The objective of this investigation is the development of an instrument for use by administrators, faculty members, and students in teachers training colleges in Bangkok, Thailand for the measurement and evaluation of the total requirements, responsibilities, and activities of faculty members. The purpose of this study is to develop a valid and reliable instrument for evaluating faculty performance effectiveness, as a means of improving instruction and learning, and as a standard for faculty promotion in Bangkok's teachers training colleges.

The purpose of this study was to devise and test a rating scale for humanities division chairpersons in four community colleges. The study sought resolution of the following problems: determine humanities division faculty's perceptions of effective and ineffective characteristics of humanities division chairpersons; determine the validity and estimates of reliability for the Humanities Division Chairperson Scale (HDCRS); and to determine the relationship that existed between the responses of the faculty and selected demographic variables and division chairperson's self-evaluation.

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The relationship between the mission of community colleges and the increasing teacher shortage has become more transparent as many community colleges have implemented teacher education programs to address community needs, the shortage of qualified teachers, and the lack of diversity among teachers. As the community college's teacher education role has increased, many community colleges have responded by adding associate of arts degrees and certificate programs specific to teacher education to tackle the shortage of teachers and the lack of diversity among teachers in the nation's classrooms. The purpose of this study was to examine the effectiveness of one community college's pre-service teacher education program in transferring minority students to a university teacher education program and the likelihood of the students graduating with both bachelor's degrees and teacher certification. This longitudinal ex post facto causal-comparative mixed methods case study involved tracking a cohort of minority students over a 6-year period. Data were gathered from existing teacher education program records for native and transfer students at one community college and two four-year institutions. Unstructured interviews were conducted with administrators over the community college's program. For data analysis, ?2 and Phi Coefficients were conducted to compare the minority students' university transfer and graduation rates to native university students' transfer and graduation rates. Results of the study demonstrated that the minority students were graduating at an observably higher rate than both the native to university students and their respective ethnic peers who began college at two-year colleges at the national level. This study's findings might help community college teacher education programs to increase enrollments of minority students and to address the needs of surrounding communities. The findings contributed to the relatively scarce literature regarding minority teacher preparation in community colleges. The study's findings might also be useful to community colleges looking toward or already implementing similar pre-service teacher education programs. Overall, the results indicated that pre-service teacher education programs at the community college level can be effective at producing transfer students who successfully graduate from four-year teacher education programs.

<p><p><p>Uppsatsens syfte var att undersöka hur gymnasielärare vill använda Göteborgs Naturhistoriska Museum (GNM) i sin undervisning om evolution samt att ta reda på vilka didaktiska inslag som</p><p>behövs för att motivera och inspirera fler lärare att använda museet i sin evolutionsundervisning.</p><p>Uppsatsen tar sin utgångspunkt i läroplanens styrdokument och fem begrepp som Ann Zetterqvist i sin forskning utpekar som centrala och viktiga för att kunna förstå evolutionsteorin. Forskningen visar att undervisningen om evolutionsteori är en utmaning för lärarna och slår fast att det kan behövas stöd från skolan och även från institutioner utanför. Min utgångspunkt är att GNM kan bidra till och är värdefullt för lärandet i ämnet evolution.</p><p>Undersökningens urvalskriterium är gymnasielärare som har använt museet under de senaste två åren i samband med en lektion om evolution. Undersökningen bygger i huvudsak på semistrukturerade intervjuer kompletterade med ett mindre antal enkätsvar. Forskning visar att förekomsten av en väl grundad pedagogisk policy är viktigt för museerna för att det pedagogiska budskapet skall nå fram till besökaren. Forskningen visar vidare att det är mycket viktigt att museibesöket kopplas till läroplanen. Vidare pekar forskningen på att eleverna ofta inte uppnår kunskapsmålen gällande evolutionsteorin Resultaten visar att lärarna inte medvetet planerar sitt museibesök utifrån skolans styrdokument, men deras önskemål om ämnesområden visar på en tydlig koppling till styrdokumenten. Resultaten visar även att lärarna värdesätter GNM för dess undervisning av evolutionsteorin, men för att lärarna skall känna sig motiverade att på egen hand undervisa på museet behöver de vissa didaktiska inslag och handledning. Detta arbete resulterar i ett antal didaktiska förslag baserade på lärarnas och museipedagogens önskemål.</p><p> </p><p> </p><p> </p><p> </p></p></p> / <p> </p><p>The main objective with this paper was to investigate how college teachers wish to use The Natural History Museum of Gothenburg (GNM) when teaching evolution, and also to determine which didactic elements are required to motivate other teachers to use the museum when teaching evolution. The foundation of this study is built on the school curriculum and five concepts which Ann Zetterqvist identifies in her research as central and necessary for understanding evolution. Research indicates that teaching the theory of evolution is a challenge for teachers and also emphasizes the importance of internal and external support. I propose that GNM is valuable for teaching evolution. The criteria for the selection of candidates are college teachers who have used the museum during the last two years to teach evolution. The study is based on semi-structured interviews completed with questionnaires. Research reveals that without a conscious educational policy the museums pedagogic message may not reach the visitor. Research also shows that it is very important that museums school programme is based on the national curriculum. Results from previous research reveal that students have difficulty in reaching the curricular goals concerning evolution.The results from this study show that teachers had not consciously followed the curriculum when planning their visit, their subject request is however clearly applicable to the curriculum. The teachers interviewed clearly value GNM as a place to teach the theory of evolution, but request certain didactic elements and teacher guides to motivate teaching without the aid of a museum teacher. This study results in a number of didactic elements based upon the teachers and museum teachers' requests.</p>

