Ho Chung-lim. / "31 August 2002." / Thesis (Ph.D.)--Chinese University of Hong Kong, 2002. / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Electronic reproduction. Ann Arbor, MI : ProQuest Information and Learning Company, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Mode of access: World Wide Web. / Abstracts in English and Chinese.

The problem of this study was to analyze the effects of a human relations component in an introduction to education course on the self-concept and interpersonal relations of secondary education pre-service teachers. The purposes of this study were (1) to develop a human relations component to be used in an introduction to education course; (2) to utilize the component in an actual teaching situation; and (3) to examine the effects of the course on the self-concept and interpersonal relations of secondary education pre-service teachers. The results of the statistical analyses revealed that the differences between the experimental and control groups on measures of the self-concept and interpersonal relations were not statistically significant. No significant gains were made by the experimental group on both criterion measures. Findings derived from personal observations indicated that the experimental group became aware of the affective dimension of the teaching-learning process. It was also evident that factors in addition to increased scores should be considered in research concerning enhancement of the self-concept and interpersonal relations.

The purpose of this study was to evaluate the BASICS program. The program, Building and Applying Strategies for Initial Cognitive Skills, was developed by the Institute for Staff Development of Miami, Florida, for educating teachers, paraprofessionals, and parents in techniques considered essential in helping pre-school, primary grade, and special education children develop initial cognitive skills. The study was undertaken to determine the effects of the program on the self-concept, experimental beliefs, dogmatism, and pupil control ideology of in-service elementary school teachers who participated in it as an elective graduate level course. The design of the study was the non-equivalent control group design. Twelve subjects who volunteered to participate in the program formed the experimental group. Twelve other subjects were randomly selected from a graduate-level class in elementary school curriculum development to form the control group. The instructor who was in charge of the BASICS program taught the class from which the control subjects were selected. The study was conducted during the first six-week summer term of 1975 at North Texas State University. The two groups were administered pre and post the Tennessee Self Concept Scale, the Personal Beliefs Inventory (PBI), the Teacher Practices Inventory (TPI), the Dogmatism Scale Form E, and the Pupil Control Ideology (PCI) Form. The pre- and post-test data obtained were analyzed using the Mann-Whitney U as a one-tailed test.

Two theoretical models were examined based on the contributions of preservice teachers' personal teaching efficacy, ethnic causal attributions, past teaching, and international interaction experiences to their behaviors toward international children in multicultural small group activity sessions. Path analytic results revealed that for both models, these variables together did not significantly predict the positive or negative behavior of preservice teachers. T-tests, applied to positive and negative behaviors indicated that these behaviors varied significantly based on the child's gender and classroom activity type. Aspects of gender and activity type were included in an additional exploratory analysis of 16 path models. Only six were significant, although even these did not explain a large percentage of the variance associated with preservice teachers' behaviors. Personal teaching efficacy had a significant direct positive impact on the frequency and quality of positive behaviors displayed by preservice teachers toward international girls during unstructured table activities. However, the ethnic attribution variable of locus of causality had a significant direct positive impact on the frequency and quality of positive behaviors displayed by preservice teachers toward international boys during structured storytime activities. In addition, teacher preparation level and past international interaction experience had a significant direct negative impact on the frequency and quality of negative behaviors, respectively displayed by preservice teachers toward international boys during unstructured table activities. Finally, among these significant path models (a) teacher preparation level and past international interaction experiences made significant direct positive impacts on the causal attribution variables of locus of causality and stability; (b) the causal attribution variable of stability had a significant direct negative impact on controllability, and (c) the significant path coefficients between personal teaching efficacy and the causal attribution variable of stability were positive, while those associated with controllability were negative. In a secondary analysis, differences between preservice teachers' behaviors toward international and U.S. children as a result of children' s ethnicity, gender, age, socioeconomic status, and involvement in different types of small group activities were examined, applying a multivariate analysis of variance. Positive behaviors displayed by preservice teachers were significantly lower for international than for U.S. children, while the converse was true for negative behaviors. In addition, both positive and negative behaviors displayed toward girls were significantly lower than for boys. Preservice teachers also displayed significantly more negative behaviors toward children during structured storytime than unstructured table activities. Overall, however, preservice teachers exhibited more positive than negative behaviors toward both international and U.S. children. / Graduation date: 1993

