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An analysis of first-year accounting curriculum/methods at the high school, community college, and university levels in Oregon : implications for teacher educationSawyer, Rita, 1957- 06 June 1991 (has links)
This study was designed to determine the differences and similarities among first-year
accounting curricula in high schools, community colleges, and four-year colleges in Oregon. The
areas studied were teaching methods, testing methods, communication skills, evaluation methods
used in the communication skills, inclusion of necessary computer application skills, and the testing
methods used for computer application skills.
Survey instruments were developed and were administered to a random sample of 432
business education teachers in the secondary schools, community colleges, and four-year colleges
in Oregon; 200 (46.3%) responded. The results of the survey were statistically analyzed by
ANOVA and Chi-square, and percentages were used to analyze the data.
From this study, the following observations were made:
The teaching methods used in the secondary schools, community colleges, and four-year
colleges were similar; however, they differed on programmed instruction, computer assisted
instruction, computer augmented instruction, games, practice sets, workbooks, and seminars.
The testing methods used in the secondary schools, community colleges, and four-year colleges
were different in the following areas: multiple choice, true and false, and matching; other testing
methods were similar.
The communication skills used in the secondary schools, community colleges, and fouryear
colleges were similar. In evaluating students' communication skills, readability was
considered to be the most important criterion in grading students' writing skills, and listening was
considered to be the most important criterion in grading students' speaking skills.
The following criteria used to select first-year accounting textbooks were different
among the secondary schools, community colleges, and four-year colleges: readability level of the
textbooks, reading level of the students, supplementary materials given, content validity and
content arrangements. Although the secondary schools and community college participants
considered readability levels of the textbooks and the students' reading levels to be important,
the estimated reading level of the first-year accounting textbooks were greater than the
estimated reading level of the first-year accounting students.
There were differences in the types of computer applications included in the first-year of
accounting among the secondary schools, community colleges, and four-year colleges: computer
assisted instruction and computer augmented instruction. The following evaluation methods used
for computer assignments in first-year accounting were different among the secondary schools,
community colleges, and four-year colleges: observation of students and demonstration of use by
students. One of the reasons indicated by participants for not including computer applications in
the first-year of accounting was lack of knowledge. There were differences in the ratings on
"lack of Knowledge" given by the three groups.
Based on the findings of the study, it was recommended that communication skills be
integrated in first-year accounting curriculum and in accounting methods courses, and more
computer application skills (not tutorial computer applications) be implemented in first-year
accounting curriculum and in accounting methods courses in Oregon. / Graduation date: 1992
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Competencies for adapted physical educators in ThailandSuphawibul, Mayuree 10 December 1991 (has links)
The purpose of this study was to identify competencies
which are perceived as important by Thai adapted physical
educators, to determine the differences that exist in the
way physical education professors and adapted physical
educators judge the level of each competency, and to
recommend a set of competencies for adapted physical
educators in Thailand.
The questionnaire, Competencies for an Adapted Physical
Educator in Thailand containing 59 competencies based on 6-
point Likert type scales, was used in this study. The fifty-nine
competencies were translated from the Competencies for
an Adapted Physical Education Specialist, modified by
Dempsey (1986) from the 1981 AAHPERD Guidelines for Adapted
Physical Education. The meaning equivalence of the
competencies was validated by using the Delphi method along
with the back translation technique. The computed
reliability coefficients of the questionnaire, using the
Hoyt-Stunkard's technique was .9577.
The study's population consisted of 31 College and
university professors who have taught adapted physical
education courses to college/university students and 40
adapted physical educators who have conducted physical
activities for people with disabilities in schools and
institutions for the disabled in Thailand.
Data collection was completed in an eight-week period.
Means, standard deviations, a t-test and the Bonferroni
Method of Multiple Comparisons were used to treat these
data.
The results showed that 1) the competencies were
perceived as extremely important by professors and adapted
physical educators in Thailand, 2) the perceptions of
professors and physical educators on the competency
statements individually and overall were similar since the
null hypotheses were not rejected, and 3) the relationship
of both groups on the importance of each competency and
competency category was high with a Spearman rank
correlation of .7842, and .8857 respectively. Based upon the
findings of this study, it was recommended that this set of
competencies should be used as guidelines for the
preparation of adapted physical educators in Thailand. / Graduation date: 1992
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A study to determine the media competencies recommended by inservice teachers from specific teaching disciplinesJensen, Edward A. 11 October 1990 (has links)
This study was an investigation to determine the instructional
media competencies that inservice teachers of secondary education
teaching disciplines recommend for pre-service teachers in their
discipline.
A literature review focused on four main questions:
1. What historical events mark the development of the field
of instructional media?
