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  • About
  • The Global ETD Search service is a free service for researchers to find electronic theses and dissertations. This service is provided by the Networked Digital Library of Theses and Dissertations.
    Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
71

Self-actualization of teachers, student estimate of teacher concern, and related other variables

Hull, Jeanne Anne January 1976 (has links)
One purpose of this study was to investigate the relationship between the self-actualization of certain selected teachers and their concern for their students as perceived by the students. A second purpose was to examine the relationship of age and years of teaching experience of the teachers and their levels of self-actualization. A third purpose was to determine whether the teachers being studied differed significantly in their self-actualizing levels from other adult groups.The subjects in the study were fifty-six volunteer teachers of grades three through six from one school district in central Indiana. The intact classes of the participating teachers comprised the student sample of 1,234 grades three through six from one school district in central Indiana.For the purpose of measuring self-actualization of teachers the Personal Orientation Inventory (POI), consisting of two major scales, Time Competence and Inner Direction, and ten sub-scales, was selected. Only the major scales were used in this study.Student perception of teacher concern was measured by the Student Estimate of Teacher Concern (SETC), Form B. This instrument consists of twenty-eight items designed to measure three major components of concern: recognition of need, understanding of need, and help given to the student.Teachers completed the POI in the Spring, 1975, and their classes were administered the SETC in January, 1976. The SETC was administered orally by the investigator as students recorded their answers. Data about age and years of teaching experience of the teachers were obtained from the teachers themselves.Analyses of the data were carried out by three correlational statistical procedures: multiple regression, canonical correlation, and multivariate analysis of variance, using the Hotelling T2 statistic.According to the levels set for determining concerned teachers in the study, all the teachers were perceived as concerned by their students except one. Out of fifty-six teachers studied, twenty-one met the criteria set for self-actualized teachers, having Time Competence raw scores above 18 and Inner Direction raw scores above 87, and having standard scores above 50. Thirty-five teachers had scores below these criteria, yet all except one received scores on the SETC above 15 in raw scores and above 50 on the standard score. No significant relationship was found between levels of self-actualization of the teachers in this study and their students' perception of their concern. These results indicate that it is not appropriate to use teachers' levels of self-actualization to predict student perception of teacher concern in this study.Approximately 37 ½ % of the teachers were self-actualizing, according to the levels set in this study. Some of the youngest people in this study were the most highly actualized, as measured by the POI, and some of the oldest teachers in this study were the least actualized. No significant relationship was found between the age and years of teaching experience of the teachers in this study and their levels of self-actualization. These results indicate that age and years of teaching experience should not be used to predict the self-actualizing levels of the teachers in this study. An older teacher may not be assumed to be more highly actualized merely because of age. Neither may a younger teacher be presumed to be low in self-actualization. It appears to this writer that other factors not measured in this study are in operation.According to this study, the profession of teaching did not make any significant difference in the self-actualization levels of the teachers, as determined by the POI. There is no reason to suppose that these teachers are different from any other adults in their self-actualization, as measured by the POI. No significant difference was found between the teachers in this study and the adults in the norming population of the POI. These results show that the teachers in this study are typical adults, and that the altruistic nature of their profession does not notably affect their self-actualization, as measured in this study. Self-actualization, according to this study, does not exist more among teachers than in other adult groups.According to the findings of this study, the SETC measure failed to discriminate among teachers on the construct of teacher concern. Sex of teachers and age and sex of students may have been factors, since the SETC was previously used primarily by female junior and senior high school students to rate female home economics teachers. This study was the first to use the SETC with students in elementary school.Based on the findings of this study, it is recommended that self-actualization of teachers be further studied with relationship to the age of the teachers, using larger samples than in the present study. It is further recommended that the construct of self-actualization or psychological health be considered an important criterion of future selection of prospective teachers. A third recommendation is that evaluations of teachers be based on peer evaluation, student evaluation, self-evaluation, and administrative evaluation.
72

Effects of goal setting upon teachers at the Metropolitan School District of Washington Township

Lindsay, Larry M. January 1977 (has links)
The purpose of the study was to investigate the effects of goal setting upon teachers at the Metropolitan School District of Washington Township, Marion County.A descriptive research design was used to obtain data pertaining to the effects of goal setting upon teachers to determine the efficacy of goal setting in relation to improvement of instruction. Five hundred sixty-three teachers responded to a thirty-five item questionnaire. The data obtained were analyzed for the combined responses and for discrepancies between respondent sub-groups i.e., elementary non-tenure, elementary tenure, secondary non-tenure, secondary tenure teachers.The relationship between goal setting and improvement of instruction was not clear. Teachers were not committed to goal setting as a means to improve instruction. The benefits derived by goal setting were not understood by teachers. Teachers responsibly worked toward goal attainment as a requirement of the teacher evaluation process rather than viewing goal setting 'is a vehicle to increase teacher effectiveness.Teacher acceptance of goal setting led to satisfaction and resistance or hostility led to dissatisfaction. The efficacy of goal setting as a motivational means to improve instruction was to relation to the attitude of individual teachers.Teachers spent approximately four hours, less than one full teacher workday, for conducting a self-diagnosis, identifying and writing goals, and conferencing in relation to goals. Four hours were not enough time to effect instructional improvement.Teachers and evaluators did not perceive a relationship between goal setting and application of in-classroom teaching learning knowledge or changes in instructional practices. No relationship existed between goal setting and application of in-classroom teaching-learning knowledge or changes in instructional practices.Teachers indicated receiving infrequent help from evaluators relative to in-classroom teacher practices. No relationship existed between goal setting and teachers receiving help from evaluators relative to in-classroom teacher practices.The amount of supervisory influence was increased in relation to the amount of evaluator competence perceived by teachers. Effective supervisory skills enhanced the benefits derived from goal setting for individual teachers.The influence of the evaluator over a teacher appeared to be the result of power and the capacity to reward or punish. Tenured teachers, especially secondary, were less influenced by the power base of the evaluator.Teachers appeared to be in conflict between needs of teachers to be helped at becoming more adept with needs to be perceived as competent, for which teachers must be evaluated. Teacher resistance and hostility, especially tenured secondary teachers, toward evaluators was related to goal setting.Evaluators assumed passive roles in relation to goal setting resulting in negative evaluations by teachers of the interpersonal relationships between teachers and evaluators. The relationship between teachers and evaluators was not improved via goal setting.A dichotomous relationship existed between goal setting and the total teacher evaluation plan. Evaluators experienced a role conflict between desiring to help and having to evaluate teachers.Goal setting communication between teachers and evaluators flowed multi-directionally with teachers controlling the primary input and influence for goals. Teacher ownership for goals was considered critical in regard to motivation toward goal attainment. However, the passive, almost casual, behavior of the evaluators reported by teachers appeared detrimental to goal setting.
73

