published_or_final_version / Education / Master / Master of Education

published_or_final_version / Education / Master / Master of Education

published_or_final_version / Education / Master / Master of Education

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The problem of this study was to determine the relationship between self-concept, expressed sexual knowledge, and attitude toward sex education of a group of experienced elementary teachers. A second dimension of the problem was to investigate the relationship of the three variables above with certain other factors that could possibly influence the effectiveness of the elementary teacher of sex education. These factors were age of the teacher, sex of the teacher ,grade level of teaching, educational level of the teacher, teaching experience, marital status of the teacher, number of siblings of the teacher, and church preference or affiliation of the teacher.

The purpose of this quantitative study was to determine if there is a relationship between transformational principal leadership style, a safe school climate, and school safety (specifically, the number of reported fights and reported bullying incidents) in Broward County, Florida’s middle schools. This study also investigated if a relationship exists between transformational leadership and a safe school climate, transformational leadership, and the number of bullying incidents and student fights, and a safe school climate and the number of bullying incidents and student fights. The study surveyed 12 middle schools located in a large, urban district in south Florida. Principal leadership style was determined from the MLQ-5X, school safety climate was determined from the school district’s Annual Customer Survey, and the reported number of fights and bullying incidents recorded in the school district’s Discipline Management System were collected via records request for each participating middle school and tallied. Pearson correlations were conducted to examine the bivariate association between the leadership dimensions, a safe school climate, and school violence. Separate multiple linear regression models were used to examine the following relationships: leadership style and the number of reported fights and reported bullying incidents; leadership style and a safe school climate; and a safe school climate and the number of reported fights and reported bullying incidents. The findings suggested that there were no statistically significant correlations between leadership style (transformational, transactional, and laissez-faire), and bullying or fighting, and no statistically significant correlation between principal leadership style and middle school climate. There was a statistically significant correlation found between school climate and the number of student fights. The significance of this finding is important because it illustrates the adverse impact fighting has on student safety, which, in turn, adversely affects the school climate. Therefore, it is up to the school leader to create a climate where everyone feels safe can focus on student achievement. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2014. / FAU Electronic Theses and Dissertations Collection

Based on the classification from quantitative studies, total six teachers, two in each category, were interviewed to construct six individual qualitative case studies. The results suggested that teacher professional knowledge about function and beliefs about mathematics had impacts on their teaching approaches. The teaching approaches can be classified into three categories, i.e, content-centered with performance focus, contentcentered with understanding focus and student-centered with cognitive focus, which constituted traditional content-centered and student-centered perspectives on teaching approaches. Emphasizing process or product is still dichotomy for teachers. / In conclusion, this study showed the significance of subject matter knowledge, pedagogical content knowledge and beliefs about mathematics to teaching approaches of mathematics teachers, which pave the way for future education researches in this field. This study has also provided some valuable experiences in applying hypothetical situations to education researches. In the future, further explorations can be conducted in finding the effect of contextual factors to teaching approaches and how teaching approaches influenced student learning. / In past 30 years, under the global trend of curriculum reform, new requirements on teacher professional knowledge and belief were put on teachers. Accordingly, the focus of research on teaching was shifted from finding effective teaching behavior to in search for teacher professional knowledge, beliefs and cognitions behinds their behaviors. Before, the literatures on teacher professional knowledge were mainly focused on what professional knowledge that teachers have and/or should have. Only few literatures were interested in the effect of teacher professional knowledge and beliefs to teaching approaches. / The main objective of this study is to fill in the missing pieces and investigate the effect of teacher professional knowledge and mathematics beliefs on teaching for inservices mathematics teachers. Mixed method was applied in this study in order to build up some comprehensive understandings to the effects. In quantitative part, this study has surveyed ninety one high school mathematics teachers in M city to find out the deepness of professional knowledge and mathematical beliefs that teachers held. For professional knowledge, the results showed that teachers had different levels of subject matter knowledge and pedagogical content knowledge. For beliefs about mathematics, the results echoed with Ernest's (1989) classification of teacher mathematical beliefs, i.e. instrumentalist, Platonist, and problem-solver. / 張侨平. / Adviser: Ngai-Ying Wong. / Source: Dissertation Abstracts International, Volume: 73-03, Section: A, page: . / Thesis (Ph.D.)--Chinese University of Hong Kong, 2010. / Includes bibliographical references (p. 184-209). / 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, [201-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstracts in Chinese and English. / Zhang Qiaoping.

