The purpose of this study was to determine if there is a relationship between student ratings of university instructors and instructors' self-concept and self-actualization. During the academic year 1970-71, students rated faculty members teaching undergraduate courses from the "Illinois Course Evaluation Questionnaire", Instructors rated high or in the top three deciles were defined in this study as "good" or "effective" teachers, and those rated low or in the lower three deciles were defined as "poor" or "ineffective" instructors. Sixty-eight percent or 118 of the instructors in these categories submitted to two psychological tests--the "Index of Adjustment and Values" and the "Personal Orientation Inventory". These instruments were used to investigate the self-concept and self-actualization of university instructors. From the IAV two main areas were considered or investigated--the self- acceptance and discrepancy between the real and ideal self. Analysis of variance scores showed that there was no difference between mean scores of good and poor instructors in relation to how they accepted themselves and how they viewed their real self in relation to their ideal self. Both groups showed congruency and a positive view of self. When good and poor instructors were compared by an analysis of vari­ence as to their self-actualization, again, there was generally no difference between the means. However, on three subscales (of twelve) the groups differed significantly (.02-.05). Good instructors scored higher in Self­ Actualizing Value, Spontaneity, and Self Regard, or it might be said they are more self-willed, self-expressive, self-assertive, open, honest, and cognizant of their strengths and capabilities. Generally, poor instructors are just as self-actualizing (releasing of full capabilities and potentialities) as good instructors. Other data which showed significant distinction between good and poor instructors was the descriptive data. This data showed that college affiliation an d number of years of teaching seem unrelated to teacher effectiveness. However , sex, age, highest degree earned, rank, and years of formal education did make a difference in this study. Those instructors rated high by students were also those who were mostly female in sex, younger in age (average of 39 years), who had received a master's degree with an average of seven years of university education and a professional rank lower than a professor. Those instructors rated low by students were also those who were mostly male in sex, older in age (average of 46 years), who had a doctorate degree, eight years of university education, and a professional rank of professor. From this study of university instructors rated high and low by students, and from the limited psychological testing, the following may be concluded: (1), When male university instructors terminate their formal education by a doctorate and arrive at the rank of professor students perceive them to be less effective as teachers. (2), How a university instructor feels about himself, how congruent his real and ideal self are, and how well he accepts himself may not be related to his effectiveness or ineffectiveness. University instructors whether good or poor essentially view themselves the same. (3), How well a university instructor is actualizing his potentialities or has satisfied basic needs of safety, belongingness, love and self-esteem, may not be related to his effectiveness or ineffectiveness as a teacher. (4), University instructors appear to be more effective if they hold self-actualization values, are more spontaneous and possess a good self-regard; or in other words, they are more self-willed, self-expressive, self-assertive, honest, and cognizant of their strengths and capabilities. (5), Since good and poor instructors showed significant differences in the descriptive data but none in the self-concept inventory and only limited differences in the self-actualization inventory, then the use of the IAV and POI for university instructors is questioned because of their failure, generally, to differentiate. From the above summary and conclusions the following recommendations are made: (1), Coad instructors in this study could be investigated further to determine what they do specifically as teachers, in order to be rated high by students. (2), Further study needs to be conducted to determine more precisely if self-actualization is related to effective university teaching.

No description available.

Sammanfattning Syftet med denna studie är att undersöka vikten av goda relationer mellan lärare och elever i matematikundervisning. I studien undersöker jag också lärarens profession utifrån begreppet”effective teaching” för att se hur den goda lärare-elev-relationen kan påverka elevens matematikinlärning. Frågeställningarna i studien är: Hur menar några matematiklärare i högstadiet att en god lärare-elev-relation kan motivera eleverna och skapa ämnesintresse och engagemang hos dem? Hur menar lärarna att lärare-elev relationen påverkar elevernas matematiklärande? Och vad kan lärare göra för att stärka lärare-elev-relationen? Studien utgår från den kvalitativa forskningsstrategin, och undersökningen är genomförd med semistrukturerade intervjuer. De som deltar i undersökningen är matematiklärare i högstadiet, årskurs 7–9. Studiens teoretiska perspektiv är sociokulturella perspektiv, effective teaching och fenomenografiska perspektiv. Tidigare forskning baseras på tre delar: lärande, lärare-elev-relation och motivation. Empirin analyseras med hjälp av det fenomenografiska perspektivet, som ska vara neutralt och utan ”första persons” perspektiv, och analysen fokuserar på de intervjuades utsagor, alltså på ”andra persons”. Analysen av resultatdelen utifrån teoretiska perspektiv och tidigare forskning visar att lärarna tycker att den positiva och goda relationen mellan lärare och elev har en positiv inverkan på elevernas inlärning och motivation och att den hjälper eleverna att prestera bättre i skolan. Enligt effektiv undervisning (effective teaching) finns det samband mellan lärandemiljön, undervisningen och lärarens egenskaper. En trygg lärandemiljö med god stämning, en god undervisning, lärarens ämneskompetens och lärarens relationskompetens, leder till att eleverna blir sedda och hörda. De får förtroende för sina lärare, och deras självförtroende ökar. Det gör att de känner sig motiverade och högpresterande, och deras inlärning utvecklas.  Nyckelord: effective teaching, lärare-elev-relation, motivation

