For the domain of compensation structure, the three factors extracted from the alternative bases for paying teachers including differential pay, competencies pay and teach load pay are significant predictors of their retention tendency. / For the domain of working conditions for teachers, the results show that the classroom teaching conditions and the school support are two extracted factors that have predictive effects on the retention tendency of English subject teachers in Hong Kong. / Teachers and teacher salaries are the two major scarce resources in the provision of education. Teacher shortage problems are common and have been a concern in nearly all countries. High teacher attritions other than retirement have called public and government attention in enhancing retention of teachers as a way to solve teacher shortage problems. The shortage of teachers varies with subjects and levels. In Hong Kong, the shortage of quality English teachers has long been a social concern because of the importance for its citizen to attain high English proficiency levels to maintain the competitiveness as an international city. / The predictors in the personal variables domain are: Major in English, professionally trained and taking professional development programmes. (Abstract shortened by UMI.) / The purpose of this study is to investigate the predictors affecting the retention tendency of inservice English teachers in Hong Kong secondary schools from the labour economics perspective with a quantitative survey. Through a more thorough understanding of the predictors affecting their retention tendency, policies can be formulated with a view to enhancing the retention of English subject teachers. The survey was carried out in September, 2002. Questionnaires were sent to 111 publicly funded secondary schools in Hong Kong. A total of 490 completed questionnaires have been collected from an estimated sample size of 1332 English subject teachers in Hong Kong secondary schools. The response rate is 36.8%. / The results show that three domains of predictors: compensation structure, working conditions and personal variables affect the retention tendency of English teachers to continue teaching English. The variance explained by the whole model is 0.211. / Ko Kwok-wai. / "July 2003." / Adviser: Yue Ping Chung. / Source: Dissertation Abstracts International, Volume: 64-07, Section: A, page: 2391. / Thesis (Ph.D.)--Chinese University of Hong Kong, 2003. / Includes bibliographical references (p. 294-313). / Available also through the Internet via Current research @ Chinese University of Hong Kong under title: The effects of compensation structure and working conditions on the retention tendency of English subject teachers in Hong Kong secondary schools (China) / 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 dissertations and theses, [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 in English and Chinese. / School code: 1307.

Indiana University-Purdue University Indianapolis (IUPUI) / Background: Online courses in healthcare programs like Dietetics have increased in availability and popularity. Objective: The purpose of this study was to investigate the connections between online learning environments and Myers-Briggs Type Indicator (MBTI) dimensions among Nutrition Professionals. This research will add to the knowledge base of educators responsible for the design and development of online nutrition courses and will enhance Nutrition Professionals’ academic and professional outcomes. Design: Semi-experimental study design. Subjects/Setting: Thirty-one Nutrition Professionals with mean age of 29 years old. All elements of the study were done online. Statistical Analysis: MBTI dimension summaries were done for descriptive statistics. Fisher’s Exact Test was used to compare frequency of MBTI dimensions in the learning modules (LM) and to analyze learning modality preference based on MBTI dimensions. Two-Sample T-Tests compared test scores for LM groups and test scores for extraverts and introverts. Paired T-Test assessed improvement in test scores related to LM preference. Chi-Square Test compared preferences for the second learning module for both LM groups. Results: The majority of participants’ MBTIs were ESFJ at 35% or ISFJ at 19%. There were more extraverts (71%) compared to introverts (29%). Both LM groups had similar MBTI dimensions. Extraverts and introverts had similar improvements in scores and LM preferences. LM groups performed similarly and in general participants preferred the second learning module they were assigned. Preference for the second LM could be because participants enjoyed the first LM and wanted to learn more information. Both LM groups significantly improved their scores (P=<.0001) in their first and second learning modules regardless of learning module design. Participants were highly motivated to learn as evidenced by their enrollment in this study and completion of 10 hours of learning modules. Motivation to learn may have been the strongest reason performance significantly improved. Conclusion: LM groups significantly improved their LM scores and learned similar amounts. MBTI dimensions extravert and introvert and preferred learning modality had limited impact on performance for this sample of Nutrition Professionals. These results indicate that motivation may be the key to increasing performance in online nutrition courses.

Doctorat en sciences psychologiques / info:eu-repo/semantics/nonPublished

The problem with which this investigation is concerned is the design of a model for student follow-up procedures. This model is based on an analysis of the opinions of community junior college experts on the language and characteristics of a student follow-up system. This study has a twofold purpose. The first is to determine a consensus from the responses of experts on public community junior colleges regarding the important definitions, terminology, and characteristics of a student follow-up system. The second is to develop a model that can be implemented for student follow-up investigations.

