This study examined whether expanding educational opportunity in Indonesia had an eroding effect on the quality of education and explored policy alternatives to maintain educational quality in general and teaching quality in particular. The researcher first analyzed secondary data from the last 10 years to see whether there was a decline in the quality of education. Then, employing in-depth interviews with policy makers at the central level, a policy mediator at the provincial level, and a policy implementer at the school level, the researcher attempted to verify the findings and discover factors to explain them. The study investigated the importance of and changes in teacher qualities: it also assessed the discrepancy between policies for improving teaching quality designed at the central level and their implementation and results at the school level. / The study was conducted in Jakarta, Cirebon, Bandung, Palangkaraya, and Banjarmasin; it involved 39 respondents consisting of decision makers at the ministry, educational officials at the provincial level, deans of teacher training institutions, school supervisors, principals, and teachers. The results show that expenditure per student and educational quality in general declined. The decline is related to the changes in teacher qualities such as competence, distribution, motivation, discipline, and welfare. Also, the policies developed to improve teaching quality are more successful in providing educational means, such as raising teacher qualifications, providing teaching aids, and training, than in achieving educational ends. / Finally, the study recommended systematic improvement through short-term and long-term policy measures involving retraining of teachers, establishment of educational facility banks, reforms in the incentive system, improvement in the teacher distribution system through refining the information system and local authorization, and improving the cooperation and coordination between teacher training institutions and provincial offices of education. / Source: Dissertation Abstracts International, Volume: 53-10, Section: A, page: 3414. / Major Professor: John C. Bock. / Thesis (Ph.D.)--The Florida State University, 1992.

A comparative study of Florida State University's alternately and traditionally prepared teachers was conducted using participants' grade point averages, their teaching performance as demonstrated on the Florida Performance Measurement System's Summative Instrument, a subjective review of the contents of their Beginning Teacher/Professional Orientation Program portfolios, and the participants' responses to a survey on their preparation program's effectiveness and job satisfaction. / Results of the study showed that there were few statistically significant differences between the alternately and traditionally prepared teachers except in measures of education coursework grade point average, their perception of teacher preparation program effectiveness when considering educational psychology coursework, and in teacher performance appraisal when considering student conduct management. The study found more similarities than differences in the alternately and traditionally prepared teachers' responses relating to their own teaching experiences. The alternately prepared teachers reported being more satisfied with their teaching position than the traditionally prepared teachers. All of the alternately prepared teachers indicated plans to continue teaching, while one-third of the traditionally prepared teachers indicated plans to leave teaching or not teach. / The review of the alternately and traditionally prepared teacher's first-year portfolios revealed substantial similarities between groups in the preparation of portfolios which effectively demonstrate teacher competency. Both the traditionally and alternately prepared teachers successfully completed their Florida Beginning Teacher/Professional Orientation Program and subsequently became fully certified teachers. A conclusion is that both the alternate and the traditional teacher education programs at The Florida State University effectively prepared these teachers to demonstrate teaching competency. / Source: Dissertation Abstracts International, Volume: 53-10, Section: A, page: 3499. / Major Professor: John H. Hansen. / Thesis (Ph.D.)--The Florida State University, 1992.

This study was a field test of a theoretically developed individualized instructional program (ILP) designed to establish a reliable process for training in selected observational skills and to determine if physical educators as a result of completing the program: (1) can achieve a pre-determined level of mastery on specified observational skills; (2) are differentially affected by training because of experience and entry level behavior; and (3) can use a specified observational instrument to code actual classroom behaviors. Also, perceptions of physical education teachers toward the training method were explored. Twenty-seven volunteer teachers were placed into three groups according to the number of years in the teaching profession. Subjects completed cognitive and observational pre-and posttests, Master Tape Coding Exercises (MYCE) #1 and #2, a demographic data form, and a questionnaire. On the cognitive posttest 67% of the teachers achieved mastery and 22% on the observational posttest. A statistically significant difference was observed between pre-and posttest means but outcomes were not significantly affected by years of experience. On MTCE #2, 26% of the teachers were able to code actual classroom behaviors. Perceptions of the ILP were generally positive and constructive. There was some disagreement on the length and ability of the ILP to hold the subject's interest. The following conclusions were drawn: (1) physical educators can learn cognitive, observational, and application skills through a specially designed ILP; (2) the use of an ILP to develop competence of observers must be targeted to specific populations; (3) selected materials that serve as motivational factors to keep subjects on task are essential to the effectiveness of the ILP; (4) years of teaching experience do not differentially affect the success of subjects in developing / competence in selected observational skills; and (5) subjects differ in the perceptions of the ILP as a training method. / Source: Dissertation Abstracts International, Volume: 47-05, Section: A, page: 1647. / Thesis (Ph.D.)--The Florida State University, 1986.