2. What are some significant classroom media use studies?
3. What are some significant comparative media studies?
4. What are some significant instructional media course
content studies?
Secondary education teachers of twelve different teaching
disciplines were randomly selected from schools in three states,
namely Hawaii, Oregon and Utah. Four hundred and sixteen (416)
responded to a mail administered questionnaire. A series of one-way
analysis of variance with Duncan Multiple Range Tests, t-Tests, cross
tabulations and means tables were computed to determine any
significant differences in the recommendations of fifty-six (56)
instructional media competencies among teachers in secondary
education teaching disciplines.
The findings of this study can be summarized with the following
conclusions:
1. The teaching discipline influences recommendations by
inservice teachers of secondary education for instructional
media competencies to be included in a pre-service teacher
education program.
2. The teaching discipline influences the perceived value of
instructional media use in the classroom of inservice teachers of
secondary education.
3. The perceived value of instructional media use in the
classroom by secondary education teachers influences their
recommendations of instructional media competencies to be
included in a pre-service teacher education program.
4. Teachers of secondary education teaching disciplines
recommend that instructional media competencies be taught as
a part of the methods courses within their disciplines as well as
being taught in separate instructional media courses.
5. There are two major factors affecting the non-use of
instructional media by teachers of secondary education teaching
disciplines are that they perceive:
1. "Arranging to use media is too great a hassle."
2. "Media materials in the school are outdated."
6. There are instructional media con1petencies that are
common to all secondary education teaching disciplines as well
as instructional media competencies that are unique to each of
twelve secondary education teaching disciplines. / Graduation date: 1991
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A qualitative study of knowledge base construction in pre-service teacher education : the case of two English student teachers in Macao / 澳門兩位英語準教師教學知識建構的個案研究Ye, Yue January 2011 (has links)
University of Macau / Faculty of Education
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The effects of structured criticism upon the perceptual differentiation and studio compositional skills displayed by college students in an elementary art education course / Effects of structured criticism.Janov, Dora R. 03 June 2011 (has links)
The purpose of this study was to measure the effects of specially designed instructional strategies utilizing an art criticism model upon the perceptual differentiation and compositional drawing skills of college students. The an elementary art education course.All subjects received instruction in the studio activities of drawing and painting during the ten week treatment period. The three experimental groups received additional instruction in art criticism.Instrumentation consisted of the Group Embedded Figures Test, a standardized measure of perceptual differentiation, and the Student Composition Rating Scale, a measure developed by the investigator to quantify judgments of five expert judges on compositional skills displayed in drawings. Each instrument was administered as a pre- and post-test for all groups.Three null hypotheses were tested which maintained no significant differences for perceptual differentiation or compositional drawing skills among the three experimental sample consisted of 86 students enrolled in four sections of groups or between the experimental and control groups. A fourth null hypothesis maintained no significant difference between field-dependent and field-independent subjects on compositional skills displayed in drawing. These hypotheses were tested using multivariate analysis of variance and covariance. The .05 level of confidence was established. Inter-rater reliability was computed and found to be high for pre- and post-test SCRS measures.Findings and Conclusions1. All groups experienced gains in skills of perceptual differentiation. This result suggests that involvement in concentrated art activities, whether limited to studio activities, or coupled with the more cognitive aspects of art criticism, has the potential for increasing the visual perceptual skills of college students.2. The experimental groups significantly outperformed the control group on compositional drawing skill.This result suggests that the art criticism model did assist in the development and utilization of compositional strategies.3. No significant difference was found in perceptual differentiation or compositional drawing skills among the three various approaches to the implementation of the art criticism model. It would appear that student involvement with the structured analysis matrix determining factor, rather than the focus of criticism, or the degree of student involvement.4. Students who display greater skills of perceptual differentiation also display greater utilization of compositional strategies in drawing. This finding supports earlier contentions regarding the relationship between perceptual differentiation and art production.
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The relationship between the ACT assessment and the ETS tests of general education as measures of basic skill levels of Ball State University secondary teacher education candidates / Relationship between the ACT assessment and the ETS tests of general educationDallman, Mary Ellen 03 June 2011 (has links)
There is no abstract available for this dissertation.
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A Study on Factors Affecting Usage of Web-based Teachers¡¦ Training in Elementary and High SchoolHuang, Hsin-Yi 12 June 2002 (has links)
ABSTRACT
The main purpose of this study is to investigate the usage of web-based teachers' training in elementary and high school. This study adopts motivational orientations and TAM to explore the related factors that affect the usage of web-based teachers' training. The study depends on literature analysis and uses the questionnaire to collect data. A total of 658 subjects attending teachers' training courses are from K12 Digital School. The collected data is processed and analyzed with SPSS for Windows 10.0, and statistical methods adopted in this study are descriptive statistics, t-test, one-way ANOVA, regression analysis and so on. The main findings show that there are 8 motivational orientations for web-based teachers' training and motivational orientations are significant differences among subjects in different age, status, school level and teaching years. Furthermore, computer self-efficacy, social relationships and attitude toward using will significantly affect the usage of web-based teachers' training positively, and perceived usefulness and perceived ease of use toward web-based training system will significantly affect attitude. As for perceived ease of use toward web-based training system, it will significantly affect perceived usefulness toward web-based training system and be affected by computer self-efficacy positively. Finally, based on the research findings, this study proposes conclusions and suggestions for the related organizations and the follow-up research.
