Thesis (Ph. D.)--University of Florida, 1984. / Description based on print version record. Typescript. Vita. Includes bibliographical references (leaves 241-250).

Thesis (Ph. D.)--Florida State University, 2006. / Advisor: John M. Keller, Florida State University, College of Education, Dept. of Educational Psychology and Learning Systems. Title and description from dissertation home page (viewed June 8, 2006). Document formatted into pages; contains viii, 122 pages. Includes bibliographical references.

Thesis (Ed. D.)--University of Washington, 2006. / Vita. Includes bibliographical references (leaves 214-233).

by Tai Wai-sum. / Questionnaire in Chinese. / Thesis (M.A.Ed.)--Chinese University of Hong Kong, 1992. / Includes bibliographical references (leaves 143-150). / acknowledgements --- p.ii / table of contents --- p.iii / list of major tables --- p.v / LIST OF FIGURES --- p.vii / abstract --- p.viii / Chapter CHAPTER 1. --- INTRODUCTION / Chapter A. --- Background --- p.1 / Chapter B. --- Research Questions --- p.1 / Chapter C. --- Significance of The Study --- p.9 / Chapter CHAPTER 2. --- LITERATURE REVIEW AND THEORETICAL FRAMEWORK --- p.12 / Chapter A. --- Categories of Teachers' Work --- p.12 / Chapter B. --- The Job Characteristics Theory --- p.15 / Chapter C. --- Challenges from Other Approaches --- p.46 / Chapter D. --- The Integrated Approach - A Compromise --- p.48 / Chapter E. --- Implications for this Study --- p.50 / Chapter F. --- Conception of the study --- p.51 / Chapter CHAPTER 3. --- METHODOLOGY --- p.60 / Chapter A. --- Definitions of Important Terms Used in the Study --- p.60 / Chapter B. --- Nature of the Study --- p.64 / Chapter C. --- Variables and Measurements --- p.64 / Chapter D. --- Pilot Study --- p.71 / Chapter E. --- Sampling Design and Procedures --- p.74 / Chapter F. --- Design of Analysis --- p.75 / Chapter CHAPTER 4. --- RESULTS AND DISCUSSION --- p.77 / Chapter A. --- The Sample --- p.77 / Chapter B. --- Findings Related to Research Question 1 --- p.80 / Chapter C. --- Findings Related to Research Question 2 --- p.95 / Chapter D. --- Findings Related to Research Question 3 --- p.108 / Chapter CHAPTER 5. --- "CONCLUSION, IMPLICATION AND LIMITATION" --- p.131 / Chapter A. --- Work Categories of Teachers' Work --- p.131 / Chapter B. --- Job Dimensions and Motivating Potential of Teachers' Job --- p.134 / Chapter C. --- Antecedents of Job Characteristics of Teachers --- p.136 / Chapter D. --- Consequences of Job Characteristics of Teachers --- p.137 / Chapter E. --- Implication and Contribution to the job Characteristics Theory --- p.139 / Chapter F. --- Limitations and Suggestions --- p.141 / BIBLIOGRAPHY --- p.143 / Chapter APPENDIX A: --- Tables of Results of The Pilot Test --- p.151 / Chapter APPENDIX B: --- Instruments Used in The Major Study --- p.155

鄭佩群. / "2011年12月". / "2011 nian 12 yue". / Thesis (M.Phil.)--Chinese University of Hong Kong, 2012. / Includes bibliographical references (leaves 148-157). / Abstract in Chinese and English. / Zheng Peiqun. / Abstract / 論文摘要 / 致謝 / Chapter 第一章 --- 緒論´ؤ´ؤ香港的性教育 --- p.p.1 / Chapter 第二章 --- 文獻回顧 --- p.p.9 / Chapter 第三章 --- 硏究問題及方法論 --- p.p.22 / Chapter 第四章 --- 教師的性/別與性態論述 --- p.p.35 / Chapter 第五章 --- 性教育：教師的處境 --- p.p.63 / Chapter 第六章 --- 教師的性/別身份 --- p.p.104 / Chapter 第七章 --- 結語 --- p.p.138 / 參考文獻 --- p.p.148

