The primary objective of this study was to describe the influences upon pre-service elementary teachers' preplanning, lesson planning, and bases for interactive decision making during their lesson implementation. Six female volunteer pre-service elementary teachers from the teacher preparation program at the University of North Texas planned and taught three separate lessons in one of the following content areas-social studies, language arts, mathematics, science, and safety, at six different schools in the north Texas area. Each element of the lesson plans (18 total) was classified for analysis. Following the presentation of each lesson, the pre-service teachers were asked to use the repertory-grid technique to sort out five decisions from a series of lesson-implementation decisions which had been observed and recorded by the investigator. Then the six pre-service teachers were interviewed by the investigator using the stimulated recall technique. During the interview, each decision was discussed with the pre-service teachers, who responded to seven structural questions that probed their concerns, attitude, type of concerns, and number of concerns. The six pre-service elementary teachers possessed some ability to direct students in their classroom learning using activities and instructional knowledge. This enabled them to notice individual student performance and that of students in the group or in the class. During their interactive teaching, pre-service elementary teachers made more decisions concerning the implementation of management strategies than decisions concerning instruction and activities, in their classroom management, the pre-service teachers focused the most attention on students' verbalization and performance. The study showed that the student's classroom behavior, the thing in which a student is interested, the student's relationship with other students, the feeling of a student, and a student's action caused the six pre-service elementary teachers to immediately modify their strategies.

The purpose of this study is to summarize, document and evaluate information and facts about the growth and development of children necessary to give each child experiences that have meaning, purpose and value. Chapter I discusses the physical growth and the social psychological needs of children; further it describes some ways in which group dynamics function in a democratic atmosphere. Chapter 2 reviews and then shows actual use made in Fishweir School Jacksonville, Florida of various techniques for gathering information about children. Chapter 3 is devoted to a brief study of five selected pupils in the Fishweir School. / Typescript. / "August, 1952." / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Arts in Education." / Advisor: W. Edwards, Professor Directing Study. / Includes bibliographical references (leaves 43-45).

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.

by Tai Wai-sum. / Questionnaire in Chinese. / Thesis (M.A.Ed.)--Chinese University of Hong Kong, 1992. / Includes bibliographical references (leaves 143-150). / acknowledgements --- p.ii / table of contents --- p.iii / list of major tables --- p.v / LIST OF FIGURES --- p.vii / abstract --- p.viii / Chapter CHAPTER 1. --- INTRODUCTION / Chapter A. --- Background --- p.1 / Chapter B. --- Research Questions --- p.1 / Chapter C. --- Significance of The Study --- p.9 / Chapter CHAPTER 2. --- LITERATURE REVIEW AND THEORETICAL FRAMEWORK --- p.12 / Chapter A. --- Categories of Teachers' Work --- p.12 / Chapter B. --- The Job Characteristics Theory --- p.15 / Chapter C. --- Challenges from Other Approaches --- p.46 / Chapter D. --- The Integrated Approach - A Compromise --- p.48 / Chapter E. --- Implications for this Study --- p.50 / Chapter F. --- Conception of the study --- p.51 / Chapter CHAPTER 3. --- METHODOLOGY --- p.60 / Chapter A. --- Definitions of Important Terms Used in the Study --- p.60 / Chapter B. --- Nature of the Study --- p.64 / Chapter C. --- Variables and Measurements --- p.64 / Chapter D. --- Pilot Study --- p.71 / Chapter E. --- Sampling Design and Procedures --- p.74 / Chapter F. --- Design of Analysis --- p.75 / Chapter CHAPTER 4. --- RESULTS AND DISCUSSION --- p.77 / Chapter A. --- The Sample --- p.77 / Chapter B. --- Findings Related to Research Question 1 --- p.80 / Chapter C. --- Findings Related to Research Question 2 --- p.95 / Chapter D. --- Findings Related to Research Question 3 --- p.108 / Chapter CHAPTER 5. --- "CONCLUSION, IMPLICATION AND LIMITATION" --- p.131 / Chapter A. --- Work Categories of Teachers' Work --- p.131 / Chapter B. --- Job Dimensions and Motivating Potential of Teachers' Job --- p.134 / Chapter C. --- Antecedents of Job Characteristics of Teachers --- p.136 / Chapter D. --- Consequences of Job Characteristics of Teachers --- p.137 / Chapter E. --- Implication and Contribution to the job Characteristics Theory --- p.139 / Chapter F. --- Limitations and Suggestions --- p.141 / BIBLIOGRAPHY --- p.143 / Chapter APPENDIX A: --- Tables of Results of The Pilot Test --- p.151 / Chapter APPENDIX B: --- Instruments Used in The Major Study --- p.155

