forskning och tillämpning i samhället.

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PING-YI, LIU, and 劉蘋儀. "A School Ethnography of the Gender Relations regarding the Interaction between Teacher-Student and among the Peer Group of Students." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/83579186354198649019.

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碩士 國立屏東教育大學 社會科教育學系碩士班 94 This study is designed to explore the gender relations regarding the interaction between teacher-student and among the peer group of students.On the basis of the stydy results, discussions, synthesis summarization,we bring forward suggestions for future research. This study would collect data by participant observation and indepth interview in terms of ethnographic research method. Conclusion of this study：As to the relation between individual and gender symbols, the teacher and most students have stubbornly rigid concepts about gender symbols, but there are looming personal resistance to those symbolic powers too. In the interactive process of teacher-student and among the peers of students, gender power was manipulated by the gender regulation of school authorities who discipline all the teachers and students to follow; the teacher would deliver stereotypes of genders, but he was consisted of powers that resist patriarchy. As regard to personal interaction of affections, it’s seldom for teachers and students to exchange greetings in the intervals, but students tend to become good friends with the same gender; in playing games, male students always hold the resources of game and are mechanism controller, while their female counterparts tend to be marginal and at the disposal of others. There are also relaxed cross-gender interactions. When gender boundaries are activated, the loose arregation “boys and girls” consolidates into “the boys” and “the girls” as separate and reified groups. Gender relations would be interacted and penetrated that are the results impacted by social changes and personal mobility.

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Huang, Wan-Ting, and 黃琬婷. "The Study of the Relations between Principal''''s Leadership of Ethical Tendency in Elementary School and Teacher''''s Job Satisfaction." Thesis, 2003. http://ndltd.ncl.edu.tw/handle/25863896025393379134.

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碩士 輔仁大學 教育領導與發展研究所 91 Abstract The purposes of this research are to explore the relations between elementary principal’s leadership of ethical tendency and teacher’s job satisfaction, to analyze the difference within different background variables, to understand how different ethical tendency influence teacher’s job satisfaction, and to provide suggestions for some relevant education institutions according to the results above. The main method of the study is questionnaire, investigating the current situation of principal’s leadership of ethical tendency and its relationship with teacher’s job satisfaction. The number of subjects is 840, chosen from 34 public elementary schools, which are separated as large-sized, medium-sized, and small-sized in the study. Furthermore, the data is analyzed by some statistical methods, including t-test, one-way ANOVA, product-moment correlation, canonical correlation, multiple stepwise regression and so on. The major findings of this study are as follows: 1. The elementary school principals’ leadership of ethical tendency in Taipei County is above middle. 2. The different background variables have different influence on ethical tendency. (1) Male and female teachers have no significant difference in the perception of principal’s utilitarianism, deontology, and caring ethics (2) Teachers of different serving years have no significant difference in the perception of principal’s utilitarianism, deontology, and caring ethics. (3) Teachers of different positions have significant difference in the perception of principal’s utilitarianism, deontology, and caring ethics. (4) Teachers of different schooling degree have no significant difference in the perception of principal’s utilitarianism, deontology, and caring ethics. (5) Teachers of different school size have no significant difference in the perception of principal’s utilitarianism, and deontology ethics. Teachers of different school size have significant difference in the perception of principals’ caring ethics. 3. The relations between principal’s ethical tendency and teacher’s job satisfaction: utilitarianism, deontology, and caring ethics have relationship with administrant leadership, job itself, and whole teacher’s job satisfaction. 4. The prediction of principal’s ethical influence on teacher job satisfaction. (1) Utilitarianism, deontology, and caring ethics all have influence on administrant leadership. (2) Utilitarianism, deontology, and caring ethics have influence on job itself. (3) Utilitarianism, deontology, and caring ethics all have influence on whole teacher’s job satisfaction.

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Hung, Jui-Feng, and 洪瑞峰. "A study of relations between teacher efficacy and parent involvement in educational activities at class level of public elementary schools in Taipei area." Thesis, 2000. http://ndltd.ncl.edu.tw/handle/96841440183509699996.

