Doctor of Philosophy / Department of Special Education, Counseling and Student Affairs / Doris W. Carroll / This study examined factors relates to student ratings of instruction and student levels of motivation. Data came from archival data of 386,195 classes of faculty and students who completed the Faculty Information Form (FIF), completed by the instructor, and the Student Ratings Diagnostic Form (SRDF) completed by the student from the Individual Development and Educational Assessment (IDEA) Center Student Ratings system. Descriptive statistics, correlation studies, analysis of variance (ANOVA), and pairwise comparisons were used to test the research hypotheses. Despite significant differences among student ratings of instruction and student motivation by course type, discipline, and student type, the amount of unknown variability in student ratings of instruction and student motivation is still very large. The findings from the study provide higher education institutions with information about differences between student ratings of instruction by institution type, course level, discipline, and course type as well as the impact of student motivation on student ratings of instruction.

The present study was made to determine the relationship between the level of teaching effectiveness of beginning elementary teachers and three individual characteristics of prospective teachers. A secondary purpose was an attempt to improve the service rendered by the School of Education at North Texas State College, Denton, Texas, in the selection and guidance of students who indicate a desire to enter the program for preparing elementary teachers.

The main goal of this diploma thesis is to create a tool for an efficiency improvement of teaching Geography at a grammar school, which is based on several criteria. The tool is then tested in practice and its impact on students' geographical knowledge is evaluated. The work is conceptually divided into two main parts. The first of them introduces fieldwork as is generally known and construed, because the tool is based on some of the fieldwork principles and is realized outside the school building. An analysis of Czech curricular documents is not omitted in the text. The second, more voluminous part deals with practical issues. The main part presents a concept of a particular field teaching and a description of its following implementation. Subsequently, a tool, which was used to measure the effectiveness of the realized fieldwork, is described in the text. The results of the survey and the overall assessment are concluded at the end of this thesis. Key words: tool - geography - Geography field teaching - effectiveness - testing

This non-experimental, quantitative study explored the leadership of college professors and the relationship to student assessments of their teaching performance. The leadership constructs under investigation were strategic thinking capacity (cognitive agility) and leader influence actions (behavioral agility), which are rooted in the theories of behavioral and cognitive complexity. Research indicates that cognitive and behavioral agility are two factors that produce more effective results for leaders in varying organizational contexts. However, previous research does not include college professors in those studies. Thus, this study sought to explore professors as classroom leaders and the relationship between college professors’ cognitive and behavioral agility and their students’ perceptions of their teaching effectiveness, if behavioral agility plays a mediating role, and if that relationship is moderated by alterable and unalterable contextual variables. Ninety-two full-time professors from one Florida college participated in the study. The professors’ strategic thinking capacity (cognitive agility) was measured using the STQP, an adaptation of Pisapia and Reyes-Guerra’s (2007) Strategic Thinking Questionnaire (STQTM), and the professors’ leader influence actions (behavioral