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1
Loday, Karma Manee Chaiteeranuwatsiri. "An evaluation of training of instructors programme in enhancing the teaching skills of instructors of vocational training institutes of Bhutan /." Abstract, 2008. http://mulinet3.li.mahidol.ac.th/thesis/2551/cd412/4938036.pdf.
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Binks, Emily Suzanne. "An assessment of university instructors' and their pre-service teachers' knowledge of basic language constructs before and after university instructor professional development." Texas A&M University, 2008. http://hdl.handle.net/1969.1/85925.
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Reading is a basic skill for survival and those who have reading difficulties in early
grades continue to struggle in school and later in life. Previous studies have shown that
instructional procedures that incorporate basic language constructs with literacy instruction
are helpful in improving reading skills. It has also been shown that many teachers and
reading professionals are not familiar with such concepts. The purpose of this research is to
explore reasons for classroom teachers' poor preparation to teach literacy skills and how
this situation might be improved.
First, a basic language constructs survey assessing self-perception, knowledge, and
ability (46 items, Cronbach's a = .903) and based on recommendations by the National
Reading Panel and reading research was administered to university instructors of EC-4
reading education (n=114). Forty-eight of these university instructors completed the survey
after at least two years of participation in a professional development program (Higher
Education Collaborative, HEC) geared towards the incorporation of scientifically-based
reading research (SBRR) and research-based reading instruction (RBRI) into teacher preparation. The other sixty-six university instructors completed the survey prior to their
participation in the professional development program (HEC).
Second, the same survey was administered to pre-service EC-4 teachers (n=173) at
the completion of their reading education coursework. Fifty-five of these pre-service
teachers had been taught by the "HEC university instructors." The other 118 pre-service
teachers had been taught by "non-HEC university instructors."
Results indicate non-HEC university instructors and their pre-service are not
familiar with basic language constructs and how to teach these concepts to primary level
children. However, while room for improvement exists, HEC university instructors and
their pre-service teachers did perform statistically significantly better on the survey than
their counterparts.
This study indicates pre-service teachers need better preparation in teaching the
basic language constructs of the English language and university instructors often lack the
knowledge to prepare teachers with such information. However, professional development
programs designed for university instructors might be one way to help improve the
situation.
3
Anchulee, Suwandee McCarthy John R. "Students' perceptions of university instructors' effective teaching characteristics in the faculty of science, Mahidol University." Normal, Ill. Illinois State University, 1994. http://wwwlib.umi.com/cr/ilstu/fullcit?p9521342.
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Thesis (Ph. D.)--Illinois State University, 1994.<br>Title from title page screen, viewed April 13, 2006. Dissertation Committee: John R. McCarthy (chair), Ronald S. Halinski, Larry D. Kennedy, David L. Tucker. Includes bibliographical references (leaves 85-89) and abstract. Also available in print.
4
Aschenbrener, Mollie S. "Analysis of creative and effective teaching behaviors of university [sic] instructors." Diss., Columbia, Mo. : University of Missouri-Columbia, 2008. http://hdl.handle.net/10355/5565.
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Thesis (Ph. D.)--University of Missouri-Columbia, 2008.<br>The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on June 2, 2009) Vita. Includes bibliographical references.
5
Bruess, Lili. "University ESL instructors' perceptions and use of computer technology in teaching." ScholarWorks@UNO, 2003. http://louisdl.louislibraries.org/u?/NOD,24.
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Thesis (Ph. D)--University of New Orleans, 2003.<br>Title from electronic submission form. "A dissertation ... in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Curriculum and Instruction"--Dissertation t.p. Vita. Includes bibliographical references.
6
Mercer, Robert M. "Attitudes and perceptions of instructors operating marine simulator courses." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1996. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/MQ36155.pdf.
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Laksaniyanon, Benchamat. "Acceptance Theories for Behavior in Conducting Research: Instructors in the Rajabhat University System, Thailand." Thesis, University of North Texas, 2015. https://digital.library.unt.edu/ark:/67531/metadc848155/.
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Responding to globalization and its effects on education and research development, the Thai government decided to push all public universities to become autonomous and establish a system of quality assurances. The establishment of quality assurances has had a large impact on many Thai instructors, especially in new public universities. Thai instructors are now forced to more focus on conducting research because the number of research publications is regarded as one of the main criteria for quality universities. The purpose of this study is to investigate the key factors, at the individual and university levels, which impact on the instructors' behavior in conducting research of the full-time instructors in the faculty of Management Science from the Rajabhat Universities in Thailand. The current study will help explain how and why the instructors accept or refuse to conduct research and provide insight into the salient factors motivating the instructors to produce more research by conducting HLM. Data were collected from 694 participants at 37 institutions via a questionnaire survey. The findings revealed that there was no difference among these 37 universities on behavior in conducting research. The key factors statistically influencing behavior in conducting research of the instructors were facilitating conditions, academic degree, social influence, and usefulness as well as ease of conducting research that the instructors perceived. This study gained 46% of effect size.
8
Ragsdale, Ronald Andrew. "Attitudes, Motivations and Expectations of Students and Instructors in an Intensive University ESL Summer Session." PDXScholar, 1993. https://pdxscholar.library.pdx.edu/open_access_etds/3567.
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All international students have specific motivations and expectations when learning English as a Second Language (ESL) in the United States, and recognizing the diversity of those motivations and expectations is the first step toward providing successful second language instruction. This study was designed to elicit the attitudes, expectations and motivations of two unique groups of students studying in the same classes in an ESL summer session at Portland State University (PSU), the preconception of the instructors, and the impressions and evaluations of the program upon its completion by the students, instructors, coordinators and administrators.
A successful curriculum can only be adapted to fit the needs and expectations of those students who share the same needs and hold the same expectations. When the learners fall into disparate groups, with distinct, and perhaps contrary needs, a given curriculum can be only a compromise at best, and a failure for some at the worst. During the summer session at PSU, the Department of Applied Linguistics offers a full range of intensive ESL courses for visiting international students. In the year of this study there were two distinct groups of students enrolled in the Reading/Writing ESL classes. One group was the traditional eclectic mix of international students who for the most part were on an academic track toward eventual enrollment in regular programs at PSU. The other was a group of Japanese students studying at PSU from Otemae College. These two groups of students entered the program with different motivations for studying English and different expectations from the summer program at PSU.
Because the general academic focus of the program was established in advance of the enrollment of most of these students, it was designed to fit the more traditional students' expectations and motivations. The specific expectations and motivations of the Otemae students were not explicitly considered, leaving the real potential for a negative experience. This is a serious consideration for those designing the curriculum for the summer sessions, for the instructors who are given the task of teaching these distinct groups of students, and for the coordinators of the short term programs who must convince their clients of their effectiveness so they will choose PSU again in the future.
Using a semantic-differential survey to assess the students' attitudes, motivations, and expectations, and comparing the results with general demographic data, it was found that the students did indeed separate into two distinct groups with clear differences in motivations and expectations. The Otemae students also formed a large demographic block within the classes which could not be discounted in the lesson plans. Even though the Otemae students had been integrated into the reading and writing classes, these skills were less important to them in the needs analysis portion of the attitude survey than were conversational and pronunciation skills. Reading and writing skills were also rated lower overall by the Otemae students than they were by the traditional students.
