This investigation sought the perceptions of a selected group of Mexican-American community leaders in Tucson, Arizona, concerning their recollected classroom relationships with their teachers. The investigation proceeded on the basis of a three-part theoretical framework drawn from the literature of psychology, anthropology, and education. The theory included the following: (1) Perceptual Processes; (2) Cultural Processes; and (3) Interpersonal Processes. An interview schedule, based on the elements of the theoretical framework, was developed employing a Likert type scale together with an open-ended comment format. Twenty Mexican-American community leaders were identified and interviewed in depth regarding the perceived relationships that they recalled having had with their respective teachers. Among the findings, the following appeared to be most significant: (1) the participants generally agreed that their teachers were aware of them; (2) the participants reported perceiving that their teachers had accepted them; (3) the participants agreed that their teachers had generally not accepted most aspects of their bicultural being. They reported perceiving that their teachers' thrust appeared to have been toward assimilation; (4) the participants reported that their teachers seemed not to have cared sufficiently to communicate to them that their bicultural identities were important; (5) the participants reported that their teachers had not encouraged them to make choices in becoming independent persons. They tended to report that their teachers had lowered expectations for them and therefore had not adequately challenged them; and (6) the participants perceived that their teachers had not extended themselves to positively support their cultural identities.

Thesis (Ph.D.)--James Madison University, 2009. / Includes bibliographical references.

Thesis (M. Ed.)--University of Hong Kong, 1999. / Includes bibliographical references (leaves 122-129).

Thesis (M.Ed.)--University of Hong Kong, 1999. / Includes bibliographical references (leaves 122-129). Also available in print.

Este estudo tem como objetivo geral avaliar a adequaÃÃo da formaÃÃo e da prÃtica docente em relaÃÃo à didÃtica utilizada pelos docentes no ensino superior. Nesta perspectiva fazemos uma incursÃo sobre o percurso do sistema superior de ensino no Brasil, mais especificamente no Estado do CearÃ, como se processa a formaÃÃo docente em relaÃÃo a sua realidade e suas aspiraÃÃes e como realmente se dà esta formaÃÃo no Ãmbito do ensino superior. Em seguida fazemos uma reflexÃo sobre alguns elementos essenciais para a construÃÃo das competÃncias fundamentais na formaÃÃo do professor e como a avaliaÃÃo destas competÃncias deve ser realizada, levando em conta o Sistema Nacional de AvaliaÃÃo da EducaÃÃo Superior â SINAES, instituÃdo pelo MinistÃrio de EducaÃÃo e Cultura â MEC, desde 2003. Conscientes de que para a prÃtica da didÃtica existe a necessidade de situÃ-la e contextualizÃ-la com os saberes voltados para a Ãrea da EducaÃÃo, da Pedagogia e da prÃpria DidÃtica, decidimos realizar um estudo de caso tomando como base as avaliaÃÃes obtidas por meio de questionÃrios aplicados pelo setor de avaliaÃÃo da Faculdade Cearense aos discentes sobre a atuaÃÃo dos docentes da instituiÃÃo, tendo como problema o estudo das prÃticas didÃticas adotadas pelos professores, se estÃo adequadas aos objetivos pleiteados pelo curso de CiÃncias ContÃbeis da FAC. Os objetivos especÃficos deste trabalho visam identificar o perfil da formaÃÃo inicial dos docentes da Faculdade Cearenses - FAC; identificar como os alunos avaliam a atuaÃÃo docente nos aspectos relacionados Ãs prÃticas didÃtico-pedagÃgicas; pesquisar mÃtodos e tÃcnicas adequadas que promovam a qualificaÃÃo e/ou aperfeiÃoamento dos docentes que lecionam no Curso de CiÃncias ContÃbeis da Faculdade Cearense. A linguagem utilizada pelos professores em sala de aula facilita a compreensÃo do conteÃdo programÃtico, conforme atestou 77,54% dos respondentes. O estÃmulo da livre expressÃo do pensamento dos alunos em sala de aula, para discussÃo dos conteÃdos programÃticos, foi positivamente avaliado por 73,21% dos respondentes.