Thesis (Ph. D.)--University of Texas at Austin, 2007. / Vita. Includes bibliographical references.

本研究主要為探討不同背景變項之台灣地區北、中、南之公私立大學學生對大學教師優質教學內涵及大學教師優質教學模式之看法，除作現況分析及差異比較外，並依據大學學生所填答之課程學群的分類，找出適合該課程學群之優質教學模式。 研究中除蒐集、整理、閱讀相關文獻外，並依據文獻資料編製「大學教師優質教學內涵現況之調查問卷」及「大學教師優質教學模式現況之調查問卷」，對台灣地區北、中、南各公私立大學實施調查研究，總共回收824份有效樣本，而後根據資料分別進行描述分析、t考驗、變異數分析、積差相關分析、多元逐步迴歸分析等統計分析後有以下幾項發現： 一、大學教師優質教學內涵中，以「大學教師教學之師生互動」得分最高，以「大學教師教學之準備活動」得分最低。 二、大學教師優質教學模式中，以「講述教學模式」得分最高，以「協同教學模式」得分最低。 三、 大學學生不同背景變項在大學教師優質教學內涵上之差異 1. 女學生在大學教師優質教學內涵上之得分，顯著高於男學生之得分。 2. 第一類科系學群（文法傳播）學生及第五類科系學群（教育）學生在大學教師優質教學內涵之得分，顯著高於第三類科系學群（理工）學生及第四類科系學群（農醫）學生的得分。 3. 大學二年級學生及大學四年級學生在大學教師優質教學內涵之得分，顯著高於大學一年級學生的得分。 4. 修習第一類課程學群（文法傳播）學生及第五類課程學群（教育）學生在大學教師優質教學內涵上之得分，顯著高於修習第三類課程學群（理工）學生及第四類課程學群（農醫）學生的得分。 5. 課程性質在大學教師優質教學內涵上之得分，沒有顯著差異。 6. 其他課程（如通識）及外系課程在大學教師優質教學內涵上之得分，顯著高於本系課程及共同科目的得分。 7. 選修課程在大學教師優質教學內涵上的得分，顯著高於必修課程的得分。 8. 晚上時段課程在大學教師優質教學內涵上的得分，顯著高於下午、上午時段課程的得分。 四、 大學學生不同背景變項在大學教師優質教學模式上之差異 1. 女學生在「討論教學模式」、「講述教學模式」、「個案教學模式」、「角色扮演模式」、「探究教學模式」此五種教學模式之得分，皆顯著高於男學生的得分。 2. 第五類科系學群（教育）及第一類科系學群（文法傳播）在「討論教學模式」、「講述教學模式」、「個案教學模式」、「踏查教學模式」、「角色扮演模式」、「合作學習模式」、「探究教學模式」的得分，均顯著高於第三類科系學群（理工）及第四類科系學群（農醫）的得分。 3. 二年級及四年級大學學生在「討論教學模式」、「講述教學模式」、「個案教學模式」、「探究教學模式」四種模式中之得分，顯著高於一年級學生之得分。 4. 第五類課程學群（教育）及第一類課程學群（文法傳播）在「討論教學模式」、「講述教學模式」、「個案教學模式」、「踏查教學模式」、「角色扮演模式」、「合作學習模式」、「探究教學模式」的得分，均顯著高於第三類課程學群（理工）及第四類課程學群（農醫）的得分。 5. 偏實務課程在「討論教學模式」、「個案教學模式」、「踏查教學模式」、「角色扮演模式」、「協同教學模式」、「合作學習模式」、「探究教學模式」中的得分，皆顯著高於偏理論課程的得分。 6. 其他課程（如通識）在「討論教學模式」中得分較高;外系課程在「講述教學模式」中得分較高;本系課程在「踏查教學模式」、「協同教學模式」中得分較高。 7. 選修課程在「講述教學模式」、「合作學習模式」、「探究教學模式」中的得分，顯著高於必修課程及旁聽課程。 8. 晚上時段課程在「討論教學模式」、「講述教學模式」、「個案教學模式」、「協同教學模式」之得分，皆顯著高於下午時段課程及上午時段課程。 五、整體大學教師教學內涵與大學教師優質教學模式有低度至中度正相關。 六、「講述教學模式」為五大類課程學群所共有最能預測大學教師優質教學內涵之教學模式。 最後，本研究依據上述研究結果，形成結論並提出建議，以供教育行政機關、學校單位、大學教師、大學學生及未來相關研究之參考。 / The main purpose of this study is to investigate the viewpoints of various university students background for the effective teaching contents and effective teaching models of university teachers in Taiwan. In addition to understanding the current situation and difference, the study also based on the classification of curriculum to find out the suitable effective teaching models. According to the literature review, the study forms a self-made questionnaire in the topic of “ The questionnaire for current effective teaching contents of university teachers ” and “ The questionnaire for current effective teaching models of university teachers ”.The questionnaire are sent to all the samples ( including the public and private universities in Taiwan ) and 824 surveys that returned from the samples are identified to be valid. The conclusion is through statistic analysis of research sources, including description analysis, t-test, one-way ANOVA, correlation analysis, and stepwise multiple regression analysis. The main finding of the study are as follows : 1. The point of “ the interaction between teacher and students in class ” is highest, whereas the point of “ the preparation of the teaching in class ” is lowest in “ The questionnaire for current effective teaching contents of university teachers ”. 2. The point of “ The lecture teaching model ” is highest, whereas the point of “ The collaboration teaching model ” is lowest in “ The questionnaire for current effective teaching models of university teachers ”. 3. The difference of university students’ various background in “ The questionnaire for current effective teaching contents of university teachers ” are as follows : (1) The point of female university students is significantly higher than that of male university students. (2) The points of the university students studying in the first classification of department ( Liberal Arts, Law and Communication ) and the fifth classification of department ( Education) are significantly higher than those of the university students studying in the third classification of department ( Science and Engineering ) and the fourth classification of department ( Agriculture and Medicine). (3) The points of the second grade students and the fourth grade students are significantly higher than those of the first grade students. (4) The points of the university students studying in the first classification of curriculum ( Liberal Arts, Law and Communication ) and the fifth classification of curriculum ( Education) are significantly higher than those of the university students studying in the third classification of curriculum ( Science and Engineering ) and the fourth classification of curriculum ( Agriculture and Medicine). (5) The difference shown in the character of the curriculum is not significant. (6) The points of the other curriculum (liberal education) and the minor curriculum of one’s department are significantly higher than those of the major curriculum of one’s department and the common curriculum. (7) The point of the elective curriculum is significantly higher than that of the required curriculum. (8) The point of the curriculum after 6:00 p.m.is significantly higher than that of the curriculum in the morning and afternoon. 