agility) were measured using the SLQP, an adaptation of Pisapia, Reyes-Guerra, and Yasin’s (2006) Strategic Leadership Questionnaire (SLQTM) with both instruments employing Pisapia’s (2009) framework of strategic leadership. The ‘P’ denotes the ‘professor’ version of the original STQTM and SLQTM. Locus of control orientation as a contextual variable was measured using Spector’s (1988) Work Locus of Control Scale (WLCS). To measure student perceptions of professor effectiveness, the student assessments of courses and faculty were compiled from existing records from Palm Beach State College’s Institutional Research and Effectiveness (IRE) website. The data were statistically analyzed using correlational and regression analyses and tested for mediation and moderation effects. The findings of this study revealed that college professors demonstrated the same strategic thinking capacity and leader influence actions as leaders in more traditional leadership roles as measured by the STQP and SLQP. The findings were also consistent with previous studies that found that cognitive agility is a significant predictor of behavioral agility. However, it also found that student perceptions of professor effectiveness as measured by student assessments were not correlated to any of the research variables in this study. Findings and conclusions, as well as recommendations for future research, are presented in the concluding chapter. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2017. / FAU Electronic Theses and Dissertations Collection

本研究以政大附中為個案研究對象，旨在瞭解政大附中學科型教室的規劃理念、調查政大附中學科型教室的運用現況、探討政大附中教師對學科型教室的使用感受、分析政大附中學科型教室與教學效能的關係，進而根據研究結果提出對未來研究之建議，以供後進學校規劃學科型教室之參考。 為達此研究目的，目前政大附中共有24位教師，皆為本研究之問卷調查對象，並訪談政大附中6位教師、實地觀察一位教師上課情形。在資料分析上，問卷調查的結果主要以次數百分比統計及平均數分析，以內容分析法分析訪談所得資料，以描述性的方式記錄實地觀察過程。從研究結果發現得到以下結論： ㄧ、政大附中學科型教室規劃理念秉持空間有效利用、妥善配置及教室使用效 能提升的原則 二、政大附中學科教室情境佈置內容多元豐富，多以學科知識為主，輔以班級 事務，常見學生駐足閱覽 三、政大附中學科教室裡教學資訊設備豐富，教師不僅能熟練地使用學科教室 的資訊設備，且對資訊設備有助教學內容的呈現、教學效果的提升，持肯 定態度 四、政大附中教師肯定教學研究室有助教師交換教學經驗、情感交流、放鬆壓 力及提升教學效果的功能 五、政大附中教師肯定學科型教室之設計意義及運作方式，共用學科教室之教 師，會彼此溝通協調意見 六、學科型教室使用現況與教師教學效能之「教學自我效能信念」、「系統呈 現教材內容」、「多元有效教學技術」、「有效運用教學時間」、「建立 和諧師生關係」、「營造良好班級氣氛」，以及「整體教師教學效能」具 有顯著相關 本研究依據結論，提出建議如下： ㄧ、學科型教室設計有其價值，值得推廣 二、教師可善用學科教室便於進行情境佈置之優點，強化以學科內容相關知識 充實教室情境佈置 三、學科型教室教學設備豐富，教師需提升教學設備使用的知能 四、學校可規劃教學研究室讓同科教師在一起，以利專業對話 五、共用學科教室之教師，應透過溝通協調達成共識 六、學科型教室設計為因應「班級」的需求，需有妥善配套措施 七、學科型教室係因學生需移動到各學科教室上課，應妥善規劃動線 八、未來研究可以進一步地針對採行學科型教室的不同學校，從事長期性的研 究，以瞭解不同學校學科型教室的運作現況及績效 / By conducting a case study on The Affiliated High School of National Chengchi University, the research aims to penetrate the concept of organizing Variation type classrooms, investigate the school’s utilization of such classrooms, discuss the teachers’ feedback, and analyze the classrooms’ relation to teaching effectiveness. Further suggestions are made according to the research results for schools’ reference when it comes to the organization of Variation Type Classrooms. To achieve the above purposes, 24 teachers of The Affiliated High School of National Chengchi University conducted the survey questionnaires, with 6 teachers interviewed and one observed in class. As for data analysis, the questionnaires were analyzed in terms of frequency portion percentage and mean. On the other hand, content analysis was conducted on the information obtained through interviews and the observation process was documented with truthful description. The following conclusion can be derived from the research results: 1. The Affiliated High School of National Chengchi University organized Variation type classrooms with the principle of effective space utilization, proper arrangement and elevated class efficacy. 2. The subject classrooms in Affiliated High School of National Chengchi University are decorated with abundant and diverse subject knowledge supplemented with class affairs that often attract students to read. 3. The subject classrooms in Affiliated High School of National Chengchi University are equipped with abundant information equipment for teaching. Teachers are proficient in the application of such equipment and hold positive opinion on its help with the presentation of teaching contents and the improvement of teaching effectiveness. 