The relationship of certain personality attributes to the verbal behavior of selected student teachers in the secondary school classroom.

by Yeung Sze-yin, Shirley. / Thesis (M.Phil.)--Chinese University of Hong Kong, 1996. / Includes bibliographical references (leaves 200-210). / ABSTRACT --- p.2 / ACKNOWLEDGMENT --- p.3 / TABLE OF CONTENT --- p.4 / Chapter CHAPTER ONE --- INTRODUCTION --- p.7 / Chapter I. --- Background of the Study / Chapter II. --- Aims of the Study / Chapter III. --- Significance of the Study / Chapter IV. --- Definition of Terms / Chapter CHAPTER TWO --- REVIEW OF LITERATURE --- p.14 / Chapter I. --- Teacher Education / Chapter II. --- Reflective Teaching / Chapter III. --- Approaches of Reflective Teaching / Chapter IV. --- Personal Theory / Chapter V. --- Research on Reflective Teaching in Preservice Teacher Education / Chapter CHAPTER THREE --- THE CASE STUDY --- p.40 / Chapter I. --- Preservice Teacher Education in Hong Kong (College of Education) / Chapter II. --- The Case : A Preservice Teacher Education Programme in a College of Education in Hong Kong / Chapter III. --- Theoretical framework of the study / Chapter CHAPTER FOUR --- THE RESEARCH DESIGN --- p.57 / Chapter I. --- Research Questions / Chapter II. --- The Case Study Design / Chapter III. --- Population and Sample / Chapter IV. --- Procedures of Data Collection / Chapter V. --- Data Analysis / Chapter VI. --- Limitations of the Study / Chapter CHAPTER FIVE --- CASE ANALYSIS --- p.75 / Chapter I. --- The Student Teachers / Chapter II. --- Professional Growth (in reflective thinking) of the six student teachers / Chapter 1. --- Interest to reflect / Chapter 2. --- Content and quality of reflection / Chapter 3. --- Perspectives and levels of reflection / Chapter 4. --- Development of personal theory / Chapter 5 / Chapter 6. --- Willingness to become a student of teaching as a lifelong career orientation / Chapter 7. --- Conclusion / Chapter II. --- Influence Of Context (Quality of the Programme) --- p.164 / Chapter 1. --- Lesson for analysis / Chapter 2. --- Peer observation / Chapter 3. --- Self-evaluation / Chapter 4. --- Clinical Supervision / Chapter 5. --- Conclusion / Chapter CHAPTER FIVE --- CONCLUSION AND RECOMMENDATIONS APPENDICES --- p.194 / Appendix A List of researches: Reflective Teaching in Preservice Teacher Education / Appendix B Lesson for Analysis--- Observation Report / Appendix C Teaching Practice Peer Observation Exercise (Form A to Form E ) / Appendix D Teaching Practice Self-Evaluation Form / Appendix E Pilot Case Study Report / Appendix F Overview of the Research Design / Appendix G Key self-evaluation behaviours of the six student teachers in PTP / (Table 1) Yetta / (Table 2) Ling / (Table 3) Wong / (Table 4) Yee / (Table 5) Jenny / (Table 6)Kin / BIBLIOGRAPHY --- p.212

Thesis (M.Ed.) --University of the North, 1994 / Refer to the document

The study had two purposes: (A) to examine the relationship between the ideal and the real roles associated with pre-student teaching experiences in the laboratory school as perceived by (1) pre-student teachers, (2) cooperating teachers, and (3) university supervisors and (B) to determine if the position of the respondent conditioned the agreement-disagreement in their perceptions of the ideal and real roles. The term "ideal'' role described the optimum in pre-student teaching experiences; the term "real" role related to the existing situation experienced by the respondents.An opinionnaire was developed specifically for this study; it was submitted to a panel of experts for refinement; it was pilot tested for validity; and it was administered during the Winter Quarter of 1977-1978. The total population which responded to the instrument included 168 student teachers, 38 cooperating laboratory school teachers, and 17 university supervisors.Contingency tables were constructed for fifteen discrete areas of concern, which were organized into the following categories: Purposes of the Program, Organization of Pre-Student Teaching Experiences, Classroom Management, Teaching Skills, and Evaluation. The chi-square statistical treatment was used to test a series of null hypotheses. The .05 level of significance was required for rejection of the null hypotheses.An extensive review of prior research and a study of professional literature was completed. Six generic areas were determined as a basis for the organization of the review.1. The Development of Role Concept2. The Importance of Pre-Student TeachingExperiences3. The Significance of the Laboratory School 4. The Salient Factors in the Role of the Pre-Student Teacher5. The Influential Role of the Cooperating Teacher6. The Functions of the University SupervisorIn addition to the forty-five tables which contained data regarding each area of concern studied, a series of summary tables was presented. In ten of the fifteen areas o concern there was found to be a relationship between the position of the respondents and the perception of the "ideal." In seven of the fifteen areas of concern there was shown to be a relationship between the Position of the respondents and the reported perception of the "real." In eight instances the null hypothesis was rejected when the position of the respondents was compared to the level of satisfaction expressed.Additional summary data were presented concerning the specific responses most frequently selected as "ideal" and as "real" by each of the respondent classifications. The levels of agreement were similarly reviewed and summarized for all areas of concern for each of the population classifications.Among the conclusions reported were:1. The student population was found to be moredissatisfied with the existing situation thaneither the cooperating teachers or the uni-versity supervisors.2. When identifying the "ideal" response, amajority of the respondents in all three population classifications agreed on one specific item (student teachers, nine times; cooperating teachers, ten times; and university supervisors, nine times). In the remaining instances, choice was sufficiently distributed to result in a lack of a majority in any one response item.The study concluded with a list of recommendations for action and for further study.