Based on the findings above, it is recommended that the future study should explore further how teachers' problem schemas influence their teachings by means of classroom observation. The second recommendation is to study problem schema and other subject matter knowledge in one research to see a comprehensive view. It is also recommended that the development of teachers' problem schemas and subject matter knowledge should be strengthened in teacher education. / Teacher knowledge was an active research area in the last twenty years. It focuses on all kinds of knowledge that teacher knows related to teaching, The study explored subject matter knowledge in teacher knowledge. From the past researches on subject matter knowledge, we find that researchers often focus on teachers' understanding of mathematical concepts and procedures. This is the knowledge of "knowing that". The past researches on subject matter knowledge didn't touch on the knowledge of "knowing how". Based on the theory of problem schema in psychology, we studied teacher's problem schemas, which are related to problem solving. / The study shows that there are various types of problem schemas among secondary school mathematics teachers. They include: "schema organized by mathematics concept ", "schema organized by conclusion or unknown", "schema organized by basic figure ", "schema organized by mathematical structure", "schema organized by general mathematical problem solving strategies". Compared to non-expert teachers, expert teachers have a wider set of problem schemas. Expert teachers not only have the schemas non-expert teachers have, but also have the schemas non-expert teachers don't have. "Schema organized by mathematical structure", "schema organized by general mathematical problem solving strategies" are two of them. Generally speaking, expert teachers possess more profound problem schemas. Hence we see a relationship between problem schemas and teaching expertise. / To explore possible relationship between problem schema and teaching, we first identified the figure of schemas secondary school mathematics teachers have. Then we examined the differences between expert teachers and non-expert teachers to explore the relationship between teachers' problem schemas and their teaching context. In this study, secondary school mathematics teachers were chosen for case studies. Qualitative research methods, including questionnaire and interview were adopted to find out teacher's problem schemas. / 韓繼偉. / 論文(哲學博士)--香港中文大學, 2005. / 參考文獻(p. 154-169). / Adviser: Ngai-ying Wong. / Source: Dissertation Abstracts International, Volume: 67-01, Section: A, page: 0122. / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Electronic reproduction. [Ann Arbor, MI] : ProQuest Information and Learning, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Electronic reproduction. Ann Arbor, MI : ProQuest Information and Learning Company, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstracts also in English. / School code: 1307. / Lun wen (Zhe xue bo shi)--Xianggang Zhong wen da xue, 2005. / Can kao wen xian (p. 154-169). / Han Jiwei.

The search for instructional methodologies which maximize student achievement has been of central concern to educators for many years. Intensified by the recent focus on staff development and school reform initiatives, this search has begun to produce models for school improvement. The majority of the research studies on these models have centered on the academic achievement of inner-city elementary school students in reading and math. One effort to operationalize the research findings has been the instructional model developed by Dr. Madeline Hunter. The few research studies which have been done on her model focus on the effects of teacher training on teacher performance at the elementary level and on student achievement in reading and mathematics. Claims about the effectiveness of teacher training at the secondary level across a wide variety of subject areas and on selected student variables have not been thoroughly substantiated. It was the purpose of this study to determine if the Instructional Effectiveness Model of Madeline Hunter could be applied at the secondary level and to determine what effects the training would have on teacher performance and on selected student variables. This study was conducted employing 14 secondary school teachers, seven in the experimental group and seven in the control group. one class from each teacher's schedule was videotaped prior to and after training. Using the Instructional Skills Observation Instrument each videotape was scored by outside observers. Teachers in the experimental group were also presented with four questionnaires which were used to determine the teacher's perceptions of the content and process of the training sessions. Students in each class (N= 245) were measured in regard to class attendance, number of class discipline referrals, class grade point average, class attitude, and class achievement. In addition, four students from each teacher's class (56 students in total) were interviewed to determine their opinion of how the training affected them. The information obtained from the classroom observations, teacher questionnaires and student interviews was supplemented by ethnographic data. The findings indicated that the teachers in the experimental group did not teach differently than teachers in the control group. The findings also indicated that the selected secondary students of teachers in the experimental group did not differ from selected secondary students of teachers in the control group in overall class attendance, class grade point average, class attitude, and class achievement. There was a significant difference in overall number of class discipline referrals by sex. The correlation between the teacher's performance score as measured on the ISOI and their mean class score on each of the student variables was not significant. The findings from the ethnographic data corroborated the quantitative findings. / Ed. D.