These and other factors lend support to the contention that the two groups of students had needs and expectations that were not wholly compatible, which put a strain on the teacher/student relationships as well as on the individual instructors' intended goals. This strain was further verified in instructor interviews, student interviews and in a departmental evaluation at the end of the summer term.
If expectations are not met, or attitudes are not compatible between students and instructors, or motivations are at odds between groups of students, learning can be obstructed, and the experience can be less positive for all concerned. Although the summer session, with Otemae students integrated into the regular classes, went well in the estimation of some, there is convincing evidence that there is need for improvement.
Recommendations for improvement include integrating the Otemae students into speaking and listening classes instead of reading and writing classes, having a curriculum designed with both groups in mind that instructors would have available before the summer term begins, conducting a term by term needs analysis, providing introductory sessions on American classroom style, and attempting to reduce the percentage of Otemae students in any given class by actively recruiting more international ESL students to PSU.
9
Andrews, Dorothy Sturge. "Appraisal of clinical teaching behaviours by diploma nursing students and their instructors /." St. John's, NF : [s.n.], 2000.
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Eksi, Gul. "An Assessment Of The Professional Development Needs Of English Language Instructors Working At A State University." Master's thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/12612808/index.pdf.
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ABSTRACT
AN ASSESSMENT OF THE PROFESSIONAL DEVELOPMENT NEEDS OF
ENGLISH LANGUAGE INSTRUCTORS WORKING AT A STATE UNIVERSITY
Eksi, Gü<br>l
M.S., Department of Educational Sciences
Supervisor: Assist. Prof. Dr. Yesim Ç<br>apa Aydin
December 2010, 88 pages
The main purpose of this study was to assess the professional development needs of the English language instructors working at a state university in Istanbul. Ninety-two instructors teaching preparatory classes constituted the population of the study. Within that needs assessment, the instructors&rsquo<br>perceptions of professional development, the most common professional development activities instructors practice, factors that hindered instructors from attending professional development activities, the most difficult skill to teach and assess, the areas of teaching English where instructors needed a professional development program, and the instructors&rsquo<br>preferences for delivery methods and formats of the professional development programs were identified. This study also examined the role of year of teaching experience, workload of the instructors, department the instructors graduated, and instructors&rsquo<br>perceptions of professional development programs in predicting the professional development needs of the instructors.
Findings indicated that participants had positive perceptions of professional development. The most common professional development activity type was found to be &ldquo<br>Sharing experiences with colleagues.&rdquo<br>The most important factor which hindered participants from attending professional development was determined as &ldquo<br>inconvenient date/time.&rdquo<br>The most difficult skill to teach and to assess was reported as &ldquo<br>Writing.&rdquo<br>It was found out that the area where the degree of need was the highest was &ldquo<br>New theories and practices of English language teaching.&rdquo<br>Most of the participants reported that they preferred professional development activities to be optional workshops at their own institutions. A trainer or an expert from an outside institution was the most preferred speaker type. Findings also showed that instructors preferred sessions which took up to 60 minutes, held on weekday mornings once a month. The result of the regression analyses indicated that only year of teaching experience was significant in predicting professional development needs of the instructors. Year of teaching experience was negatively correlated with the needs indicating that as the teachers got more experience, their degree of professional development needs decreased.
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Dearman, Christina T. "The Impact of Collegial-Teaming on High-School and University Instructors: A Descriptive Multi-Case Study." Thesis, University of North Texas, 2011. https://digital.library.unt.edu/ark:/67531/metadc103308/.
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This descriptive multi-case study systematically explored the team teaching relationship between a secondary teacher and a university faculty member. Multiple interviews, classroom observations, and analysis of available data provided insights into the interactions of these particular collegial-teams, drawn together for the purpose of providing rigorous STEM curriculum to high-ability students during a three-week residential program. Data revealed that successful collaboration can be described by the emergent themes of reciprocity, respect, flexibility, and time. It appears that an active interchange, or reciprocity, and mutual respect between partners during curriculum/lesson/unit planning, instructional delivery, and assessment facilitate effective collaborative instruction. Findings further revealed that instructors expressed an overall positive experience with collegial-teaming; one that has been valuable to them as professionals. The university instructors reported acquiring and improving upon their own pedagogical skills, while the high-school instructors reported gains in terms of obtaining in-depth content knowledge. The partnership also assisted in bridging insights between the secondary and college arenas in terms of content and academic expectations at both levels. The overall experience provided professional growth and development that would not have occurred without the unique pairing of a high-school instructor and a university faculty member.
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Healey, Norma M., and University of Lethbridge Faculty of Education. "Is curriculum in the closet? Instructors' perceptions about gay and lesbian content in Alberta university gender courses." Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 2004, 2004. http://hdl.handle.net/10133/223.
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This study focuses on the nature of university instructors' beliefs and attitudes toward gay and lesbian content in the university Gender course curriculum. It was intended to provide a better understanding of factors such as academic freedom, societal influences, personal opinions, curriculum, and institutional influences that might affect attitudes and thus undermine the inclusion of discussion about Lesbian, Gay, Bisexual, and Transgender (LGBT) issues. Participants in the study were seven instructors from the faculties of Social Sciences, Faculty of Education, Applied Psychology, and Educational Psychology at the University of Alberta, the University of Calgary, and the University of Lethbridge, in the province of Alberta, Canada. The study revealed that although there was only a slight diversity of beliefs and attitudes about the topic among the participants, a majority of them felt positively toward inclusion of information in the university curricula.
the positive attitudes were expressed as a willingness to teach about the subject matter, and a belief that LGBT content should be integrated throughout the general curriculum. The implications and the challenges of incorporating LGBT issues into the curriculum were also discussed. Participants discuss that LGBT issues are not adequately represented in the curriculum, that there is a need for more public awareness and education about homosexuality, a need for greater inclusion of gay and lesbian issues in university programs, a desire for less marginalization of the LGBT topic, and a vow to provide more respect for LGBT persons.<br>ix, 173 leaves ; 29 cm.
13
Henriksen, Donna L. "Instructors' written responses in the basic writing courses at Ball State University : issues of gender and race." Virtual Press, 1994. http://liblink.bsu.edu/uhtbin/catkey/932633.
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Educational and feminist researchers as well as philosophers and psychologist claim that women are not receiving the same university education as men. Studies show that males receive more praise and more attention in the classroom through the university. As a result, female students feel alienated from much of their educational experiences. Likewise, minority students also report feeling estranged in the university claiming that their previous experiences are undervalued.Freshman composition classes are designed to acquaint in-coming students with the discourse needed in order to succeed in college. Likewise, the Basis Writing Courses at Ball State University are designed to help underprepared students gain confidence and practice in their writing abilities. Teachers' written comments upon essay drafts are a major means of communication between the students and professors.This study was designed to determine whether or not instructors teaching in the Ball State University Basic Writing courses in the Fall Semester of 1992 gave responses on essays which were significantly different relative to the students' gender and/or race. In other words, did male students receive different editing and revisional advice than did female or non-Caucasian students? Did male students receive more praise and encouragement than did female or non-Caucasian students? Is there unconscious gender or racial bias exhibited in the basic writing classrooms at Ball State University as evidenced by instructors' written comments?? Contrary to the multi-vocal chorus proclaiming existing bias, this study found such bias did not exist at the significant Alpha level of .05, yet trends towards such bias did emerge. White males were slightly favored both in the amount of praise and the amount of advice offered on essay drafts. The careful selection of the Basic Writing faculty may have contributed to the lack of bias found at a significant level. As a secondary issue, it was also found that instructors were unaware of the extent of their direct editing habits. This overediting may result from the portfolio nature of the course where outside readers are involved in course assessment<br>Department of English
14
Plew, Melissa S. "Facebook Friendships between College/University Instructors and Students: Deciding Whether or Not to Allow Students as Friends, Communicating with Students, and the Individual Differences that Influence Instructors' Impression Management on Facebook." Digital Archive @ GSU, 2011. http://digitalarchive.gsu.edu/communication_diss/26.