Title from title page of PDF (University of Missouri--St. Louis, viewed February 23, 2010). Includes bibliographical references (p. 396-417).

Thesis (Ph. D.)--University of Missouri-Columbia, 2001. / Typescript. Vita. Includes bibliographical references (p. 96-104). Also available on the Internet.

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Student financial-aid programs have changed drastically over the past twenty-five years. Many new loan and grant programs have come into existence at the federal, state, and institution level over this period. While more financial-aid programs are available now than in the past, little has been published regarding the financial-aid plans of high-school seniors and the likelihood of realization of these plans for students of different socioeconomic status (SES) or ability. Nor has there been much published regarding the dropout rates of students using various forms of financial aid. The purpose of this paper was to investigate these two topics with a special emphasis on comparing loan users with users of other forms of aid. The financial-aid groups used most often in these analyses were loans only, loans in combination with other aid, other aid only, and familial aid only. Differences in SES, ability, type of school, and type of loan for students planning various types of aid were analyzed statistically using multivariate analysis of variance (MANOVA), analysis of variance (ANOVA), or Chi-square tests. Similar analyses were performed for students using various forms of financial aid in their first postsecondary schooling. Comparisons of the planners and users are made for the different types of aid and other variables. Differences in dropout rates for students in the several financial-aid categories were analyzed using ANOVA. The variables SES, ability, grade-point average, and parental income were used in these ANOVA's as blocking factors to obtain separate estimates of dropout rates for categories of these variables as well as to test for differences in these rates. The final set of analyses in this paper tested for differences in SES, ability, and grade-point average of students in the several financial-aid groups who persist, stop out, or drop out. These tests were accomplished using MANOVA. The dropout rate analyses and the persist, stopout, and dropout analyses were accomplished for academic years beginning in 1972, 1973, and 1974 and thus allow longitudinal estimates of the dropout rates and other variables tested. Data for these analyses were extracted from the National Longitudinal Study of the High School Class of 1972. Major findings follow. The planning and using analysis in this paper showed that students planning to use loans had significantly lower SES than those not planning loans. Further, when first-year loan users are compared larger percentages of low SES students were using loans than students in the two higher categories of SES. Vocational school students not only plan to use loans at higher rates than students planning other schools, but have a much higher percentage use of loans only than do students at other schools. Low SES students at these schools seem to bear a disproportionate loan burden when compared to students at other schools. Vocational students also use less desirable loan programs at higher rates than other students. When dropout rates of financial-aid groups are compared for this three-year study, it is evident the first year of schooling is critical. First-year dropout rates are higher than those in the following two years; type of aid used in the first year has an apparent effect on first-year students not indicated by the later analyses. Students relying on loans only or familial aid only have higher dropout rates than students using loans in combination with other types of aid. This phenomenon appears to affect levels of SES differentially. Low SES students have higher dropout rates when relying exclusively on loans or on family aid than do high SES students.

Die vorliegende Dissertation befasst sich mit der seit Beginn der neunziger Jahre des 20. Jahrhunderts kontinuierlich gestiegenen Erwerbspartizipation von Studierenden während der Vorlesungszeit. Die Entwicklung dieses Verhaltens wurde vor dem Hintergrund der gesunkenen Bereitschaft zum Belohnungsaufschub theoretisch erklärt und empirisch untersucht. Dazu wurde eine Online-Befragung durchgeführt, an der sich 529 Studierende aus verschiedenen deutschen Städten beteiligten. Resultierend aus der statistischen Analyse der gewonnenen Daten zeigte sich, dass die Stärke der psychischen Belastungen, die durch einen Belohnungsaufschub entstehen, den Umfang der wöchentlich investierten Zeit in einen studentischen Erwerb beeinflussen. Weitere Effekte gingen bei der Erklärung der Bedingungen, die die Intensität eines studentischen Erwerbs befördern, von konsumtiven und hedonistischen Wertorientierungen der Studierenden aus. Darüber hinaus spielen vorstrukturierende, studienbezogene Maßnahmen in den Fachbereichen der Hochschulen, antizipierte berufsperspektivische Unwägbarkeiten auf dem Arbeitsmarkt sowie Bestrebungen der Studierenden hinsichtlich größerer finanzieller Unabhängigkeit eine Rolle bei der Ausübung von Nebenjobs.