4. The teachers of Affiliated High School of National Chengchi University confirm that teaching labs can help teachers exchange teaching experience, share emotions, alleviate pressure and improve teaching effectiveness. 5. The teachers of The Affiliated High School of National Chengchi University approve of the design idea and operation of Variation Type Classrooms. Teachers sharing the same subject classroom can communicate and coordinate with one another. 6. The utilization status of Variation Type Classrooms are closely related to the teaching effectiveness in terms of “self-efficacy for teaching”, “systematic presentation of teaching materials”, “diverse and effective teaching methods”, “effective use of teaching sessions”, “establishment of harmonious relationship between teachers and students”, “creation of pleasant class atmosphere” and “overall teaching efficacy of teachers”. The following suggestions are proposed based on the research results: 1.The design of Variation Type Classrooms is of great value and worthy of promotion. 2.Teachers can furnish subject classrooms with thematic decoration and supplement with subject-related materials. 3.Teachers have to improve their proficiency of teaching equipment operation in order to make use of the abundant teaching equipment in Variation Type Classrooms. 4.Schools can arrange teaching labs so that teachers of the same subject can gather to facilitate professional dialogue. 5.Teachers sharing the same subject classroom should reach consensus through communication and coordination. 6.Supplementary measures must be taken for Variation Type Classrooms to meet the demands of classes. 7.Students have to move to each subject classroom in the Variation Type Classrooms. Therefore, the routes must be carefully designed. 8.Further studies are encouraged to conduct long-term surveys on different schools adopting Variation Type Classrooms to better understand the operation status and effectiveness of such classrooms.

本研究旨在了解國民中學教師資訊素養與教學效能的關係，主要探討不同背景變項、環境變項之國民中學教師，在資訊素養與教學效能的差異情形。 本研究之研究對象，乃以苗栗縣之公立國民中學教師為主，抽樣18所公立國民小學312位教師，調查結果以平均數、標準差、t 考驗、單因子變異數分析、薛費事後多重比較法、皮爾遜積差相關等統計方法，進行資料處理分析，獲致下列結論： 一、苗栗縣國民中學教師資訊素養與教學效能整體是屬於「中上」程度的表現。 二、苗栗縣國民中學教師資訊素養因教師背景變項不同而有顯著差異。 (1)男性教師在資訊素養上表現高於女性教師 (2)師大學歷的教師在「資訊操作」、「資訊應用整合」，高於一般大學學歷的教師。 (3)主修資訊科系之國中教師高於非資訊本科之國民中學教師。 (4)任教科目是電腦的苗栗縣國民中學教師在「資訊應用整合」、「資訊操作」、「資訊倫理」、「資訊認知」、「整體層面」上的得分都是最高。 (5)資訊研習時數在61小時以上的國民中學教師其資訊素養亦較高。 (6)苗栗縣國民中學教師不同年齡、服務年資、職務及研習項目在資訊素養上沒有明顯差異。 三、苗栗縣國民中學教師教學效能因教師背景變項不同而有顯著差異。 (1)男性教師在教學效能上高於女性教師。 (2)任教科目是電腦的國民中學教師在「教學策略」、「教學技巧與評量」「教學氣氛」、「教學規劃」、「整體上」層面上的得分都是最高。 (3)苗栗縣國民中學教師不同資訊研習時數在「教學策略」、「學技巧與評量」、「教學氣氛」、「教學規劃」、「整體教學效能」層面有顯著的差異存在。 (4)苗栗縣國民中學教師不同資訊研習項目在教學效能上有顯著差異存在。在「整體教學效能」層面，資訊研習項目是網路應用及網頁製作、電腦及多媒體教學製作的國中教師高於資訊研習項目是光碟教學應用及製作的國民中學教師。 (5)苗栗縣國民中學教師不同年齡、學歷、修業科系、服務年資、職務、在「整體教學效能」層面，無顯著差異。 四、苗栗縣國民中學教師資訊素養與教學效能不因教師環境變項不同而有顯著差異。 五、苗栗縣國民中學教師資訊素養與教學效能間有顯著正相關。 基於以上研究結果，本研究針對教育行政單位與未來研究提出建議，以作為教育與研究之參考。 / This research explored the relationship of information literacy and teaching effectiveness, and analyzed the differences of information literacy and teaching effectiveness among junior high school teachers by different background and environment factors. The samples of this study are 312 teachers of 18 junior high schools locating in Miaoli County. The results are analyzed by means, standard deviations, frequency, t-test, one-way ANOVA, pearson’s product-moment correlation, Scheffé method , canonical correlation. The finding were as following : 1.“Upper-high”level performance was found on the whole in relation to the teaching-information literacy and teaching effectiveness of the junior high school teachers of Miaoli County .. 2. Significant differences were found between the background variables of the junior high school teachers of Miaoli County in relation to the teaching-information literacy. 