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This research examined Facebook friendships between college/university instructors and students. Based on the development of instructor-student dual relationships, this study described instructors’ Facebook use with students. This included explanations for allowing/not allowing students, communication with students, and ethical concerns. Rooted in the theories of impression management, self-monitoring and role conflict, plus the concept of ambient awareness, hypotheses predicted relationships between instructors’ individual differences and Facebook use: (1) self-monitoring would be positively related to role conflict; and (2) self-monitoring, (3) role conflict, and (4) ambient awareness would be positively related to instructors’ self-presentation, impression management behaviors, and privacy management. Emails were sent to faculty at 270 colleges/universities throughout the U.S. and 331 instructors completed the online survey. Of these, 56.2% allowed students as friends. Open-ended answers revealed that instructors allowed students as friends to communicate, to facilitate learning about each other, and because it was difficult to decline requests. Some instructors did not allow certain students (e.g., problematic students, undergraduates). They communicated by commenting on and liking posts on students’ pages, and had ethical concerns about negative consequences. Open-ended answers revealed that instructors did not allow students as friends to maintain the professional divide and avoid favoritism, which explained their ethical concerns. Hierarchical regression analyses tested the predicted relationships. Results revealed that self-monitoring approached significance as having a positive relationship with role conflict and a negative relationship with privacy management, but was not related to self-presentation or impression management behaviors. Role conflict was not related to impression management. Awareness of students was positively related to self-presentation and impression management behaviors, but unexpectedly, perception of students’ awareness of instructors was negatively related to privacy management. A partial correlation analysis tested high/low self-monitors separately and not only replicated the results, but also revealed that high self-monitors’ perception of students’ awareness was positively correlated with self-presentation and impression management behaviors. These findings indicate that ambient awareness is related to online communication and should be studied further. This is especially intriguing since the two types of ambient awareness related differently to the three types of impression management studied in this research.
15
Riddell, B. Gail. "'Orwellian motivators', 'pollyannas', 'bulldozers' or 'heroes'? : a case study of university instructors working to enhance their teaching skills." Thesis, University of Nottingham, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.281754.
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Gultekin, Inci. "The Analysis Of The Perceptions Of English Language Instructors At Tobb University Of Economics And Technology Regarding Inset Content." Master's thesis, METU, 2007. http://etd.lib.metu.edu.tr/upload/12608814/index.pdf.
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The purpose of this study was to analyze the extent of instructors at TOBB University of Economics and Technology, Department of Foreign Languages regard in-service training programs crucial for their professional development. Another aspect of the study was to identify the professional needs of the instructors teaching preparatory classes as well as to determine the preferred instructional methods of an INSET program. The final aim of the study was to determine whether there are statistically significant differences between novice and experienced instructors regarding their needs and expectation of an in-service training program.The study was conducted among thirty-nine instructors who are teaching preparatory classes at TOBB ETU, DFL. The chairperson of the DFL also took part in the study.
Data from the 39 instructors were collected through questionnaires which were developed to uncover the opinions of instructors in terms of the characteristics of effective in-service training programs, to identify the needs of the instructors and determine the instructional methods preferred in-service training program. The questionnaires included both Likert scale and open-ended items. Moreover, 50-minute lessons of 10 instructors were video recorded. Video recordings aimed to identify the needs of the instructors that should be addressed through an in-service training program. Finally, interviews were conducted with 10 instructors whose classes were video recorded. The aim of the interviews was to enable the instructors to reflect on the findings of the questionnaires and the video recordings. Another interview was conducted with the chairperson of the DFL to uncover to what extent his perceptions about in-service training activities correlate with those of the instructors.
Data collected through the instruments were analyzed both quantitatively and qualitatively. Close-ended items were analyzed via the SPSS program and mean scores for each item were calculated besides an independent sample t-test. The qualitative data were analyzed through content analysis.
The results of the study revealed that the instructors believe INSET is crucial for their professional development, they would like to keep on track with new developments in the field of ELT and participate in seminars and conferences as part of INSET programs. In terms of the professional needs, it was found that instrcutors need to be trained on teaching speaking skills and pronunciation, written and oral correction, promoting student autonomy, dealing with classroom management problems, teaching mixed-ability groups, raising language awareness of students and reflecting on their own experience. The t-test results demonstrated that there was a statistical significance between the answers of novice and experienced instructors concerning being trained in &lsquo<br>teaching vocabulary,&rsquo<br>&lsquo<br>teaching grammar&rsquo<br>and &lsquo<br>improving in written and oral correction strategies.&rsquo<br>It was found that experienced teachers are particularly interested in training sessions on teaching grammar, teaching vocabulary, and improving written and oral correction strategies.
As a result of the findings, an ongoing INSET program model was proposed for the Department of Foreign Languages at TOBB ETU.
17
Hongsa-ngiam, Anusak. "An investigation of physics instructors' beliefs and students' beliefs, goals and motivation for studying physics in Thai Rajabhat Universities." Connect to thesis, 2006. http://portal.ecu.edu.au/adt-public/adt-ECU2007.0011.html.
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Ward, Amy M. Neuleib Janice. "Paradigms and peer response problems the writing processes versus the teaching practices of new composition instructors /." Normal, Ill. Illinois State University, 1999. http://wwwlib.umi.com/cr/ilstu/fullcit?p9960429.
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Thesis (Ph. D.)--Illinois State University, 1999.<br>Title from title page screen, viewed July 31, 2006. Dissertation Committee: Janice Neuleib (chair), Douglas Hesse, Kenneth Lindblom. Includes bibliographical references (leaves 202-209) and abstract. Also available in print.
19
Barrett, R. E. Paul. "Perspectives of distance learning : a study of administrators, instructors, and students of the public college system of Newfoundland and Labrador /." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0030/MQ62368.pdf.
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Petek, Elcin. "An Investigation On Stress Factors And Coping Strtegies Of English Instructors At The English Preparatory Schools Of Metu And Ankara University." Master's thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/2/12610209/index.pdf.