Cette recherche porte sur l’acquisition et la construction de la notion de temps chez les enfants de 5 à 9 ans, c’est-à-dire ceux qui fréquentent des classes allant de la 3e maternelle à la 3e année primaire. Dans la partie théorique nous analysons les différentes notions constitutives qui caractérisent le temps :l’ordre de succession, la durée, le cycle, l’irréversibilité, l’horizon temporel. Nous nous intéressons également aux notions linguistiques ainsi qu’aux notions associées telles que la causalité, les perspectives diachroniques, la vitesse et la notion d’âge. Nous investiguons ensuite l’état actuel des données concernant la connaissance de la notion de temps chez l’enfant en synthétisant les approches théoriques et expérimentales de Piaget (1946) sur le temps physique et les opérations logico-mathématiques, celle de Fraisse (1967) et Montangero (1988) sur les différents niveaux d’adaptation au temps, celles de Friedman (1991), Nelson (1996), Godard et Labelle (1998) et Tartas (2001) sur l’acquisition du temps conventionnel et la localisation dans le temps. Puisque nos questions de recherche concernent l’évolution de la notion de temps et puisqu’elles s’inscrivent dans le champ d’étude de la psychologie du développement (même s’il y a aussi des liens avec la psychologie cognitive, la linguistique et l’éducation), nous avons confronté les théories de différents développementalistes :Piaget, Vygotski, Wallon, Nelson et Karmiloff-Smith. Même si ces auteurs sont tous des cognitivistes et des constructivistes, leurs conceptions se différencient en ce qui concerne les facteurs étudiés, la définition du « concept », la conception du « moteur du développement », le rôle accordé à l’action, à « l’autre », au milieu ;le statut attribué au langage et à la médiation verbale dans la problématique « cognition-langage ». Afin de respecter une vision globale de l’enfant et de la notion de temps, la partie empirique porte à la fois sur le temps représenté et vécu. Nous avons étudié la maîtrise des systèmes de temps conventionnels, l’orientation et la localisation temporelles, la compréhension des relations temporelles, la notion d’ordre de succession et l’évaluation de durées. Nous nous sommes également penchée sur la définition et la représentation du concept, la notion d’âge, les représentations infantiles de la croissance et du vieillissement, l’attitude affective de l’enfant vis-à-vis son dynamisme évolutif et l’horizon temporel (passé, présent et futur). C’est en analysant les taux de réussite pour chacune des tâches dans un même cadre temporel (journée, jours de la semaine, semaine, mois de l’année, saisons, année, période de vie, vie entière) que nous pouvons dégager des « niveaux d’appropriation » des différentes unités temporelles ainsi que des « profils de compétence » qui différencient les enfants d’années scolaires différentes. Les résultats sont discutés du point de vue des facteurs qui interviennent dans la maîtrise des notions et concepts temporels. Nous étudions plus particulièrement l’impact et le rôle de trois facteurs :l’élargissement du champ conceptuel (« empan cognitif »), la possibilité d’associer les concepts temporels à des expériences vécues ou à des images mentales précises et la médiation verbale (en termes de liens entre langage et pensée). / Doctorat en sciences psychologiques / info:eu-repo/semantics/nonPublished

Cette recherche vise à comparer des enseignants novices en situation de formation et des enseignants "experts" que sont les maîtres de stages. L'observation et la comparaison des méthodes didactiques utilisées dans l'enseignement technique et dans l'enseignement général, mais aussi dans des disciplines différentes (biologie, chimie, français, histoire) nous a permis de mettre en évidence l'impact de la formation initiale sur les comportements des enseignants novices. / Doctorat en sciences de l'éducation / info:eu-repo/semantics/nonPublished

Doctorat en sciences psychologiques / info:eu-repo/semantics/nonPublished

Doctorat en sciences psychologiques / info:eu-repo/semantics/nonPublished

Doctorat en sciences psychologiques / info:eu-repo/semantics/nonPublished

Indiana University-Purdue University Indianapolis (IUPUI) / Anatomy A215: Basic Human Anatomy (Anat A215) is an undergraduate human anatomy course at Indiana University Bloomington (IUB) that serves as a requirement for many degree programs at IUB. The difficulty of the course, coupled with pressure to achieve grades for admittance into specific programs, has resulted in high remediation rates. In an attempt to help students to improve their study habits and metacognitive skills Medical Sciences M100: Improving Learning Skills in Anatomy (MSCI M100) was developed. MSCI M100 is an undergraduate course at IUB which is taught concurrently with Anat A215, with the hopes of promoting academic success in Anat A215. This multifaceted study was designed to analyze the factors associated with students who remediate Anat A215, to predict at-risk students in future semesters, and assess the effectiveness of MSCI M100. The first facet involved analysis of Anat A215 students’ demographic information and class performance data from the spring semester of 2004 through the spring semester of 2010. Results of data analysis can be used by IUB instructors and academic advisors to identify students at risk for remediating, as well as provide other undergraduate anatomy instructors across the U.S. with potential risk factors associated with remediation. The second facet of this research involved analyzing MSCI M100 course assignments to determine if there are improvements in student study habits and metacognitive skills. This investigation involved quantitative analysis of study logs and a learning attitudes survey, as well as a thorough inductive analysis of students’ weekly journal entries. Lastly, Anat A215 exam scores and final course grades for students who completed MSCI M100 and students who did not complete MSCI M100 were compared. Results from these analyses show promising improvements in students’ metacognition and study habits, but further research will better demonstrate the efficacy of MSCI M100.