No description available.

No description available.

No description available.

The relationship between students' and instructors' personality types and the students' ratings of their instructors was investigated using data obtained from the Vocational Preference Inventory (VPI) for personality types and the Student Perception of Instruction (SPI) scale for students' ratings. Thirteen instructors and 464 students from two community colleges participated. The data were analyzed by the Johnson Max cluster analysis, multivariate analysis, and one-way analysis of variance procedures. The following questions were investigated: (1) When students are clustered according to the homogeneity of their ratings across the first six items on the SPI, how many groups will emerge in a class? (2) Will these cluster groups represent a predominance of student raters with matching personality types? (3) When ratings in the 13 classes are examined separately, will students with matched personality types have similar ratings on the six items on the SPI? (4) When students and instructors are grouped according to their personality types, to what degree will the interaction of personality types of students and instructors influence the ratings on the seven items of the SPI? and (5) To what extent are ratings on the "Overall Rating of the Instructor" item related to the level of congruence of student's/instructor's personality types? The results were the following: Sixty-five percent of the students clustered into groups in the 13 classes; however, there was no evidence that personality type was the basis on which clusters were formed. In only one of the 13 classes did students with matched personality types have similar ratings on any of the rating items. It was concluded that this class was not a representative sample of the groups. When data were grouped for question four, statistically significant interactions occurred between Realistic students and Investigative instructors on five of the seven rating items; however, these interactions did not support Holland's assumptions that students would respond more positively to instructors who had personality types similar to the students'. Finally, although the fifth analyses yielded statistically significant interactions, again these were not in the direction expected and did not support Holland's assumption of personality/environment congruence and satisfaction. / Ed. D.

No description available.

No description available.

楊永傑 = A study of the relationship of ... / 稿本(據電腦打印本複印) / Thesis (M.A.)--香港中文大學. / Gao ben (ju dian nao da yin ben fu yin) / Includes bibliographical references (leaves 105-110). / Yang Yongjie = A study of the relationship of ... / Thesis (M.A.)--Xianggang Zhong wen da xue. / 誌謝 --- p.i / 附表目次 --- p.iv / 附圖目次 --- p.v / 摘要 --- p.vi / Chapter 第一章 --- 緒論 / Chapter 第一節 --- 歷史背景 --- p.1 / Chapter 第二節 --- 問題陳述 --- p.4 / Chapter 第三節 --- 研究目的 --- p.7 / Chapter 第四節 --- 名詞界定 --- p.8 / Chapter 第五節 --- 研究限制 --- p.11 / Chapter 第二章 --- 文獻探討 / Chapter 第一節 --- 組識特色 --- p.14 / Chapter 一 --- 正式組識 --- p.14 / Chapter 二 --- 科層體制：Weber的典型構想 --- p.15 / Chapter 第二節 --- 學校組織特色 --- p.19 / Chapter 一 --- 學校為一種正式組織 --- p.19 / Chapter 二 --- 學校科層體制特徴 --- p.20 / Chapter 三 --- 學校科層體制的測量和研究 --- p.22 / Chapter 第三節 --- 學校的學生管理取向 --- p.27 / Chapter 一 --- 學生管理的概念 --- p.27 / Chapter 二 --- 教師管理意識形態之測量 --- p.33 / Chapter 三 --- 教師學生管理行為之測量 --- p.34 / Chapter 四 --- 學生管理取向的研究與發現 --- p.35 / Chapter 第四節 --- 學校組織特色與學生管理取向之關係 --- p.39 / Chapter 第三章 --- 研究方法與步驟 / Chapter 第一節 --- 研究假設 --- p.42 / Chapter 第二節 --- 樣本選取 --- p.44 / Chapter 第三節 --- 研究工具 --- p.45 / Chapter 第四節 --- 實施程序及樣本背景資料 --- p.52 / Chapter 第五節 --- 統計分析 --- p.58 / Chapter 第六節 --- 預試結果 --- p.60 / Chapter 第四章 --- 調查結果與討論 / Chapter 第一節 --- 學校科層組織特質的差異 --- p.63 / Chapter 第二節 --- 資枓分析及各假設的驗証 --- p.67 / Chapter 一 --- 權威型學校和專業型學校教師之學生管理意識形態差異 --- p.67 / Chapter 二 --- 權威型學校和專業型學校教師之學生管理行為差異 --- p.70 / Chapter 三 --- 教師的學生管理意識形態和學生管理行為的相關 --- p.73 / Chapter 四 --- 學校科層類型、教師學生管理意識形態與教師學生管理行為得關係 --- p.75 / Chapter 第三節 --- 學校組織特色、教師之學生管理意識形態和學生管理行為三者之因果關係 --- p.85 / Chapter 第四節 --- 總結 --- p.92 / Chapter 第五章 --- 結論與建議 / Chapter 第一節 --- 結論 --- p.95 / Chapter 第二節 --- 建議 --- p.98 / 附注 --- p.102 / 參考文獻 --- p.105 / Chapter 附錄A --- 55間中學之權威、專業、PCI、PCB及SES平均分 --- p.111 / Chapter 附錄B --- 教師問卷 --- p.112 / Chapter 附錄C --- 學生問卷 --- p.115 / Chapter 附錄D --- 填寫學校資料表格 --- p.116 / Chapter 附錄E --- 致校長信 --- p.117