Uppsatsens syfte var att undersöka hur gymnasielärare vill använda Göteborgs Naturhistoriska Museum (GNM) i sin undervisning om evolution samt att ta reda på vilka didaktiska inslag som behövs för att motivera och inspirera fler lärare att använda museet i sin evolutionsundervisning. Uppsatsen tar sin utgångspunkt i läroplanens styrdokument och fem begrepp som Ann Zetterqvist i sin forskning utpekar som centrala och viktiga för att kunna förstå evolutionsteorin. Forskningen visar att undervisningen om evolutionsteori är en utmaning för lärarna och slår fast att det kan behövas stöd från skolan och även från institutioner utanför. Min utgångspunkt är att GNM kan bidra till och är värdefullt för lärandet i ämnet evolution. Undersökningens urvalskriterium är gymnasielärare som har använt museet under de senaste två åren i samband med en lektion om evolution. Undersökningen bygger i huvudsak på semistrukturerade intervjuer kompletterade med ett mindre antal enkätsvar. Forskning visar att förekomsten av en väl grundad pedagogisk policy är viktigt för museerna för att det pedagogiska budskapet skall nå fram till besökaren. Forskningen visar vidare att det är mycket viktigt att museibesöket kopplas till läroplanen. Vidare pekar forskningen på att eleverna ofta inte uppnår kunskapsmålen gällande evolutionsteorin Resultaten visar att lärarna inte medvetet planerar sitt museibesök utifrån skolans styrdokument, men deras önskemål om ämnesområden visar på en tydlig koppling till styrdokumenten. Resultaten visar även att lärarna värdesätter GNM för dess undervisning av evolutionsteorin, men för att lärarna skall känna sig motiverade att på egen hand undervisa på museet behöver de vissa didaktiska inslag och handledning. Detta arbete resulterar i ett antal didaktiska förslag baserade på lärarnas och museipedagogens önskemål. / The main objective with this paper was to investigate how college teachers wish to use The Natural History Museum of Gothenburg (GNM) when teaching evolution, and also to determine which didactic elements are required to motivate other teachers to use the museum when teaching evolution. The foundation of this study is built on the school curriculum and five concepts which Ann Zetterqvist identifies in her research as central and necessary for understanding evolution. Research indicates that teaching the theory of evolution is a challenge for teachers and also emphasizes the importance of internal and external support. I propose that GNM is valuable for teaching evolution. The criteria for the selection of candidates are college teachers who have used the museum during the last two years to teach evolution. The study is based on semi-structured interviews completed with questionnaires. Research reveals that without a conscious educational policy the museums pedagogic message may not reach the visitor. Research also shows that it is very important that museums school programme is based on the national curriculum. Results from previous research reveal that students have difficulty in reaching the curricular goals concerning evolution.The results from this study show that teachers had not consciously followed the curriculum when planning their visit, their subject request is however clearly applicable to the curriculum. The teachers interviewed clearly value GNM as a place to teach the theory of evolution, but request certain didactic elements and teacher guides to motivate teaching without the aid of a museum teacher. This study results in a number of didactic elements based upon the teachers and museum teachers' requests.

Thesis (Ph. D.)--University of Texas at Austin, 1999. / Vita. Includes bibliographical references (leaves 101-118). Available also in a digital version from Dissertation Abstracts.