Generation of curricular alternatives for higher education through a resource allocation model

McNitt, Kay G. January 1975 (has links)
The purpose of the study was to develop a resource allocation model that would apply mathematical techniques to the restrictions and priorities imposed bar educators in order to produce feasible alternatives for large classes in higher education.`Because the simplex method of linear programming has been widely and successfully used in business applications, the method was chosen to solve the linear programming program formulated by the model. Components were chosen for the model to reflect the allocation of institutional resources to classes. Faculty, staff, supplies and equipment were chosen as cost items. The interaction of such resources was reflected in the size and number of student sections. Equations were developed which showed limitations on such factors and/or interrelationships. Since cost is not the only consideration in educational decisions, an objective function waswritten which reflected priority weights assigned to each factor.The simplex algorithm was applied to the restrictions and priorities imposed by educators in order to produce feasible alternatives. The instructional cost of each alternative was calculated. The number of faculty in each of the ranks and the size and number of sections were given. Such numerical results, coupled with applicable intangible factors which were not readily quantifiable, provided information to educational administrators for more defensible resource allocation decisions.Historical data were obtained from the English, General and Experimental Psychology, and Biology Departments of Ball State University for the purpose of testing the initial model. After modification, the model was applied to experimental data provided by the English Department, Ball State University. Keeping other data constant, the instructional cost of faculty assignments with varying faculty rank mixes was calculated. The model clearly showed that such variations changed the instructional costs for the course.Planning for classes with large enrollments may present administrative problems both in attaining goals and objectives for a course and in utilizing available resources most efficiently. Following are recommendations for utilization of the model.l. The administrator may wish to compare the instructional cost of various faculty rank mixes. Experimental tests in the English department showed a high cost for upper ranks of faculty. However, because of tenure and other considerations most departments, irrespective of the cost, will continue to employ many such people.2. The model should be utilized by administrators for analyzing alternate class sizes, combinations of large lectures and small discussion groups, and variations in instructional methodology. Alternate assignments of faculty workload may change both the distribution of faculty ranks and the instructional costs.3. A primary strength of the model is for use in budget planning. Prorating salaries, enrollments, workload, and miscellaneous costs will give the cost of teaching a course for a year. Alternately, the costs for each term or semester may be calculated and totals computed for the year to derive more defensible resource allocations.4. During testing of the model very close constraints were found to limit the flexibility of the model with respect to the alternatives which could be generated. The administrator should give the model as much freedom as possible in order to obtain a useful variety of alternatives.
74

An exploratory study of learner satisfaction in a Web-based FAQs interface for patient education.

McLoughlin, Rosemary A., January 2005 (has links)
Thesis (Ph. D.)--University of Toronto, 2005.
75

A study of the relationship between test-taking skills, time used on tests, and test scores

Simpson, Scott. January 2006 (has links)
Thesis (M.A.)--Wheaton College Graduate School, 2006. / Abstract. Includes bibliographical references (leaves 33-37).
76

The effects of program model and language on science TAKS scores among fifth graders

Zelenak, Stephanie. January 2008 (has links)
Thesis (Ph. D.)--University of Texas at El Paso, 2008. / Title from title screen. Vita. CD-ROM. Includes bibliographical references. Also available online.
77

A qualitative study of the role of core beliefs of elementary school principals in the implementation of No Child Left Behind

Watson, Rodney Eugene, Davis, Donna M. January 2007 (has links)
Thesis (Ph. D.)--School of Education. University of Missouri--Kansas City, 2007. / "A dissertation in urban leadership and policy studies in education and education." Advisor: Donna Davis. Typescript. Vita. Title from "catalog record" of the print edition Description based on contents viewed July 30, 2008. Includes bibliographical references (leaves 171-188). Online version of the print edition.
78

A taxonomy of institutional effectiveness literature for public higher education, colleges, and universities /

Welker, William F., January 1990 (has links)
Thesis (Ed. D.)--Virginia Polytechnic Institute and State University, 1990. / Vita. Abstract. Includes bibliographical references (leaves 353-357). Also available via the Internet.
79

Principal collaboration using student growth data to improve student access /

Kelsey, Annie. January 2008 (has links)
Thesis (Ph. D.)--Lewis & Clark College, 2008. / Includes bibliographical references (leaves 139-142).
80

Analyzing how grade four teachers plan to teach inquiry-based curriculum materials and the influences on their preparation of mathematics lessons

Regis, Troy Patrick, January 2008 (has links)
Thesis (Ph. D.)--University of Missouri-Columbia, 2008. / 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 July 29, 2009) Includes bibliographical references.

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