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The study aimed at investigation the sources of stress that english instructors who work at the English Preparatory Schools of the Middle East Technical University and Ankara University experience and the strategies that they use to cope with stress related to their professions. Two scales which consist of a demographic inventory, two questionnaires and a semi structured interwiew were developed by the researces the first scale is "<br>stress factors and coping strategies questionnaire for english instructors"<br>the result of which was analyzed by SPSS under five headings. This data gathering instrument was implemented on 174 English Instructors working at four univesities in Ankara. Data gathered from 112 English Instructors in Ankara University and METU English Preparatory Schools represented the result of the main study. In analayzing the data, descriptive statistics as frequency, percent, average and standart deviation, and inferential statistics as ANOVA was used. The second scale of the current study is a semi structured interview. This scale was piloted with 6 instructors to check the reliability. Finally,was conducted with 6 instructors from two represent the participants of the main study. The result of the interviews were analyzed through content analysis. The result of the study revealed an inverse correlation between the stress level of english instructors and their effectivness in coping. The most stress causing factors were "<br>student attitudes"<br>and "<br>working overload"<br>while the most employed coping strategies were "<br>in class coping"<br>, "<br>planfulness"<br>, and "<br>self support"
21
Al-Abdullatif, Ahlam Mohammed. "An Investigation into the Perceptions of University Students and Instructors on the Effectiveness of Online Education in a Saudi Tertiary Environment." Thesis, Griffith University, 2012. http://hdl.handle.net/10072/366218.
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This thesis describes research investigating the effectiveness of an online learning environment in a Saudi tertiary setting. A review of the literature examined the rationale and benefits of online learning and critical issues contributing to the effectiveness and quality of online learning environments, pertaining to learning theories and pedagogies associated with online learning, online instructional design, online communication, online instructor and online students. The examination of students’ and instructors’ experiences and perceptions of online teaching and learning assisted in gaining insights into the overall effectiveness of an online learning model, identifying the pedagogies and instructional design currently associated with online delivery, and determining a number of critical components that would construct an effective online learning environment in Saudi tertiary settings. Students’ experiences and perceptions of their online learning were discovered through quantitative and qualitative methods. The quantitative data on students’ experiences were gathered by using an adapted version of the Web-based Learning Environment Instrument (WEBLEI). The qualitative data on students’ experiences were collected by open-ended discussion questions attached to the WEBLEI survey. Instructors’ perceptions and experiences of their online teaching were investigated through a quantitative survey using written open-ended discussion questions. The study synthesised results from both qualitative and quantitative data and gives insight into constructing an effective online learning environment within Saudi tertiary sectors.<br>Thesis (PhD Doctorate)<br>Doctor of Philosophy (PhD)<br>School of Education & Professional Studies<br>Arts, Education and Law<br>Full Text
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Colby, Stephanie Mae-Fawcett. "An Investigation of the Quality of Online Science Education at the Tertiary Level from the Perspectives of Students, Instructors and University Administrators." Thesis, Curtin University, 2021. http://hdl.handle.net/20.500.11937/85349.
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This qualitative interview study investigated perceptions of quality held by university administrators, instructors and students of online science courses. The stakeholder groups had differing priorities when evaluating quality; their perceptions were highly dependent on context including the specific science discipline, whether the course was designed for science majors or non-majors, and laboratory goals. This study suggests all stakeholders’ perspectives and educational contexts be considered for constructive discussion of quality in online science courses.
23
Avila, Cheryl. "Secondary and Postsecondary Calculus Instructors' Expectations of Student Knowledge of Functions: A Multiple-case Study." Doctoral diss., University of Central Florida, 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5760.
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This multiple-case study examines the explicit and implicit assumptions of six veteran calculus instructors from three types of educational institutions, comparing and contrasting their views on the iteration of conceptual understanding and procedural fluency of pre-calculus topics. There were three components to the research data recording process. The first component was a written survey, the second component was a “think-aloud” activity of the instructors analyzing the results of a function diagnostic instrument administered to a calculus class, and for the third component, the instructors responded to two quotations. As a result of this activity, themes were found between and among instructors at the three types of educational institutions related to their expectations of their incoming students' prior knowledge of pre-calculus topics related to functions. Differences between instructors of the three types of educational institutions included two identifiable areas: (1) the teachers' expectations of their incoming students and (2) the methods for planning instruction. In spite of these differences, the veteran instructors were in agreement with other studies' findings that an iterative approach to conceptual understanding and procedural fluency are necessary for student understanding of pre-calculus concepts.<br>Ph.D.<br>Doctorate<br>Dean's Office, Education<br>Education and Human Performance<br>Education; Math Education
24
Ozdemir, Esra. "An Investigation On The Relationship Between Empathy-related Constructs Of English Instructors At Atilim University Preparatory School Within The Framework Of Peace Education." Master's thesis, METU, 2009. http://etd.lib.metu.edu.tr/upload/3/12611420/index.pdf.
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This study aimed to examine the relationship between empathy-related constructs of English instructors at Atilim University Preparatory School and certain demographic features such as age, gender, educational background, and experience. The scale which consists of a demographic inventory, a questionnaire, and a semi-structured interview were developed by the researchers. The scale consists of "<br>Interpersonel Reactivity Index (IRI)"<br>. The results of the questionnaire were analyzed through SPSS 15.0. This data gathering instrument was implemented on 90 English instructors working at Atilim University Preparatory School. The results of the interviews were analyzed tghrough content analysis. The result of the study revealed that there is a relationship between perspective-taking and empathic concern tendencies of English instructors and their age and experience.
25
Walters, Emily M. "The Importance of Response to ELL Student Writing: IEP Instructors and Teaching Assistants." University of Dayton / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1366562311.
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Laba, Amal. "AN EXAMINATION OF TEXT AUTHENTICITY USED AT KENT STATE UNIVERSITY ESL CENTER: READING MATERIALS, THE INSIGHTS AND PERCEPTIONS OF ESL/EFL STUDENTS AND INSTRUCTORS." Kent State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=kent1416412199.
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Baxter, Lance J. "A View From Within : Instructors' Perspectives of Their Roles With Adult Learners in Need of Remediation." UNF Digital Commons, 2012. http://digitalcommons.unf.edu/etd/404.
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This qualitative research study focused on the perceptions of 12 faculty members teaching courses in adult basic education and described their professional experiences and interactions with adult learners within the context of a two-year, public, postsecondary institution. Participants, ranging in teaching experience from 13 years to 43 years, volunteered to take part in one-to-one, semi-structured interview sessions to offer insight into their professional experiences. The interview sessions yielded the complex, context-specific data for detailed analysis. Data analysis, supported through educational criticism and relevant concepts from the professional literature (Eisner, 1998), was used to develop four themes: how the faculty viewed themselves professionally, how faculty viewed their students, instructional strategies used to promote student learning, and perceived challenges to student learning. Faculty perceived themselves as caring, humanistic managers; moreover, faculty viewed their students, while limited in certain fundamental academic skills, as being capable learners equipped with ancillary skills that could be used to complement their classroom learning. Furthermore, faculty reported that they used active, student-centered instructional approaches relevant to students' experiences to promote learner persistence in the face of challenging circumstances. This study included recommendations for leaders in higher education to provide high-quality professional development opportunities for faculty and adequate counseling, mentoring, and tutoring services for the students the faculty serve.
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Ucar, Duzan Canan. "An Evaluation Of The In-service Teacher Training Program For The Newly Hired Instructors In The School Of Foreign Languages At Middle East Technical University." Master's thesis, METU, 2006. http://etd.lib.metu.edu.tr/upload/2/12607055/index.pdf.
