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Thesis (Ed. D.)--University of Washington, 2004. / Vita. Includes bibliographical references (leaves 110-114).

Thesis (Ed. D.)--Illinois State University, 1995. / Title from title page screen, viewed May 10, 2006. Dissertation Committee: Larry Kennedy (chair), John Godbold, John Goeldi, William Tolone. Includes bibliographical references (leaves 115-123) and abstract. Also available in print.

Doctor of Philosophy / Department of Special Education, Counseling and Student Affairs / Linda P. Thurston / Navigation and completion of a doctoral degree presents numerous challenges, including managing and understanding the faculty advisor/advisee relationship. Research shows faculty advisors are a critical aspect of the doctoral student experience; however faculty advisors and doctoral students do not always have the same perceptions of the advisor/advisee relationship. This study focused on measuring perceptions of faculty advisors and doctoral students in STEM and social science disciplines on various aspects of the advisor/advisee relationship. Likert-style survey items were used to measure perceptions of six constructs, advisor attributes and characteristics, roles and functions, relationship behaviors, and the faculty advisor role in student academic success, professional socialization, and engagement. Surveys were completed by 137 faculty advisors and 131 doctoral students. Analysis of data was conducted using various methods, including comparison of descriptive statistics, independent samples t-tests, and a factorial analysis of variance. Results of the data analysis revealed some significant differences between the perceptions of faculty advisors and doctoral students on several constructs. The discussion of results focuses on connections to current literature, as well as implications for future research and practice.

In the theoretical part of the thesis I am going to focus on the theoretical problems of teaching practice at universities and its role in the preparation of future teachers. In the practical part I will use questionnaires and interviews to seek features of a good faculty school, and try to specify areas that demand more support to faculty schools from the Faculty of Education. The practical part will be supplemented by case study. KEYWORDS Faculty school, university faculty school, university primary school teacher, school authorities, teaching practice