Submitted by MARCELO GONÇALVES RODRIGUES (marcelo_gonc@yahoo.com.br) on 2016-07-04T03:47:27Z No. of bitstreams: 1 O TEMPO LIVRE COMO PALIMPSESTO DO TEMPO DE TRABALHO TEMPORALIDADE E IDEOLOGIA.pdf: 810328 bytes, checksum: 00835473ba0bc356af193c5c21e8be1d (MD5) / Approved for entry into archive by Ana Paula Grisoto (grisotoana@reitoria.unesp.br) on 2016-07-07T16:59:30Z (GMT) No. of bitstreams: 1 rodrigues_mg_me_arafcl.pdf: 810328 bytes, checksum: 00835473ba0bc356af193c5c21e8be1d (MD5) / Made available in DSpace on 2016-07-07T16:59:30Z (GMT). No. of bitstreams: 1 rodrigues_mg_me_arafcl.pdf: 810328 bytes, checksum: 00835473ba0bc356af193c5c21e8be1d (MD5) Previous issue date: 2016-02-29 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / Este trabalho tem como objetivo realizar uma análise teórica da temporalidade no capitalismo tardio com vistas a aprofundar os usos da temporalidade como ideologia. Essa análise se complementa com um estudo empírico cujo propósito é compreender os usos do tempo livre do professor universitário e os impactos na dimensão temporal do seu trabalho frente às tecnologias digitais e a aceleração dos processos materiais. O estudo empírico consistiu em entrevistas que se realizaram com dois professores do ensino superior de uma Universidade Pública no interior do Estado de São Paulo. A orientação teórico-metodológica para a execução do trabalho foi prioritariamente regida pela Teoria Crítica da Sociedade, ancorada pela sua primeira geração de pensadores – Theodor Adorno, Max Horkheimer, Walter Benjamin e Herbert Marcuse. Em princípios teóricos, o termo temporalidade se refere à modalidade típica de vivência-experiência temporal humana, mediada pela forma da ordem social e pelas tecnologias que regulam e alteram nossa percepção espaço-temporal ao fomentarem a sensação de compactação e aceleração dos processos constitutivos da materialidade e da subjetividade. A partir da investigação empírica, concluímos que a heteronomia dos centros de pesquisa e ensino aprofundou características da chamada universidade operacional, como ressonância do aceleramento dos sistemas de vida na sociedade capitalista. A consolidação desse modelo de universidade cria barreiras para que o professor não exerça com autonomia aquilo para o qual essencialmente é designado: ensinar com tempo disponível, pesquisar, fazer extensão, e principalmente, sem prejudicar seu tempo livre. Admitimos todas essas problemáticas de ordem estrutural produtiva, ética e política, a partir do eixo da temporalidade, da análise teórica deste trabalho de dissertação, e das observações pontuadas e analisadas nas entrevistas com os docentes. Para além disso, levantamos reflexões sobre os usos do tempo livre do docente universitário, concluindo que este período temporal se transubstanciou em um palimpsesto do tempo de trabalho, o que indica que se tornou urgente reflexões e pesquisas sobre a dimensão temporal na universidade e políticas de resistência para a reformulação radical desse quadro. / This paper aims to conduct a theoretical analysis of temporality in late capitalism with a view to deepen the uses of temporality such as ideology. This analysis oneself complement with an empirical study whose purpose is to understand the uses of free time of the university teacher and the impacts on the temporal dimension of his work compared to digital technologies and the acceleration of material processes. The empirical study consisted of interviews were done with two teachers from higher education at a university in the State of São Paulo. The theoretical-methodological guidance for the work execution was primarily governed by the Critical Theory of Society, anchored by its first generation of thinkers – Theodor Adorno, Max Horkheimer, Walter Benjamin e Herbert Marcuse. In theoretical principles, the term temporality refers to the typical mode of human temporal experience-experimentation, mediated form of social order and by the technologies that regulate and alter our perception of space-time to foment the feeling of compaction and acceleration of the constituent processes of materiality and subjectivity. From the empirical research, we conclude that the heteronomy of research and teaching centers deepened characteristics of the operational university, as a resonance of acceleration of living in capitalist society. The consolidation of this university model, creates barriers for the teacher to don’t exercise with autonomy what was essentially designed to do, which is: to teach with available time, survey, to extension, and especially, without harming your free time. We admit all these issues productively structural, ethics and politics, starting the axis of temporality, of the theoretical analysis of this master thesis, of observations punctuated and analyzed in interviews with the teachers. Furthermore, we raised reflections on the uses of university teaching free time, concluding that this time period himself transubstantiated in a palimpsest of working time, indicating that became urgent reflections and research about the temporal dimension at university and politics of resistance to the radical rewording this situation.

This study explores the relationship between student satisfaction and faculty responsiveness to student concerns. "Action Research" was employed. Data analysis focused on group comparisons.

This study tested the hypothesis that the combination of teachers' sense of efficacy, and teacher motivation predicts student participatory behavior, and that teacher behaviors mediate this relationship. This study consists of two parts: surveying community college instructors and observing instructors' lectures and student participation.