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A study of the relationships between school teachers and college student teachers in the practicum /Fung, Suk-kam, Wendy. January 1900 (has links)
Thesis (M. Ed.)--University of Hong Kong, 1993.
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An investigation of the use of an English language test as a measure of fitness to follow the H.K.U. Cert. Ed. programmeTung, Chi-sun, Peter. January 1982 (has links)
Thesis (M.Ed.)--University of Hong Kong, 1982. / Includes bibliographical references (leaf 201-205). Also available in print.
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A study of the effects of different courses on student teachers' attitude and classroom behaviour during their teaching practice in local secondary schoolsYang, She-king, Sheila. January 1900 (has links)
Thesis (M.Ed.)--University of Hong Kong, 1991. / Includes bibliographical references (leaf 128-144). Also available in print.
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A study of the relationships between school teachers and college student teachers in the practicumFung, Suk-kam, Wendy. January 1900 (has links)
Thesis (M.Ed.)--University of Hong Kong, 1993. / Also available in print.
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A study of the attitudes of final year geography college students and teachers in their first year of teaching to progressive classroom strategiesCheng, Nga-yee, Irene. January 1994 (has links)
Thesis (M.Ed.)--University of Hong Kong, 1994. / Includes bibliographical references (leaves 153-159). Also available in print.
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Attitudes of teachers & teacher trainees towards environmental educationLam, Wing-po. January 1995 (has links)
Thesis (M.Ed.)--University of Hong Kong, 1995. / Includes bibliographical references (leaves 102-106). Also available in print.
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Problems experienced by pre-service PE teachers during their teaching practice in secondary schools in Hong KongChan, Kam-hung. January 1997 (has links)
Thesis (M.Ed.)--University of Hong Kong, 1997. / Includes bibliographical references (leaves 91-92). Also available in print.
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Assessing student teacher perceptions of preparedness using a dialogic evaluation process a pilot study /Jones, Jay R. January 2006 (has links)
Thesis (Ed. D.)--University of Missouri-Columbia, 2006. / The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on August 13, 2007) Vita. Includes bibliographical references.
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Differences Between Levels of Oral Communication Apprehension and Communicator Style of Preservice Teacher Education StudentsRutherford, William Barron 12 1900 (has links)
The classroom communication behavior of preservice teacher education students was the focus of this research. The study was designed to provide descriptive and empirical data for teacher educators to use in designing preservice and in-service training in classroom communication. Additionally, an interdisciplinary focus on research from the fields of interpersonal and instructional communication as applied to teacher education was emphasized. The sample for the study included 30 secondary and 29
elementary preservice teacher education students. The sample was stratified on the basis of the level of communication apprehension. A total of 30 high level apprehensive and 29 low level apprehensives were identified. The Personal Report of Communication Apprehension-24 (PRCA-24) was administered as a pre-posttest measure. Scores from the Communicator Style Measure (CSM) were analyzed with the PRCA—24. University supervisors and public school cooperating teachers completed a modified version of the CSM on two separate observation occasions.
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A Study of Changes in White Student-Teacher Racial Attitudes Relative to Blacks, as Measured by the Multifactor Racial Attitude InventoryPeters, Robert C. 05 1900 (has links)
The problem of this study involved the identification of white student teacher racial attitudes relative to blacks and whether these attitudes changed during the course of student teaching. The purpose of the study was to determine the nature of these racial attitudes, to determine if these attitudes were influenced by the experience of student teaching or the racial environment in which student teaching was accomplished, and, in light of the findings of the study, either to reinforce the manner in which racial attitudes are treated in traditional teacher preparation programs or suggest new directions in the curriculum that might lead to more realistic and desirable teacher attitudes. In light of the above findings, the following conclusions seem warranted: 1. The contact thesis of racial attitude change is confirmed. However, among experimental group subjects, the nature of the contact achieved was incongruous with what research has found to be most conducive to positive attitude change. 2. Racial attitudes are so deeply and emotionally embedded that attitude change, if it is to be accomplished, should be treated as a priority item, and any programmed attempt to alter racial prejudice should be comprehensive in design.
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