4. The difference of university students’ various background in “ The questionnaire for current effective teaching models of university teachers ” are as follows : (1) The point of female university students in “ The discussion teaching model ”、 “ The lecture teaching model ”、“ The case-study teaching model ”、“ The role-playing teaching model ”、 “ The inquiry teaching model ” is significantly higher than that of male university students. (2) The points of the university students studying in the fifth classification of department (Education) and the first classification of department ( Liberal Arts, Law and Communication) in “ The discussion teaching model ”、“ The lecture teaching model ”、“ The case-study teaching model ”、“ The field-study teaching model ”、“ The role-playing teaching model ”、“ The cooperative learning model ”、“The inquiry teaching model ” are significantly higher than those of the university students studying in the third classification of department ( Science and Engineering ) and the fourth classification of department ( Agriculture and Medicine). (3) The points of the second grade students and the fourth grade students in “ The discussion teaching model ”、“ The lecture teaching model ”、“ The case-study teaching model ”、“ The inquiry teaching model ” are significantly higher than those of the first grade students. (4) The points of the university students studying in the fifth classification of curriculum (Education) and the first classification of curriculum (Liberal Arts, Law and Communication) in “ The discussion teaching model ”、“ The lecture teaching model ”、 “ The case-study teaching model ”、“ The field-study teaching model ”、“ The role-playing teaching model ”、“ The cooperative learning model ”、“ The inquiry teaching model ” are significantly higher than those of the university students studying in the third classification of curriculum ( Science and Engineering ) and the fourth classification of curriculum ( Agriculture and Medicine). (5) The point of the practical curriculum in “ The discussion teaching model ”、“ The case-study teaching model ”、“ The field-study teaching model ”、“ The role-playing teaching model ”、“ The collaborative teaching model ”、“ The cooperative learning model ”、“ The inquiry teaching model ” is significantly higher than that of the theoretical curriculum. (6) The point of the other curriculum ( liberal education ) in “ The discussion teaching model ” is higher than others ; the point of the minor curriculum of one’s department in “ The lecture teaching model ” is higher than others , and the point of the major curriculum of one’s department in “ The field-study teaching model ” and “ The collaborative teaching model ” is higher than others. (7) The point of the elective curriculum in “ The lecture teaching model ”、“ The cooperative learning model ”、“ The inquiry teaching model ” is significantly higher than that of the required curriculum and the non-credit earning curriculum. (8) The point of the curriculum after 6:00 p.m. in “ The discussion teaching model ”、 “ The lecture teaching model ”、“ The case-study teaching model ”、“The collaborative teaching model ” is significantly higher than that of the curriculum in the morning and afternoon. 5. The positive correlation between “ The questionnaire for current effective teaching contents of university teachers ” and “ The questionnaire for current effective teaching models of university teachers ” is from low to middle. 6. “ The lecture teaching model ” is the most common and the prediction of the five classification of curriculum is highest . Eventually, the study draw a conclusion from the overcome of the study and provide further suggestion for the reference of educational administration department, university administrational units, university teachers, university students and further study.

