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  • About
  • The Global ETD Search service is a free service for researchers to find electronic theses and dissertations. This service is provided by the Networked Digital Library of Theses and Dissertations.
    Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
91

The effect of a simulation treatment on attitudes and behavior of student teachers and their inner-city classroom pupils /

Tucker, David Greer January 1972 (has links)
No description available.
92

A construct for the conceptualization of the leadership role of the cooperating teacher /

Waters, Elizabeth Mary January 1974 (has links)
No description available.
93

The reactions of student teachers and cooperating teachers toward children's oral language /

Showell, Diann Rhock January 1975 (has links)
No description available.
94

The supervision of student teachers: an emphasis on self-reflection

Beane, Arthur January 2001 (has links)
Thesis (Ed.D.)--Boston University / PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you. / This study investigated a style of supervision of student teachers that emphasizes self-reflection as differentiated from supervision that focuses primarily on the logistical matters of teaching. An assumption about self-reflective supervision is that it leads to analytical and critical thinking about the "self" which is beneficial to the education of student teachers. Four special-education student teachers were each videotaped three times while teaching. While viewing themselves on videotape in the presence of the investigator, each participant talked about what they saw of themselves and their teaching. These discussions, audiotaped and transcribed, provided the primary source of data used in the study. The following conceptual categories emerged from an analysis of those data: a) influences on their decisions to teach, b) concepts of teaching, c) responses to being video taped, d) metaphors depicting their teaching, and e) insights. The videotaping and subsequent review and discussion provided participants with an opportunity to a) analyze and critique their language and actions; b) explore what life experiences informed their choices to teach; and c) learn what events and people shaped their concepts and styles of teaching. As a result of examining what the subjects said about their concepts of teaching, the researcher was able to expand Schon's (1983) concept of knowing-in-action into a concept and model that emerged from the analyses of the data, self-reflection before, in, and on action. A heuristic model for self-reflective supervision came forth from examining the data. The study enabled the investigator to learn about what it means to practice self-reflective supervision as part of the preparation of student teachers. / 2999-01-01
95

The judgment of teaching performance of student teachers in a college of education by supervising lecturers, pupils and the student teachersthemselves

Lau, Man-shing., 劉晚成. January 1986 (has links)
published_or_final_version / Education / Master / Master of Education
96

Cultivating blog-supported learning communities of preserviceteachers

Deng, Liping, 邓立萍 January 2010 (has links)
published_or_final_version / Education / Doctoral / Doctor of Education
97

Anxieties of White and Negro Elementary and Secondary Student Teachers in Biracial Participation

Carter, Vertie Lee 01 1900 (has links)
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.
98

The Relationship between the Level of Dogmatism of Supervising Teachers and Student Teachers and the Amount of Change in Attitude of the Student Teachers

Oswald, Jolene 12 1900 (has links)
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.
99

Levels of Questioning Used by Student Teachers and its Effect on Pupil Achievement and Critical Thinking Ability

Beseda, Charles Garrett, 1929- 08 1900 (has links)
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.
100

Goal orientations, self concepts, and self-regulation in teaching practice =: 目標取向, 自我槪念, 及自我調控在敎學實習中之關係. / Goal orientations, self concepts, and self-regulation in teaching practice =: Mu biao qu xiang, zi wo gai nian, ji zi wo diao kong zai jiao xue shi xi zhong zhi guan xi.

January 1996 (has links)
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

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