The aim of this study was to scrutinize perceptions, expectations and concerns of pre-service early childhood education (ECE) teachers before they start their careers and their challenges in their first year as they became beginning teachers. This study also focused on documenting public school contexts where beginning teachers have been either supported and given the opportunity to develop as successful teachers or discouraged and left alone with the challenges in their first year of teaching. In order to investigate this phenomenon, 16 pre-service early childhood education teachers studying at the same teacher education program were interviewed about their perceptions, expectations and concerns on their future profession immediately before their graduation. Participating teachers started to teach in public schools at different cities after their graduation. They were interviewed at the end of the first and the second semester they taught about their experiences and difficulties, and positive aspects of working in public schools. Moustakas&rsquo / s phenomenological analysis was utilized to analyze data from interviews in which beginning teachers reflected on their experiences in teacher education program and of being new teachers in public school context in Turkey. Findings have revealed that pre-service teachers were aware of many difficulties in public schools and ready to contend with those difficulties, yet some of the challenges they faced were beyond their initial anticipation. All those challenges were originated from teacher education program, Ministry of National Education&rsquo / s system itself, and local condition where beginning teachers were appointed. Suggestions for teacher education programs, Ministry of National Education, and administrators were proposed.

In the present study, the role of locus of control and critical thinking in handling dissatisfactions in the romantic relationships of university students was examined. Five hundred and eighty university students (373 females, 207 males) from different faculties of five universities located in Ankara voluntarily participated in the study. Convenient sampling procedure was used in all phases of the study. A pilot study was conducted to adapt My Responses to Relationship Problems Scale (MRRPS) into Turkish. Confirmatory Factor Analysis (CFA) and Multidimensional Scaling (MDS) were utilized to assess factorial and dimensional structure of MRRPS. Results revealed MRRPS to be psychometrically satisfactory. In the main study, four separate, moderated regression analyses were conducted to assess the predictive role of locus of control, critical thinking, and their interaction on exit, voice, loyalty and neglect responses. Results revealed that locus of control significantly predicted exit, voice and neglect responses. Participants with external locus of control had significantly higher exit and neglect scores whereas participants with internal locus of control had significantly higher voice scores. In addition, critical thinking significantly predicted exit and voice scores. Participants with lower levels of critical thinking disposition had higher exit scores whereas participants with higher levels of critical thinking had significantly higher voice scores. Findings of the present study were discussed in the framework of locus of control, critical thinking and close relationships.

Thesis (doctoral)-Bauhausuniversität, Weimar, 2006. / Includes bibliographical references (p. 398-434).

This diploma thesis provides information how students of chosen faculties of the University of South Bohemia evaluate their teachers, what attitudes they have developed to them, what is particularly important for them and which requirements they impose on the teachers. The theoretical part deals with attitudes, teaching, personalities of a teacher and a student, a current tertiary education in the Czech Republic and mutual relations of students and educators. The empirical part presents a quantitative research that I realized through a semantic differential. Here I describe characteristics of the population and the research sample. Furthermore, I bring results of obtained data and information about students´ attitudes to their teachers. The data collection took place in March 2012 in a form of questionnaires. The research was conducted at the University of South Bohemia, Pedagogical, Health Social and Theological Faculties. Fields of study of similar focus were chosen within each of given faculties. In total 240 questionnaires were distributed. The return was 75%, thus altogether 180 questionnaires. Three hypotheses were defined for the research. The first hypothesis assumed that the preferred field of study positively influenced students´ attitudes to their teachers and the conducted research confirmed this hypothesis. The second hypothesis stated the students studying a prestigious field of study evaluated their teachers more positively than students studying a not prestigious field of study. This hypothesis was not confirmed. The third hypothesis was that women-students were less critical in the evaluation of teachers than men-students. The carried out research did not confirm nor this hypothesis. The thesis can be used to compare attitudes of women-students and men-students from individual faculties of the University of South Bohemia and for publishing activities.