M.Ed. (Didactics) / In this study attention is paid to the use of technical college student evaluators of teaching..Specia! attention is focused on certain factors which influence students in their evaluation of the teaching skills of lecturers. The problem addressed, is the vital role played by vocational training in South Africa as a developing country. In the light of the acute shortage of skilled manpOwer, it is essential that vocational training, as practised at technical colleges, should function optiIllally. Lecturers at technical colleges can play an important role in this resPect and what is needed is a willingness on the part of both lecturers and organisations responsible for vocational training, to optimalise effective teaching and the concomitant successful learning by students. The aim of this study centres round an overview of literature regarding methods of teaching evaluation as applied locally and internationally, the identification of the possible influence of certain factors on the evaluation by students and the e,d:ent 1;0 which these factors apply ~o male and female students of different seniority levels at six technical colleges. In the study of relevant Literature , attention is paid to the aim and function of technical colleges. Certain indicators of effective teaching, as well as teaching evaluation are dealt with and special attention is paid to self evaluation, peer evaluation and evaluation by means of objectives. Evaluation of teaching by students is investigated in depth, together with factors which influence students in" their evaluation of teaching, such as humour, sex of student and lecturer, seniority of students, class siZe, enthusiasm and course content. The research group consists of full-time N4, NS and N6 technical and commercial students at six technical colleges on the witwatersrand and in the Pretoria area. The lecturers teaching these students are evaluated by means of a questionnaire.

The purposes of this research were to: (a) assess community college students' perceptions of the student evaluation practice; (b) assess community college faculty members' responses to student evaluations of teachers and the extent to which instructional modifications resulted from student ratings; and (c) assess community college administrators' responses to student evaluations of teachers, the extent student ratings influenced administrators' evaluations of faculty, and how the results from student ratings were used to promote instructional effectiveness. A total of 358 students, faculty, and administrators from 5 Florida community colleges contributed their opinions on the value of the practice of student evaluation of teaching. Data were collected using mixed methodology. The survey and interview sessions were conducted on location at the respective community colleges. Descriptive statistics, correlation and regression procedures, one-way analysis of variance, t-test, and phenomenological analysis were used to analyze the data. Quantitative results indicated that these 320 community college students believed that student ratings had value, and, thus their role as instructor evaluator was important. Furthermore, the students believed student evaluations were important to faculty and administrators. However, most students were either unaware or did not believe that student evaluations had any effect. Phenomenological analysis of the extensive descriptions provided by 21 faculty participants suggested that the numeric data provided by student evaluations was generally an ineffective method to impact instruction. Faculty described their frustration with inadequately designed instruments, ineffective methods of receiving ratings results, and limited or non-existent feedback from supervisors. Phenomenological analysis of the 17 administrators' transcriptions suggested that although the student ratings practice was vital to institutional integrity the results from student evaluations were marginally valuable in their impact on enhancing instruction and of limited value in faculty evaluation. Implications for student evaluation practices drawn from this study included the need for institutions to: (a) assess the value of their student evaluation practice and its impact on teaching effectiveness; (b) define and clearly articulate a statement of purpose for conducting student evaluations; (c) refine procedures for administering the student evaluation practice; (d) examine their student evaluation practices and instrument on a regular review cycle; (e) adopt alternative methods for collecting and disseminating student feedback; (f) implement student evaluation measures that reflect the varied teaching approaches and diverse learning environments.