The purpose of this study was to describe factors affecting the use of instructional ideas by secondary teachers in the academic year following a series of staff development sessions designed to present information on effective teaching practices. The research questions addressed the characteristics of information selected for use in classroom practice and the characteristics and relative degree of influence of salient factors affecting the use of ideas. Ten teachers from a large suburban school district in North Texas were selected for this study. Qualitative techniques were used to collect data. Each teacher was interviewed three times and observed in the classroom setting. Documents such as lesson plans were analyzed as a third source of data. Several factors evolved from the data. In varying degrees, these factors predicted teacher use of new instructional practices. Some factors dealt with the teacher's level of understanding and internalization of the information. These factors were labeled as instrumentality, congruence, and analytical thinking. Two other factors which were fairly strong predictors were labeled cost and intrinsic motivation. Cost concerned the amount of time or effort required to implement new ideas versus the perceived benefit to either teacher or student. Intrinsic motivation concerned the personal desire a teacher felt to try new ideas which might improve student learning. Another factor, professionalism, or teacher commitment to the teaching profession, was found to be a less powerful predictor. Two factors were found to be inconclusive predictors of implementation. They were the support felt by the teacher and external pressures, such as legislative mandates and district evaluations and career ladder. The cluster of factors developed in this study offer some possible guidelines for persons concerned with patterns of knowledge utilization among teachers. It is recommended that further studies be conducted to determine if the categories used in this study are consistent predictors of implementation and to verify the research implications in this study.

[pt] O presente estudo objetivou relacionar o programa de avaliação e responsabilização escolar - Nova Escola à evolução atual do ensino médio da rede estadual do Rio de Janeiro. Nosso objetivo principal era verificar em que medida o Nova Escola pode ser relacionado à evolução dos resultados escolares do Estado do Rio entre 2000 e 2005. Numa perspectiva qualitativa, o Nova Escola foi analisado a luz de pesquisa documental que teve como principal objeto a documentação referente ao próprio programa. Procuramos compreender a natureza do processo de responsabilização, os instrumentos de avaliação utilizados ao longo dos anos bem como as oscilações destes últimos entre as categorias de avaliação - baseadas em resultado, processo, norma, critério e progresso escolar. Em outra, de cunho quantitativo, foram observados os dados referentes à proficiência (Saeb) e fluxo (Censo Escolar) no entorno do mesmo período. Estes dados foram observados através da comparação com os resultados escolares de outros estados do país. Junto aos dados de fluxo foi possível verificar uma pequena melhora no primeiro biênio do programa, mas que não se sustentou nos anos seguintes. Na proficiência em Língua Portuguesa o estado obteve um desempenho melhor em relação a outros estados. De maneira geral constatou-se um impacto do programa sobre os resultados escolares como um todo que, embora menos expressivo em alguns indicadores, tornou mais estáveis os resultados escolares do estado do RJ. / [en] The following study aimed at relating the program of school evaluation and accountability - Nova Escola- to the current evaluation of public high school in Rio de Janeiro state. Our principal objective was to verify to which extent the program can be related to the evolution of the school results from 2000 to 2005. From a qualitative perpective, the Nova Escola was analysed under the light of a documented research, which has as principal objective the documentation on the program itself. It was attempted to understand the nature of the process of accountability, the evaluation tools used along the years, as well as the oscillations they have between the categories of evaluation - based in result, process, norm, criterion, and school progress. In another perspective, quantitative-oriented, it was observed the data concerning proficiency (Saeb) and flow (Censo Escolar) correspond ing the same period. This data was observed by means of a comparison with school results from other states Brazil. Close to the flow data were possible to verify a small improvement in the first biennium of the program, but that was not sustained the following years. In the proficiency and, Portuguese Language the state obtained a better acting in relation to other states. In a general way an impact of the program was verified on the school results as a whole that, although less significant in some indicators, it turned stabled the results scholars of the state of RJ.

No description available.