Thesis (D.Ed.)--University of Delaware, 2009. / Principal faculty advisor: Ratna Nandakumar, School of Education. Includes bibliographical references.

Thesis (M.A.)--Rowan University, 2007. / Typescript. Includes bibliographical references.

Thesis (D. Ed.)--University of Delaware, 2009. / Principal faculty advisor: Ratna Nandakumar, School of Education. Includes bibliographical references (p. 91-109). Also available electronically via the World Wide Web.

Thesis (Ed. D.)--University of Missouri-Columbia, 2007. / 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 September 25, 2007) Vita. Includes bibliographical references.

Submitted in fulfillment of the requirements for the degree of MAGISTER EDUCATIONIS (MATHS, SCIENCE AND TECHNOLOGY EDUCATION) TECHNOLOGY EDUCATION at the UNIVERSITY OF ZULULAND, 2010. / The study investigated the attitudes of in-service, teacher education students at a South African University. The study is set in a rural context with participants drawn from the University of Zululand, situated on the north coast of KwaZulu¬Natal province. Data was collected from 88 teachers, enrolled for a National Professional Diploma in Education (NPDE) in technology education at the University. The study aimed at generating information from respondents in an open, qualitative research framework. The study utilized a confirmatory survey approach and the data collection instrument used for the study was adapted from the "Pupils' Attitude Towards Technology" (PATT) instrument used successfully in other countries e.g. Netherlands, United States of America and Thailand. The results of the study indicated that, teachers showed a strong conceptual understanding of technology, and they assigned a great level of importance to knowing how technologies work. Similarly, the study's findings showed that teachers are aware of the positive and negative impact of technology, and that they showed a keen interest in wanting to know more about different technologies. In contrast with their interest, teachers showed a moderate to low level of knowledge and understanding concerning technologies used in their everyday lives. Teachers also felt that they have some influence when it comes to making decisions about technology, but they have very low confidence in leaders of their communities to make decisions about technology. Teachers were also unanimous in their view that technology must play an important role in the school curriculum, and they placed very high expectations on what they believed a high school learner should know about technology.

The purpose of this study was to mea sure secondary distributive education students' perceptions and attitudes toward their teacher coordinators in the Utah secondary schools . The student scores were then analyzed to determine if there were any differences which may be attributed to a specific teacher characteristic such as age, sex, teaching experience, vocational work experience, and academic preparation. Nine groups of null hypotheses (54 total ) were tested. Each group consisted of the following six factors derived from student responses to the attitude and pupil observation survey questionnaires: (l) Friendly, cheerful, admired; (2) Knowledgeable, poised; (3) Interesting, preferred; (4) Strict control; (5) Democratic procedure; and (6) Student attitude score. The population involved i n the study consisted of the students of those teacher-coordinators randomly selected from the teacher coordinators in Utah. Three questionnaires were used in the study. The first questionnaire was a General Teacher Information Questionnaire designed to obtain teacher demographic information. The second questionnaire used was the Pupil Observation Survey (POSR) which was designed to measure students' perceptions. The third questionnaire used was~ Scale for Measuring Attitude Toward Any Teacher, which measured the attitudes of the students. The null hypotheses were tested by analysis of variance. Where more than two groups were involved, a statist i cal procedure known as the Duncan New Multiple Range Test was used to analyze where the difference occurred. The . 05 level of significance was the criterion for rejecting or failing to reject the hypotheses. The following findings were reported: No significant difference was found between student perception and attitude scores relating to age , sex , years of occupational experience, occupational field experience , type of experience , academic degree, and type of professional training of the teachers. There was, however, a significant difference in the student scores relating to teach ing experience and teaching assignment . The perception scores indicated that the students perceived teachers with three or more years ' teaching experience as being more knowledgeable and poised than those teachers with less than three years' teaching experience. Students also perceived the teachers with three or more years ' teaching experience as being more interesting and preferred. The student attitude scores for the teachers with three or more years' teaching experience was also significantly different from those student attitude scores for the teachers with less experience. Students perceived those teachers who taught both non-skills and skills subjects as using significantly more democratic procedures than those teachers of only s kill s subjects. The major recommendations were: 1. A larger scale study, related to student perceptions and attitude toward their teacher-coordinators , should be undertaken to further substantiate the findings of this study. 2. Studies should be undertaken to determine students' perceptions relating to teacher effectiveness and evaluation of curriculum and methodology used in Distributive Education.

The purpose of this study was to examine the perceptions and attitudes of the Diploma of Educational Studies (Tertiary) students towards Educational Television. The subjects of the study were compared with a group of teachers college lecturers who had not studied overseas. The Diploma of Educational Studies (Tertiary) students who came to Canberra, Australia, to study, were surveyed at three different stages, (i) Three Weeks in Australia, (ii) Ten Months in Australia, and (iii) After twelve months back in Papua New Guinea. The statistical analysis of individual questions showed no statistical difference in the attitudes and perceptions, based on the questions asked, while the statistical analysis of the groups , based upon the questionnaires, also showed that the sample groups were not statistically different from each other. As this study was a pilot no firm conclusions can be drawn as to the difference in attitudes and perceptions of the D.E.S. (Tertiary) lecturers about Educational Television in Papua New Guinea. Areas of disagreement identified , were compared to those problems that emerged from the investigation of Educational Television in American Samoa and The Ivory Coast. Issues that required possible further investigation were then identified.

Thesis (Ph. D.)--University of Missouri-Columbia, 2003. / Typescript. Vita. Includes bibliographical references (leaves 776-795). Also available on the Internet.

Thesis (Ph. D.)--University of Missouri-Columbia, 2003. / Typescript. Vita. Includes bibliographical references (leaves 776-795). Also available on the Internet.

Master's thesis. / Format: PDF. Bibl.