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Brodie, Beth S. "Perceptions of the Impact of High School Advisory on Academic Success, Connectdness and Personalization of Education." ScholarWorks @ UVM, 2014. http://scholarworks.uvm.edu/graddis/248.
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Public education is a cornerstone of our democracy and social advancement. However, current Vermont graduation rates would indicate that public education at the high school level does not address the needs of all twenty-first century learners. Research has revealed that personalization and creating a connected environment are promising innovations for improving education for all students. One structure that supports personalization, high school advisory, provides each student with an adult advisor that knows them well through their high school years.
This research on high school advisory in Vermont was divided in two phases: 1) an assessment of the current state of advisory in all Vermont public high schools, and 2) a qualitative study that focused on the perceptions of students, advisors and administrators in 4 Vermont high schools with established advisory programs. In the second phase, a phenomenological framework was used to examine the perceptions of how advisory impacted academics, connectedness and the personalization of the high school experience. Document review, focus forum groups and interviews with the sixteen students, eight advisors and four administrators were conducted over a six-month period.
Findings demonstrated that 53 out of 62 high schools in Vermont had some form of advisory program. In the study of four schools, over two-thirds of the students perceived that their high school advisory positively impacted their academic achievement. Advisors and administrators were less clear about the impact, however. Furthermore student-to-student connectedness was described positively by three-quarters of the students. The connection between advisory and personalization of education was the least clear both among students and advisors. All administrators and three-quarters of the advisors felt that in the future, personalization would become an integral part of the advisory program with the advent of Vermont Act 77, the 2013 legislation that mandates personalized learning plans and multiple pathways to graduation. Finally, there was considerable agreement in three schools that a significant roadblock to implementing effective advisories was a lack of support for advisory in the following areas: purpose, time, training and materials.
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Smith, Robert James. "EARLY ADOLESCENT SELF IMAGE: AN EXAMINATION OF A TEACHER/ADVISOR PROGRAM (GUIDANCE, HOME BASE, PESONALIZATION)." Diss., The University of Arizona, 1986. http://hdl.handle.net/10150/188164.
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The purpose of this study was to investigate the impact of a teacher/advisor program on early adolescents' perception of self image. A review of the literature revealed much which proclaims the virtues of the teacher/advisor program but at the same time demonstrated an absence of any significant research which verifies that such programs, in fact, accomplish what their proponents claim. Because a notable amount of research supports the inclusion of educational experiences which heighten self image, determining specifically what effects a teacher/advisor program has would satisfy the need to validate the credibility of this concept and aid middle level educators in assessing its value. A pretest-posttest control group design with multiple measures of self image was employed. The sample consisted of 145 seventh grade students from two middle level schools. The experimental group came from a 6-7 school with a total of 73 students participating, 37 male and 36 female. The control group came from a 7-8 school with 72 students participating; both males and females numbered 36. Subjects were administered a questionnaire, which was composed of seven self image or transition research, at the beginning of the fall semester and again nine weeks later. Subjects in the experimental group received a thirty minute per day teacher/advisor program during this time interval. The findings of this study revealed significant group effects for the measures of victimization and perceived self image. For the measures of anonymity, self-consciousness, and the three self-esteem measures, however, group effects were not observable. Furthermore, examination of the results using gender as a variable showed no significant difference in any of the seven self image constructs. The data indicate that participation in a teacher/advisor program tended to suppress perceptions of victimization, which can be construed as a positive effect, and to lower perceived self image, which can also be viewed as beneficial if construed as a more realistic occurrence.
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Llewellyn, Joan Maxine. "TEACHER EFFICACY AND INSTRUCTIONAL ATTENTIVENESS: EXPLORING PERSPECTIVES OF ACADEMIC ADVISING AT A TERTIARY INSTITUTION IN JAMAICA." Diss., Temple University Libraries, 2017. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/481063.
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Educational Leadership<br>Ed.D.<br>The purpose of this study was to explore the perspectives of academic advising at a tertiary institution in Jamaica and how it has influenced teacher-efficacy and instructional attentiveness among student teachers. The participants included twelve student teachers and four lecturers who have been intimately involved in academic advising. The student teachers selected have been engaged in academic advising for two to four years while the lecturers have been advising for ten to sixteen years. This qualitative study explored how academic advising is related to teacher efficacy and instructional attentiveness among a set of second to fourth year student teachers at a teacher training college in Jamaica. All participants were actively receiving and giving academic advising in a government-owned teacher training institution. The primary source of data was unstructured interviews with student teachers and lecturers. Data were acquired over a two-month period by means of unstructured interviews and field notes. These tools afforded the opportunity to extend the conversations and generate meaning from the responses thereby providing rich descriptive notes of the phenomenon. Data were prepared using triangulation matrices, data coding and the Constant Comparison Approach to generate categories showing patterns and relationships of meaning. The findings on the perspectives of the study participants indicate academic advising has significantly influenced teacher-efficacy among the student teachers as their level of confidence increased, appreciation of teamwork blossomed, instructional competency broadened and misbehaviors controlled. Additionally, their valuing of self and acceptance of other personalities grew immensely which positively affected their relationship with various tiers of staff in the learning environment. The interview data garnered from student teachers indicate that instructional attentiveness improved through the use of multiple teaching methods which included authentic assessment, field experience and student-centered learning. Other factors that boosted instructional attentiveness were good relationships with advisors who were understanding of their differences and commended simple efforts. As a result of the academic advising received, there are several implications for practice and policy which need to be addressed in order to help student teachers to identify their strengths and weaknesses, remain on task, avoid drop out and maintain equilibrium between academic and social experiences as they navigate their way through college.<br>Temple University--Theses
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Carrasco, Ligia Bueno Zangali [UNESP]. "Assessorias pedagógicas das universidades estaduais paulistas: concepções dos espaços institucionais de formação do docente universitário." Universidade Estadual Paulista (UNESP), 2016. http://hdl.handle.net/11449/139533.
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Previous issue date: 2016-05-31<br>A presente pesquisa pretendeu saber quais as concepções de formação presentes nos espaços institucionais universitários que impactam as práticas formativas dos assessores pedagógicos, corresponsáveis pelos processos de formação pedagógica de professores universitários e como essas concepções contribuem para a qualificação do locus de formação desses docentes. O estudo traz a reflexão sobre o assessoramento pedagógico como um processo de interação entre pares, proporcionando espaços formativos mais significativos no contexto universitário, visto que muitos docentes universitários ainda têm uma visão do ensinar como transmissão de conhecimentos somente. Para compreender melhor a realidade desta formação oferecida pelas iniciativas pesquisadas, escolhemos como participantes do estudo assessores pedagógicos dos espaços de formação existentes nas universidades estaduais paulistas, que foram o Centro de Estudos e Práticas Pedagógicas – CENEPP/UNESP, o Espaço de Apoio de Ensino e Aprendizagem – EA2/UNICAMP e o Grupo de Apoio Pedagógico (Ribeirão Preto) – GAPRP/USP. Estes participantes são docentes das referidas universidades que assumem a responsabilidade por organizarem e oferecerem a formação pedagógica aos demais docentes. A pesquisa enveredou pela abordagem qualitativa, focando seu olhar num estudo de caso múltiplo, porque a partir das similaridades entre os casos escolhidos, buscamos a identificação de suas singularidades. Os dados foram coletados por meio de análise documental, entrevistas semiestruturadas e observação participante de algumas inciativas de formação desses espaços. Os dados obtidos foram organizados em dimensões e analisados por meio da análise de conteúdo. Os resultados nos indicam que há muitos desafios relativos à formação pedagógica do docente universitário e que os espaços existentes ainda lutam para se tornarem lugares e territórios de formação. Há dificuldades institucionais e concepções que limitam o trabalho de formação pedagógica docente efetiva. As necessidades detectadas estão nas questões da institucionalização dos espaços, na formação dos assessores, nos formatos das propostas, na falta de valorização do profissional que assume tais assessorias. No entanto, há o reconhecimento do importante trabalho que já realizam, oferecendo formação àqueles que buscam aprimorar sua profissão docente, compreendendo a necessidade de ir além da transmissão no processo de ensino e aprendizagem.<br>This research intended to find that training concepts are present in university institutional spaces that affect training practices of pedagogical advisors, share responsibility for the pedagogical training process of university teachers and how these concepts contribute to the qualification of the place of formation of these teachers. The study brings a reflection on the pedagogical assistance as a peer interaction process, providing more significant formative spaces in the university context, since it is known that many academics still have a view of teaching as transmission of knowledge only. To better understand the reality of the training offered by the surveyed initiatives, chosen as the study participants pedagogical advisors spaces of formation of São Paulo state universities , which were the Center for Studies and Pedagogical Practices - CENEPP/UNESP, the Education Support Space and learning - EA2/UNICAMP and the Group of Educational Support (Ribeirão Preto) - GAPRP/USP. These participants are teachers of the said universities that take responsibility for organizing and offering teacher training to other teachers. The research was developed by the qualitative approach, focusing his gaze on a multiple case study, because from the similarities between the chosen cases, we seek to identify its singularities. The data were collected through documentary analysis, semi-structured interviews and participant observation of some initiatives of formation of these spaces. The materials were organized in dimensions and analyzed using content analysis. The results indicate that there are many challenges on the pedagogical training of university professors and the spaces are still struggling to become places and training areas. There are institutional difficulties and concepts that limit the effective teaching teacher training work. The identified needs are the issues of institutionalization of spaces, training of advisors in the proposed format, the lack of appreciation of the professional who takes such advisories. However, there is recognition of the important work they have carried out, providing training to those looking to improve their teaching profession, including the need to go beyond the transmission in the process of teaching and learning.
