In order to assess current practices in the teaching of conflict resolution, this study examined (through survey methods) the perceptions of teachers in three Oregon school districts of similar size regarding the techniques they use to teach conflict resolution skills to their students, teachers' perceptions of the frequency of the use of those techniques, and teachers' perceptions of the effectiveness of those techniques. This study also compared the responses of teachers in school districts which provided teachers with staff development for the teaching of conflict resolution with the responses of those teachers from districts without that staff development. In addition, the survey examined the impact of cooperative learning on the teaching of conflict resolution. Data were reported in terms of frequency distribution, Spearman Correlation analysis, Chi Square, and Phi Correlations. The results indicate that elementary teachers use a wide variety of techniques to teach students how to get along with one another. Although they favor certain techniques, they do not use one technique to the exclusion of another. The hypothesis that demographic criteria may be linked to teachers' responses to the use of certain techniques was also rejected. Comparisons between responses of teachers from districts which supplied staff development for the teaching of conflict resolution and responses from teachers from districts which did not do so are inconclusive. Possible reasons may stem from different but, perhaps, equally enriching programs for the teaching of conflict resolution. Cooperative Learning is not primarily used as a method to teach conflict resolution. Those who use it, however, indicated that they saw increased conflict resolution skills as a by-product of that teaching method. The data gleaned in this survey would indicate that the following be considered when implementing a program for the teaching of conflict resolution: Conflict is a natural state which accompanies change and can act as a constructive force. Conflict in the classroom can provide a creative tension which helps to inspire problem-solving. Well-handled conflict can have benefits for increasing student motivation and may result in higher achievement and greater understanding of the subject. Conflict itself may prove to be an effective component of specific lessons. One apparent advantage to teaching appropriate use of conflict resolution is that if students know from their own experience that social relations need not be adversarial and that they can share power without losing influence, children may be better prepared to grow as global citizens.

Inquiry into teaching increasingly focuses on how teachers examine and subsequently inform and transform their instructional practice. While we are beginning to see reports from public school teachers who are examining their own teaching, we have very little information about self-reflection among teacher educators. The purpose of this ethnographic study was to examine the influence of conducting inquiry into my instructional practice while I taught an introductory Language Arts course. The course contained two main components: a reflective teaching seminar and an on-site tutorial experience. Three questions guided this inquiry: 1) How did I, as the seminar leader, interact with the preservice teachers? 2) How did the preservice teachers interact within the seminar? 3) What personal experiences and attitudes were salient for one preservice teacher as she initiated a tutorial experience within the context of the course? To conduct this study, I used narrative inquiry as the research method because it is a viable means both for understanding an experience in which the researcher is an active participant and for capturing the complexity of schooling. Narrative inquiry is a form of empirical research in which living, telling, retelling, and reliving stories is the basis for understanding lived experience. A variety of experiential materials were gathered to document the instructional behaviors of myself and the preservice teachers. Experiential materials included transcripts of interviews, stimulated recall interviews, and the seminar sessions; field notes; course documents; tutorial session documents; and my journal. In response to my research questions, I expressed my interpretations as a series of essays. Through these essays, I conveyed my understandings about the value-ladenness of teaching, the ways in which a person’s words and actions are representations of one’s personal knowledge, and how an individual’s personal knowledge shapes and informs instructional practice. By engaging in reflective inquiry, I learned more about my roles and responsibilities as a teacher educator and the potential promise and possible pitfalls of helping others engage in the study of one’s assumptions about teaching. Furthermore, I came to understand better that engaging in reflective teaching requires a social network of support, involves modeling and practice, and that such learning is a long-term process. / Ph. D.

published_or_final_version / Linguistics / Master / Master of Arts in Applied Linguistics