<p>Рад је посвећен испитивању могућности, ефикасности, тешкоћа и ограничења примене корелацијско-интеграцијског методичког система у обради садржаја еколошког образовања. Прецизније речено, циљ рада је евалуација примене корелацијско-интеграцијског методичког система у обради еколошких садржаја, са аспекта припреме, реализације и ефеката у наставном процесу, посебно кад је реч о образовним постигнућима ученика у погледу нивоа, квалитета и ретенције усвојених наставних садржаја, затим са аспекта утврђивања предности и недостатака наведеног методичког система, као и мишљења о његовом значају од стране учесника васпитно-образовног процеса, првенствено ученика и наставника. Евалуација корелацијско-интеграцијског методичког система урађена је кроз неколико фаза: (а) праћење и вредновање припреме, организације и реализације експерименталног програма, (б) вредновање образовних постигнућа ученика, (в) сагледавање мишљења ученика и наставника о реализацији експерименталног програма. Како би се утврдило да ли постоји узрочно-последична веза између примене експерименталног програма и нивоа и квалитета знања ученика, коришћен је квази-експеримент са паралелним групама. Мерења која су урађена у три различита временска тренутка (иницијални тест, финални тест и ретест) омогућила су нам да<br />утврдимо напредак ученика у нивоу и квалитету знања, али и могућност ретенције знања ученика. Према резултатима нашег истраживања, експериментални програм који смо применили имао је ефекте на: (а) ниво знања и напредак ученика из области екологије; (б) квалитет знања и напредак ученика, пре свега, у домену примене стеченог знања; (в) веће задовољство и мотивацију ученика у наставном процесу и (г) позитивно мишљење о примени корелацијско-интеграцијског методичког система.</p> / <p>Rad je posvećen ispitivanju mogućnosti, efikasnosti, teškoća i ograničenja primene korelacijsko-integracijskog metodičkog sistema u obradi sadržaja ekološkog obrazovanja. Preciznije rečeno, cilj rada je evaluacija primene korelacijsko-integracijskog metodičkog sistema u obradi ekoloških sadržaja, sa aspekta pripreme, realizacije i efekata u nastavnom procesu, posebno kad je reč o obrazovnim postignućima učenika u pogledu nivoa, kvaliteta i retencije usvojenih nastavnih sadržaja, zatim sa aspekta utvrđivanja prednosti i nedostataka navedenog metodičkog sistema, kao i mišljenja o njegovom značaju od strane učesnika vaspitno-obrazovnog procesa, prvenstveno učenika i nastavnika. Evaluacija korelacijsko-integracijskog metodičkog sistema urađena je kroz nekoliko faza: (a) praćenje i vrednovanje pripreme, organizacije i realizacije eksperimentalnog programa, (b) vrednovanje obrazovnih postignuća učenika, (v) sagledavanje mišljenja učenika i nastavnika o realizaciji eksperimentalnog programa. Kako bi se utvrdilo da li postoji uzročno-posledična veza između primene eksperimentalnog programa i nivoa i kvaliteta znanja učenika, korišćen je kvazi-eksperiment sa paralelnim grupama. Merenja koja su urađena u tri različita vremenska trenutka (inicijalni test, finalni test i retest) omogućila su nam da<br />utvrdimo napredak učenika u nivou i kvalitetu znanja, ali i mogućnost retencije znanja učenika. Prema rezultatima našeg istraživanja, eksperimentalni program koji smo primenili imao je efekte na: (a) nivo znanja i napredak učenika iz oblasti ekologije; (b) kvalitet znanja i napredak učenika, pre svega, u domenu primene stečenog znanja; (v) veće zadovoljstvo i motivaciju učenika u nastavnom procesu i (g) pozitivno mišljenje o primeni korelacijsko-integracijskog metodičkog sistema.</p> / <p>The present study investigated the possibilities,<br />effectiveness, difficulties and limitations in<br />application of the correlative-integrative<br />approach in teaching ecological education. In<br />specific, the aim of this study was to evaluate<br />the correlative-integrative approach in teaching<br />ecological education. The evaluation of the<br />correlative-integrative approach was done in<br />three ways: (a) by following and evaluating<br />lesson preparation, organisation and realisation<br />of the experimental program; (b) by evaluating<br />student education achievements; and (c) by<br />interpreting students&rsquo; and teachers&rsquo; views on the<br />realisation of the experimental program. To<br />assess whether there is a cause-and-effect<br />relationship between the application of the<br />experimental program and a level and quality of<br />student knowledge we executed a pseudoexperiment<br />with paired groups. Data gathered at<br />three different testing periods (initial test, final<br />test and repeated test) allowed us to ascertain<br />student development in terms of level and<br />quality of knowledge, as well as retention of<br />knowledge. The empirical data obtained in this<br />study showed that the experimental program<br />was effect on: (a) the level of knowledge and<br />students&#39; progress in the field of ecology; (b) the<br />quality of knowledge and progress of students,<br />primarily in the domain of application of<br />acquired knowledge; (c) greater satisfaction and<br />motivation of students in the learning process<br />and (d) a positive opinion on the application of&nbsp;correlation and integration approach.</p>

Thesis (Ph. D.) -- University of Western Sydney, Nepean, 1998. / Submitted to the Faculty of Education, The University of Western Sydney, in fulfilment of the requirements for the degree of Doctor of Philosophy April 1998. Bibliography : p. 331-384.

Thesis (Ed.D.)--Teachers College, Columbia University, 1996. / Typescript; issued also on microfilm. Sponsor: Robert Pace. Dissertation Committee: Harold Abeles. Includes bibliographical references (leaves 104-110).