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Foote, Donald Jackson. "Building positive student-teacher relationships through middle school advisory programs." Diss., Restricted to subscribing institutions, 2007. http://proquest.umi.com/pqdweb?did=1481676661&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.
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Winslow, Dorothy A. "A case study of middle school teacher advisory discussions /." free to MU campus, to others for purchase, 2003. http://wwwlib.umi.com/cr/mo/fullcit?p3115600.
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Kirk, Gordon. "The Scottish Tertiary Education Advisory Council : a case study in educational policy-making." Thesis, Open University, 1997. http://oro.open.ac.uk/57698/.
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The study has two central purposes: firstly, to undertake the first comprehensive analysis of a particular policy-making process, the Scottish Tertiary Education Advisory Council's work in the mid '80s on the future strategy of higher education in Scotland; and, secondly, to use the STEAC process as a case study to test the validity of three models of the policy-making process. Using the minutes and papers of the STEAC itself, the Scottish Office file on STEAC, institutional archive materials, contemporary press coverage, and official documents, the study examines the STEAC process from its inception to its culmination in ministerial decisions. It establishes the educational and political matrix from which the STEAC sprang, and it analyses the evidence submitted, the transactions of the Council itself, the public and professional reaction to the Council's recommendations, the government's subsequent legislative action, and its aftennath. Through that analytical sequence, the interplay of forces and the key determinants of policy are identified and an assessment made of the strategic significance of STEAC in the development of higher education in Scotland. The STEAC process, given its transparency and the fullness of its evidential base, is taken to be an appropriate context against which to test the validity of three models of the policy-making process: the policy community, incrementalism, and the Humes "revised model". It is concluded that the established notion of a homogeneous policy community, as an elitist alliance in collusion with government, is suspect; that incrementalism should give way to an alternative model for which the term "prudentialism" is proposed; and that, while the Humes model acknowledges the full complexity of social phenomena, its very diffuseness makes it insufficient by itself as a model for interpreting the policy-making process in education.
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Myers, Monica M. "High School Experiences of Student Advisory in Fostering Resilience." Ashland University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1628091883398647.
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Lentz, Charles E. "An investigation of the relationship of advisory program implementation to student perceptions of advisory-based guidance practices and school experiences /." free to MU campus, to others for purchase, 1997. http://wwwlib.umi.com/cr/mo/fullcit?p9901312.
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Jones, Ralph. "Qualities of faculty members who are successful teachers and advisors of international students /." Access Digital Full Text version, 1988. http://pocketknowledge.tc.columbia.edu/home.php/bybib/10798353.
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Meloro, Phyllis C. "Do high school advisory programs promote personalization? : correlates of school belonging /." View online ; access limited to URI, 2005. http://0-wwwlib.umi.com.helin.uri.edu/dissertations/dlnow/3188841.
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Gabriel, Ana Paula Camilo. "A informática educativa na Rede Municipal de Educação de SP (1994-2013)." Pontifícia Universidade Católica de São Paulo, 2015. https://tede2.pucsp.br/handle/handle/10501.
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Previous issue date: 2015-08-26<br>Coordenação de Aperfeiçoamento de Pessoal de Nível Superior<br>This research aims to examine the introduction of Educational Computing and its practices in the municipal schools of São Paulo. The study begins in 1994 with Decree 34.160/1994, which established Educational Computing Laboratories (LIEs) in the São Paulo Municipal Public School System, and continues until 2013 with the publishing of Decree 54.452/2013, which established within the Municipal Secretary of Education the program Mais Educação São Paulo , Program for Curricular and Administrative Reorganization, Amplification and Strengthening for the São Paulo Municipal School System. The analysis examines the legislation and official documentation as well as the pertinent bibliography. In order to verify which Educational Computing practices were developed, a case study was carried out at the municipal elementary school, EMEF Henrique Pegado. Using Oral History procedures, teachers involved narrated their trajectories as teacher-advisors in Educational Computing POIE, presented the concepts of Educational Computing that they adopted, described the infrastructure and logistical conditions encountered in Computer Laboratories and adaptations realized, and enumerated their practices in a variety of day-to-day activities<br>Esta pesquisa tem por objetivo examinar a introdução da Informática Educativa e as práticas que dela decorrem nas escolas municipais de São Paulo, abrangendo o período de 1994, quando o Decreto n. 34.160/1994 instituiu os Laboratórios de Informática Educativa-LIEs nas escolas da Rede Municipal de Educação de São Paulo, a 2013, ano da publicação do Decreto nº 54.45/13, que instituiu na Secretaria Municipal de Educação, o Programa de Reorganização Curricular e Administrativa, Ampliação e Fortalecimento da Rede Municipal de Ensino de São Paulo Mais Educação São Paulo . Para isso, recorreu-se à legislação e à documentação oficial, além da bibliografia pertinente. Para averiguar quais práticas escolares foram desenvolvidas pela Informática Educativa, realizou-se um estudo de caso da Escola Municipal de Educação Fundamental-EMEF Henrique Pegado, recorrendo aos procedimentos da História Oral, para que os professores envolvidos narrassem suas trajetórias como Professor Orientador em Informática Educativa-POIE, apresentassem as concepções de Informática Educativa que apropriaram, descrevessem as condições infraestruturais e de logística que encontraram nos Laboratórios de Informática e as adaptações efetuadas, contassem suas práticas em suas atividades diversificadas no dia-a-dia
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Caswell, Caroline Johnson. "Personalizing the school environment : teacher-based advisory programs that support student adjustment and academic outcomes /." View online ; access limited to URI, 2003. http://0-wwwlib.umi.com.helin.uri.edu/dissertations/dlnow/3115623.
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Smith, Vincent Titos, and B. T. Gamede. "Subject advisers’ perception of curriculum delivery in the intermediate phase within King Cetshwayo district." Thesis, University of Zululand, 2018. http://hdl.handle.net/10530/1794.
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A dissertation submitted in the Faculty of Education in partial fulfilment of the requirements for the Masters of Education Degree in the Department of Social Science Education at the University of Zululand, 2018.<br>Subject advisors encountered problems that affected curriculum delivery in the intermediate phase of schools in South Africa and other countries. There are factors influencing curriculum delivery in different countries ranging from what happens in and with the government to what takes place and is obtained in the classroom. If challenges or factors influencing curriculum delivery, such as political interference, social, economic, access to technology and environmental factors, are not addressed, this will have detrimental consequences not only to the delivery and implementation of curriculum but also to our education system. Teacher education curriculum, recruitment, training and retaining of teachers, non- professionalization of teachers, poor funding and insufficient ICT access; are the reasons for the challenges faced in the actual delivery of the curriculum. This quantitative research design was conducted in King Cetshwayo District in Kwa-Zulu Natal Province with the aim of finding out what the subject adviser`s perceptions are in curriculum delivery. The sample consisted of educators, SMT`s and subject adviser`s. Data was collected through questionnaires and quantitative research. The study revealed the need for the Department of Education to increase the number of Subject Advisers` with the purpose of educating more educators about the curriculum, through facilitated workshops and other refresher training. The study also divulged the need for the government to improve the existing infrastructures in the schools, in order to motivate educators and members of the school management team in the discharge of their duties.
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Moran, James P. "The Impact of Extracurricular Activity on Teacher Job Satisfaction." Youngstown State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1492182067273518.
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Leeder, Jos. "Becoming a chameleon : considering the impact of change on a group of advisory teachers." Thesis, University of East Anglia, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.405224.
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Waters, Regina K. "An investigation of faculty socialization into the advising role /." free to MU campus, to others for purchase, 2001. http://wwwlib.umi.com/cr/mo/fullcit?p3013042.
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West, Timothy H. "Customizing the eighth grade advisory program for Mary Putnam Henck Intermediate School students and their teachers." CSUSB ScholarWorks, 1991. https://scholarworks.lib.csusb.edu/etd-project/747.
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Diamond, M. Eileen. "Relationships Matter: Illuminating the Voices of Teachers Who Go the Extra Mile." Miami University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=miami1312163977.
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Gantidou, Evangelia. "'Our voices are valuable' : the perceptions of Greek primary English teachers and the advisor of their in-service education provision." Thesis, University of Exeter, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.407279.
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Hughes, Lonnie L. Laymon Ronald L. "Administrative perceptions of the effect of parent-teacher advisory committees on the development and implementation of discipline policy in Illinois schools." Normal, Ill. Illinois State University, 1987. http://wwwlib.umi.com/cr/ilstu/fullcit?p8713216.
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Thesis (Ed. D.)--Illinois State University, 1987.<br>Title from title page screen, viewed July 26, 2005. Dissertation Committee: Ronald L. Laymon (chair), Paul J. Baker, Ronald S. Halinski, Calvin C. Jackson, Mary Ann Lynn. Includes bibliographical references (leaves 110-116) and abstract. Also available in print.
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Azevedo, Maria Antonia Ramos de. "Os saberes de orientação dos professores formadores: desafios para ações tutoriais emancipatórias." Universidade de São Paulo, 2009. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-17052009-190433/.