The goal of this study is to analyze the teaching and learning process in a newly developed biology course for prospective K-5 teachers. The development of this course is part of a grant from the National Science Foundation received in 1991 at the Florida State University with the goal to restructuring science and science education courses for prospective teachers. / Administration of a Classroom Learning Environment Survey (CLES) provides an entrance to the experienced, and preferred learning environments from the students' point of view. Using interpretive research, the investigation follows two students enrolled in the biology course. Dimensions developed in the CLES (like students' involvement in their learning, their autonomy, relevance of the subject matter, and students' commitment) are followed through the study using narrative stories of the two students. The narrative description of the fit or lack thereof between their experienced and preferred learning environment provides critical insights for science education reformers. / The theoretical framework underlying this study is provided by constructivism, and critical theory. Constructivism has two main components: the first affirms that knowledge is built actively by cognising beings in social settings; the other stresses the adaptive function of learning as the individual is the one accountable for his/her personal constructions. Critical theory stresses the notion of the empowered individuals as agents for societal change. / Source: Dissertation Abstracts International, Volume: 55-03, Section: A, page: 0524. / Major Professor: Kenneth G. Tobin. / Thesis (Ph.D.)--The Florida State University, 1994.

Formative evaluation procedures and instrumentation, devised to give secondary school students the opportunity to provide feedback to their teachers concerning their classroom teaching behaviors, were designed and assessed during this study. The sample consisted of 14 volunteer teachers, from five high schools in north Florida, who taught in a variety of content areas. Approximately 600 students provided ratings and comments as feedback to their teachers during Fall, 1995. / Specifically, the perceptions held by teachers regarding (1) the utility of this process of receiving student feedback and (2) the use of an instrument designed especially for this purpose were examined. In addition, several characteristics of the Student Evaluation of Teachers and Teaching Techniques (SE3T) instrument were studied, including its reliability and construct validity. An alternative classification scheme for the items was also developed. / Teachers believed the overall process of collecting feedback from their students to be quite useful. Most importantly, the process allowed teachers to gain insight into their teaching behaviors and practices for the ultimate purpose of improving their instruction. The information leading to this insight is important in that it came not from an administrator, as is typically done in teacher evaluation, but from a previously unsolicited source. Teachers believed that open and honest student responses were a direct result of specific steps in the process taken to guarantee the anonymity of the students. / The SE3T rating form was comprised of 35 scaled and two open-ended items. Examination of the results revealed that the students were capable of providing consistent ratings of their teachers' performance. A confirmatory factor analysis revealed that the rating form lacked validity when compared to the literature-based theoretical model utilized in this study. However, alternative suggestions for determining construct validity are provided and further investigation is recommended. / Implications of this study for administrators, teachers, and students are discussed. Recommendations for further research include the continued use and assessment of the SE3T rating form, and methods of efficiently assisting teachers in improving instruction in order to capitalize on student feedback. / Source: Dissertation Abstracts International, Volume: 57-03, Section: A, page: 1088. / Major Professor: Garrett Foster. / Thesis (Ph.D.)--The Florida State University, 1996.

The purpose of this study was to provide a baseline assessment of NROTC instructor corps performance as defined by the NROTC Instructor Competencies. The assessments provided by supervisors, instructor self-reviews and students were examined to determine differences and similarities in group assessment of instructor performance. And, the relationships between instructor performance as defined by the NROTC Instructor Competencies and selected instructor characteristics were reviewed. The research can provide NROTC Program management information for policy development in the areas of instructor selection, training and development. Additionally, the results of the study, the processes used, and the instruments developed and tested, can provide information for the assessment of non-NROTC undergraduate faculty members. / In 1980 the Navy contracted for research to determine the competencies specific to the responsibilities of the NROTC instructor. Prior to this research, there had been no assessment of NROTC instructor corps performance as defined by the research competencies and related behavioral indicators. / The study was supported by the Chief of Naval Education and Training and can provide information for future decisions. Two instruments were developed. These were used to document instructor demographic information and student, supervisor and instructor self-assessments of instructor performance. A pilot study was conducted. The research was completed in the spring of 1990. / Significant differences were found between the assessments of instructor performance. Supervisor and student group assessments had the most significant variances in score. Instructor assessments had less dramatic, but statistically significant variances with the other two research groups. Supervisors routinely gave the highest scores; students rated instructor performance lower than the other groups. No specific demographic variable was identified as being related to high performance. / Source: Dissertation Abstracts International, Volume: 51-12, Section: A, page: 4093. / Major Professor: William R. Snyder. / Thesis (Ed.D.)--The Florida State University, 1990.

