賴錫恩. / "2006年12月" / 論文(哲學碩士)--香港中文大學, 2006. / 參考文獻(leaves 86-92). / "2006 nian 12 yue" / Abstracts in Chinese and English. / Lai Xien. / Lun wen (zhe xue shuo shi)--Xianggang Zhong wen da xue, 2006. / Can kao wen xian (leaves 86-92). / Chapter 第一章： --- 緒論 / Chapter 1.1 --- 引言 --- p.1 / Chapter 1.2 --- 研究背景 --- p.4 / Chapter 1.3 --- 研究目的及重要性 --- p.5 / Chapter 1.4 --- 研究問題 --- p.6 / Chapter 第二章： --- 文獻回顧 / Chapter 2.1 --- 「課程統整」的發展 --- p.7 / Chapter 2.2 --- 「課程統整」的定義、取向及原則 --- p.9 / Chapter 2.3 --- 實施「課程統整」的模式 --- p.13 / Chapter 2.4 --- 兩岸實施「課程統整」的情況 --- p.16 / Chapter 2.5 --- 本港實施「課程統整」的情況 --- p.17 / Chapter 2.6 --- 多學科統整模式的再思 --- p.21 / Chapter 2.7 --- 教師對課程革新的憂慮 --- p.22 / Chapter 2.8 --- 三種診斷憂慮的工具 --- p.25 / Chapter 2.9 --- 課程革新中的介入支援 --- p.26 / Chapter 第三章： --- 研究方法 / Chapter 3.1 --- 研究設計背景 --- p.32 / Chapter 3.2 --- 行動研究的定義及發展 --- p.32 / Chapter 3.3 --- 行動研究的特質 --- p.34 / Chapter 3.4 --- 行動研究的模式 --- p.36 / Chapter 3.5 --- 研究設計及理論架構 --- p.37 / Chapter 3.6 --- 研究對象 --- p.39 / Chapter 3.7 --- 研究工具及資料搜集 --- p.40 / Chapter 3.8 --- 資料分析 --- p.43 / Chapter 第四章： --- 研究結果 / Chapter 4.1 --- 預備階段的憂慮 --- p.45 / Chapter 4.1.1 --- 資訊性層面的憂慮 --- p.46 / Chapter 4.1.2 --- 管理層面的憂慮 --- p.47 / Chapter 4.1.3 --- 後果層面的憂慮 --- p.48 / Chapter 4.2 --- 預備階段的介入支援及回嚮 --- p.49 / Chapter 4.2.1 --- 資訊性層面的介入支援 --- p.49 / 介入支援的回嚮 --- p.50 / Chapter 4.2.2 --- 管理層面的介入支援 --- p.50 / 介入支援的回嚮 --- p.51 / Chapter 4.2.3 --- 後果層面的介入支援 --- p.52 / 介入支援的回嚮 --- p.53 / Chapter 4.3 --- 實施階段的憂慮 --- p.54 / Chapter 4.3.1 --- 管理層面的憂慮 --- p.55 / Chapter 4.3.2 --- 後果層面的憂慮 --- p.57 / Chapter 4.4 --- 實施階段的介入支援及回嚮 --- p.58 / Chapter 4.4.1 --- 管理層面層面的介入支援 --- p.58 / 介入支援的回嚮 --- p.58 / Chapter 4.4.2 --- 後果層面的介入支援 --- p.59 / 介入支援的回嚮 --- p.59 / Chapter 4.5 --- 總結階段的憂慮 --- p.61 / Chapter 4.5.1 --- 資訊性層面的憂慮 --- p.62 / Chapter 4.5.2 --- 管理層面的憂慮 --- p.63 / Chapter 4.5.3 --- 後果層面的憂慮 --- p.63 / Chapter 4.5.4 --- 再關注層面的憂慮 --- p.64 / Chapter 4.6 --- 總結階段的介入支援及回嚮 --- p.65 / Chapter 4.6.1 --- 資訊性層面的介入支援 --- p.65 / 介入支援的回嚮 --- p.65 / Chapter 4.6.2 --- 管理層面的介入支援 --- p.66 / 介入支援的回嚮 --- p.66 / Chapter 4.6.3 --- 後果層面的介入支援 --- p.66 / 介入支援的回嚮 --- p.67 / Chapter 4.6.4 --- 再關注層面的介入支援 --- p.67 / 介入支援的回嚮　　　 --- p.67 / Chapter 第五章： --- 討論 / Chapter 5.1 --- 教師憂慮的反思 --- p.69 / Chapter 5.1.1 --- 評鑑層面的憂慮 --- p.69 / Chapter 5.1.2 --- 資訊性層面的憂慮 --- p.70 / Chapter 5.1.3 --- 管理層面的憂慮 --- p.71 / Chapter 5.1.4 --- 後果層面的憂慮 --- p.72 / Chapter 5.1.5 --- 再關注層面的憂慮 --- p.73 / Chapter 5.2 --- 介入支援的回嚮及反思 --- p.73 / Chapter 5.2.1 --- 教師工作坊的設計 --- p.73 / Chapter 5.2.2 --- 變革推動者的角色 --- p.74 / Chapter 5.2.3 --- 家校合作的重要性 --- p.74 / Chapter 5.2.4 --- 針對性的介入支援 --- p.75 / Chapter 5.2.5 --- 全體參與介入支援 --- p.75 / Chapter 5.2.6 --- 學校方面的配合 --- p.76 / Chapter 5.2.7 --- 令教師改變信念 --- p.76 / Chapter 5.3 --- 教師背景與憂慮的關係 / Chapter 5.3.1 --- 有課統經驗vs沒有課統經驗 --- p.76 / Chapter 5.3.2 --- 角色的轉變 --- p.77 / Chapter 5.3.3 --- 教師的背景 --- p.77 / Chapter 第六章： --- 總結 / Chapter 6.1 --- 研究的源起 --- p.78 / Chapter 6.2 --- 研究的結果 --- p.78 / Chapter 6.2.1 --- 教師的憂慮 --- p.78 / Chapter 6.2.2 --- 介入支援的效能 --- p.80 / Chapter 6.2.3 --- 教師背景對憂慮的影響 --- p.82 / Chapter 6.3 --- 研究的啟示 --- p.83 / Chapter 6.4 --- 研究的限制 --- p.84 / Chapter 6.5 --- 建議 --- p.85 / 參考書目 --- p.86 / 附錄　 --- p.93