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Estudos recentes sobre os processos de formação docente têm destacado a importância da formação dos formadores como elemento fundamental para a melhoria da formação e atuação de futuros professores. Com essa perspectiva, pesquisas sobre saberes docentes têm trazido contribuições importantes à compreensão e aprimoramento dos processos de formação. Neste trabalho colocamos como temática principal o estudo sobre os saberes docentes relativos aos processos de orientação de estágio que seriam essenciais aos formadores de professores. Com este objetivo, buscamos identificar os saberes de orientação que professores orientadores mobilizam mediante o trabalho desenvolvido em atividades de Prática de Ensino e Estágio Supervisionado por meio de suas ações tutorais. Na pesquisa realizada sob os parâmetros de uma metodologia qualitativa, investigamos o trabalho de quatro professores formadores de um Curso de Licenciatura em Química de uma Universidade brasileira, através de pesquisa teórica e de campo, com uso de questionários, entrevistas individuais e coletivas, e a análise documental do Projeto Pedagógico do referido Curso. Ao analisarmos as informações obtidas por meio de articulações com os aportes teóricos e com saberes apontados por estes professores nas ações tutorais desenvolvidas nos processos de orientação dos futuros professores, definimos saberes de orientação, organizados nas seguintes categorias: a) os dialógicos e afetivos; b) os relativos à auto-formação e auto-organização baseados na reflexão permanente; c) os relacionados à ação colaborativa; d) os técnico-científicos e pedagógicos relativos às diferentes áreas de conhecimento; e) os relativos aos saberes sobre os processos teórico-práticos de aprendizagem da docência. Como resultados, destacamos que nos casos analisados, os formadores desenvolvem os saberes dialógicos e afetivos, e os de autoformação e auto-organização baseados na reflexão permanente junto aos seus alunos e com os seus pares. Entretanto, os saberes de orientação voltados à ação colaborativa, os técnicocientíficos e pedagógicos e os relativos processos teórico-práticos da aprendizagem sobre a docência precisam ser mais mobilizados, tanto no contexto da universidade como também nas parcerias interinstitucionais. Como idéias conclusivas, apontamos a necessidade de políticas que garantam o exercício pleno dos professores formadores junto às escolas campo de estágio, ressignificando estas atividades e as condições de trabalho destes professores, pois estas são condições necessárias a ações tutorais e estilos de orientação que promovam atitudes reflexivas e emancipatórias dos envolvidos no processo formativo por meio das parcerias colaborativas. Nesse sentido, os cursos de formação de professores precisam instituir um modelo de formação que prime pela racionalidade emancipatória e crítica, superando os processos ainda predominantemente pautados nas racionalidades técnica e prática. Defendemos que o desenvolvimento de saberes de orientação com potencial para redirecionar as ações tutorais nas atividades de orientação dos estágios pode trazer contribuições para a melhoria dos processos de formação de futuros professores.<br>Late research on teacher education processes has highlighted the importance of the education of the teacher educators. The present research was focused on the advising knowledge (expertise) the advisor has to develop and use about such processes, to supervise efficiently the trainee teachers. The field work aimed to survey such expertise in Teaching Practice and Supervisoned Teaching Training courses, taught in Teacher in Chemistry Curriculum at a University in Southern Brazil. Four advisors were studied using qualitative methodology (questionnaires, single and group interviews, and documental analysis). Interpretation of results from the perspective of present day knowledge of this subject allowed to identify five tutoring expertise components: a) conversational and sympathetic; b) Self-learning and selforganizing; c) cooperational action; d) technical, scientific and pedagogical knowledge as regarded to the practicing area; and e) those related to the theoretical and practical processes of teaching. Regarding the advisors studied, it was possible to identify the exercise of the conversational and sympathetic components; the self-learning and self organizing components. However, the actions related to the cooperational action, to the technical, scientific and pedagogical knowledge as regarded to the practicing area and those related to the theoretical and practical processes of teaching need to be improved, as well as a better collaboration between the university and the schools that accept the students during the trainee period. It was possible to conclude that strategies that can assure the full exercise of advisors are needed. The full exercise implies a reflexion among advisors, trainees and school teachers towards the a new meaning of training conditions in such a way that the trainee period can develop autonomy in the trainees to adapt their knowledge to the diversity of contexts each school represent. Therefore, a new paradigm has to be stated, and that the study of the advisor expertise components has a great potential to better qualify the performance of the tutorial practice of the advisors.
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Coleman, Octavia D. Kennedy Larry DeWitt. "An analysis of the perceptions of senior and junior students regarding the effectiveness of academic advisement in a teacher education program." Normal, Ill. Illinois State University, 1995. http://wwwlib.umi.com/cr/ilstu/fullcit?p9633390.
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Thesis (Ed. D.)--Illinois State University, 1995.<br>Title from title page screen, viewed May 10, 2006. Dissertation Committee: Larry Kennedy (chair), John Godbold, John Goeldi, William Tolone. Includes bibliographical references (leaves 115-123) and abstract. Also available in print.
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Gurbuzel, Sumeyra A. "Teachers of the Public, Advisors to the Sultan: Preachers and the Rise of a Political Public Sphere in Early Modern Istanbul (1600-1675)." Thesis, Harvard University, 2016. http://nrs.harvard.edu/urn-3:HUL.InstRepos:33493572.
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This dissertation focuses on preachers as key actors in the rise of a political public sphere in the early modern Ottoman Empire. Recently, literature on the political importance of corporate bodies and voluntary associations has transformed the understanding of the early modern Ottoman polity. Emphasis has shifted from the valorization of centralized institutions to understanding power as negotiated between the court and other stakeholders. My dissertation joins in this collective effort by way of studying preachers, and through them examining the negotiation of religious authority between the central administration and civic groups. I depict preachers as “mediating” religious power between the elite and the non-elite, and between the written and the oral cultures. I argue that the production of religious doctrine and authority took place at this intermediary space of encounter.
This study of early modern Islam with reference to the frame of public sphere has two main implications. Firstly, I present a “preacher-political advisor” type in order to demonstrate that the critical potential of religion was preserved in a new guise. Secondly, I show that informal circles of education gained primacy in the seventeenth century, giving rise to the vernacularization of formal sciences. The close reading of the manuscript sources left by preachers and their pupils also constitutes the first systematic exploration of the intersection between orality and literacy, and an important contribution to the study of Ottoman popular culture.<br>Middle Eastern Studies Committee
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Stolar, Steven M. "Influence of selected personal, psychological, and institutional factors on involvement of community college faculty and counselors in service to the college and to the community." Diss., Virginia Tech, 1993. http://hdl.handle.net/10919/38551.
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Bage, G. "Chaining the beast? : an autobiographical examination by an advisory teacher of whether spoken story telling and prompting can make school history's analytic transmission more educationally principled and powerful." Thesis, University of East Anglia, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.361267.
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Meletti, Claudia Maria Duran. "O trabalho colaborativo como um caminho para transformar a prática: a experiência de um grupo de orientadoras educacionais." Pontifícia Universidade Católica de São Paulo, 2017. https://tede2.pucsp.br/handle/handle/20258.
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Previous issue date: 2017-06-22<br>This research aims to understand the meanings attributed by a group of educational counselors from a school in the private network of São Paulo to the formative practice of the group. The qualitative study adopts the principles of narrative research proposed by Clandinin and Connelly and is based on the writings of Canário, Nóvoa, Pineau and Zabalza (identity teaching process); Imbernón, Marcelo, Placco, Placco and Souza, Vaillant and Marcelo (teacher training and practice); Tardif (teacher knowledge); Boavida and Ponte, Fiorentini and Crecci, Forte and Flores and Passos (collaborative work), Passos and André (context formation); Grispun (training and practice of educational guidance), among others. The theoretical references of these authors are articulated to the autobiographical narrative of the researcher, organized in the style of memorial, and to the narrative that positions the research problem in the four directions of narrative research: retrospective, prospective, extrospective and introspective. The research data includes the transcription of the statements of the counselors obtained through semi-structured interviews, which, supported by a script composed of seven guiding questions, sought to answer three research questions that guided this research and investigated (a) if there were changes in the conception (B) whether participation in the training group has led to changes in the practice of educational counselors and (c) whether group practice can be considered a collaborative practice. The interview analysis, considers the unique experience lived by the instructors interacting in the training group, was organized into three categories established by the researcher: belonging to a work group, strengthening of professional identity and the development of a reflective practice. As a result, it was observed that the counselors pointed out that the formative practice of the group contributed (1) to broaden the professionals' perception about the theoretical knowledge that refer to the practice of educational guidance, (2) added to the counselors other ways of acting and facing the challenges of everyday school life and to relate to peers in the work space, and (3) favored the experience of collaboration and positively interfered with the role of the educational advisors in school, resizing the group identity without disregarding the identity of each subject and Culture of the institution<br>Esta pesquisa tem por objetivo compreender os significados atribuídos por um grupo de orientadoras educacionais de uma escola da rede particular de São Paulo à prática formativa do grupo. O estudo qualitativo adota os princípios da pesquisa narrativa propostos por Clandinin e Connelly e fundamenta-se nos escritos de Canário, Nóvoa, Pineau e Zabalza (processo identitário de formação docente); Imbernón, Marcelo, Placco, Placco e Souza, Vaillant e Marcelo (formação e prática docente); Tardif (saberes docentes); Boavida e Ponte, Fiorentini e Crecci, Forte e Flores e Passos (trabalho colaborativo), Passos e André (formação em contexto); Grispun (formação e prática da orientação educacional), entre outros. As referências teóricas desses autores estão articuladas à narrativa autobiográfica da pesquisadora, organizada à moda de memorial, e à narrativa que posiciona o problema de pesquisa nas quatro direções da investigação narrativa: retrospectiva, prospectiva, extrospectiva e introspectiva. Os dados da pesquisa compreendem a transcrição das falas das orientadoras obtidas por meio de entrevistas semiestruturadas, que, amparadas por um roteiro composto por sete questões norteadoras, buscaram responder a três questões investigativas que guiaram esta pesquisa e investigaram (a) se houve mudanças na concepção de formação das orientadoras após a participação no grupo, (b) se a participação no grupo de formação gerou transformações na prática das orientadoras educacionais e (c) se a prática do grupo pode ser considerada uma prática colaborativa. A análise das entrevistas, que considera a experiência singular vivida pelas orientadoras em interação no grupo de formação, foi organizada em três categorias estabelecidas pela pesquisadora: o pertencimento a um grupo de trabalho, o fortalecimento da identidade profissional e o desenvolvimento de uma prática reflexiva. Como resultado observou-se que as orientadoras apontaram que a prática formativa do grupo contribuiu (1) para ampliar a percepção das profissionais sobre os saberes do campo teórico que referenciam a prática da orientação educacional, (2) agregou às orientadoras outras formas de atuar para enfrentar os desafios do cotidiano escolar e de se relacionar entre pares no espaço de trabalho e (3) favoreceu a experiência da colaboração e interferiu positivamente na atuação das orientadoras educacionais na escola, redimensionando a identidade de grupo sem desconsiderar a identidade de cada sujeito e a cultura da instituição
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Getkham, Vinich. "A Study of Student and Faculty Perceptions of the Academic Advising Needs of Students in Six Teachers' Colleges in Bangkok, Thailand." Thesis, North Texas State University, 1988. https://digital.library.unt.edu/ark:/67531/metadc331971/.