Thesis (PhD)--Macquarie University, Australian Centre for Educational Studies, Special Education Centre, 2006. / Bibliography: leaves 458-476. / Introduction -- Teacher perceptions of troublesome classroom behaviour -- Troublesome classroom behaviour and teacher stress in New South Wales secondary classrooms: Part I -- Troublesome classroom behaviour and teacher stress in New South Wales secondary classrooms: Part II -- Troublesome classroom behaviour and teacher stress in New South Wales secondary classrooms: Part III -- Student perceptions of the classroom environment in New South Wales secondary classrooms -- Natural rates of teacher approval and disapproval in the classroom -- Natural rates of teacher approval and disapproval in secondary classrooms in New South Wales -- Differential teacher attention to boys and girls in the classroom -- Differential teacher attention to boys and girls in New South Wales secondary classrooms -- Perceptions versus reality: behavioural interactions between teachers and students in New South Wales secondary classrooms. / The focus of this thesis is troublesome classroom behaviour and the behavioural interactions between teachers and students in secondary school. Following a review of the extant research literature, Section A of the thesis reports a study examining the perceptions of 145 secondary teachers from New South Wales with regard to behaviours they find troublesome in their classrooms. Talking out of turn was clearly identified as the classroom behaviour of most concern, most frequently occurring and, importantly, the main misbehaviour of the most troublesome individual students. In two studies completed in parallel, it was similarly shown that teachers who identified themselves as having particular difficulties with classroom behaviour, or who had identified ten percent or more of their class as troublesome, experienced higher levels of stress related to classroom behaviour and their students perceived the classroom environment to be characterised by differential treatment of students. Section B of the thesis comprises observational studies of teachers and classroom behaviour with a substantial focus on student and teacher gender. Reviews of the literature on teachers' "natural" use of approval and disapproval and on differential teacher behaviour towards boys and girls were followed by two parallel studies. The first study, involving 79 New South Wales secondary school teachers and their classes, showed that while teachers typically responded to students with more approval than disapproval, almost all approval was reserved for academic behaviour whereas approval for appropriate classroom behaviour was very infrequent. Teachers typically reprimanded students for inappropriate behaviour at a very high rate. The second study showed that boys attracted far more teacher responses than girls but that most of this involved reprimands for inappropriate behaviour. Section C of the thesis relates teacher perceptions to observed classroom behaviour. It was concluded that in classes with larger numbers of troublesome students there was reduced academic feedback to students and where teachers' rates of negative responding were higher there was a reduced perception of participation by students. / Mode of access: World Wide Web. / vi, 500 leaves

Thesis (Ed. D.)--Duquesne University, 2005. / Includes bibliographical references (leaves 93-98) and abstract.

published_or_final_version / Education / Master / Master of Education