I syfte att undersöka psykometriska egenskaper hos Affektiv självskattningsskala (AS-18) fyllde 88 patienter med diagnos bipolär typ I (N=46) eller typ II (N=42) i självskattningsskalorna AS-18 och MADRS-S vid två tillfällen med en dags mellanrum. Principalkomponentsanalys för AS-18 genomfördes med extrahering av två komponenter. Items laddade i de delskalor de tillhörde. Intern konsistens mättes med Cronbachs alfa och överensstämmelse med Cohens kappa. Test-retest-reliabiliteten beräknades. Grupperna bipolär typ I och typ II skiljde sig inte åt, vid rutinuppföljningsbesök, vad gäller skattning av mani eller depression. Studien gällande AS-18 visade att faktorstrukturen från tidigare studier kunde bekräftas, att test-retest-reliabiliteten var hög och att AS-18 är användbar även för patienter med bipolär typ II-diagnos. Skalan hade sammanfattningsvis goda psykometriska egenskaper. / <p>Psykoterapeutexamensarbete (PTU)</p>

"Campbellton High School is a small school of some two hundred thirty rural pupils in Jackson County, Florida. It is felt that the faculty is well acquainted with the personal feelings and desires of the student body. The members of the faculty know each student by name, and also know something of his family life, ambitions, economic status, and his favorite foods. Yet, with all this knowledge about the students, it is felt that school children do not always reveal their thoughts and ideas of what they think is right or wrong with their school. Since the school is being run for the benefit of the pupils, it seems desirable that the faculty also have this information in order for it to do the job thoroughly"--Introduction. / Typescript. / "January, 1953." / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Science." / Advisor: H. W. Dean, Professor Directing Paper. / Includes bibliographical references (leaf 102).

M.Ed. (Education) / Please refer to full text to view abstract

This study is a comparison of the verification sales of a self-rating sentence completion method for evaluating marital difficulties and the MMPI validity scales.

This research sought to find if a significant relationship existed between a factor of personality, authoritarianism, as measured on the Rokeach Dogmatism Scale, and perceived effectiveness of teaching as measured by ratings on the Purdue Rating Scale for Instruction.

M.Ed. / This investigation is part of a group project that was conducted by a research team of the Department of Educational Sciences of the Rand Afrikaans University. The focus of this study is the self-concept development of pupils and the responsibility of teachers in this regard. Aspects of self-concept development are addressed as factors contributing towards the pupils gaining a positive self-concept. Teachers should be aware of the subtle, yet powerful, influence that a positive or a negative self-concept could have on a pupil's development and how this affects the pupil's intellectual, social and personal development. It is the view of the researcher that teachers need to make every effort to assist pupils in developing a positive and healthy self-concept. The methodology used in this study is two-fold: Firstly, it involves literature study on self-concept development. The researcher used this information to support the field of investigation and to make findings based on factual information. Secondly, it involves information derived from questionnaires completed by a number :of teachers in different schools. From the information obtained from the completed questionnaires the researcher was able to ascertain teachers' opinions of their efforts concerning the development of pupils' self-concept. The results of the empirical research indicate that teachers, by making a high input on the various aspects of the development of the pupils' self-concept, consider this as an important responsibility. The following specific findings were made: * The input made by teachers with regard to encouraging pupils to believe in their own abilities was given the highest rating, while their input concerning planning to meet individual needs of learners was on the lower average. There was a significant difference between the ratio male : input and the ratio female : input regarding the encouragment of pupils to believe in their own abilities. Teachers with more than eleven years of teaching experience provide more input in planning to meet the individual needs of the learners. Teachers whose mother tongue is neither English or Afrikaans provide more input in giving positive feedback to pupils. It was noted that teachers' qualifications also play a role in their input concerning positive feedback to pupils. There is a significant relationship between subjects taught and the proportion of input with regard to the various aspects of self-concept development. The study also revealed that teachers are of the opinion that the development of pupils' self-concept is an important aspect of their responsibilities. This is supported by the high proportion of teachers' input in this regard.

Michelle Siu Mui Yik. / Thesis (M.Phil.)--Chinese University of Hong Kong, 1993. / Includes bibliographical references (leaves 36-43).