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The purpose of this study was to evaluate the effectiveness of the in-service teacher training program implemented for the newly hired teachers in the School of Foreign Languages (SFL) at Middle East Technical University. The study was conducted with the help of three groups of participants who were the trainees who participated in the training program in the 2004-2005 academic year, the experienced teachers who were current members of the SFL and the teacher trainers. Data from the 12 trainees were collected through two questionnaires which were developed to identify the needs of the trainees at the start of the program and their degree of satisfaction at the end. Moreover, an interview was conducted with the trainees. Data from the 4 teacher trainers were collected through a questionnaire and it aimed to identify their expectations from and satisfaction with the program. 45 experienced teachers, on the other hand, were involved in the study to understand whether they need in-service training. The questionnaires included both Likert scale and open-ended items.
Data collected through the instruments were analyzed both quantitatively and qualitatively. Closed-ended items were analyzed via the SPSS program and mean scores for each item were calculated. To identify if there is any statistically significant difference between the mean scores, a paired-sample t-test was calculated. The qualitative data were analyzed through content analysis.
The results of the study revealed that the trainees especially need to improve their practical teaching skills which are immediately necessary in the new setting. Their degree of satisfaction was also found to be high. The results about the experienced teachers showed that they did not feel the need to enroll in an in-service training program. The findings about the teacher trainers revealed that they are generally happy with the program although they listed some suggestions for improvement.
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McFadyen, Kay Kathan. "Collections and recollections, a university instructor's self-study." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0014/NQ60002.pdf.
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Okdeh, Adnan. "Tutoring instrument flight patterns of instructor and student communication /." Master's thesis, Mississippi State : Mississippi State University, 2008. http://library.msstate.edu/etd/show.asp?etd=etd-06132008-155403.
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Chen, Danyan. "Chinese Students’ Experience of Student-instructor Relationships at the University of Ottawa." Thesis, Université d'Ottawa / University of Ottawa, 2017. http://hdl.handle.net/10393/35735.
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Research shows that there is an increasing number of international students studying in universities and colleges in Canada, with China a top source country of international students. However, Chinese students’ experience studying in Canada has been rarely researched. Taking University of Ottawa as a case, this study explores the experience of Chinese students in terms of their relationships with instructors through a relational communication lens. Semi-structured in-depth interviews were conducted with Chinese first year students studying at the University of Ottawa to explore their experience of student-instructor relationships, to understand their overall experience of the student-instructor relationship, to identify the contributors and hindrances to the development of positive student-instructor relationships, and to explore the impact of such relationship on the students. Findings indicate that Chinese students experience different education and acculturation which influences their overall experience of student-instructor relationships. Teacher immediacy, rapport and classroom justice are factors that affect the development of such relationships, whose impact include both academic and social outcomes.
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Esterhuizen, H. L., Beer K. J. De, and N. Baird. "The development of supplemental instruction at the Central University of Technology, Free State (CUT)." Interim : Interdisciplinary Journal, Vol 7, Issue 2: Central University of Technology Free State Bloemfontein, 2008. http://hdl.handle.net/11462/387.
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Published Article<br>The former Technikon Free State, now the CUT, was concerned about the academic achievements of students and decided to introduce a programme to enhance the outcomes of student learning. The then Technikon initially identified weak performers and advised / compelled them to attend special classes. This programme proved to be unsuccessful due to the potential stigma associated with attending special classes. The Technikon commenced with its first research initiatives to implement supplemental instruction (SI) in 1993. The founders of SI, Profs Diana Martin and Robert Blanc of the University of Kansas City in Missouri, USA, presented demonstrations at joint workshops and also invited attendees to attend SI workshops in the USA. Soon permission was granted to implement SI at this institution in 1993. A new dimension to the concept of SI, namely to record SI lectures for discussion afterwards was added.
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Stefano, Ivan. "Instructor Views about the Use of Technology in Teaching ESL Writing at the University Level." The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1357251066.
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Thomas, Stephanie. "The effects of directed forgetting instructions and context change on cued recall /." [St. Lucia, Qld.], 2005. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe19218.pdf.
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Francis, A. T., Razak C. Abdul, and Humayoon Kabir. "Role of library and information professionals as teachers and trainers in agricultural education: An experience of the Kerala Agricultural University, India." School of Communication & Information, Nanyang Technological University, 2006. http://hdl.handle.net/10150/105167.
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Poster paper<br>The latest developments in Information and Communication Technologies (ICT) have made the concept "Libraries without walls" into a practical reality. This has posed several challenges to the information work force and the information users. At the same time, we have noticed the issues related to the information overload and information quality. At this juncture, efforts are strengthening to develop means to persuade and equip the users and information specialists to achieve maximum efficiency in information services. It was observed that one of the important reasons for the under utilization of electronic information is the lack of requisite level of working knowledge and consumption skills among customers and information intermediaries (Sridhar, 1997). To improve the situation, the conventional user education programmes need be redefined and reengineered, to be it more technology oriented. It should be designed in such a way to provide confidence to the user in locating desired information (Francis, 2005).
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Onkol, Pinar Esma. "Perceptions Of Professional Development At Bilkent University Faculty Academic English Program." Phd thesis, METU, 2011. http://etd.lib.metu.edu.tr/upload/12613162/index.pdf.
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Considering the current demands of our global world, there is a need for educating students equipped with diverse and complex qualities. In order to educate well-equipped students and sustain quality education, teachers and teacher educators have to be keeping themselves up-to-date and develop themselves professionally.
The primary aim of this study is to explore English instructors&rsquo<br>understanding of professional development through the use of phenomenological research methodology. The data sources were instructors and administrators working at Faculty Academic English Program at Bilkent University. The data collection method was semi-structured, face-to-face interviews. The findings of the study indicated that participants see professional development as a means of individual development, as a means of institutional development and as a source of developing community and environment. The study also revealed that the instructors preferred informal modes of professional development activities to formal ones. Participants of the study overall reflected their agreement on the positive contribution of course design on their professional development, autonomy and self-growth.
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McConnell, Melody Dawn. "Interaction and Innovation: The Impacts of Social Factors and Classroom Type on University Biology Instructor Classroom Assessment Decisions." Diss., North Dakota State University, 2020. https://hdl.handle.net/10365/32061.
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Efforts to improve university science education continue to emphasize the importance of active learning, including frequent formative assessment and timely feedback that helps students reach desired learning outcomes. Yet, nationwide, many instructors continue to use primarily lecture-based teaching methods, with limited use of formative assessment and feedback. Factors that affect instructor adoption and implementation of new teaching techniques include departmental norms, peer interaction, and classroom environment. In this work, a model of the impacts of departmental teaching and social norms and peer interactions on instructor innovation decision is presented. This model is then used to explore 1) instructor teaching-related interactions within a single biology department, assessing the conditions for innovation diffusion, and 2) instructor perceptions of norms and interactions in that department and their impact on decision-making. Finally, introductory biology instructors’ use of assessment and feedback techniques were characterized in a lecture hall and an active learning classroom to see how innovation adoption translates to specific assessment practice and investigate the impact of the active learning classroom. Results indicate that perceptions and practices vary widely, but that both peer interactions and active learning classrooms may have a positive impact on teaching innovation adoption and practices in a university biology department. In addition, the pattern of interactions within this department allows instructors of varying assessment experience to interact, making it potentially conducive to the spread of teaching ideas. The model and results presented here will assist in understanding the factors involved in instructor decision-making and can be leveraged to help promote the use of formative assessment and other evidence-based teaching practices.