The responses of special education to the death of their students were examined. An ethnographic study was conducted at a center for pre-kindergarten children with handicaps. Staff members were interviewed about their emotional and functional responses to student death. Previous experiences with death and belief systems were also explored. / It was found that staff experience deep feelings of grief and loss at the death of a student. Analysis found that the staff coped with the loss provided that a support system (formal or informal) existed, staff had a good relationship with the parent, and staff had access to death rituals. / The hypothesis was developed that coping with death takes place if there exists a feeling of control. Components of control were described as empowerment, action, effecting change, recognition, and endowing. Expressed needs of staff and this hypothesis were used to generate intervention strategies. Implications for further research were examined and specific suggestions were made for implementation. / Source: Dissertation Abstracts International, Volume: 49-12, Section: A, page: 3686. / Major Professor: Pearl E. Tait. / Thesis (Ph.D.)--The Florida State University, 1988.

The purpose of this study was to investigate the effect of a teaching workshop on the teaching performance, teaching effectiveness, and the attitude of new biology graduate student teaching assistants (TAs) toward teaching and their students. / The curriculum of the workshop was derived from theory and research on effective instruction, including: skills of teaching, methods of choice in presentations based on learning styles, time and practice required for preparation, and an emphasis that a positive attitude toward teaching and students are all important to become an effective teacher. / This study was conducted as part of a regularly scheduled course at Florida State University. Of 32 graduate students, 20 participated in the departmental teaching workshop and 12 did not. All 32 taught three classes each of APB 1150L. The data was collected during the fall 1987, spring 1988, summer 1988, and fall 1988 semesters. Thus, the resulting number of undergraduate students who participated was approximately 2650. / The dependent variables, teaching performance, teaching effectiveness, and graduate teaching assistants' attitude toward teaching and their students, were all measured by the Student Instructional Rating Survey (SIRS), the Student Laboratory Environment Inventory (SLEI), final exam grades, TA interviews, class interviews, and an outside observer. / Analysis of the data collected supports the two hypotheses using the qualitative measures but only partially supports the hypotheses using the quantitative measures. (1A) A teaching workshop used with new graduate TAs does improve the teaching performance of those TAs in freshman nonmajor classes. Their performance is not significantly better than the nonworkshop TAs as measured by the data in this study. (1B) By involving each new biology graduate TA in a teaching workshop, his/her teaching effectiveness does not necessarily increase. The data collected in this study did not show a student achievement increase. (2) As a result of a one-week teaching workshop, the attitude of the new graduate TAs towards the importance of teaching was improved. / Source: Dissertation Abstracts International, Volume: 51-01, Section: A, page: 0141. / Major Professor: Marcy Driscoll. / Thesis (Ph.D.)--The Florida State University, 1989.

Prompted by the growing importance of teams in educational settings and by the need for a theoretical framework for team-related studies, this study proposed dimensions of a team functioning framework, based on descriptive studies, group theory, socio-technical models of organizations, and systems theory. The proposed team functioning framework informed the instrument design and proposed data analysis. Twenty-five nominated high functioning interdisciplinary teams were compared with nineteen nominated typical interdisciplinary teams to assess possible similarities and differences in team functioning between the two groups of middle school teams. Data from survey responses of 169 team teachers and 38 principals to a team functioning questionnaire for team teachers and a team assessment scale for principals were analyzed using descriptive statistics and Pearson Product-Moment Correlations. No differences were found between the two groups which perceived themselves as overall high functioning. Correlations were positive and significant among the dimensions of team functioning. / Findings may reflect the true nature of the sample in that they were indeed high functioning or as functioning at a satisfactory level and that the scores indicated implementation of all behaviors of team functioning, as theorized. Findings may be attributable to a selection process which involved heavily on perceptions of the nominating experts, the judgements of the principals, and the self-reporting nature of the instrument. / Implications point to the need for effective research methodologies related to teams and for the future development of a theoretical base which may build upon the team functioning framework proposed in this study. / Source: Dissertation Abstracts International, Volume: 56-11, Section: A, page: 4239. / Major Professor: Judith Irvin. / Thesis (Ed.D.)--The Florida State University, 1995.

Public Law 94-142 requires that vocational educators are to provide input into the placement and programming of students into special programs. The Vocational Education Act of 1984 emphasizes supplemental services for special students within the mainstream rather than separate vocational programs. It is essential that vocational educators understand the process whereby a student can become eligible for special services. This investigation explored the outcomes resulting from involving a group of vocational education teachers in a training session providing information on how to make sound educational decisions for exceptional students in their classes. / Stufflebeam's context, input, process, product (CIPP) model was used in collecting and analyzing data from the vocational teachers in this study. The extent and manner in which vocational teachers refer students for evaluation, as well as participate in program planning, will provide data vocational educators may use in future educational decisions for handicapped students. / Data were collected from vocational instructors during a two-day workshop and during a four week consultation period. The instructors who participated in the study were from selected secondary area vocational education centers in rural Eastern Kentucky. / Source: Dissertation Abstracts International, Volume: 49-08, Section: A, page: 2191. / Major Professor: Robert L. Lathrop. / Thesis (Ph.D.)--The Florida State University, 1988.