鄭佩群. / "2011年12月". / "2011 nian 12 yue". / Thesis (M.Phil.)--Chinese University of Hong Kong, 2012. / Includes bibliographical references (leaves 148-157). / Abstract in Chinese and English. / Zheng Peiqun. / Abstract / 論文摘要 / 致謝 / Chapter 第一章 --- 緒論´ؤ´ؤ香港的性教育 --- p.p.1 / Chapter 第二章 --- 文獻回顧 --- p.p.9 / Chapter 第三章 --- 硏究問題及方法論 --- p.p.22 / Chapter 第四章 --- 教師的性/別與性態論述 --- p.p.35 / Chapter 第五章 --- 性教育：教師的處境 --- p.p.63 / Chapter 第六章 --- 教師的性/別身份 --- p.p.104 / Chapter 第七章 --- 結語 --- p.p.138 / 參考文獻 --- p.p.148

Based on the findings above, it is recommended that the future study should explore further how teachers' problem schemas influence their teachings by means of classroom observation. The second recommendation is to study problem schema and other subject matter knowledge in one research to see a comprehensive view. It is also recommended that the development of teachers' problem schemas and subject matter knowledge should be strengthened in teacher education. / Teacher knowledge was an active research area in the last twenty years. It focuses on all kinds of knowledge that teacher knows related to teaching, The study explored subject matter knowledge in teacher knowledge. From the past researches on subject matter knowledge, we find that researchers often focus on teachers' understanding of mathematical concepts and procedures. This is the knowledge of "knowing that". The past researches on subject matter knowledge didn't touch on the knowledge of "knowing how". Based on the theory of problem schema in psychology, we studied teacher's problem schemas, which are related to problem solving. / The study shows that there are various types of problem schemas among secondary school mathematics teachers. They include: "schema organized by mathematics concept ", "schema organized by conclusion or unknown", "schema organized by basic figure ", "schema organized by mathematical structure", "schema organized by general mathematical problem solving strategies". Compared to non-expert teachers, expert teachers have a wider set of problem schemas. Expert teachers not only have the schemas non-expert teachers have, but also have the schemas non-expert teachers don't have. "Schema organized by mathematical structure", "schema organized by general mathematical problem solving strategies" are two of them. Generally speaking, expert teachers possess more profound problem schemas. Hence we see a relationship between problem schemas and teaching expertise. / To explore possible relationship between problem schema and teaching, we first identified the figure of schemas secondary school mathematics teachers have. Then we examined the differences between expert teachers and non-expert teachers to explore the relationship between teachers' problem schemas and their teaching context. In this study, secondary school mathematics teachers were chosen for case studies. Qualitative research methods, including questionnaire and interview were adopted to find out teacher's problem schemas. / 韓繼偉. / 論文(哲學博士)--香港中文大學, 2005. / 參考文獻(p. 154-169). / Adviser: Ngai-ying Wong. / Source: Dissertation Abstracts International, Volume: 67-01, Section: A, page: 0122. / 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, [200-] 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. / Abstracts also in English. / School code: 1307. / Lun wen (Zhe xue bo shi)--Xianggang Zhong wen da xue, 2005. / Can kao wen xian (p. 154-169). / Han Jiwei.

李琼. / 论文(哲学博士)--香港中文大学, 2004. / 参考文献 (p. 218-233). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Mode of access: World Wide Web. / Abstracts also in English. / Li Qiong. / Lun wen (Zhe xue bo shi)--Xianggang Zhong wen da xue, 2004. / Can kao wen xian (p. 218-233).

Thesis (M. Ed.)--University of Hong Kong, 2001. / Includes bibliographical references (leaves 106-107).

Thesis (M.Ed.)--University of Hong Kong, 2001. / Includes bibliographical references (leaves 106-107). Also available in print.

Thesis (Ph. D.)--Oregon State University, 2006. / Printout. Includes bibliographical references (leaves 119-125). Also available on the World Wide Web.