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碩士 國立中正大學 教育研究所 88 Abstract The main purposes of this study are, first, to understand the practice of teacher efficacy and parent involvement in educational activities at class level from public elementary schools in Taipei area. Secondly, this study compares variances of teachers’ personal backgrounds and school environmental variables with variances of teacher efficacy and parent involvement in educational activities at class level. This study also explores the relationship between teacher efficacy and the extent of parent involvement in educational activities. Finally, according to the conclusions, the researcher proposes several suggestions for improving sense of teacher efficacy as well as promoting parent involvement in educational activities at class level. The research method employed in this study is the survey method with a questionnaire. First, the validity and reliability of this qestionnaire, which was self-developed from the reviews of literatures and was amended based on suggestions from scholars as well as specialists, were soundly established through the analysis of pre-test. Secondly, there were 800 teachers sampled as research objects from Taipei country and city public elementary schools, according to the school ratio of these two administrative district. Finally, the data, 636 valid responses, were analyzed utilizing the statistic methods of Mean、Standard Deviation、t-Test、ANOVA、Pearson’s Product-Moment Correlation、Multiple Regression Analysis. The conclusions of this study are synthesized as follows: 1. The perception of teacher efficacy in Taipei area is 2.9073 under the four-point Likert scale. 2. The perception of parent involvement in class level educational activities in Taipei area is 2.7349 under the four-point Likert scale. 3. Teachers, responded as married、years of service above 15 years and under 25 years、ever taken in “School and Community” or ”Parent Education” related courses、teached in low-grade class, perceived higher sense of teacher efficacy. 4. Teachers, served in small-scale and remote area schools(total numbers of class under 12) , perceive higher sense of teacher efficacy. 5. Teachers, responded as female、married、years of service above 15 years and under 25 years、ever taken in “School and Community” or ”Parents Education” related courses、teached in low-grade class, perceived higher degree of parent involvement in educational activities. 6. Teachers, teaching in middle-scale schools(total numbers of class between 13 to 48)、 served in municipal area、teached in low-grade class、ever taken in “School and Community” or ”Parent Education” related courses, perceived higher degree of parent involvement in educational activities. 7. The relationship between sense of teacher efficacy and parent involvement in educational activities at class level appears to be significant. 8. The positive assessment upon sense of teacher efficacy, and the parent’s educational level both have highest predictability to parent involvement. According to the analysis of literature and the empirical research, the researcher proposes the following suggestions as a reference for educational administrative authorities and future study： 1. Suggestions to educational administrative authorities a. Educational administrative authorities should encourage teachers, teaching less than 15 years, served in district area, to promote sense of teacher efficacy. b. Educational administrative authorities should improve high-grade teachers’ negative attitude toward the teaching context. c. Teachers should encourage parents to involve in varied styles of educational activities. d. Teachers should promote the extent of parent involvement in educational activities at class level. e. Educational administrative authorities should encourage teachers, male and unmarried, to open dialogues with pupils’ parents. f. Institutions of Teacher Training should offer related courses about parent involvement. g. Institutions of Teacher Training should offer related courses of “School and Community” or “Parental Education”. h. For schools located in remote area and being small-scale, the administrative faculties can encourage parents to volunteer for school affairs and instruct children’s learning at home. i. School faculties should offer opportunities for pupils’ parents with lower educational levels to involve in educational activities and strengthen their confidence. j. Educational administrative authorities can promote the parents involvement in educational activities at class level by means of starting from improvement upon sense of teacher efficacy . 2. Suggestions for future study: a. The positive and negative assessment was an important hidden factor during conceptualizing the concept of teacher efficacy. The effects of the two factors should be considered in the future study. b. The literatures reveal that school collective efficacy can improve the vicious circle of low sense of teacher efficacy. This is a topic worthy of deeply exploring in the future study. c. The exception that teachers, a raw recruit and served in district area, show higher sense of teacher efficacy is worthy of deep probation by the use of qualitative research in the future as a reference for promoting sense of teacher efficacy practically.

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Angumuthoo, Maryanne. "An examination of the university as a disciplinary institution in terms of Michel Foucault's postmodernist concept of disciplinary power, with specific reference to the nature of power relations between students and faculty." Thesis, 2001. http://hdl.handle.net/10413/5174.

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Gosselin, Sabrina. "Relations entre le programme de promotion des habiletés d’adaptation pour les enfants de 6-7 ans "Les amis de Zippy" et le climat de classe." Thèse, 2010. http://hdl.handle.net/1866/4431.

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Le programme d’enseignement des habiletés d’adaptation Les amis de Zippy vise la promotion de la santé mentale des élèves du premier cycle du primaire. La présente étude est une analyse secondaire réalisée à partir des données d’évaluation des effets du programme. L’objectif général vérifie si l’appartenance au groupe d’intervention est associée à une meilleure qualité du climat relationnel de classe à la fin de l’année scolaire, tel que perçu par les enseignants, tout en contrôlant pour la qualité du climat avant la réalisation du programme. La qualité du climat correspond aux relations entre les élèves et aux relations entre les élèves et l’enseignant. L’effet modérateur de la gestion de comportements et les pratiques pédagogiques est aussi analysé. L’échantillon est constitué de 35 enseignants auto-sélectionnés, répartis entre deux groupes non aléatoires. Les échelles suivantes du QES pour le primaire, version enseignant, sont utilisées : relations entre les élèves, relations entre les élèves et les enseignants, gestion des comportements et pratiques pédagogiques. Les résultats, obtenus grâce à des régressions linéaires multiples, montrent que généralement, l’appartenance au groupe n’explique pas significativement la qualité du climat de classe. Cependant, un effet d’interaction entre le climat de classe et la gestion de comportements est identifié. Lorsque les enseignants gèrent plus difficilement leur classe, le programme Les amis de Zippy est associé à un climat relationnel entre les élèves et l’enseignant moins favorable que dans le groupe témoin. Puisque ces résultats préliminaires peuvent être attribuables à des variables externes non contrôlées, ils devront être approfondis par des études subséquentes. Les amis de Zippy teaching program for coping skills aims to promote mental health in junior elementary students. This study is a secondary analysis done with data derived from the program evaluation. The general goal is to verify if belongingness to the intervention group is linked to a better class relational climate at the end of the school year, as perceived by the teachers, while controlling for the class relational climate before the implantation of the program. The class relational climate refers to the relationships between the students and the relationship between the students and the teacher. The moderating effects of behaviors management and educational practices are analyzed as well. The sample is composed of 35 self-selected teachers no randomly separated into two groups. The following scales from the elementary school QES, teacher’s version, were used: relationships between the students, relationship between the students and the teacher, behaviors management and educational practices. Multiple linear regressions revealed that, generally, group belongingness does not significantly explain the quality of the class relational climate. However, an interaction effect with behaviors management is identified. When teachers have a hard time managing their class, the Les amis de Zippy program is associated with a less favorable relational climate between the students and the teacher then in the comparison group. However, these preliminary results need to be studied more thoroughly because they may be due to uncontrolled external variables.