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The purpose of this study was to determine and compare the academic advising needs of students as perceived by students and faculty advisors through faculty advising functions in the six teachers' colleges in Bangkok, Thailand. Fifteen faculty advising functions were included in a questionnaire validated by a panel of three judges. The questionnaires were distributed to students and faculty advisors in the six teachers' colleges by two selected research assistants. A total of 180 faculty advisors and 540 junior and senior teacher training students at the six teachers' colleges in Bangkok, Thailand, were selected using stratified random sampling. The usable and complete questionnaires received included 109 from faculty advisors (60.56 per cent) and 350 from students (64.81 per cent). The t-test, the Kendall's Coefficient of Concordance W, and the Spearman's Coefficient of Rank Correlation were employed to determine and compare the differences, the agreements, and the relationships of academic advising needs of students as perceived by students and faculty advisors, respectively. Analyses of the data revealed that students and faculty advisors in the six teachers' colleges in Bangkok, Thailand, perceived a mismatch between student advising needs now being fulfilled and student advising needs that should be fulfilled. Apparently, the academic advising programs in the teachers' colleges were not meeting the student needs. However, for student advising needs which should be fulfilled, both students and faculty advisors ranked personal, vocational and career, and academic areas very high. Overall, students and faculty seemed to agree on the advising needs which should be fulfilled.
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Mansano, Michel Serigato. "Dilemas no cotidiano do orientador pedagógico: entre a confrontação com a profissão e a (auto) confrontação na formação docente." Universidade Federal de São Carlos, 2014. https://repositorio.ufscar.br/handle/ufscar/8546.
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Previous issue date: 2014-02-28<br>Outra<br>The present work aimed to perform an analytical reading of collaborative activity that I develop as a Pedagogical Advisor, regarding the continuing education of teachers at the school where I work ( a city of São Paulo State). I used the narrative of memories to promote an observation process of some education paradigms that permeated the guidelines of my activity, and thus I could reflect about the position I have, emphasizing the teacher’s training focused on school (CANÁRIO) considering the historical and cultural assumptions of individuals involved in this experiment (VIGOSTSKI e BAKHTIN). In this work I assume the Pedagogical Advisor position essentially focused on the continuing education of teachers (PLACCO; ALMEIDA; SOUZA). The methodological procedure used was inspired by the analysis of professional practices on direct and cross self-confrontation (CLOT), which has been transformed by the individuals involved and it gave rise to a new process, different from the classic self-confrontations, that I termed only as confrontation. The analytical data reading, provided by the resulting dialogue (FREIRE e BAKHTIN) from the confrontations, indicated that the participating teachers in this study evidenced three movements: the perception of actions performed in the classroom, the speech organization to justify the pedagogical practices and teaching profession responsible acts (BAKHTIN). In this perspective, the confrontation proved to be an excellent tool to organize the Pedagogical Advisors work, as it allows gathering important information to plan, with teachers help, concrete initiation alternatives.<br>O presente trabalho teve como pretensão realizar uma leitura analítica da atividade colaborativa que desenvolvo como Orientador Pedagógico, no que se refere à formação continuada de professores na unidade escolar em que atuo (cidade do interior paulista). Utilizei-me da narrativa de memórias para promover um processo de observação de alguns paradigmas da educação que permeavam as orientações de minha atividade e, assim, refletir sobre o cargo que exerço, enfatizando o olhar para a formação de professores centrada na escola (CANÁRIO), levando em conta os pressupostos histórico-culturais dos sujeitos implicados nesta experimentação (VIGOSTSKI e BAKHTIN). Neste trabalho assumo a profissão de Orientador Pedagógico como sendo um cargo essencialmente voltado para a formação continuada de professores (PLACCO; ALMEIDA; SOUZA). O procedimento metodológico utilizado teve como inspiração a análise das práticas profissionais por autoconfrontação simples e cruzada (CLOT), que foi transformada pelos sujeitos implicados e fez surgir um novo processo, diferente das autoconfrontações clássicas, que denominei somente como confrontação. A leitura analítica dos dados, proporcionados pelos diálogos (FREIRE e BAKHTIN) resultantes das confrontações, apontou que os professores participantes desta pesquisa evidenciaram três movimentos: a percepção de ações realizadas em sala de aula, a organização do discurso para justificar as práticas pedagógicas e os atos responsáveis (BAKHTIN) na profissão docente. Nesta perspectiva, a confrontação mostrou-se um excelente instrumento para a organização do trabalho do Orientador Pedagógico, na medida em que favorece a obtenção de informações importantes para planejar, em conjunto com os professores, alternativas concretas de formação.
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Sibanda, Bonani. "The perception of educators and subject advisors on the bearing that the South African mathematics curriculum design has on underachievement in schools in the King Williams Town education district of the Eastern Cape." Thesis, University of Fort Hare, 2012. http://hdl.handle.net/10353/d1013106.
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The present study investigates the National Curriculum Statement (NCS) Mathematics curriculum Design issues which have a bearing on underachievement at Grade 12 in selected schools in the King Williamstown Education District. It stems from the premise that curriculum design is plausible explanation for Mathematics achievement. In pursuit of this line of thought, the study looked at curriculum design types such as linear, sequential, and spiral arrangement of contents, as well as curriculum design aspects such as sequencing, progression, integration, pacing and organisation of contents. The study also looked at the perceptions educators and subject advisors have with respect to the bearing that these aspects have on underachievement in Mathematics. The interpretive paradigm was used to frame and focus the study. The sample included five schools selected on purpose, with underperformance in Mathematics as an inclusion criterion. These schools constituted the cases of this research. Data was obtained from the interviews which were conducted with the Mathematics educators of the selected schools, and the Mathematics subject advisor of the district to find out about their perceptions with regard to the impact of Mathematics curriculum design on students’ underachievement in Grade 12. In addition, the contents of the National Curriculum Statement for Mathematics documents were analysed. The findings revealed that the scope (contents coverage) is too wide, and that the skills which are supposed to be developed in learners per term are not fully developed. Time allocation is unreasonably limited as a result learners are unable to cover the scope for the term. Revisiting of topics done every year in a spiral fashion is good but the balance between superficiality and depth is not achieved, and that it is done without checking and understanding learners’ previous knowledge on the topic. The sequencing of certain topics has to be looked into and revised. The study also revealed that Mathematics curriculum design, link and progression from primary to high school is good but not all details covered which leave students with content gaps that impede the learning of certain topics. The researcher came out with the following recommendations: From this case study, it appears that teachers still need more empowerment in NCS. Educators still need training on the NCS so they can be confident with the Mathematics NCS content. In most schools the scope is not covered and skills that are supposed to be developed in learners every term are not developed because of slow learners and the time factor. Therefore, the Department of education needs to give the scope taking into consideration the slow learners and make sure that the time they give every term also takes into consideration the time used for tests. It also appears that the learners are slow because of the language barrier. Educators spend a lot of time saying the same things to the learners so that they can understand. Since the learners do almost all the subjects in English and write their examination in English if they are from an English medium school, it would be a good idea for the DOE to introduce English to the learners as early as grade R, as in the model C schools. If that is done, it might remove the language barrier and hence reduce underachievement in Mathematics. It appears that the educators revisit topics every year but do not balance superficiality and depth. Educators should be encouraged to take every topic seriously every year and not just repeat what they covered in the previous grade. They should use it as a base for the new content. If that is done, it might help the achievement in Mathematics.
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Honorato, Ilma Célia Ribeiro. "FORMAÇÃO PROFISSIONAL EM EDUCAÇÃO FÍSICA: APROXIMAÇÕES E DISTANCIAMENTOS NA RELAÇÃO TEORIA E PRÁTICA NO CAMPO DO ESTÁGIO SUPERVISIONADO." UNIVERSIDADE ESTADUAL DE PONTA GROSSA, 2011. http://tede2.uepg.br/jspui/handle/prefix/1315.