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Industry data suggests that the U.S. educational system is being challenged to produce more STEM (Science, Technology, Engineering and Math) graduates and, in particular, engineering baccalaureate degreed students. However, this is not a simple issue of increasing engineering program applicants because academic preparation begins early in the student's academic career, with significant math and science requirements. Even though half of today's undergraduate students are taking classes at community colleges, and 20 percent of baccalaureate degreed engineers started in the community college system, community college students in pre-engineering studies do not transfer to university engineering programs in numbers necessary to decrease the engineering deficit. This dissertation was based on the assumption that, if pathways between two- and four-year institutions were improved through systematic approaches like articulation, the supply of engineers in the U.S. might be positively affected. This dissertation used a case study approach to analyze an articulation process used by a community college and a university to forge a partnership designed to enhance this engineering pipeline. Using systems theory as a conceptual backdrop, the study looked at significant inputs, throughputs, outputs, and outcomes to the articulation negotiation process and analyzed roadblocks to that process. In the summary chapter, the paper addressed practical ways to bridge this gap and provide support mechanisms needed for STEM students to smoothly move from one higher education sector to the next.

Ausgehend von der politischen Lage und dem Stand der Forschungs- und Lehrtätigkeit an der TH Dresden am Ende des Zweiten Weltkrieges wird der Widerbeginn an dieser Hochschule unter sowjetischer Kommandantur beleuchtet. Als Indikatoren für personelle und wissenschaftliche Kontinuitäten aber ebenso für einschneidende Umbrüche dienen die Karrieren der Bauingenieure Kurt Beyer und Willy Gehler. Beide hoch angesehen auf ihrem jeweiligen Fachgebiet, zeigen sie markante Differenzen in ihren Karrieren. Als Belege dafür werden ihre Biographien und ihr akademischer Werdegang dargestellt und verglichen. Der Fokus liegt dabei auf ihrem politischen Engagement/Nichtengagement insbesondere in der NS-Zeit sowie dessen Bewertung nach 1945.

Ausgehend von der politischen Lage und dem Stand der Forschungs- und Lehrtätigkeit an der TH Dresden am Ende des Zweiten Weltkrieges wird der Widerbeginn an dieser Hochschule unter sowjetischer Kommandantur beleuchtet. Als Indikatoren für personelle und wissenschaftliche Kontinuitäten aber ebenso für einschneidende Umbrüche dienen die Karrieren der Bauingenieure Kurt Beyer und Willy Gehler. Beide hoch angesehen auf ihrem jeweiligen Fachgebiet, zeigen sie markante Differenzen in ihren Karrieren. Als Belege dafür werden ihre Biographien und ihr akademischer Werdegang dargestellt und verglichen. Der Fokus liegt dabei auf ihrem politischen Engagement/Nichtengagement insbesondere in der NS-Zeit sowie dessen Bewertung nach 1945.:Einleitung 2 Gegenstand und Zielstellung der Arbeit 2 Forschungsstand 3 Der Wiederbeginn an der Technischen Hochschule Dresden 1945 6 Ausgangspunkt: Die TH am Ende des Zweiten Weltkrieges 6 Die TH Dresden nach dem 8. Mai 1945 9 Zusammenfassung 16 Kurt Beyer 18 Curriculum vitae Friedrich August Kurt Beyer 18 Kindheit, Studium, Assistenz und Arbeit im Ausland (1881-1919) 18 Kurt Beyer als Dresdner Hochschullehrer und Ingenieur (1919-1945) 21 Kontinuität im neuen System – Kurt Beyer im „Dritten Reich“ 25 Kurt Beyer und der Neubeginn an der TH Dresden nach 1945 28 Resümee 33 Willy Gehler 35 Das Wirken Gehlers bis zu seiner Berufung an die TH Dresden 35 Willy Gehler in der Zeit des Nationalsozialismus 41 Gehler nach 1945: Entlassung und Bemühen um Rehabilitation 49 Der „Persil-Schein“ vom 9. Mai 1946: Gehler ein Antifaschist? 55 Zwei Facetten des unpolitischen Wissenschaftlers? – Der Versuch eines Vergleiches 62 Exkurs: Entnazifizierung von Hochschullehrern in Ost und West 68 Hochschulentnazifizierung in der SBZ 69 Der Umgang mit NSDAP-Mitgliedern in den westlichen Besatzungszonen 71 Schlussbetrachtung 75 Bibliographie 78 I. Quellen 78 Nicht veröffentlichte Quellen 78 Veröffentlichte Quellen 78 II. Literatur 78 Verzeichnis der verwendeten Abkürzungen 83