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LI, Yu-Hui, and 李玉惠. "Relationships between relational embeddedness, knowledge sharing, and knowledge quality of Facebook teacher communities and teachers' competencies." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/94626964754644347205.

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碩士 國立交通大學 教育研究所 104 The purpose of this study is to understand the relationships between relational embeddedness, knowledge sharing, and knowledge quality of Facebook teacher communities and teachers' competencies. Both online and paper questionnaires were distributed and finally, 277 valid responses were collected. Descriptive statistics and the Structural Equation Modeling (SEM) were used to analyze the collected data. The results indicated that relational capital could positively predict knowledge sharing and knowledge quality; knowledge sharing and knowledge quality could positively affect teachers' competencies; relational capital showed positive prediction effect on teachers' competencies through knowledge sharing. Implications and suggestion for future studies were also provided. For example, researchers could (1) investigate whether there is any difference in knowledge sharing while levels of relational capital changing, (2) employ qualitative methods to study relationships between relational embeddedness, knowledge sharing, and knowledge quality of Facebook teacher communities and teachers' competencies, (3) develop a more adequate scale for measuring knowledge quality of online professional communities.

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Yi-Han, Tseng, and 曾翊涵. "The Relation between Elementary School Teacher's Lifestyles and the Patterns of the Teachers' Consumption Decisions." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/8x9whj.

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碩士 高苑科技大學 經營管理研究所 102 The target subjects of this study are limited to the elementary school teachers in Kaohsiung city. The purpose of this study aims to investigate the subjects’ current lifestyles and the patterns of the subjects’ consumption decisions on sport shoes, and to respectively explore the difference and relation between the subjects’ lifestyles and consumption decisions in terms of the variables of the subjects’ backgrounds. The purpose of this study also attempts to operate an inferential analysis on the factors affecting the major cause of subjects’ consumption preference for sport shoes as well as the subjects’ referential information sources of sport shoes, with a discussion on the factors involved. A questionnaire is employed in this study. The participants of the questionnaire are restricted to the elementary school teachers in Kaohsiung city. The participants are randomly selected from the teachers in 17 elementary schools among 272 schools in Kaohsiung city, constituting a number of 500 subjects with 499 questionnaires retrieved and 498 questionnaires valid, causing an availability of 99.6%. Based on the resultant data of descriptive statistics, single-factor ANOVA, post-hoc analysis, Pearson product-moment correlation analysis, as well as stepwise multiple regression analysis through the employment of the software of SPSS (Statistical Package for Social Science), the conclusion of this study is shown as follows: 1.The major factors affecting the subjects’ consumption are the degree of comfort of sport shoes, and the subjects’ main sources of information of shoes are from the recommendations by friends and families. 2.Elementary teachers’ lifestyles tend to be the pursuit of independence and confidence, and the patterns of subjects’ consumption decisions are mostly perfectionism-oriented. 3.Younger teachers’ lifestyles incline to the pursuit of fashion and vogue, and their patterns of consumption decisions on sport shoes are mostly price-oriented and novelty-oriented; besides, unmarried teachers’ lifestyles also tend to be in pursuit of fashion and vogue, and their patterns of consumption decisions are mostly perfectionism-oriented and novelty-oriented. 4.The highest relativities of teachers’ lifestyles and the patterns of consumption decisions are the relation of fashionable lifestyle and perfectionism-oriented pattern, the relation of economic lifestyle and price-oriented pattern, and the relation of fashionable lifestyle and the brand-oriented pattern, the novelty-oriented pattern, and the oniomania-oriented pattern. 5.The obvious differences between teachers’ lifestyles and the patterns of consumption decision on sport shoes are as follows. Fashionable lifestyle reveals obvious difference in all patterns. Independent lifestyle reveals obvious difference in perfectionism-oriented pattern. The lifestyle of leisure and recreation reveals obvious differences in the perfectionism-oriented, price-oriented, and novelty-oriented patterns. Economic lifestyle reveals obvious difference in the price-oriented pattern. The lifestyle of carpe diem reveals no obvious difference in all patterns of consumption decision. 6.Teachers’ lifestyles are able to effectively explain the patterns of consumption decision on sport shoes, and the lifestyle in pursuit of fashion and vogue has the most major influence on the novelty-oriented pattern. The lifestyle in pursuit of independence has the most minor influence on the oniomania-oriented pattern. The conclusion of the study is a suggestion that prior to the purchase of sport shoes, teachers are advised to grasp personal demands, to select appropriate sport shoes, to widely accept all-round opinions, and strictly and carefully evaluate all aspects.

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Chang, Ya-Chu, and 張雅筑. "Exploring the Relation between Teacher’ s Belief and their Perception of Teaching Behavior：the Primary School Teachers at Taoyuan County." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/74073981226412587735.