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Previous issue date: 2011-05-30<br>This research presents the understanding of how occurs the articulation between academic and theoretical practice formation and pedagogical practice together with the living of the discipline of Advised Trainee in Physical Education the schools into two College Graduation Institutions‟: one of public nature and the other of private nature. The research objectives were: a) investigate the possibility of come close with the academic knowledge to the pedagogical practice in the school by means of the living proposed by the discipline of Advised Trainee; b) revel the elements that focus on/out the academic formation from the pedagogical practice; c) support a list of items to build a critical reflection that corroborates to the improvement in order to grab the theory and practice, specially, in the curricular proposal which advise the graduation of pre service Physical Education teachers.The theoretical support to this work was built beyond the studies conducted by: Critical Curricular theories (SACRISTÁN, 2000; APLLE, 2002; 2005; GIROUX, 2005) and the College and its space of interlocution with different universes in which it is build (VEIGA, 2004, 2010; SANTOS 2005; CHAUÍ, 2001; PIMENTA; ANASTASIOU, 2002); the discipline of Advised Trainee as a space of interlocution between the theory and the practice (CANDAU, 1987; PIMENTA, 1997; SOUZA JUNIOR 2005; BORGES, 2010) the professional formation in Physical Education (FARIA JUNIOR, 1987, 1992; TAFFAREL, 1993; SANTOS JUNIOR, 2005). It was considered the curricular composition by means of legal Act related to Physical Education. The methodological option was constructed by means of qualitative research (LUDKE; ANDRÉ, 1986; THOMAS; NELSON; SILVERMAN, 2007; GIL, 2009). The planning was done covering a case study, more specifically a multi case (YIN, 2005). The research participants were four College Professors, whose were responsible for the Advised Trainee discipline, as well as, forty nine pre service teachers attending classes in the Course of Physical Education Graduation. The chosen research instruments were: documental analysis of Pedagogical Projects´ Course (PPC); direct enterview to the professors and in service teachers; questionnaires with open questions to the service teachers. The option related to the data analysis and discussion was based on the subject (BARDIN, 1977). The methodological strategy chosen to corroborate with the subject analysis was to cross out the data. The results discussion shed lights on Critical theory Curriculum. From the perspective of dialog about Physical Education Teachers´ Formation by means of the discipline of two colleges Advised Trainee, it was noticed that the conception of Curriculum is yet, a pattern that had an attempt to overcame in the decade of 1990 and triangular picture that had as intention to built, taking into account the three research instruments, It was not constructed , once that in the current process, it was reveled that it has a great amount of focus that go on and out the untidily about theory/practice of the discipline of Advised Trainee going on the concept of the Curriculum, in the statements concerned with Graduation Institutions, in the superficial comprehensions of the Professors` staff related to the elaboration of Pedagogical Project Course and in the Professors` Identity of the Formational Institution and the pre service teacher in the school.<br>Esta pesquisa apresenta o entendimento de como se dá a articulação entre formação teórica acadêmica e a prática pedagógica junto às vivências da disciplina de Estágio Supervisionado na escola em duas Instituições de Ensino Superior: uma de natureza pública e outra de natureza privada. Os objetivos da pesquisa foram: a) investigar a possibilidade de articulação dos saberes acadêmicos à prática pedagógica na escola por meio das vivências proporcionadas pela disciplina Estágio Supervisionado; b) desvelar os elementos que aproximam/distanciam a formação acadêmica da prática pedagógica; c) elencar subsídios para reflexões críticas que contribuam no sentido de avanço da unicidade teoria e prática na proposta curricular que norteia a formação dos futuros professores. A fundamentação teórica foi consubstanciada por estudos referentes: às teorias críticas de currículo (SACRISTÁN, 2000; APLLE, 2002; 2005; GIROUX, 2005) e à universidade e seu espaço de interlocução com os diferentes universos em que está constituída (VEIGA, 2004, 2010; SANTOS 2005; CHAUÍ, 2001; PIMENTA; ANASTASIOU, 2002); à disciplina Estágio Supervisionado como espaço de interlocução entre teoria e prática (CANDAU, 1987; PIMENTA, 1997; SOUZA JUNIOR 2005; BORGES, 2010) e à formação profissional em Educação Física (FARIA JUNIOR, 1987, 1992; TAFFAREL, 1993; SANTOS JUNIOR, 2005). Considerou-se ainda a composição curricular por meio do ordenamento legal referente à Educação Física. A opção metodológica se deu por meio de uma abordagem qualitativa (LUDKE; ANDRÉ, 1986; THOMAS; NELSON; SILVERMAN, 2007; GIL, 2009). O delineamento foi feito por meio de um estudo de caso de tipo multicasos (YIN, 2005). Os sujeitos participantes da pesquisa foram quatro professores de Educação Física, responsáveis pela disciplina Estágio Supervisionado e quarenta e nove acadêmicos inseridos no curso de Licenciatura em Educação Física. Os instrumentos de pesquisa escolhidos foram: a análise documental do Projeto Pedagógico do Curso (PPC); entrevista do tipo direta para os professores de Educação Física; questionário com questões abertas para os acadêmicos. Para a análise e discussão dos dados optou-se pela análise de conteúdo (BARDIN, 1977). A estratégia metodológica escolhida para corroborar com a análise de conteúdo foi a triangulação dos dados. A discussão dos resultados foi realizada à luz das teorias críticas de currículo. A partir do diálogo sobre a formação do professor de Educação Física por meio da disciplina Estágio Supervisionado das duas Instituições, constatou-se que o conceito de currículo ainda se constitui no modelo que se pretendeu superar a partir da década de 1990 e a figura triangular que se pretendia formar, a partir dos três instrumentos de pesquisa, não se constituiu, uma vez que no decorrer do processo foram descortinados inúmeros vieses que distanciaram a unicidade teoria/prática na disciplina Estágio Supervisionado imbricados no conceito de currículo, nas demandas concernentes às Instituições de Ensino, na superficialidade da compreensão do corpo docente no que diz respeito à elaboração do projeto pedagógico do curso e na identidade docente do professor da Instituição formadora e identidade docente do futuro professor da escola.
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Chang, Lung-Hao, and 張龍豪. "The Effect of The Coach-Athlete’Relationship Dimensions on The relationship Satisfaction of Teacher-Student--An Example of Advisor-Advisee’Relationship Satisfaction." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/84683056459632390855.
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碩士<br>元智大學<br>企業管理學系<br>94<br>In recent years, the government has set up a number of universities and colleges in order to develope the talents with first-class creativity and high qualities of human resources. Among them, the number of college students , Masters students, doctoral students rises dramatically. The increased Masters students is on the top.
While Masters students pursue degrees in universities, their advisors have an influence on them, and the relationship between the advisor and the advisee has played an important role. A good relationship between advisor and the advisee not only allow the advisor to take care of their advisees and offer guidance in writing the thesis, but it also has a good interdynamic relationship with students in students’ daily life. Thus, in this study, the author used the coach and the athlete relation construct to discuss the influences on the relationship satisfaction of advisor-advisee.
The population sampled in the study was: Masters students assigned with an advisor in public and private colleges and universities. The main qualification is that those students who were sampled must had received advising from their advisors over more than one term. The research used “convenience sampling” to collect questionnaires; 262 questionnaires were collected, invalid questionnaire was 46, and effective ones were 216. The computer software “SPSS for Windows 12.0” to analyse the samples was used. The analysis result is as the following:
1.The different age, sex, department and the advisor`sex of the advisee do not make the the relationship satisfaction of advisor-advisee change markedly.
2.Closeness, Comment and Self-Determined Motivation have positive influences in the relationship satisfaction of advisor-advisee.
3.Self-Determined Motivation had moderating effect on the relationship between Closeness and the relationship satisfaction of advisor-advisee.
According to the research outcomes,the author recommended three suggestions to improve the relationship satisfaction of advisor-advisee. At last,the author also suggested future researchers to try to apply the 3C dimensions to other areas.
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Tiley, Jean Lynette. "Advisers' perceptions of their work in the subject advisory service of the Department of Education and Training." Thesis, 2014. http://hdl.handle.net/10210/9877.
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M.Ed. (Tertiary and Adult Education)<br>At this time of transition in South Africa, the key to creative and pro-active change is education. In this sphere, as in many others in South Africa, there is a large developing sector juxtaposed with a small developed one. The majority of teachers, especially those in the junior primary phase, are unqualified or under-qualified and in urgent need of systematic inservice education. In response to this need the Subject Advisory Service of the Department of Education and Training (DET) was established in 1990 with the specific aim of improving the quality of classroom competence of teachers. The objective of this study is to explore the perceptions which a group of junior primary advisers have of their work in the Subject Advisory Service. To attain this objective a sample is used consisting of all the junior primary advisers in one of the eight regions of the DET who consented to participate at a specific time. An investigative approach is used to explore the perceptions which these junior primary advisers have of their work. This is done' by means of qualitative research which includes detailed descriptions of the context and manner of responses as well as analysis of the content. Qualitative research is believed by the researcher to be the best means of reflecting and recording the complex phenomena of human thought and behaviour. Data are obtained by requesting participants to write a n.live sketch based on a stimulus, and later to participate in a focus group interview based on the same stimulus.
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Kuo, Chen-Shan, and 郭真善. "A Study of Teacher Leadership for Keelung Compulsory Education Advisory Group." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/16910364744008804239.
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碩士<br>國立臺灣海洋大學<br>教育研究所<br>98<br>The purpose of this study was to investigate the views of educators from junior high schools and elementary schools about the present situation of teacher leadership for KCEAG (Keelung Compulsory Education Advisory Group). The study adopted a survey method with a questionnaire. The subjects totaled 576 samples, including 400 samples randomly drawn from junior high schools and elementary schools, and 176 samples drawn from KCEAG. Among them, 91.8% were retrieved and 100% were valid. The analysis was conducted by percentage, means, t-test and one-way ANOVA, and the conclusions were as follows:
1. There was above average agreement of the views of the overall situation
of teacher leadership for KCEAG. The aspect of “Professional Growth” got the highest score of conformity and the aspect of “Curriculum Development” got the lowest score of conformity.