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Effects of a study abroad teacher training program on the language, identity, affect, and intercultural competence of Korean teachers of EnglishChoe, Yoonhee 05 July 2012 (has links)
This study investigated the linguistic, affective, and intercultural outcomes of a four-week study abroad program for Korean teachers of English offered through a U.S. southwestern university. In an effort to understand better what the 42 participants experienced during their study abroad, mixed methods including quantitative and qualitative data analysis, were used. To measure the participants‟ linguistic development, pretest and posttest measures of Listening, Reading, Structure, Speaking, and Writing were administered by the study abroad program. Also, participants responded to Self- Assessment questionnaires developed by the National Language Service Corps that asked them to assess the degree to which their reading, speaking, and listening had improved. The participants‟ daily journal entries were collected throughout the program, and some of the participants were interviewed at the beginning, at the middle, and at the end of the program on a volunteer basis.
For the quantitative data analysis, the pretest and posttest scores of each measure were statistically compared by using MANOVA with follow-up ANOVA tests. Except for the reading scores, the other four measures showed significant improvement from pretest to posttest. For the Self-Assessment questionnaire, most participants checked only a few items as having improved. Interestingly, a few perceived that they had become less able to do some of the listening and speaking items over the program. These findings can be explained as resulting from overestimation before this program or as a result of increase in self-monitoring processes during the program.
Through the constant comparison method (Strauss & Corbin, 1998), four themes emerged from analysis of the qualitative data. First, many participants were motivated to improve their English proficiency and increase authentic contacts with local people, with various sources shaping their motivation. Second, they increased their awareness of cultural and linguistic differences between the United States and Korea. Third, some participants showed a feeling of resistance to the dominant culture represented by native English-speaking instructors of the program. Fourth, at the end of the program, many showed improved intercultural competence.
Results provide some theoretical, methodological, pedagogical, and policy implications for study abroad researchers, participants, and program instructors. / text
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A comparison of three instructional methods--teacher-directed lecture-and text-based instruction, analog video instruction, and multimedia anchored instruction--on the knowledge, beliefs, and skills of preservice teachersThomas, Cathy Newman, 1957- 15 October 2012 (has links)
The purpose of this quasi-experimental study was to examine the comparative effects of multimedia anchored instruction (MAI) to analog video instruction (AVI) and to teacher-directed, lecture- and text-based instruction (TDI) on the knowledge, beliefs, and skills of preservice teachers. Previous teacher education research had raised important questions about the paucity of existing studies investigating whether video-based technologies such as MAI were more effective or efficient than other instructional practices, the lack of a theoretical foundation or supporting empirical evidence for most technology practices, and insufficient information identifying which instructional features of technology-based practices impact learning and in what ways. In this study, 6 university instructors who taught introductory coursework in behavior management from 5 schools across the country volunteered to participate and were randomly assigned to 1 of the 3 instructional conditions. Their preservice teacher students received MAI, AVI, or TDI instruction on the Functional Behavioral Assessment (FBA) process. Measures included a knowledge test, a beliefs survey, a performance test of skills, and a satisfaction survey. Results of the study confirmed previous findings that participants exposed to MAI learned more than with other methods, with students in the MAI group performing significantly better than students in the TDI group on a test of content knowledge. The MAI group also outperformed the AVI group, although results were not significant. Students in all groups significantly increased their self-efficacy, ableness, and willingness to manage challenging behavior. There were no significant differences between groups on the skills measure, although mean differences suggested the MAI group was better able to perform the FBA process. Instructor and student satisfaction surveys reported technical difficulties in the MAI module and video case study. Instructors found the content to be aligned with evidence-based practices and their own beliefs about managing challenging behavior. Students in the MAI condition reported finding the instruction most interesting and felt best prepared to conduct the case study. Overall, study findings suggest that MAI is an effective approach for increasing knowledge, developing beliefs, and promoting skills for preservice teachers. / text
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Chinese science teacher educators' conceptions of teaching nature of science to prospective science teachersWan, Zhihong, 万志宏 January 2010 (has links)
published_or_final_version / Education / Doctoral / Doctor of Philosophy
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