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碩士 國立台北師範學院 課程與教學研究所 93 The purpose of this study is to understand the relationship of primary school teachers between teachers’ belief and perception of behavior in Taoyuan County. The analysis methods are literature review and questionnaire survey. As performing the questionnaire survey, there are 1027 teachers singling out by stratified random sampling method. The data collected via the questionnaire are analyzed by various statistical methods, such as t-test，one way ANOVA and structural equation modeling. The conclusions of this study are briefly described the followings： 1.The primary school teachers’ belief in Taoyuan County is medium high degree. 2.The primary school teachers’ perception of student-centered behaviors and interactive behaviors in Taoyuan County are medium high degree, but the perception of teacher-centered behaviors is medium low degree. 3.The primary school teachers’ belief and perception of behavior in Taoyuan County is high correlation. That is, teachers’ belief and perception of student-centered behaviors, and teachers’ belief and perception of interactive behaviors are positive correlation, but the teachers’ belief and perception of teacher-centered behaviors are negative correlation. 4.The primary school teachers’ belief in Taoyuan County, there are difference in different sex, academic record, job, record of service, the scale of school and the size of class; the others are not. And teacher s’ belief of high- academic record, administration, seniority, the big school and the small size of class are more positive. 5.The primary school teachers’ perception of behavior in Taoyuan County, there are difference in different sex, academic record, job, record of service, the scale of school and the size of class; the others are not. And teacher s’ perception of behavior of female, high- academic record, administration, seniority, the big school and the small size of class is more progressive. 6.The teachers’ realize belief and perception of student-centered behaviors, interactive behaviors and teacher-centered behaviors by structural equation modeling is reluctantly acceptable. According to these findings and results of this research, some suggestions were given as following： 1. Teachers should pay more attention to the relationship between teachers’ belief and perception of behavior, and think positively to solve questions when teaching. 2. Teachers should strengthen himself constantly to promote professional ability. 3. To increase teachers’ belief so that to raise good teachers’ behavior. 4. Units in charge of schools should encourage teachers positively to engage in further studies and get high- academic record. 5. Schools should set up a system of administration alternately, and encourage teachers to hold the different post of administration. 6. To promote the school plan of teaching and supervising, and to make senior teachers transmit by their teaching experience.

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Logan, Arliss Debonn. "Relation between teacher competence, values, and child response andteacher behavior." 1991. http://catalog.hathitrust.org/api/volumes/oclc/23871428.html.

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Thesis (M.S.)--University of Wisconsin--Madison, 1991. Typescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 43-49).

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Moore, Hadley. "Exploring differences between student and teacher reports of relational aggression." 2012. https://scholarworks.umass.edu/dissertations/AAI3498361.

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Research supports that aggression is one of the best known predictors of future social, psychological, behavioral, and academic problems. Longitudinal studies have demonstrated that aggression through bullying is detrimental for both the aggressor and the victim and is correlated with many negative outcomes including depression and poor school achievement. Recently, scholars have recognized that there are a wide range of bullying behaviors, including physically, overtly, and relationally aggressive behaviors. Relational aggression refers to behaviors that harm others through damage (or threat to damage) to relationships or feelings of acceptance or group inclusion. Most studies of relational aggression have not addressed the social contexts within which children develop, including the context of school. The present study explored the relationship between student reports of the frequency of school-based relational and overt aggression, teacher reports of the frequency of school based relational and overt aggression, and office discipline referral data (used as a measure of school climate). Fifty-eight third, fourth, fifth, and sixth grade students (boys and girls) and nine teachers from a public elementary in Massachusetts school participated in this study. Students completed an anonymous survey about relational and overt victimization and relational and overt witnessing. The teachers of the students also completed an anonymous survey about the frequency with which they witnessed and intervened with relational and overt aggression. Office discipline referral data were collected for one month. Data indicated that students and teachers reported witnessing similar levels of relational aggression. However, teachers reported witnessing more overt aggression than students. In addition, students reported witnessing significantly more relational aggression than overt aggression. Of note, although students reported witnessing significantly more relational aggression, they reported experiencing significantly more overt aggression. Office discipline referrals revealed that students were more often sent to the office for overtly aggressive behaviors than for relationally aggressive behaviors. Survey findings are discussed in light of the school climate data provided by the office discipline referrals. Future research should further investigate the complicated connections between student report, teacher report, and school climate as they relate to bullying and relational aggression, in particular.

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Chen, Hung-Chum, and 陳虹君. "A Study on Elementary School Teachers’ Perception Towards Relations Between Their Principle’s Technology Leadership and Teacher’s Teaching Self-efficacy." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/8j8d84.