Individual personality traits of pre-service teachers may have a significant influence on their confidence in teaching. Confidence in teaching does not always align with the experience of pre-service teachers. simSchool enables transformational experiences for teacher candidates to improve in general teaching skills, connect learning theories in the classroom, and develop confidence to be an effective teacher without the ill impacts of practicing on real students. This study executed a quasi-experimental design to explore the personality traits of 152 pre-service teachers and examined how their perceptions of teaching confidence and teaching experience were related in the context of simSchool. A treatment and comparison group completed the Survey of Teaching Skills pre/post tests and the OCEAN survey for quantitative data analysis to investigate four research questions: 1. Is there a difference between treatment and comparison groups on educator’s gains in confidence and experience? 2. Is there a relationship between personality type and perceived teaching effectiveness? 3. Is there a relationship between personality attributes and pre-service educator ratings of teaching experience in a simulated teaching environment? 4. Is there a relationship between personality attributes and pre-service educator ratings of teaching confidence in a simulated teaching environment? Findings from repeated measures MANOVA tests indicated that the simSchool treatment group increased their perceptions of experience with significant gains (p < .05), in contrast to the comparison group. Two key constructs of personality and effective teaching, the latter of which is comprised of the pre-service teachers’ self-reports of teaching confidence and teaching experience, were examined using canonical correlation analysis. The traits of openness, conscientiousness, extraversion, agreeableness and neuroticism were components linked by structure coefficients to the synthetic variable of personality, the latter of which was found to be correlated with effective teaching. Pearson product-moment correlation coefficients were produced to assess the relationship between experience and confidence and relationships between experience and confidence with the personality traits of conscientiousness, openness, extraversion, and emotional stability. Multiple regression analyses were run using the predictors of openness, conscientiousness, extraversion, and neuroticism. These were found to be significantly (p < .05) effective in predicting self-reported teaching experience and confidence from personality traits. Furthermore, the variable of openness was individually found to be a significant (p < .05) predictor of teaching experience and confidence. These findings suggest that personality traits affect the experience and confidence ratings of pre-service teachers in a simulated classroom environment and that simSchool training can foster the development of teaching effectiveness.

陸靜塵. / Thesis (Ph.D.)--Chinese University of Hong Kong, 2011. / Includes bibliographical references (leaves 220-229) / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstracts in Chinese and English. / Lu Jingchen.

The purpose of the project was to develop and implement a survey for the purpose of better understanding how teacher's attitude affect their ability to achieve success and overcome challenges associated with the implementation of a 1 on 1 Learning Program. This project was intended to increase awareness as to how teachers currently use technology, their attitudes about the technology they use, and their perceptions as to how students will use technology. Research in this study affirms this can improve teacher/student achievements; promote creativity and motivation through effective communication. The significance of this project was to identify teacher's attitudes about utilizing 21st century skills that had been newly acquired through effectual professional development.

published_or_final_version / Education / Master / Master of Education

published_or_final_version / Linguistics / Master / Master of Arts in Applied Linguistics