This study investigates the influence of inner-city and suburban student teaching upon adjustment and effectiveness of first-year elementary teachers, with secondary attention to their personal and professional problems of adjustment to their initial teaching location. The fifty-five subjects of this study were first-year, inner-city and suburban teachers in the Dallas area. Except for two Black females and three Anglo males, all were Anglo females. The findings of this study support the following conclusions 1. Student-teaching locale should not be the determining factor in deciding the type of school for first-year teachers. 2. Effective inner-city student teachers may be expected to be highly effective teachers in both inner-city schools and those in other locales. 3. Successful student-teaching experiences, regardless of location, can be expected to produce well-adjusted, effective teachers. 4. It can be anticipated that inner-city teachers will experience a negative change in optimism, attitudes toward teaching, general adjustment and mental health during their initial year of teaching. 5. Both suburban and inner-city teachers who enjoyed successful student-teaching experiences can be expected to have good self-perception, empathy, a favorable view of children, confidence regarding classroom discipline, and effectiveness as a teacher.

published_or_final_version / Education / Master / Master of Education

Technology, in one or more of its various forms, is now a part of everyday life for most South African citizens. Many schools are equipped with various forms of technology, at great cost to sponsors, schools, parents or the government. However, this technology is not always exploited and full use is not made of it. As access is not the issue, other factors needed to be considered: in this case, teachers’ beliefs, attitudes and knowledge. This thesis explores the cognitive factors which affect the acceptance and use of technology. Teacher cognition and the factors which influence teacher cognition were examined. Following Borg, teacher cognition is defined as “the unobservable cognitive dimension of teaching – what teachers know, believe and think” (Borg, 2003, p. 81). Teacher cognition determines whether or not a teacher will use technology, if the external barrier of access is removed. In order to study the various aspect of teacher cognition, a case study was performed, which studied 6 teachers at 4 schools. All the schools in this study had some level of access to technology. Following Borg, initial experiences with the educational system (i.e. the teacher’s experience as a learner), teacher training, the context the teacher worked in (as well as social factors and private use) and classroom experience were all examined in order to discover the factors which most affect technology acceptance in teaching. The findings show that having easy access to well-maintained and functioning technology cannot be underestimated. In the study, support from other teachers, particularly those in leadership roles, led to an increase in technology use. This support needed to be explicit; general support did not seem to be effective. These findings suggest that technology integration needs to happen at a ‘whole school’ level.

The aim of the research was to determine the relationship between the self-concept of student teachers and their interpersonal relationships. A literature survey focused on these two variables. This was followed by an empirical investigation involving 300 students. Findings include: A significant, positive correlation was found between selfconcept and interpersonal relationships for males and females and for all three year groups involved. Significant, positive correlations were also found between: cognitive self-concept and relationships with lecturers; self-concepts of male students and relationships with parents; self-concepts of female students and relationships with lecturers. For all three year groups the relationships with lecturers contributed most to their self-concepts. For males, the emotional self-concept; and for females, the cognitive self-concept contributed significantly towards their interpersonal relationships. For first and second-year students, the social self-concept contributed most towards their interpersonal relationships; while for third-year students, the cognitive self-concept contributed significantly towards interpersonal relationships. / Psychology of Education / M. Ed. (Psychology of Education)

Doctorat en sciences psychologiques / info:eu-repo/semantics/nonPublished

The purpose of this study was to determine the direction and strength of the relationships that exist among teachers between bureaucratic orientation (the criterion) and each of the five human need variables that include security, social, esteem, autonomy, self—actualization, and four demographic factors that include sex, experience, educational level, and age. This study was also concerned with determining if the bureaucratic orientation of teachers is affected by deficiencies in their human needs and by their demographic differences. Determination of these relationships was accomplished by using an intercorrelation matrix of product-moment correlations and stepwise multiple regression.