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碩士 國立臺北科技大學 技術及職業教育研究所 99 This study aims to discuss elementary school teachers’ perception towards relations between their principle and teaching self-efficacy. It aimed at elementary school teachers in Keelung and Taipei as subjects. By stratified random sampling, a total of 860 elementary school teachers were surveyed. This study adopted a questionnaire survey method. And through a research tool, the “Questionnaire on elementary school teacher’s perception towards relations between their principle’s technology leadership and teacher’s teaching self-efficacy” was employed to understand the current status of elementary school teachers’ perception towards their principle’s technology leadership and teaching self-efficacy. Finally, this study achieved the following results through one-sample t-test, independent-sample t-test, one-way ANOVA, and multiple regression analysis: 1. Currently perception of elementary school teachers in Keelung and Taipei towards their principle’s technology leadership is medium to high level. 2. Currently performance of self-efficacy of elementary school teachers in Keelung and Taipei in teacher’s self-efficacy is medium to high level. 3. Perception of elementary school teachers in Taipei in technology leadership is higher. And in terms of the principle’s technology leadership, in “Personnel development and training”, public schools outperform private schools. 4. In respect of teacher’s background, apart from teaching function, no differences in perception towards the principle’s technology leadership were found in gender, education, and teacher qualification. 5. The variable the background of elementary school teachers in Taipei and Keelung in teaching self-efficacy does not differ much in most cases. 6. Principle’s technology leadership has a significant effect on elementary school teachers’ teaching self-efficacy. And this can be most explained by interpersonal relations and communication skill, technology and infrastructure support, evaluation and research and interpretation.

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Humphries, Shirley M. "Types of relations between states and organized teachers as exemplified in education reform." Thèse, 2001. http://hdl.handle.net/1866/6773.

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Yang, Ching-hui, and 楊晴惠. "A Study on Elementary School Teachers’ Perception towards Relations Between School Public Relations and School Image in Taichung City." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/07232738919100831463.

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碩士 中臺科技大學 文教事業經營研究所 100 The purpose of this study was to explore the relationship between school public relations and school image in Taichung elementary schools. Quantitative and qualitative research methods were both employed; the questionnaires were designed by the author for the purpose of the present study. Data were collected from 591 teachers who were holding full-time positions in Taichung elementary schools. The number of valid responses was 574, and the usable rate was 97.12%. The collected data were analyzed by statistical methods, including descriptive statistics, t-test, one-way ANOVA, Pearson’s product-moment correlation, canonical analysis, and multiple stepwise regression. In addition, two school directors and two teachers were interviewed to understand the current situation and problems of school public relations and school image. The findings of this study were summarized as follow: 1. The perception of current status of school public relations among elementary school teachers in Taichung City is at a medium-high level in average, and highest in the dimension of “external communication”. 2. The perception of current status of school public relations among elementary school teachers in Taichung City is at a medium-high level in average, and highest in the dimension of “teacher and curriculum image”. 3. There were significant differences in perceptions of school public relations among teachers with different gender, positions, and school locations. 4. There were significant differences in perceptions of school image among teachers with different positions, school size, and school locations. 5. There was a positive correlation between school public relations and school image. 6. School public relations could effectively predict school image, and the “resource input”, one of the dimensions of school public relations, was the most effective predictor for school image. 7. Burdensome teaching workload, lack of consensus, lack of department that is responsible for public relations, insufficient budget, and principle leadership style were the major obstacles which hinder schools from implementing public relations. 8. The gap between curriculum design and curriculum implementation, the failure of creating a positive learning environment, incompetent teachers and the lack of a sense of crisis were the major obstacles which hinder schools from promoting school image. Finally, according to the research results, the suggestions are provided as a reference for educational administration, elementary schools, and further research.

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WU, HSIAO-TING, and 吳曉婷. "The Action Research of Cooperative Teaching between Preschool Teachers and Special Education Teachers to Promote Children Friendship Relations." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/kpyt5a.

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碩士 國立臺北教育大學 特殊教育學系碩士班 106 This is an action research. The main purpose is to explore Preschool Teachers and Special Education Teachers Using collaborating teaching to promote children friendship relations. Through preschool teachers and special education teachers' collaborating teaching to understand how they performed cooperative teaching under inclusive setting in centralized special education classes; The time frame of this study is 14 weeks. The author is Teaching trategies mainly ncluded picture book reading, discussion, situation imulation, and extended activity. We extended the concept of friendship to the daily routine. The findings of the study were as follows: 1.The cooperation between preschool teachers and special education teachers can enhance teacher professional growth. Teachers continue to try in the process of cooperative teaching ,and think about possible causes, correction process, we saw the progress of children with special needs. Teachers view children's perspective more than before. 2.Cooperative teaching between preschool teachers and special education teachers help to promote the friendship between children and children with special needs. We use the guide and sharing of the story of the picture book., and increase the time of inclusive education, young children and special children learn and experience how to interact with others to build friendship. 3.The cooperation between preschool teachers and special education teachers can promoting the friendship between children and children with special needs.Pre-school teachers and special education teachers solve the difficulties of friendship between children through cooperative teaching, so that they can have a better friendship with each other. Based on the findings, the suggestions for special education teachers, regular class teachers and future researchers were also made in the study.

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Tsai, Ichen, and 蔡依真. "The relations between elementary school class teacher’s emotional intelligence and emotional labor." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/51905121979625051562.

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碩士 國立臺北教育大學 心理與諮商學系碩士班 99 The purpose of this study is to investigate the relationship between emotional labor and emotional intelligence for elementary school class teachers. Questionnaire survey is conducted to collect the data. By convenience sampling, a total of 200 teachers served in elementary schools in Taipei City and Taipei County are sampled as the subjects, and 190 surveys are collected. Excluding the incomplete ones, there are 190 valid questionnaires with a returning rate of 95.0%. The researcher analyzes questionnaire data by mean, standard deviation, t-test, ANOVA, Pearson correlation analysis and multiple stepwise regression analysis. The major findings of this study are as follows: 1. The degree of teachers’ emotional labor and emotional intelligence were high overall. 2. The degree of teachers’ emotional intelligence has a significant positive correlation with the status of teachers’ emotional labor, no matter in surface acting or deep acting. 3. Two parts of emotional intelligence dimensions, regulation of emotion (ROE) and self-emotion appraisal (SEA), can be used to predict the levels of teachers’ surface acting.ROE has stronger prediction, and the total predictive power was 28.7%. 4. Two parts of emotional intelligence dimensions, regulation of emotion (ROE) and self-emotion appraisal (SEA), can be used to predict the levels of teachers’ deep acting. ROE has stronger prediction, and the total predictive power was 35.8%.