2. As for the KCEAG, the educators confirmed that the advisory group can help teachers to develop expertise by holding conferences or workshops.
3. The topic of "KCEAG can help junior high schools and elementary schools to engage with curriculum” got the lowest conformity.
4. Educators who are members of KCEAG, principals, who work at under 12 class-sized schools, who work in Zhong Shan District, or who are leaders of KCEAG tended to support and confirm teacher leadership for KCEAG the most.
5. Educators who are junior high school teachers, who are classroom teachers, who work at 49 class-sized schools, or who work in Ren Ai District did not support and confirm teacher leadership for KCEAG.
Based on the conclusions, this study proposes some suggestions for related organizations and for further studies.
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TSENG, YI-CHING, and 曾怡菁. "The Effects of Compulsory Education Advisory Group on Teachers’ Professional Development." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/66539038363295609136.
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碩士<br>銘傳大學<br>教育研究所碩士在職專班<br>104<br>The purpose of the study was to explore the effects of the Compulsory Education Advisory Group on teachers’ professional development. The Chinese teachers from the Compulsory Education Advisory Group and junior high school were invited to participate in the study. It explored the effects upon the teachers when they join the activities which were hold by the Compulsory Education Advisory Group. How the Empowerment Activities affect both the group members’ professional abilitiy and the Chinese teachers’ professional development was investiqated.
This study employed qualitative methods including observation, content analysis and the interviews from eleven participants who are the members of the Chinese Advisory Group and the teachers in junior high school in Taoyuan City. The collected data from the interviews, the results of the activities, field notes of observation, related laws and plans were analyzed. Some important conclusions have been discovered after analyzing the data:
In order to put the policy into practice, the group members had to transfer the policy to real activities and provide professional help for teachers.The teachers’ teaching skills and leadership were enhanced after their participation in some empowerment activities and the workshop. However, the study showed that the Online Community and some general teachers also offer new modes which can help the teachers improve their more professional ability. These new modes threaten the leading position of the Compulsory Education Advisory Group. It makes the Compulsory Education Advisory Group face up to the pressure of service transition.
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Chin, Peter M. K. "Exploring the complexities of the practicum : case studies of two school advisors." Thesis, 1999. http://hdl.handle.net/2429/10938.
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This study investigates how school advisors, in a secondary-school science context,
conceive of and enact their roles in working with student teachers. It describes the
interactions between school advisors and student teachers in relation to their personal
conceptions of teaching, learning, and the process of learning to teach. The study provides a
better understanding of the practicum setting with particular attention to the school advisor's
perspective.
Detail-rich cases highlight a range of issues for school advisors as they enact their
responsibilities in attending to the student teachers' learning. These cases poignantly depict
the complexities of the school advisor/student teacher dynamic and the various tensions that
arise when conflicts emerge as the practicum unfolds. There are three questions that guide
this study: (1) How do teachers perceive their roles as school advisors?; (2) How do teachers
enact their roles as school advisors, and what are the foci of the school advisors' work with
student teachers?; and (3) How do student teachers perceive the role of the school advisors?
The practicum is a context in which one person assists the other in learning (to teach) and for
this reason the conceptual framework used for data analysis is a curriculum perspective.
Two levels of curriculum are discussed; level one of the curriculum framework is
meeting the needs of the students while level two is meeting the needs of the student teacher.
Both levels must be attended to throughout the teaching practicum. Five thematic areas were
identified: (a) the student teachers' learning, (b) the working relationship, (c) experiences
outside of the classroom, (d) lesson planning, and (e) classroom management.
This study makes a significant contribution to the research literature on teacher
education. First, it focuses upon the school advisor's role within the practicum. Second, one
of the two case studies that deteriorated to the point where a change of venues was in order,
serves as a rare example of a less-than-ideal practicum experience. Third, the conceptual
framework of regarding the practicum as curriculum provides a new perspective for gaining
insights into the complexities of learning to teach.
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"Influencing the the opinions and beliefs of teachers and counselors: Middle school advisory." LINDENWOOD UNIVERSITY, 2010. http://pqdtopen.proquest.com/#viewpdf?dispub=3372346.
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Huang, Yi-Chen, and 黃怡珍. "The Study of Relationship between Junior High School Advisors’ Transformational Leadership and Teacher-Student Relationship." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/2atcun.
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碩士<br>健行科技大學<br>企業管理系碩士班<br>104<br>The purpose of this research was to investigate the difference and the relationship between junior high school advisors’ transformational leadership and teacher-student relationship. In order to achieve the purpose, the research used questionnaire survey procedure and convenience sampling to the public junior high school advisors in Taiwan. The amount of a grand total recycled effective questionnaire is 408. The research was examined based on t-test, one-way ANOVA, Pearson correlation analysis and multiple regression analysis to each hypothesis. The study findings are as following: 1.There are partial significant differences among different personal background variables of junior high school advisors in transformational leadership. 2.There are partial significant differences among different personal background variables of junior high school advisors in teacher-student relationship. 3.There are significant positive correlation between junior high school advisors’ transformational leadership and teacher-student relationship. 4.Teacher-student relationship can be predicted with junior high school advisors’ transformational leadership. Based on the above results, this research made related suggestions to the teachers and future research, in hopes to be reference for the basic level teachers.
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Deitrick, Kevin R. "Comparing perceptions of effective characteristics of middle school advisors from administrators, teachers, and students." 2004. http://etd1.library.duq.edu/theses/available/etd-09172004-085522/.
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王雅雯. "A Case Study on the Influences of Junior High School Art Teachers' Role and Experiences as a Class-advisor." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/70954612488189009897.
Full textAbstract:
碩士<br>國立彰化師範大學<br>藝術教育研究所<br>98<br>As the education environment changes, class-advisors in Junior High Schools were no longer limited to main subjects teachers; art teachers taking the roles of class-advisor is also common. Some enjoys it, and some complaints about it. Therefore this article is trying to discuss the opinions of art teachers taking the roles of class-advisor in Junior High Schools. And during their class-advisor experience, what relation would occur between their class-advisor roles and art teaching? Furthermore, what effects would it bring to the interactions with students and their behaviors? The author tried to discuss through these issues to understand what today’s art teachers thought on the changes of current education environment? As the frontline art teaching personnel, how would they face the challenges with positive responses?
In order to find the answers, the author used qualitative research method, interviewed in depth and observed 3 individual art teachers who teach in 2 different Junior High Schools. From the collected data, all 3 teachers agreed on the value and importance of the class-advisors in Junior High Schools, but they have different views on themselves assuming the role of class-advisor. There were positive takes on this issue, but there were also negative rejections; however the commonality was that they all feel the parents have doubts in them taking the role of class-advisors. When we analyzed individual teacher’s ability in teaching, leading the class or career consultation, they all showed positive attitudes to their performance. However, when we discussed the effects of art teaching on class-advisors then it covered both positive and negative views. The positives include “teachers help students building proper value through art education”, “teachers make arts education more lively and increase students’ interest of learning”. The negatives include “art teachers assume the role of class-advisor will often sacrifice arts class time to handling class service or conducting exams, which would interfere the class progress”, and “teachers’ mood is easily affected by the performance of the students”. Besides, the subject teachers also illustrated their value with guiding their students, letting them understand the importance of making precise requests, properly handling student behaviors problem, and making the teachers-students interactions more closely.
Lastly, the author hope that this research could provide feasible suggestions and directions for related studies in the future. When under the multiple identity of art teachers taking the role of class-advisors, they must clarify their different roles and cleverly interchange between the roles. They also need to adjust their attitudes, communicate with parents regularly, and learn from their predecessors. In future studies, the author could discuss how different people, such as students’ parents, students and teachers from other disciplines, see art teacher faking the role as class-advisor at various campus environment. The author could also study the effects of administrative class adjustment on arts teacher taking the role of class-advisor. Further research could also tell us the real effect in the classrooms of art teachers taking the role of class-advisors.
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Makhanya, Hlengiwe Delicia Bawinile. "Preparing for the implementation of Foundations for Learning : a self-study of a subject advisor." Thesis, 2010. http://hdl.handle.net/10413/6202.
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This dissertation reports on a self-study in which I aim to better understand and improve my own practice as a Department of Education subject advisor, specifically in relation to preparing for the implementation of the Foundations for Learning (FFL) programme in the Foundation Phase
(Grades R-3). FFL is a National response to persistent unacceptable low levels of literacy and numeracy in the Foundation Phase in South African schools. The programme is designed to focus attention on key activities that lead to effective literacy and numeracy development.
Through memory work and critical reflection, I re-examine my lived experiences of learning and teaching in order to understand what impact these experiences have had on my practice as a teacher and a subject advisor. In addition, I work with a focus group of teacher participants to
examine their experiences of learning and teaching as well as their current needs as Foundation Phase teachers in relation to the implementation of the Foundations for Learning programme.
Through the self-study, I distinguish areas where I need to improve on my practice and also set out key strategies for change. Areas for improvement include closing the gap between policy and practice, conducting effective workshops, encouraging networking, enhancing communication and addressing specific barriers in rural schools.<br>Thesis (M.Ed.)-University of KwaZulu-Natal, Edgewood, 2010.