The purpose of this study was to survey the subject certified staff of Florida public elementary schools to determine how elements of Herzberg’s Motivation-Hygiene Theory were perceived as being met in their current school employment. The descriptive study utilized an instrument that listed each of the 16 job factors in Herzberg’s theory. The instrument was designed to allow subjects to mark each job factor as contributing to their job satisfaction, neutral, or contributing to their job dissatisfaction. The instrument also had areas to record various biographical data regarding the subjects. The survey was conducted on a randomly selected subject group that was stratified over the five regions of Florida public schools. A total of 586 usable surveys were returned, a return rate of 71%. An estimation approach to inferential statistics was used to analyze the data. Interval estimation of the data was done through the construction of confidence intervals at the .95 level. Each job factor was analyzed with regard to the group as a whole and with regard to selected biographical information, including sex, years of teaching experience, job position, and degree held by subject. The job factors of Advancement, Salary, and Personal Life were perceived by over half of the subjects as not contributing to their job satisfaction. The job factors of Achievement and Interpersonal Relationships with Students were perceived by over 90% of the subjects as contributing to their job satisfaction. There was no significant difference between male and female subjects on all job factors with the exception of Responsibility. There was no significant difference between subjects with M.A. degrees and subjects with B.A. degrees with regard to any job factor. Subjects with the most years of teaching experience tended to have more members that perceived job factors as contributing to their job satisfaction than subjects with lesser years of teaching experience. It is recommended that further research be undertaken to determine the perceptions of certified personnel in Florida’s public secondary schools.

The purpose of this study was to develop guidelines to enable the members of acne sufferers' support networks to become better sources of practical, emotional and social support. A literature study and an empirical investigation were done to investigate which factors could enable members of the acne sufferer’s support network to become better sources of support. A questionnaire was developed as an aid to identify the perceptions and emotions of acne sufferers, which was published on a website, (www.acnediaries.co.za) specifically designed for this purpose. Two semi-structured interviews with acne sufferers were also done to enrich the findings. Results of the study identified several guidelines for parents, teachers, siblings, friends and boyfriends or girlfriends of acne sufferers to enable them to give support to teenagers suffering from acne. / Further Teacher Education / M. Ed. (Guidance and Counselling)

A three-phase study was conducted. In the first phase, individual interviews were conducted with 15 secondary school teachers to develop indigenous items for assessing teacher burnout and lack of reciprocity. In the second phase, 187 secondary school teachers were included to determine the items of newly-developed instruments and to examine their psychometric properties. In the third phase, the aims were to examine the validity and reliability of each measurement, to analysis the relations between teacher burnout and demographic variables, and to explore the relationship among lack of reciprocity, ERI, meaning of life and teacher burnout in a sample of 509 teachers from 25 secondary schools in Changchun, China. / According to the relationship between teacher burnout and demographic variables, results indicated that younger teachers reported more EE and DP. Teachers of junior rank reported more burnout. Teachers who taught Chinese, mathematics and English reported more experience of EE than teachers who taught other subjects. / Based on the social exchange theory of burnout, the effort-reward imbalance (ERI) model, and the existential theory of burnout, the purpose of this research was to investigate the relationship among investment-reward imbalance, meaning of life, and burnout among Chinese secondary school teachers. As one of the key variables in this study, investment-reward imbalance included two operational definitions which were named lack of reciprocity and ERI. / Limitations, theoretical and practical implications of the findings were also discussed. / Results showed that, based on the Maslach Burnout Inventory, the newly-modified Burnout Measurement consisted of three subscales: emotional exhaustion (EE), depersonalization (DP), and reduced personal accomplishment (RPA). The self-developed Reciprocity Scale included three dimensions, namely, reciprocity in the relationship with students, intangible reciprocity in the relationship with the school, and tangible reciprocity in the relationship with the school. All measurements in this study were found to possess good validity and reliability. / Structural equation modeling was used to test a set of hypothetic models of the relationship among lack of reciprocity, ERI, meaning of life and teacher burnout. Results showed that, lack of reciprocity in the relationship with students positively influenced FE and RPA. Lack of intangible reciprocity in the relationship with the school was positively associated with RPA. Lack of tangible reciprocity in the relationship with the school was positively associated with EE. Among the three dimensions of lack of reciprocity, lack of reciprocity in the relationship with students is a more important predictor to teacher burnout than other components. ERI was positively associated with EE. Considering the two operational definitions of investment-reward imbalance in the prediction of teacher burnout, lack of reciprocity predicted RPA better than ERI, while ERI predicted EE better than lack of reciprocity. Meaning of life was negatively associated with EE, DP and RPA. In addition, results supported the hypothesis that EE influenced DP on the structure of teacher burnout. / 李歆瑤. / Advisers: Patrick S. Y. Lau; Alvin S. M. Leung. / Source: Dissertation Abstracts International, Volume: 69-03, Section: A, page: 0875. / Thesis (doctoral)--Chinese University of Hong Kong, 2007. / Includes bibliographical references (p. 138-153). / 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, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstracts in Chinese and English. / School code: 1307. / Li Xinyao.