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Chin, Ping-Fu, and 邱昺富. "The Relation between School Administration Management and Teacher Efficiency in Industrial Vocation High School." Thesis, 2002. http://ndltd.ncl.edu.tw/handle/08988354927553402554.

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碩士 國立彰化師範大學 工業教育學系在職進修專班 91 Abstract The purpose of the study was to investigate the relation between administration management and teacher efficiency in industrial vocational high school in Taiwan. In the study, the method of analysis research and TQM survey were used, which divided the country into four parts, north, center, south and east. The samples were selected for purpose from 1,040 teachers of 65 Industrial Vocational High School to investigate instance study. The measure instruments were “School Administration Management Questionnaire” and “Teacher Efficiency Questionnaire.” The obtained data were analyzed by several statistical methods, such as Average and Difference, Pearson correlation, T-test , One-Way ANOVA and multiple stepwise regression. According to the results of statistical analysis, the study obtained the following conclusions: First Part: Conclusions: 1. In terms of school administration management and teacher efficiency in present situation: Most of the industrial vocational high school adopted the system3 (Consultative administration.) The teacher efficiency was above the average, which reveals that the teacher efficiency of industrial vocational high school in our country was in good condition. 2. In terms of school administration management (1) The teachers with different genders, ages, school sizes and school locations have obvious differences in the sensory of the school administration management. It reveals that genders, ages and roles are important factors in the school administration management. (2) The teachers with different highest degrees, serving years, school properties and school types don’t have obvious differences in the sensory of the school administration management. It reveals that highest degrees, serving years, school properties and school types are not important factors in the school administration management. 3. In terms of teacher efficiency (1) The teachers with different genders and school sizes have obvious differences in the teacher efficiency. It reveals that genders, ages and roles are important factors in the teacher efficiency. (2) The teachers with different ages, highest degrees, serving years, roles, school properties, school types and school location don’t have obvious differences in the teacher efficiency. It reveals that ages, highest degrees, serving years, roles, school properties and school types are not important factors in the teacher efficiency. 4. In terms of the relation between school administration management and teacher efficiency The whole aspects of school administration management and teacher efficiency have positive relation and also reach the standard levels. 5. The prediction of teacher efficiency from the following factors: teacher variations, school environment variations and school administrations From the whole aspects of teacher efficiency, there are five most predictive factors: “the power of encouragement,” “the school sizes,” “gender,” “the process of setting goals and school types.” Second Part: Suggestions 1. The school administration officers should hold some advanced studies for principles and administrators to absorb new management knowledge so as to raise their management abilities. 2. There is still a long way between the system 3 “consultative style” and ideal system 4 “participative style”. Principles should try to understand school administration management and the feelings of the teachers. They should try to adjust the management style by adapting participative management so as to raise the teaching quality and teacher efficiency. 3. The study method is the Questionnaire. Quantity Analysis Method is hard to understand the inner thoughts of teachers. If the later study can adopt both Interview Method and Individual Case Method, the explanation and complete of the study will be better. Key Words: School Administration Management, Teacher Efficiency

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Kohler, Kristy M. "An examination of the relation between parent-teacher relationships and fifth graders' school outcomes." 2004. http://catalog.hathitrust.org/api/volumes/oclc/56132874.html.

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Thesis (M.S.)--University of Wisconsin--Madison, 2004. Typescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 51-54).

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Chang, Chia-Chieh, and 張家婕. "The Relations Between Kindergarten Teachers’ Well-being And Teaching Effectiveness：An Example Of Hsinchu City." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/43774059636053211663.

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碩士 東海大學 教育研究所 100 The purpose of this study was to investigate the kindergarten teachers’ well-being and teaching effectiveness. The main methodology of this research was a questionnaire survey and adopted two questionnaires named ”Teacher’s Well-Being questionnaire” and“Teacher’s Teaching Effectiveness questionnaire” for deriving the questionary results. Totally, 436 valid samples of each questionnaire were received from the target teachers of public and private kindergartens in Hsinchu city, Taiwan. The data were collected and analyzed by descriptive statistics, one-way MANOVA, Hotelling’s T² test, Pearson product-moment correlation, and multiple regression analysis. The main research results were summarized below: 1.The kindergarten teachers scored over average on well-being. The highest score falled on “interpersonal relationship” aspect and the lowest score was on “physical and mental health” aspect. 2.The kindergarten teachers also got over average score on teaching effectiveness. The “teaching atmosphere” aspect got highest score, while the “self-efficacy belief” aspect went the other way. 3.The kindergarten teachers’ well-being had been affected significantly by the background factors such as “teaching seniority”, “marital status” and “type of kindergarten”. 4.The teaching effectiveness had been affected significantly by the background factors such as “teaching seniority”, “marital status” and “type of kindergarten”. 5.There were positive and moderate correlations between teachers’ well-being and teaching effectiveness. 6.The kindergarten teachers’ well-being could significantly predict teacher’s teaching effectiveness. Among those well-being aspects,“interpersonal relationship”predicted teaching effectiveness most. Finally, according to the findings of these results, we discussed the suggestions to educational administrations, kindergartens, kindergarten teachers, and researchers for future research.

