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published_or_final_version / Education / Master / Master of Education

published_or_final_version / Education / Doctoral / Doctor of Education

The purposes of this study were to determine the extent to which anxieties are created among student teachers by assigning Negro or white student teachers to cooperating teachers of the opposite race, and to analyze the implications of the anxiety on white and Negro student teachers for teacher education institutions interested in the optimum adjustment of student teachers.

This research sought to determine if a significant relationship existed between various levels of dogmatism of supervising teachers and student teachers and the degree of change in attitude of the student teachers during student teaching.

The purposes of this study were: 1. To determine the effect of levels of questioning used on secondary public school students in social studies, as measured by (a) their achievement scores, and (b) their critical thinking ability; 2. To determine the effect of feedback to student teachers on their patterns of asking convergent and divergent questions, as measured by coding frequencies of each type on an Observation Schedule and Record form? 3. To draw conclusions from the findings--and develop implications concerning levels of questioning used by teachers and the use of feedback from college supervisors to student teachers.

by Chow Wah. / Thesis (M.Phil.)--Chinese University of Hong Kong, 1996. / by Chow Wah. / Ackowledgments --- p.ii / Abstract --- p.iii / Table of Contents --- p.v / List of Tables --- p.viii / List of Figures --- p.ix / Chapter CHAPTER ONE --- Introduction --- p.1 / Background --- p.1 / Student Teachers in the Certificate in Education Courses --- p.1 / Student Teachers in Teaching Practice --- p.3 / Approach to the Study --- p.3 / Purpose of the Study --- p.5 / Significance of the Study --- p.6 / Theoretical aspects --- p.6 / Practical aspects --- p.7 / Chapter CHAPTER TWO --- Review of Literature --- p.8 / Overview --- p.8 / Goal Orientations --- p.12 / The Goal Theory Perspective --- p.12 / Task Orientation Vs Ego Orientation --- p.13 / Self Concept --- p.14 / "Mutifaceted, Hierachical Nature of Self-concept" --- p.14 / Malleability of Self-concept --- p.15 / Future Tense of Self-concept --- p.16 / Self-regulation --- p.17 / Self-regulation and Self-regulation Strategies --- p.17 / "Task Orientation, Ego Orientation, and Self-Regulatory Strategies" --- p.19 / Possible Selves and Self-Regulation --- p.21 / Research Hypotheses --- p.23 / Chapter CHAPTER THREE --- Methodology --- p.25 / Subjects --- p.25 / Pilot Studies --- p.26 / Pilot Study 1 --- p.26 / Pilot Study 2 --- p.28 / Instruments --- p.29 / The Possible Selves Report Form (PSRF) --- p.29 / Possible Selves Rating Scale (PSRS) --- p.31 / Measurement of Goal Orientations (MOS) --- p.32 / The Self-Regulation Report Form (SRRF) --- p.33 / Procedures --- p.35 / Design and Analysis --- p.36 / Operational Definitions --- p.36 / Null Hypotheses --- p.39 / Chapter CHAPTER FOUR --- Results --- p.51 / Characterisitcs of the Sample --- p.51 / Scales Construction --- p.52 / Factor Analysis of the items in MOS --- p.52 / Factor Analysis of the items in PSRS --- p.53 / "Means, Standard Deviations, and Reliabilities of the Scales" --- p.54 / Self-regulation Strategies Measures --- p.59 / Strategy Use --- p.59 / Strategy Frequency --- p.60 / Strategy Consistence --- p.60 / Averaged Strategy Consistence --- p.60 / Correlations Among Variables --- p.64 / Correlations among measures of Self-regulation Strategies and the Other Variables --- p.64 / Correlations among Goal Orientations and Possible Selves --- p.64 / Hierachical Regression Analysis --- p.70 / Interaction of Possible Selves and Goal Orientations on Self-regulation Strategies --- p.75 / Summary of Findings --- p.79 / Chapter CHAPTER FIVE --- Discussion --- p.81 / Major Findings of the Study --- p.81 / Testing of the Hypotheses --- p.81 / Use of Self-regulation Strategies Among Student Teachers --- p.83 / Factos Affecting Self-regulation in Teaching Practice --- p.86 / Measuring Problems --- p.90 / Limitations of the Study --- p.92 / Implications for Improving Teacher Education Programmes --- p.92 / Attention Should also be Paid to Affective Domain --- p.92 / Cultivating Possible Selves that Have Positive Implications in Teaching --- p.94 / Social Comparison May also be Used as a Strategy to Enhance Self-regulation --- p.94 / Recommendations for Future Research --- p.95 / References --- p.96 / Appendix A --- p.104 / Letter to the Subjects --- p.105 / Appendix B --- p.106 / Personal Information Supplied by the Subjects --- p.107 / Appendix C --- p.108 / Possible Selves Report Form --- p.109 / Appendix D --- p.114 / Possible Selves Rating Scale --- p.115 / Appendix E --- p.117 / Motivational Orientation Scale --- p.118 / Appendix F --- p.120 / Self-regulation Report Form --- p.121 / Appendix G --- p.128 / Use of Self-regulatory Strategies in Teaching Practice --- p.129