D.Ed. ( Educational Psychology) / The purpose of this study, and the planned contribution to research, is to design and develop a training module with the purpose of filling an existing gap in the field of the education of M.Ed. (Educational Psychology) students. Programme development has been applied in order to design and develop the training module in a formative and summative manner. The research paradigm of the study is of a qualitative nature. Qualitative research and the results thereof are expressed in words rather than in numbers. Methods of data collection that were used include questionnaires, observation and interviews. The data-analysis techniques of Miles and Huberman (1994) were used including data reduction, data display and conclusions. Interviews were transcribed and data-analysis was done by catagorising data into semantic units, presenting the results in the form of dendrograms. Questionnaires were integrated as a method of triangulation. A five-point scale was used to gauge students' perception of the training module. Sufficient provision was made for qualitative remarks by students. The framework for development of Thomas (1984), Rothman (1980) and Nel (1992), as well as the curricular requirements according to Kroger (1980) and Knowles (1984), was used in the development of this training programme.. This comprised. four phases, namely an analysis of the situation, followed by the design, development and evaluation of the course. The phases ran as follows: The analysis phase During the analysis phase, the current situation was analyzed regarding the training problem and the state of existing programmes. It was found that a need for training in bibliotherapy exists among educational psychologists. Educational psychologists receive no meaningful or adequate training with regard to bibliotherapy at any South African university ...

This study developed propositions concerning the nature of academic tasks as they are experienced in classrooms. Specifically, the purpose of this study was to analyze academic task structures in two language-arts classes, one designated as average-ability and one designated as high-ability. Few studies have concentrated on tasks as they are experienced in classrooms. While propositions concerning task systems are sparse in any curriculum area, language arts classes would seem to be particularly appropriate for supplying information about a wide range of task types. The present research thus described the nature of tasks in two junior high language arts classes.

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This study examined teacher-student relationships from the perspective of adolescent students. Poor relationships between students and teachers can lead to many negative outcomes, such as school failure and risky behaviors. While this relationship has been analyzed often, it is typically from the point of view of the teacher rather than the student. Individual cognitive appraisals of both efficacy and attribution impact how feedback from teachers is interpreted. Of particular interest is whether individuals attribute academic failures to external sources, such as teachers, which could impact the 5 teacher-student relationship. Determining factors that influence students' perceptions of teachers has implications for both student- and teacher-centered interventions. Data on academic self-efficacy, self-concept, locus of control, and perception of teachers was obtained from a racially diverse population of approximately 500 participants from a Catholic high school in Northern California. Path analysis was used to analyze possible causal relationships. Results indicate that both academic self-efficacy and locus of control significantly impact students' attitudes toward teachers. Locus of control was also found to partially mediate the relationship between academic self-efficacy and perceptions of teachers. Boosting academic self-efficacy will likely improve students' perceptions of their teachers. Attribution retraining is also implicated as an appropriate intervention to improve perceptions of teachers for students with low academic self-efficacy.

This qualitative study investigated the use of instructor affinity-seeking through two distinct channels- face-to-face and e-mail- to understand the effects of and ways to improve out-of-class communication. This research explores the frequency and nature of interactions, sheds light on the preferred channels of communication, and reveals the effectiveness of instructor initiated affinity-seeking. Undergraduate students enrolled at a mid-sized private university were asked to participate in a series of focus groups. Focus group results indicated that students have minimal contact with faculty outside the class and mostly formal topics are discussed. Students reported that instructors were successful at gaining affinity by using appropriate nonverbal cues during face-to-face communication. In general, students reported that computer-mediated affinity-seeking was misunderstood and inappropriately presented. Results also illustrated which affinity-seeking strategies encouraged and hindered frequency of out-of-class communication.

The problem of the study was to compare the relationships between a cognitive-oriented and affective-oriented teacher in-service program on the subsequent incidence of humane characteristics in the classroom. Ninety-two teachers of grades 4, 5, and 6 from three school districts located in the Region XI Education Service Center area were involved in the study. One of the purposes of the study was to obtain information which could be helpful to Texas educators responsible for teacher in-service programs. It is critical that educators know the kinds of in-service programs which produce the greatest change in teacher behavior. This study concludes that in-service education programs which focus on specific instructional skills and strategies related to curriculum content are more viable in achieving the characteristics of a humane classroom than in-service programs which, though they be skills-oriented, do not relate specifically to curriculum content.

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程曉樵. / 呈交日期: 2000年12月. / 論文(哲學博士)--香港中文大學, 2001. / 參考文獻 (p. 208-218) / 中英文摘要. / Cheng jiao ri qi: 2000 nian 12 yue. / Available also through the Internet via Dissertations & theses @ Chinese University of Hong Kong. / 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 Information and Learning Company, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Mode of access: World Wide Web. / Cheng Xiaoqiao. / Lun wen (Zhe xue bo shi)--Xianggang Zhong wen da xue, 2001. / Can kao wen xian (p. 208-218) / Zhong Ying wen zhai yao.