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Lo, Pei-wen, and 羅培文. "Relations between well-being and work-family conflict among the part-time administrative teachers." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/02086882981248984307.

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碩士 玄奘大學 應用心理學系碩士班 98 The objects of this study is to understand the current situation and relations of work/ family conflict and subject well-being among teachers, to explore the different senses of teachers with a concurrent post of administration job or not, and to analyze the potential impacting factors of work/ family conflict and subject well-being This study is proceeded by means of data analysis and questionnaire investigation, and takes the sample out of 412 administrative and non-administrative teachers from 15 junior high schools in Taoyuan County. 340 effective sample questionnaires are collected ( 82.5% of return rate). The collected data was analyzed by descriptive statistics, one-way ANOVA, Pearson product-moment correlation, and hierarchical regression analysis. The conclusions are as follows: 1. The situation of work/ family conflict among teachers in Taoyuan junior high schools can be classified as the medium level, and the situation of subject well-being can be classified as above the medium level. 2. Holding a concurrent post of administration job for teachers makes no significant differences in work/ family conflict, but it reaches prominent difference level in workload. 3. The potential impacting factors of work-family conflict among teachers are role conflict and workload. The potential impacting factors of family-work conflict among teachers are the the youngest child’s age and role conflict. 4. The potential impacting factors of job satisfication among teachers are role conflict and family-work conflict. The potential impacting factors of family satisfication are married state, role conflict, and work-family conflict. This study also proves the work/ family conflict holds strong predictions of the work/family satisfication. 5. The potential impacting factors of subject well-being are married state, work satisfication, and family satisfication. This study also proves the work/family satisfication holds strong predictions of the subject well-being Finally, based on the conclusions of this study, some suggestions are advanced to the school’s administrative chiefs and future reasearchers.

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CHENG, CHING-HUNG, and 鄭景鴻. "The Relations between Knowledge Management and Creative Teaching among English Teachers of Elementary Schools." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/4p9rap.

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碩士 康寧大學 應用外語研究所 106 This research is for the purpose of understanding present situation of and the relations the country small of English teacher knowledge management and the teaching innovation, the discussion different personal background variable English teacher in the knowledge management and the teaching innovation difference situation, and analyzes the knowledge management to forecast of situation the teaching innovation. This research uses the questionnaire survey procedure, the use tool “the country small English teacher knowledge management and the teaching innovation questionnaire”, take the Zhanghua County public national elementary school teacher as the female community, the effective sample is 266 country young teachers carries on the investigation, the sample material by the independent sample t test, the single factor variance analysis, the Pearson accumulated rate related as well as the multi-dimensional gradually regression analysis carries on the analysis. The findings showed the Zhanghua County country small English teacher by “the female”, “31-40 year old”, “above the research institute”, the service period of service “11-20 year”, the school scale the teacher is in the majority “13 classes to 24 classes”; In the knowledge management factor the stratification plane is most important by “the knowledge storage”; In the teaching innovation factor the stratification plane is most important by “the teaching method innovation”; Zhanghua County English teacher knowledge management present situation is good, in which the performance is good by “the knowledge application”; Zhanghua County English teacher teaching innovation present situation is good, in which the performance is good by “the teaching method innovation”; The different background variable English teacher, has a part of remarkable difference in the knowledge management ; The different background variable English teacher, has a part of remarkable difference in the teaching innovation ; The knowledge management and the teaching innovate between each other to have the remarkable relevance, the Zhanghua County English teacher knowledge management performance degree are higher, its teaching innovation performance is also better; The Zhanghua County English teacher knowledge management has the remarkable forecast to the teaching innovation , the knowledge manages it “the knowledge gain” the stratification plane, is the teaching innovation main forecast is variable. Based on this findings, puts forward the proposal, will enable provides the manager the educational administration institution, the school, the teacher and reference the futurology.

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Chen, Yihsuan, and 陳怡璇. "The Links between Peer Nomination and Teacher Report on Young Children’s Relational Aggression." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/69663706443736955739.

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碩士 輔仁大學 兒童與家庭學系碩士班 100 The purpose of this study was to investigate the links between peer nomination and teacher report on young children’s relational aggression. The participants consisted of 201 young children (from 4 and half years old to 6 years old) from 4 kindergartens in Taipei area. By using focus group interview, observation and related scholars’s content suggestion, the instruments were obtained. The instruments included the Relational Aggression Peer Nomination, Picture-Borad Sociomatric Interview and Teacher Report of Relational Aggression. The data were analyzed by using Z score mean, standard deviation, percentage, reliability, validity analysis, independent sample t-test and Pearson product moment correlation. The main findings were as followed: 1. The forms of relational aggression included social exclusion, friendship manipulation, disregard, and spreading rumors. 2. The peer nomination rate for young children’s relational aggression was low. 3. The score of teacher reports on young children’s relational aggression was between never and seldom. 4. The results of t-test showed that boys were nominated significant more on some items of relational aggression than girls by peers. However, there were no significant gender differences on the overall average of peer omination. There were no age group differences on all items of relational aggression by peer nomination. 5. Depending on their age and sex, children who participated in this research were significantly different on teacher reports of relational aggression. The score of the girls was higher than that of the boys. Moreover, the score of 5 and half years old to 6 and half years old group was significant higher than that of 4 and half years old to 5 and half years old group. 6. Peer nomination had significantly low correlation with teacher report of relational aggression on some items. For the overall average scores, peer nomination had significantly low correlation with teacher report of relational aggression for young children. Based on these findings, this study also provided suggestions regarding education organization, preschool teachers, and put forward practical implications and suggestions to future research.