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Wang, Su-Chen. "Towards an Understanding of Existing e-Learning for University Science Education in Taiwan." The University of Waikato, 2008. http://hdl.handle.net/10289/2599.
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E-learning is a fast growing trend worldwide but it is still not universally accepted and practice does not always reach national government and tertiary institution expectations, especially in Taiwan. While issues around the effective implementation of e-learning to produce high quality education are being raised internationally, very little research has been undertaken in Taiwanese tertiary institutions, particularly for science education. No research was found that addressed the various perspectives of the stakeholders involved in blended courses which had both face-to-face and online learning components. The link between e-learning practice and views of learning had also received little attention. This study investigated how e-learning practice was perceived and experienced at a national research-based university in Taiwan. The main focus was to identify the challenges, benefits and related success factors of e-learning practice as part of blended learning courses from the perspectives of university administrators, support people, instructors and students. An interpretative methodology using questionnaires and interviews was employed to generate data from these participant groups. Both quantitative and qualitative data were collected. This study provides empirical evidence that e-learning practice is perceived and experienced as a technology-mediated and collaborative practice that is socially and culturally situated. The study supports the view that e-learning practice as a whole is a socio-cultural system, although when looking at instructor and student preferences for instructional design and learning processes there is a fit with both behaviorist and constructivist approaches to teaching and learning. However, instructors and students need to be active and self-managed to find e-learning efficient and effective. Students, instructors, support people and administrators held very similar perceptions of the benefits of and influences on lecturer and student use of e-learning as a component of blended learning. Based on the findings, an explanatory model for the influences on e-learning practice as part of blended learning in a Taiwan university context was developed. E-learning teaching and learning approaches are initiated by and created within a multi-layered context. At the first level, e-learning practice is accomplished via instructor and student engagement in day to day teaching and learning and as an educational reform it cannot separated from the ICT technologies which mediate their interaction. Put another way, because instructor and student participation in e-learning as part of blended learning is voluntary students are included with instructors and the technology in the core enactment zone for practice. At the next level this three-way instructor-student-technology interaction is affected by and nested within the university instructor professional community and student peer community, which in turn is shaped by and nested in university-wide policies and practices. These three levels are nested in and influenced by the national policy context, external professionals, private enterprise and the public at large. The model and associated suggestions presented in this study are expected to assist governments and universities to play a more constructive role in the development and implementation of e-learning education to improve the quality of courses for students and instructors. The hope is that the findings will contribute to enhanced teaching and learning supported by better administrator decision-making regarding institutional policies and practices including investment in learning technologies and support services for e-learning.
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Glidden, Jennifer. "A Contemporary Application of Boris Goldovsky’s Method for Training the Operatic Singer-actor: a Model for Today’s University Opera Workshop Instructor." Thesis, University of North Texas, 2014. https://digital.library.unt.edu/ark:/67531/metadc699901/.
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Throughout the twentieth century, Boris Goldovsky (1908-2001) played a significant role in training the operatic singer-actor. One of his most significant contributions was integrating music and drama. He taught his students how to develop a character, how to find dramatic clues in the music, and to become expressive artists free from monotonous operatic gestures and posturing. As author of the first textbook for training the operatic singer-actor, his curriculum was developed from experience, acting traditions, and mentor-student relationships. A new forum, Opera Workshop, allowed him to experiment and test his methods. Although Goldovsky is known to some scholars as the “Father of Training the Operatic Singer-Actor,” his presence in modern day training material is almost non-existent. How can we understand the needs of educating today’s operatic singer-actor without knowing the very foundation upon which it was built? This paper applies Goldovsky’s method of training to a staging and performance of Act II scene I from Humperdinck’s Hansel and Gretel. Providing this modern application of his training will demonstrate the relevance of his contributions for educators in a contemporary university setting. My findings suggest that Goldovsky’s approach and philosophy to training the young singer-actor provides practical and valuable knowledge that is still viable for today’s university singer-actor educator.
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Vickers, Bruce. "Comparative Instructor Attitudes Toward College Level English and Mathematics Experiences for Gifted High School Students." TopSCHOLAR®, 1987. http://digitalcommons.wku.edu/theses/1847.
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Samples derived from a mailed questionnaire were compared. The sample represented high school, community college and university instructors of mathematics and English. The Kentucky public schools sampled were equally represented among high school, community colleges and universities. The research indicated that of those instructors sampled a very high percentage (97.7%) feel that those high school students shown to be academically gifted would benefit from a college experience before high school graduation. The attitudes of those instructors sampled indicated that multiple criteria – grades, recommendations, standardized test scores and personal interview – were considered the preferred method of selection (82.5%). The attitudes sampled suggested that the high school personnel were better suited to make these eligibility decisions (67.4%).
The sampled attitudes concerning the setting of this experience suggest the community college was the preference over the university. By use of Chi-square tabulations, no significant difference between mathematics or English instructor’s attitudes was shown. Using this method of measurement significant attitude differences were shown depending on the group sampled. The attitudes of the three sampled groups did show variation depending upon the question involved. Issues such as eligibility of the students, location of experience, use of credit earned, choice of instructor, distance to the experience and responsibility for administrative costs were considered. The collected attitudes suggested that an academically gifted high school student would benefit from a college level experience before graduation and that there is a real need for change in our educational system to accommodate our most precious resource – the gifted student.
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Diers, Kersten, Fanny Weber, Burkhard Brocke, Alexander Strobel, and Sabine Schönfeld. "Instructions matter: a comparison of baseline conditions for cognitive emotion regulation paradigms." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2014. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-147496.
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The choice of a meaningful baseline condition is a crucial issue for each experimental design. In the case of cognitive emotion regulation, it is common to either let participants passively view emotional stimuli without any further specific instructions or to instruct them to actively attend to and permit any arising emotions, and to contrast one of these baseline conditions with a regulation condition. While the “view” strategy can be assumed to allow for a more spontaneous emotional response, the “permit” strategy may result in a more pronounced affective and cognitive response. As these conceptual differences may be associated with differences both in subjective emotional experience and neural activation, we compared these two common control conditions within a single functional magnetic resonance imaging (fMRI) experiment, during which participants were instructed to either passively view a set of unpleasant and neutral pictures or to actively permit any emotions arising in response to the unpleasant pictures. Trial-by-trial ratings confirmed that participants perceived the unpleasant pictures as more arousing than the neutral pictures, but also indicated higher subjective arousal during the “permit negative” as compared to the “view negative” and “view neutral” conditions. While both the “permit negative” and “view negative” conditions led to increased activation of the bilateral amygdala when contrasted with the passive viewing of neutral pictures, activation in the left amygdala was increased in response to the “permit” instruction as compared to the “view” instruction for unpleasant pictures. The increase in amygdala activation in both the “permit” and “view” conditions renders both strategies as suitable baseline conditions for studies of cognitive emotion regulation. Conceptual and activation differences, however, indicate that these two variants are not exchangeable and should be chosen depending on the experimental context.