This study examined the effect of problem-based instruction (PBI) on undergraduate students and prospective secondary mathematics teachers’ perceptions of mathematical proof and pedagogical views. Quantitatively, the Mathematical Proof Survey (MPS) was developed and used to assess the views of mathematical proof held by undergraduates in lecture-based and PBI mathematics courses. Qualitatively, research interviews examined the way teacher candidates’ experiences as mathematics learners in the courses affected their conceptions of mathematical proof and views of learning and teaching mathematics and proof. Findings from quantitative analysis of MPS data and qualitative analysis of interview data are presented, and results from the comparative analysis are discussed for implications. The results of the study suggest that experiences with proof and instruction in such PBI courses provide opportunities for undergraduates and prospective mathematics teachers to develop more humanistic perspectives of proof and process-oriented pedagogical views than do lecture-based courses. / text

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This study analyzes the nature of pre-service teachers’ conceptual models of various electromagnetic phenomena, specifically electrical current, electrical resistance, and light/matter interactions. This is achieved through the students answering the three questions on electromagnetism using a free response approach including both verbal and pictorial representation. The student responses are then analyzed qualitatively and quantitatively utilizing a multi-tiered approach. These analyses include epistemological representation, misconceptions, correct conceptions, and the impact of high school physics exposure on student conceptions. This study is unique in three primary respects; the free response questionnaire approach, a subject group that consists of pre-service teachers, and a primarily female demographic. / Department of Physics and Astronomy

M.Ed. / The aim and purpose of the study is to explore the Natural Science (NS) teachers' perceptions of their teaching competence in Senior Phase township schools in Soweto. An in-depth literature review on theoretical perspective in Natural Science teachers' perceptions of their teaching competence in Senior Phase indicated that these partially addressed the key questions of the study, namely: what are the perceptions ofNatural Science teachers' about their teaching competence in Senior Phase township schools? What competences are perceived to enhance and contribute to Natural Science teaching in Senior Phase schools m Soweto? This study identifies a number of motivational competences that have been derived from current theories. The theory developed from the literature on NS teachers' competences review, facilitated the development of an empirical research. Qualitative research was conducted to explore NS teachers' perceptions of their teaching competence in Senior Phase schools in Soweto. This was with a view to facilitating the improvement thereof wherever necessary. Seven NS teachers from three Diepkloof Senior Phase schools were sampled. It also emerged from the findings of the research that there are, teachers who are not qualified to teach NS subject at the Senior Phase level. There also seems to be a lack of competent N.S. teachers in Senior Phase schools in Soweto. The high numbers of learners in NS classes create challenges for NS teachers to provide individual attention to learners. NS laboratories are poorly equipped and that the district officials do not provide sufficient support to NS teachers so that they can be more effective in their teaching. The study gave the researcher the opportunity to explore the teaching competence ofNS teachers in three Senior Phase township schools in Soweto, where the competence gap had already been expressed. There were many challenges identified by the findings. A comprehensive picture of the many inter-dependant aspects affecting the NS teaching competencies was acquired. The research conducted gave the researcher the motivational framework to establish both the current level ofNS teaching competence and the ideal levels of competences to which the three schools and other schools nationwide could aspire.

M.Ed. (Educational Psychology) / The changing political and social situation in South Africa can be associated with the current violence and poverty in especially the more rural areas. As a result large numbers of black learners are directly or indirectly exposed to violent traumatic incidences. Research indicates that exposure to violent trauma can lead to the development of psychological and emotional disturbances and in particular the development of post traumatic stress disorder. Due to a lack of support systems and accessibility thereof, large numbers of learners exposed to violent trauma are in need of assistance. The learners have serious emotional problems and are also experiencing learning and behavioral problems. Teachers also seem to experience difficulty in handling these traumatized learners, due to a lack of appropriate skills and knowledge. The aim of the study was to identify the needs of teachers in handling learners traumatized by violent incidences and to develop guidelines for teachers in assisting the learners with the purpose of reducing the psychological and emotional effects of the violent trauma. The point of departure of the study was based on the assumption that the educational system needs to support every learner in becoming a healthy member of society through optimal education and development. Eight teachers, two principals and a community worker from two different schools in a predominantly brown area participated in the study. By means of focus group interviews and informal interviews the needs and problems in handling traumatized learners were identified and discussed. The teachers then received training in identifying the symptoms of the learner who has been traumatized by violent trauma. After that, guidelines were supplied to assist teachers in the debriefing of the learner's traumatic symptoms and emotions. These sessions took place over a period of three weeks. The results indicated that the teachers experience difficulty with identifying and handling the traumatized learners in the class. As a result of the study, a number of guidelines, based on the themes that were identified by the analysis of the data, have been developed for teachers in the handling of the traumatized learner