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Tjozongoro, Assaria Twiwane. "Perceptions of selected Namibian subject advisers on their role in supporting teaching and learning." Diss., 2019. http://hdl.handle.net/10500/26616.
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Abstract in English, Afrikaans and Zulu<br>The purpose of this interpretive study was to explore the perceptions of selected Namibian subject advisers on their role in supporting teaching and learning. There are limited studies on the roles of subject advisers in supporting instruction. Delivery of quality teaching and learning prompts subject advisers to support teachers. The study is important to build upon the body of literature on instructional support and how subject advisers elsewhere support instruction. International and national scholastic literature was interrogated to seek more insight into the research topic. This qualitative study was located within a phenomenological/interpretive paradigm. The study explored the purpose of subject advisory support, how teachers’ support needs are identified, the roles of subject advisers, character traits of subject advisers, formats of support used by subject advisers, and the challenges as well as support provided to subject advisers. The study was conducted at three Regional Offices of Education, Arts and Culture in Namibia and included ten subject advisers selected through purposive sampling. The data was collected through semi-structured interviews and document analysis. Key findings emerged through the data analysis by identifying categories and themes. These findings emphasised that subject advisers understand the nature of instructional support differently. The findings revealed that subject advisers face challenges that make them less effective in teaching support. It was further evident that subject advisers receive limited support and that they need to be supported through training, provision of resources and reduction of workload. These conclusions and others informed the recommendations that are aimed at improving subject advisers’ practice.<br>Die doel van hierdie vertolkende studie was om die persepsies van uitgesoekte Namibiese vakinspekteurs oor hul rol in onderrig- en leerondersteuning te ondersoek. Die bestaande studies oor die rol van vakinspekteurs in onderrigondersteuning is beperk. Die lewering van gehalte-onderrig en -leer spoor vakinspekteurs aan om onderwysers te ondersteun. Hierdie studie is belangrik omdat dit op die bestaande literatuur oor onderrigondersteuning en hoe vakinspekteurs elders onderrig ondersteun, moet voortbou. Internasionale en nasionale skoolverwante literatuur is geraadpleeg om meer insig oor die navorsingsonderwerp te kry. Hierdie kwalitatiewe studie val binne ʼn fenomenologiese/vertolkende paradigma. Die studie het ondersoek ingestel na die doel van vakinspekterende ondersteuning, hoe onderwysers se ondersteuningsbehoeftes geïdentifiseer word, die rol van vakinspekteurs, karaktereienskappe van vakinspekteurs, ondersteuningsformate wat deur vakinspekteurs gebruik word, en die uitdagings wat vakinspekteurs te bowe moet kom sowel as die ondersteuning wat hulle ontvang. Die navorsing is gedoen by drie streekskantore van Onderwys, Kuns en Kultuur in Namibië, en tien vakinspekteurs is deur doelbewuste steekproefneming gekies vir hierdie doel. Die data is deur halfgestruktureerde onderhoude en dokumentontleding ingesamel. Sleutelbevindings het deur die data-ontleding aan die lig gekom deur die identifisering van kategorieë en temas. Hierdie bevindings beklemtoon dat vakinspekteurs die aard van onderrigondersteuning verskillend verstaan. Verder onthul die navorsingsresultate uitdagings wat vakinspekteurs minder doeltreffend maak in hul onderrigondersteuning. Dit was ook duidelik dat vakinspekteurs beperkte bystand kry en dat hulle ondersteun moet word deur opleiding, voorsiening van hulpbronne en verminderde werkslas. Bogenoemde en ook ander gevolgtrekkings het aanleiding gegee tot die aanbevelings wat gedoen is en wat gemik is op die verbetering van vakinspekteurs se manier van doen.<br>Lolu cwaningo oluhlaziyayo beluhlose ukuthola imiqondo yesihloko sabaluleki bezifundo baseNamibia abakhethiwe ngendima yabo yokuxhasa uhlelo lokufundisa nokufunda. Luncane kakhulu ucwaningo olwenziwe mayelana nendima edlalwa ngabaluleki bezifundo ekuxhaseni uhlelo lwezemfundo. Ukwethulwa kohlelo lokufundisa nokufunda kuphoqa abaluleki bezifundo ukuba baxhase othisha. Ucwaningo lubalulekile ekwakheni uhlaka lombhalo wobuciko ohlelweni oluxhasa ezemfundo nangendlela abeluleki bezifundo kwezinye izikhungo baxhasa izinhlelo zemfundo. Umbhalo wobuciko emhlabeni kanye nasezweni waphenywa ngenhloso yokufuna ulwazi olubanzi ngaphakathi kwesihloko socwaningo. Lolu hlobo locwaningo olwencike kwizingxoxo lwatholakala ngaphakathi kwepharadayimu yefenomenoloji/ yokuhlaziya. . Ucwaningo luye lwaphenya inhloso yohlelo oluxhasa ngezeluleko, indlela izidingo zothisha zivezwa ngayo, izindima ezidlalwa ngabaluleki bezezifundo, izimpawu zesimilo sabaluleki bezifundo, izinhlaka zokuxhasa ezisetshenziswa abaluleki bezifundo, kanye nezinselelo ezibhekene nabaluleki, kanyenoxhaso olunikezwa abaluleki bezifundo. Ucwaningo lwenziwa kumaHovisi eSiyingi ezeMfundo, eZobuciko kanye neZamasiko eNamibia kanti luye lwaxuba abeluleki bezifundo abayishumi abakhethwe ngohlelo lwesampuli olunenhloso. . Idatha yaqoqwa ngohlelo lwenhlolovo embaxambili kanye nokuhlaziywa kombhalo. Kuye kwavela ulwazi olubalulekile olutholakele ngokusebenzisa uhlelo lokuhlaziya idatha ngokukhipha izigaba kanye nezindikimba. Lolu lwazi olutholakele lugcizelela ukuthi abeluleki bezifundo banolwazi ngobunjalo bohlelo oluxhasa ezemfundo ngendlela eyehlukile. Ulwazi olutholakele lukhombisa ukuthi abeluleki bezifundo babhekene nezinselelo ezibenza ukuba bangakwazi ukusebenza kahle ohlelweni lokufundisa oluxhasayo.. Ngaphezu kwalokho kuye kwacaca ukuba abeluleki babengaxhaswa ngokwanele mayelana nokuqeqeshwa, ngokuhlinzekwa ngemithombo yezemfundo kanye nangokunciphisa umthamo womsebenzi. Lezi ziphetho kanye nokunye yikho okuye kwakha izincomo ezenziwe futhi ezazihlose ekuthuthukiseni imisebenzi yabeluleki bezifundo.<br>Curriculum and Instructional Studies<br>M. Ed. (Curriculum Studies)
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Huang, Hsiang-Ju, and 黃薌如. "The Relevance of Humor Styles of Junior High School Students and Perception of their Advisors’ and Teacher-student Relationship." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/88487972321228039971.
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碩士<br>國立臺灣師範大學<br>教育心理與輔導學系碩士在職專班<br>101<br>This study aims to discuss the relevance of humor styles of junior high school students and perception of their advisors’ and teacher-student relationship. Questionnaire is used as research method in this study. The questionnaire is administrated in the four regions in Taiwan, including twelve cities. Participants are 990 in 36 classes, from 7th graders to 9th graders in junior high schools. The study used purposive sampling, questionnaire used in this study including Humor Styles Questionnaire (HSQ) and Teacher-Student Interaction Scale. Independent T-test, Pearson correlation, and multiple regression analysis are used for data analysis. The findings of the study are as following:
1. The differences among humor style in junior high school students, perceptual advisor’s humor style and teacher-students interaction in genders.
(1)Self-enhancing humor and aggressive humor in male students are significantly higher than that in female students in junior high schools.
(2)The male students’ perception of advisors’ aggressive humor and self-defeating humor are significantly higher than the female students.
(3)The male students’ perception of the teachers’ influence of teacher-student interaction is significantly higher than the female students.
2. The correlation among the humor style in junior high school students, perception advisor’s humor style and teacher-students interaction.
(1)Junior high school students’ positive humor style is dominantly positive
relevant to perception of advisors’ positive humor style. Junior high school
students’ negative humor style is dominantly positive relevant to perception of advisors’ negative humor style.
(2)Junior high school students’ negative humor style is dominantly positive relevant to the teachers’ influence of teacher-student interaction, but it is dominantly negative relevant to teachers’ proximity.
(3)Junior high school students’ perception of advisors’ positive humor style is dominantly negative relevant to the teachers’ influence of teacher-student interaction, but it is dominantly positive relevant to teachers’ proximity.
3. Junior high school students’ perception of advisors’ aggressive humor style and affiliative humor style can effectively predict teacher-student interaction.
According to the findings, the researcher provided some suggestions for teachers, official authorities and future studies.
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Chen, Li-Li, and 陳麗麗. "A Study on the Service Quality and Teacher’s Satisfaction of Taichung Compulsory Education Advisory Group." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/51875406926755060821.
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碩士<br>中臺科技大學<br>文教事業經營研究所<br>101<br>The purpose of this research is to understand the Taichung Elementary School teacher’s perception of service quality and satisfaction toward Compulsory Education Advisory Group. Questionnaire survey is employed. The population is the teacher who participated in Compulsory Education Advisory Group’s activities between 2012 Jan. and Dec. “Compulsory Education Advisory Groups’ Service Quality and Teacher’s Satisfaction” questionnaire is developed as research tool. Totally, 518 samples were slected and 422 valid samples were returned. Based on these data, Six major conclusions are obtained:
1.Taichung Elementary School teacher’s perception of service quality and satisfaction toward Compulsory Education Advisory Group is belonging to intermediate high degree.