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Espenschied-Reilly, Amanda Louise. "A Bourdieusian Critical Constructionist Study of the Experiences of Low Socioeconomic, Private University Undergraduate Students in Service-learning Courses Focused on Serving Low Socioeconomic Populations." Kent State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=kent1455793828.
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Hsu, Jean Edwina, and n/a. "An exploratory study of student and instructor characteristics to determine the extent to which self-directed learning can be introduced in the undergraduate curriculum in the Philippines." University of Canberra. Professional and Community Education, 1998. http://erl.canberra.edu.au./public/adt-AUC20050418.100706.
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This research was in the area of self-directed learning, largely resulting from
the researcher's experience with it whilst in Australia. However, the intent of this
study was to consider factors which would affect the implementation of self-directed
learning principles into the Philippine context.
Education in the Philippines can be described as primarily engaged in the
transmission of knowledge. The structure and culture of education in the Philippines
is one that largely supports a teacher-directed learning environment. Students are
conditioned to be dependent on teachers and are used to studying with the security
of a clear structural plan with very limited opportunities to apply self-directed
learning principles. This approach to education produces static knowledge and
denies the expression and cultivation of the learner. Hence, there is a need to
promote self-directed learning as part of the curriculum.
In attempting to introduce self-directed learning (SDL) in the Philippines, it is
important to analyse student and instructor characteristics which could influence the
extent to which it is applied in the undergraduate university curriculum. This
research project gathers in-depth information on the conduciveness of integrating
self-directed learning in the undergraduate curriculum of De La Salle University
(DLSU) in the Philippines.
This exploratory study aimed to respond to the statement "What is the level of
readiness for self-directed learning of undergraduate students from De La Salle
University? What are the student's perceptions of education, their role in the
educational process, the role of peers and the role of their instructors? What is the
instructor's education orientation? What are the perception of instructors on the
purpose of education, the nature of learners, characteristics of learning
experiences, management of learning experiences, evaluation and the relationship
between the educators and learners and between learners themselves? Are these
perceptions similar and would it be possible to introduce self-directed learning
principles to an undergraduate curriculum for traditional students in De La Salle
University?" The response to these questions could be used in determining whether
self-directed learning principles could in fact be applied in the Philippines, as well as
determine the appropriate balance of pedagogical and andragogical instruction
techniques.
Twenty-three instructors and one hundred students from De La Salle University
in the Philippines participated in the study. Instructors completed the Educational
Orientation Questionnaire and students completed the Self-Directed Learning
Readiness Survey. Follow up intewiews were also conducted to confirm findings
resulting from the survey.
Findings indicate that instructors have an orientation that is a combination of
both pedagogical and andragogical techniques and that students perceive
themselves as having self-directed learning readiness. As a number of learning
situations already utilise andragogical and self-directed learning principles, the
challenge is to promote and encourage SDL and implement it on a wider scope.
Some recommendations have been included in this research on how to implement it
in De La Salle University.
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Mak, Barley Shuk-yin Chan. "An investigation into the relationship between speaking-in-class anxiety with instructor behaviour and classroom practices among Chinese ESL (English as a Second Language) first year undergraduates in a Hong Kong university." Thesis, University of Hull, 2003. http://hydra.hull.ac.uk/resources/hull:5615.
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This study investigates the relationship of instructor behaviour and classroom practices with Chinese ESL speaking-in-class anxiety of a group of first-year university students in Hong Kong. The factors contributing to second language learning speaking-in-class anxiety (SA) are identified by means of interviews,a questionnaire and discussion. The relationship between sex, majors, students' second language (English) proficiency, self-evaluation of their first language (Chinese) and second language (L2) proficiency with SA are examined with the help of a questionnaire. A further aspect of the study explores the kinds of classroom practices and teacher behaviour that help students reduce SA by means of an experiment, comparison of data gathered from pre-and-post experiment questionnaires, participant observation, interviews, classroom activity records, audio recording and comparison of students' English oral grades before and after the experiment. Factor analysis identified five factors contributing to SA. They are - speech anxiety and fear of negative evaluation - comfortableness when speaking with native speakers - negative attitudes towards the English class - negative self-evaluation and - fear of failing the class/consequences of personal failure. Speaking in front of the class without preparation, being corrected when speaking, inadequate wait-time and not being allowed to use the first language in a second/foreign language class were also indicated by this group of first-year Chinese ESL university students as important elements leading to SA. Results suggested that teacher behaviour such as creating a warm and easy going atmosphere in the classroom, upholding teaching professionalism, providing specific help to students and providing pleasant language experience are useful to encourage spoken English in an ESL classroom. Classroom practices such as adopting appropriate tasks and activities that address varied leaning styles and strategies in the classroom, adopting appropriate modes of assessment and correction, allowing preparation in advance before asking students to speak in front of the class, providing adequate wait-time and allowing the use of the first language help lower students' SA. The thesis concludes with an examination of the methodological and theoretical implications of the study. The present research has highlighted the importance of considering the cultural elements, wait time and the use of LI in the L2 classroom, elements which have been neglected in previous anxiety research. A number of tentative and practical recommendations from the study are proposed together with suggestions for future research.
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Alasmari, Ali M. "Respiratory Therapy Students’ Perceptions of Effective Teaching Characteristics of Clinical Instructors at an Urban University." 2014. http://scholarworks.gsu.edu/rt_theses/21.
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Clinical instructors may have a negative or positive effect on student’s clinical practice. The behavioral characteristics of respiratory therapy clinical instructors are vital to the success of student’s clinical learning experience. Therefore, respiratory therapy student’s perception of the effectiveness of the clinical instructor’s behavior is an important indicator to modify and facilitate effective clinical instruction. PURPOSE: The purpose of this study was to identify the most effective clinical teaching behaviors (ECTB) perceived by undergraduate respiratory therapy (BSRT) and integrated graduate respiratory therapy (MSRT) students and to identify any similarities in their rankings. METHODS: The study used descriptive exploratory design with a self-reporting survey. The survey was administered to a convenience sample of first and second year BSRT and MSRT students attending an accredited respiratory therapy program at an urban university located in the southeastern United States. The survey consisted of 35 teaching behaviors presented on a five-point Likert scale according to importance. The collected data were analyzed using descriptive statistics. RESULTS: Seventy-two students were surveyed, more than two-thirds of the respondents were female. Seventy-five percent of respondents studied were BSRT, which females accounted for 78% and males 22%. Graduate MSRT studied were 25% of the total sample with females and males equally split at 50%. Two thirds of MSRT students reported previous education with BSRT students reporting less than one-quarter. The study findings indicate BSRT and MSRT students’ perceptions ranking of the most important behavioral characteristics hold similarities but both perceive the ordered rank of importance differently. Both BSRT and MSRT students ranked “be approachable” as the most important clinical behavioral characteristic with mean scores and S.D respectively (M 4.89, S.D ±0.37, and M 4.94, S.D ±0.24). Additionally, BSRT students rank the characteristic “respect student as an individual” (M 4.87, S.D ±0.34) next significant while MSRT students rank “demonstrate self-control & patience” (M 4.94, S.D ±0.23) the next highest. CONCLUSION: Although BSRT and MSRT students’ perceptions demonstrated similarities, mean scores data between first year and second year show a shift in ranking between characteristics. This may be because student’s perceptions could change as they advance in their clinical course work or their past educational experience. In addition, the results may assist respiratory therapy clinical instructors to appreciate students’ views and acknowledge areas of success as well as areas needing improvement.