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Chan, Ya-Hsiu, and 詹雅琇. "An Investigation on the Relation Between the Artistic Teacher Specialized Background and Curriculum Design Orientation–Take Junior High School Performing Arts Teachers as an Example." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/93776796401597252440.

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碩士 國立臺灣藝術大學 舞蹈學系 98 The purpose of this study was to investigate the Relation between Artistic Teacher specialized background and Curriculum Design Orientation–take Junior High School Performing Arts Teachers as an Example. With the Cross-section survey and “Questionnaire of the Relation between Junior High School Performing Arts Teacher and Curriculum Design ” was used as the study tool. The respondents of the random samples were 101 Performing Arts teachers in junior high schools. The statistical methods used to analyze the data were descriptive statistics, t-test, one-way ANOVA, scheffe and chi-square test. The conclusions of the study were summarized as follows: 1.Teachers with different backgrounds of instructional material selectionsin were not obvious deviations. 2.The factors of curriculum design by junior high school performing arts teachers: (1).As for the affected factors of curriculum design of performing arts teachers of junior high schools, it tends to up average level, among 19 affected factors, the “classroom & facilites ”was the most important factor. (2).Perceived the most important factor dimension was “teacher”. (3).Teachers with different backgrounds were not obvious deviations. 3.The conditions of teaching types by junior high school performing arts teachers. (1).The highest teaching type was “drama”. (2).The activity that the teachers implement most frequently is “creative drama” .“creative dance”is implemented seldom . 4.Teacher background variables to understand the variations of instructional material selectionsin of junior high school performing arts teachers. (1)The high school teacher with mater’s degree use “drama” teaching type frequency to be more than the teacher with bachelor’s degree. (2)The teacher using primary textbook design “radio plays”, “traditional opera” teaching type frequency to be higher than the half-textbook and half-design teaching materials teachers. Finally, based on the results, suggestions for the performing arts teacher, junior high schools, the teacher preparation institutions, and future studies were proposed.

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Chen, Chao-Ting, and 陳昭廷. "Studies on the Relation of the Appraising and Whistleblow：Comparative Perspective between Public Servant and Teacher." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/nfa97m.

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碩士 國立中山大學 政治學研究所 106 Among domestic studies on the Whistle Blower System for public sector, which have mostly focused on the post protective measures, but only few investigated the reasons before whistle blowing for the public sector. With the personal understanding of human resource operation based on many years as being the public servants, the researcher considered that the assessment of public sector has significant impact on whistle blower; thus, it inspired me to investigate the correlation between the assessment right and whistle blower. First, this Study intended to analyze the performance assessment system based on the assessment right and the good and bad of the protection system for public servants. Second, it introduced the legislation system of Whistle Blower for various countries, and assessed and analyzed the advantages that can be adopted, as well as used interview to investigate those education and public servants’ attitude toward the assessment and Whistle Blower, so as to provide as the reference for legislate our Whistle Blower System. After referred to related literature, this Study firstly introduced the features of domestic and foreign existing legal systems with focusing on the viewpoint of assessment right, and then investigated one’s role as being the whistle blower between the organizational feature and right. Further to discuss the difficulty whistle blower faced within insufficient legal protection and justice judgement. In this Study, it discovered that the performance assessment is a common approach to be the revenge method for organizations which would make the public servants to have the fear so as to lower the successful rate of whistle blower. So far the public servants don’t have the 3 labor rights for the teacher union, which also make the public servants to lack of support so as to reduce their willingness to make whistle blower. Meanwhile, domestic legal system cannot provide sufficient protection for the whistle blower, except for seriously affecting personal benefits and rights, the public servants would make the whistle blower. Therefore, this Study suggested that the whistle blower action shall be considered as the prosocial behavior, public welfare shall be beyond organizational benefits. In addition, if the whistle blower is involved the public welfare, it shall not only think outside the public service ethics, but also cover the benefit and right for the whistle blower. Also, there shall have the accountability mechanisms for incorrect performance assessment, with breaking the thought of “rank has its privileges”, as well as enforce correct educational training of assessment for those supervisors. Moreover, government shall not fear the public servants for establishing their unions, and trust public servants’ professionalism, so as to facilitate the improvement in administrative efficiency. In addition, the protection training of judicial authorities and public servants would change the passive auditing attitude toward the judgement previously, and the substantial audit would protect the benefits and rights they deserved to show the true justice. At last, the public authorities shall be aware of their internal democracy participation and encouragement measures to return to seek for the true society values.

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Chang, Yung-Fang, and 張永芳. "Relations between operation of school teachers' association and oranizational climate:a case study in Taipei county." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/69510736268772729825.

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