2.Four antecedents (reliability, attention, profession, and features) have significant positive effects on service quality.
3.Teachers of different positions, gender, and areas have different service quality perceptions toward Compulsory Education Advisory Group.
4.Teachers from sea area have highest satisfaction perception than other areas.
5.The perceptions of service quality have significant positive impact on satisfaction in the research context.
6.The perceptions of satisfaction have significant positive impact on their continuing participant intention in the research context.
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Seshoka, Matome Winter. "The role of curriculum advisors in supporting teachers to curriculum policies in the Capricorn District of Limpopo Province." Thesis, 2016. http://hdl.handle.net/10386/3306.
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Thesis (M.Ed.(Curriculum studies)) -- University of Limpopo, 2016<br>The purpose of this study was to explore how district office Curriculum Advisors (CAs) support teachers to implement curriculum policies requirements in the Capricorn District of the Limpopo Province. This exploratory case study addressed this knowledge gap by exploring the lived experiences of ten CAs in one district. Data was constructed through semi-structured interviews, observations and document analysis. This study revealed various forms of support that CAs offer to teachers, challenges they face and suggestions/strategies they use to deal with them. The kind of support CAs offer to teachers can be categorized into five themes: training, monitoring, moderation, setting tasks and enrichment programmes. Generally, the study also revealed that there are significant challenges to CAs‟ ability to effectively practise curriculum support. These include: overload due to shortage of CAs, lack of resources, political interference and challenges from teachers. Furthermore, CAs used teamwork and sacrifice as their way of dealing with these challenges. They also provided suggestions which the government may employ to eradicate these challenges. In conclusion, the study provides six recommendations related to policy-makers and government, and implications for future research.
KEY CONCEPTS
Curriculum Advisors, curriculum support, teachers.
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LUO, CHEN-HAN, and 羅晨涵. "An Investigation on Elementary School Teachers of Enviromental Education Advisory Group of Taiwan on Improving Students’Environmental Literacy Teaching Strategies." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/vj4b98.
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碩士<br>國立臺中教育大學<br>科學教育與應用學系環境教育及管理碩士在職專班<br>106<br>With the increasing population and substantial change in the Earth’s environment, a great many natural resources are continuing to be depleted and reduced. From the large-scale global perspective, climate change and global warming affect everyone living on this planet. In consideration to environmental problems the world is currently facing, in addition to seeking solutions from the scientific aspect, education is also considered one of the ways to improve the environment. Although education is a long process, it has an influence on people’s ideas and values, which in turn changes the way people live and their attitude towards nature. To exert an influence on people’s values through education, appropriate teaching methods are essential.
This research seeks to address the following question:to find out what kinds of teaching strategies are frequently used by teachers of “Environmental Education Advisory Group of Taiwan” to raise students’ scores on “Environmental Action Skills” criterion and “Environmental Action Experiences” criterion as well as the reasons why teachers choose those strategies.To figure out the topics in environmental education related to “Environmental Action Skills” criterion and “Environmental Action Experiences” criterion that teachers of “Environmental Education Advisory Group of Taiwan” are familiar with, and the teaching materials recommended by these teachers.
This study adopted the research data results of “2013 The Development of Environmental Literacy Indicators for Students of Elementary, Junior High and Senior High/Vocational Schools” and “2014 Establishment of Environmental Literacy Scale for The Taiwanese” to develop the instructional strategy development research survey for improving the environmental literary of elementary school students, and to investigate and analyze the instructional strategies adopted by elementary school teachers when imparting environmental education. Supplemented by the focus group interview method, teachers with environmental education teaching experience were interviewed, teaching methods frequently used by teachers to enhance environmental literacy were collected, and the data was collected and compiled to provide the teachers with feasible instructional strategies and recommendations pertaining to environmental education. The research expected results analysis is as follows:
1. The instructional strategies frequently used by elementary school teachers to improve the environmental literary inadequacy of elementary school students (environmental action skills, environmental action experiences) include outdoor teaching, actual operation (including experiments), group discussion, and role-playing.
2. For the “Environmental Action Skills” criterion, the top 3 topics in environmental education which teachers are familiar with are “Nature Conservation”, “Climate Change” and “Green Consumption”. As for “Environmental Action Experience” criterion, the top 3 topics in environmental education that teachers are familiar with are “Nature Conservation”, “Green Consumption” and “Climate Change”.
It is recommended in this study that younger children should gain personal experience through sensory perceptions in order to enhance their environmental literacy. By the time they become older, their basic perceptions can be converted into action experiences, thereby enhancing their ability to resolve problems encountered in daily life. Teachers are suggested to use actual operation, experiments, and other instructional strategies in class to foster students’ environmental action skills. Outdoor teaching is also an advisable strategy for improving students’ environmental action experiences.
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Delvecchio, Jennifer Ann. "School advisor's beliefs about their roles and practices within a cohort grouping." Thesis, 2000. http://hdl.handle.net/2429/10392.
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This study focuses on the nature of the school advisor's roles within a
collaborative educational setting, specifically, a partnership involving a school district,
university and teachers association referred to as the Richmond Teacher Education
Project. The study investigates how school advisors view their roles and responsibilities
within a cohort group. School advisors describe their experiences according to role,
motivations, preparation and training, improvements to the program and
professional/ethical considerations.
Findings from the study indicate that the role development of school advisors is
dependent on the amount of time spent as a member of the Richmond Practicum Project
and on the relationship-building process between the student teachers and other members
of the cohort grouping. All subjects mention some difficulty in their role as the primary
evaluator and believed that the faculty advisor should share this role.
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Chen, Pei-Tung, and 陳沛彤. "The Study on Promoting Teacher Professional Development by Compulsory Education Advisory Group- Taking an Elementary School In Yunlin County as an Example." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/76089174007068360732.
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碩士<br>國立東華大學<br>教育行政與管理學系<br>99<br>This paper aims at exploring the perception of educators in an elementary school in Yunlin County towards current status and relationship of teacher’s professional development’s organizational structure, strategies, and operational performance promoted by compulsory education advisory group. It also provides suggestions based on the research results.
This study applies a questionnaire, ‘Research questionnaire of promoting teacher professional development by compulsory education advisory group’, to conduct the sampling. With a total of 640 issued and 558 received, the recovery rate was 87%. Data was analyzed using descriptive statistical method, t-test, ANOVA, Pearson’s product-moment correlation coefficient, stepwise multi-regress analysis, and the research findings are as following:
1. School educators have a fair understanding toward the teacher’s professional development organizational structure promoted by the compulsory education advisory group.
2. School educators have a fair recognition towards the strategies of the teacher professional development promoted by the compulsory education advisory group.
3. School educators have the awareness towards the fine operational performance of the teacher professional development promoted by the compulsory education advisory group.
4. School educators are aware of the positive relationship among teacher professional development organizational structure, strategies, and operational performance.
5. School educators fully understand that the organizational structure of teacher’s professional development promoted by compulsory education advisory group and strategies are able to affect the status of the operational performance. Moreover, well-organized administrative team and plentiful environmental resources are very likely to influence strategies.
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Maudu, Mukhethwa Isaac. "The role of subject advisors in supporting mathematics educators in the further education and training band with regards to pedagogical content knowledge." Diss., 2015. http://hdl.handle.net/11602/256.
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賴登農. "The Study of Elementary School Teachers' Learning Motivation and Learning Satisfaction about Mathematics Advisory Group on "Education Teaching and Coaching"." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/10276401042357772360.
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碩士<br>國立彰化師範大學<br>商業教育學系<br>99<br>This study investigated the associated between learning motivation and satisfaction of elementary school teachers on the Mathematics Advisory Group counseling . The specific objectives include examinating of elementary teachers’ learning motivation about mathematics advisory group counseling ,and understanding of elementary school teachers’ learning satisfaction about mathematics advisory group counseling. And to explore the relationship between learning motivation and satisfaction of elementary school teachers on the mathematics advisory group counseling ,and finally make proposals based on the results, as a reference for relevant units.
Keywords:learning motivation, learning satisfaction, Mathematics Advisory Group,teaching counseling.
This study used questionnaires, namely, 525 questionnaires were sent surveying. 498 valid questionnaires were returned 94.86%, SPSS 14.0 statistical analysis of descriptive, t test, one way ANOVA, Pearson related Analysis and regression analysis were used to analyze, from the result:
First, the descriptive statistical analysis, include:
1.Satisfying the learning motivation of elementary school teachers on the mathematics advisory group counseling achieves rate of seventy-five percent.
2.Identification degree about elementary school teachers of mathematics learning advisory group counseling to the overall satisfaction achieves rate of eighty one percent.
Second, the basic properties difference analysis between individual motivation and satisfaction, include:
1.There are significant differences between these teachers’ learning motivation about mathematics learning counseling group due to different genders, age, education, current position, school size.Others background variables on learning motivation were no significant difference.
2.There are significant differences between different ages of elementary teachers on use of teaching mathematics counseling group; different variables of present positions in administrative support ,counselors teaching ,the use of the course content and other dimensions; different variables on school size in administrative support, counselors teaching ,the use of learning environment, curriculum content, and dimensions .Other background variables on learning satisfaction were no significant difference.
Third, learning motivation and learning satisfaction between the correlation analysis:
1.Changhua County elementary school teachers’ motivation and satisfaction on the integrated activities counseling group of school service showed a significant positive correlation .
2.There are higher prediction of satisfaction on desire to learn the "administrative support"," counselor teaching ", "teaching application "," curriculum content "and"learning environment ".