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Doole, Kathleen Ruth. "Comparison of instructional behaviors between campus business instructors and online business instructors in the North Carolina community college system." 2006. http://www.lib.ncsu.edu/theses/available/etd-03212006-135129/unrestricted/etd.pdf.
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Ouallal-McRiffey, Kristy Ann Carter. "How do you rate those instructors? the validity of student evaluations of higher education instructors." 2005. http://etd.utk.edu/2005/McRiffeyKristy.pdf.
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Sewagegn, Abatihun Alehegn. "Student empowerment through instructors’ assessment practices at a university in Ethiopia." Thesis, 2016. http://hdl.handle.net/10500/20317.
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In developing countries like Ethiopia, education is considered to be a means of development and a stepping stone toward the eradication of poverty. Effective education requires effective teaching, learning and assessment strategies, which, in turn, necessitate the use of effective pedagogical and psychological approaches to meet the demands of a new generation of learners. Effective education becomes possible when learners are properly assessed and empowered via various appropriate assessment techniques.
Therefore, the main aim of this study was to investigate how instructors’ assessment practices at a university in Ethiopia influence/enhance student empowerment. In order to achieve this aim, I used a convergent parallel/triangulation mixed-method research design, which allowed me to collect both quantitative and qualitative data simultaneously. Instructors and students from the six colleges of Debre Markos University were the participants of the study. I employed questionnaires and interviews as a data-collection instrument. From a total of 5944 students and 450 instructors, 600 students and 210 instructors were selected, via probability sampling techniques, to complete questionnaires. Six department heads and six instructors were chosen, via non-probability sampling techniques, for the interviews. Before collecting the main data, a pilot study was conducted. The quantitative data were analysed using descriptive and inferential statistics. Moreover, the qualitative data were analysed according to themes and word descriptions.
The results of the study indicate significant variations between the perceptions of students and those of instructors, across different colleges, with regard to the practice of assessment. In addition, instructors’ teaching experience, training backgrounds, and levels of education were found to influence their assessment practice to some extent. The qualitative data indicate that students face various problems in the assessment process. Most instructors are very much dependent upon written assessment methods. Moreover, instructors face challenges (such as large class sizes, time shortages, high workloads, poor student-achievement levels, insufficient resources, lack of awareness of different assessment methods, lack of commitment, and negative belief) in the attempts to employ different assessment methods. Finally, the study revealed that empowering students in their study areas is simply untenable if instructors continue to utilise their current assessment practices. Therefore, this study contributes to a large body of literature that acknowledges the contribution of effective assessment in empowerment of students in a more effective and educationally responsive manner. At the end, the study presents important information to decision makers who create policies related to assessment in higher learning institutions.<br>Curriculum and Instructional Studies<br>D. Ed. (Didactics and Curriculum Studies)
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LEE, TSAI-YEN, and 李采燕. "Chinese Acquisition Planning In India—A Case Study of University Chinese Instructors." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/kzps2m.
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碩士<br>國立高雄師範大學<br>華語文教學研究所<br>105<br>Abstract
The cooperation between India and Taiwan in the field of higher education has been growing steadily. The number of Mandarin Chinese instructors from Taiwan has been increasing, appointed by either Ministry of Education or Taiwan Education Centre in India. Despite these developments, research related to teaching Mandarin Chinese as a foreign language in India is still lacking, in addition to investigations about language acquisition planning. This study addresses this lack by examining Mandarin Chinese acquisition planning in India, by employing the perspective of Taiwanese instructors who work in this country.
This qualitative case study includes four universities located in Delhi, India as research context. The participants of this study include two Taiwan policy executives, four policy makers affiliated with Indian universities, seven Taiwanese Mandarin Chinese instructors working in India and eight Mandarin Chinese learners. The main source of data employed in this study comes from semi-structured interviews with the participants. In addition to this, the study also utilises documents collected from universities, instructors and other departments. After data collection, the researcher started coding, transcript typing, analysing data, and afterwards proceeding to generating conclusions based on two research questions.
This research was based on five main aspects for evaluating the result of language acquisition which includes courses, instructors, teaching materials, evaluations and communities mentioned by Kaplan and Baldauf Jr. (1997). The sixth aspect included in this study is school based acquisition planning mentioned by Chun (2006). The results obtained by the study are two folds. 1) There are great differences between the language acquisition planning carried out by the universities, even though they are located in the same city of Delhi. 2) Instructors with native backgrounds have their own uniqueness in Indian universities. Chinese speakers who come with the ethnicity of "Native Speakers" are seen as authorities. This over-emphasised situation departs significantly from the foreign language teaching in other countries.
The researcher then generates two conclusions: first, there are great differences of language acquisition planning among the four Indian universities. Each university should be seen as unique unit. There are no general and consistent patterns in India. Secondly, the importance accorded to "native speakers" of Mandarin Chinese instructors is formed by the relationship between India and China. This aspect is different from other countries. Therefore, the importance of "native speaker" instructors from Taiwan has an irreplaceable status in India.
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Chou, Sian-Cong, and 周憲聰. "The Study of Cognitive Discrepancies in Environmental Literacy between University Instructors and Students." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/33885702181533568277.
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碩士<br>嶺東科技大學<br>國際企業研究所<br>98<br>The outbreak of the Industrial Revolution created rising technologies and promoted all nations’ economic development. But all of these also triggered all kinds of problems relating to pollutions and the destruction of ecological habitats. “Environmental Education” is the best way to prevent human beings from continuously damaging the earth. And main direction for “Environmental Education” is to enhance recipients’ environmental literacy. Then, how do university instructors in Taiwan perceive students’ environmental literacy? How do university students look at their own environmental literacy? How much difference between these two? These are main goals of this research.
In connection with a longitudinal study regarding students’ environmental literacy in National Dong Hwa University, this research used “questionnaire survey” to collect information and adopted a modified questionnaire as the research tool. By mean value comparison, T-test, One-way ANOVA, the research tried to understand the differences between university instructor’s perception of student’s environmental literacy and student’s own perception of their environmental literacy. Lastly, referential directions were given to students in developing and promoting their environmental literacy.
Research results obtained were:
I. All university instructors gave an upper-intermediate level rating to university students regarding their environmental literacy.
II. All university students rated themselves lower-intermediate level regarding their environmental literacy.
III. Instructors that were from different region or in different position did not show significant discrepancies in student’s environmental literacy ratings. However, school’s attributes did show significant differences.
IV. Students that have different gender, age, and school’s attributes did not show significant discrepancies in self-rating of their environmental literacy.
V. Instructor’s rating of student’s environmental literacy did not show significant correlations with student’s self-rating.
VI. Instructor’s rating of student’s environmental literacy was significantly different from student’s self-rating.