by Ting-hong Wong. / Thesis (M.Ph.)--Chinese University of Hong Kong, 1988. / Bibliography: leaves [103]-[109].

作者 張滿常 = A study of the relationship between the ... / 據手稿本影印. / 附加書名頁題: 在職小學敎師訓練課程之畢業班學員對科學之態度之硏究. / Thesis (M.A.)--香港中文大學硏究院敎育學部. / Ju shou gao ben ying yin. / Fu jia shu ming ye ti: Zai zhi xiao xue jiao shi xun lian ke cheng zhi bi ye ban xue yuan dui ke xue zhi tai du zhi yan jiu. / zuo zhe Zhang Manchang = A study of the relationship between the ... / Thesis (M.A.)--Xianggang Zhong wen da xue yan jiu yuan jiao yu xue bu. / 作者簡歷 --- p.i / 誌謝 --- p.ii / 圖表目次　 --- p.ix / 論文提要 --- p.xiv / Chapter 第一章 --- 導　言　 --- p.1 / 問題背景　 --- p.1 / 香港在職小學教師訓練課程的發展　 --- p.6 / 研究的意義 --- p.10 / 研究的目的 --- p.11 / 研究的問題　 --- p.11 / 重要的名詞闡釋 --- p.13 / 文獻評述 --- p.15 / 測量科學態度的意義 --- p.15 / 與態度有關的文獻參攷 --- p.23 / 與科學態度有關的文獻參攷 --- p.28 / 本研究的理論基礎：Haladyna Olsen及Shauqhnessy (1982) 的理論模式 --- p.41 / 與本研究中學員回憶中三時期經驗有關的文獻參攷 --- p.60 / Chapter 第二章 --- 研究方法 --- p.64 / 研究的對象與取樣　 --- p.64 / 研究工具 --- p.65 / 研究設計 --- p.76 / 研究程序 --- p.76 / 資料分析 --- p.81 / Chapter 第三章 --- 結果與討論 --- p.83 / 本研究中全體學員對科學的態度及男女學員對科學的態度的差異 --- p.83 / 相關分析結果與討論　 --- p.85 / 複迴歸分析結果與討論 --- p.99 / Chapter 第四章 --- 總結、限制與建議 --- p.124 / 總結 --- p.124 / 研究限制 --- p.129 / 建議 --- p.132 / 參攷書目 英文部分 --- p.138 / 中文部分 --- p.153 / 附錄 --- p.158 / Chapter 　附錄一 / 甲部：學生、教師、學習環境量表 Haladyna 239}0Μ¡Shaughnessy：The Inventory of Affective Aspects of Schooling (IAAS） --- p.158 / 乙部：科學態度量表 Shriqley 239}0Μ¡ Johnson Science Att.tnde Scale (SAS) --- p.162 / Chapter 　附錄二 / 甲部：IAAS　量表中各分項的信度係數及量表的效度 --- p.163 / 乙部：SAS量表的信度係數及其效度 --- p.166 / Chapter 　附錄三　 --- 第一次預試中，IAAS量表內各分項的內在一致性信度 --- p.169 / Chapter 附錄四 --- 第二次預試中，IAAS量表內各分項的內在一致性信度 --- p.172

何明生. / 複印本. / Thesis (M.A.)--香港中文大學. / Fu yin ben. / Includes bibliographical references (leaves 109-120). / He Mingsheng. / Thesis (M.A.)--Xianggang Zhong wen da xue.