2.1 Male teachers scored higher than female teachers in relation to the teaching-information literacy . 2.2 Teachers graduating from “National Normal Taiwan University” scored higher on “information operation” and “information application” than teachers graduating from other universities . 2.3 Teachers majoring in computer sciences scored higher on information literacy than teachers of not this major. 2.4 Teachers teaching in computer sciences scored higher on information literacy than teachers of teaching other subjects. 2.5 Teachers researching and studying above 61hours scored higher on information literacy than teachers of researching and studying under 20 hours. 2.6 No significant difference was found between age 、teaching experience、duty and the items of researching and studying on information literacy. 3.Significant differences were found between the background variables of the junior high school teachers of Miaoli County in relation to teaching effectiveness. 3.1 Male teachers scored higher than female teachers in relation to teaching effectiveness. 3.2 Teachers teaching in computer sciences scored higher on teaching effectiveness than teachers of teaching other subjects. 3.3 Teachers researching and studying above 61 hours scored higher on teaching effectiveness than teachers of researching and studying under 20 hours. 3.4 Teachers researching and studying items on internet application scored higher 0n teaching effectiveness than teachers of researching and studying other items. 3.5 No significant difference was found between age 、 higher degree、teaching experience、duty and course of majoring on teaching effectiveness 4. No significant difference was found between the environment variables Of the junior high school teachers of Miaoli County in relation to teaching-information literacy and teaching effectiveness. 5. There is a positive correlation between information literacy and teaching effectiveness . These results can be used by education administratives, school principles ,and future research. Keywords：Information literacy；Teaching effectiveness

Orientador: Evely Boruchovitch / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-25T09:10:07Z (GMT). No. of bitstreams: 1 Kaulfuss_MarcoAurelio_M.pdf: 1947979 bytes, checksum: 404b9c8539bdcdb9ad9b9e6ff0f3eca4 (MD5) Previous issue date: 2014 / Resumo: Kaulfuss, Marco Aurélio. (2014). Atribuição causal para o sucesso e fracasso em ensinar e crença de eficácia coletiva de professores. Dissertação de Mestrado, Faculdade de Educação, Universidade Estadual de Campinas, Campinas. A importância da atribuição causal em contextos de desempenho relacionados ou não à Educação está bastante consolidada na literatura e encontra forte amparo teórico no que se refere à sua influência na atuação docente. O construto da eficácia coletiva já se delineou como um importante determinante das práticas e percepções de professores. Neste sentido, a presente pesquisa teve como objetivo investigar essas duas variáveis e suas possíveis correlações junto a um grupo de 153 professores, de ambos os gêneros, atuantes em dois municípios do interior de São Paulo. Para a coleta de dados, foram utilizados dois instrumentos em formato de escala do tipo Likert, sendo um para o levantamento das atribuições causais dos docentes em relação ao seu sucesso ou fracasso em ensinar e outro para identificação do seu nível de eficácia coletiva. Os dados foram analisados de acordo com os procedimentos da estatística descritiva e inferencial. Os professores que atuam no município A tendem a atribuir maior internalidade e estabilidade para o próprio fracasso, quando comparados aos do B. Professores com mais idade atribuem causas incontroláveis para o sucesso e os com maior tempo de atuação atribuem causas internas e instáveis para o sucesso. Os docentes que atuam no nível fundamental I tendem a perceber as causas do seu sucesso como menos controláveis e estáveis e mais internas, em comparação aos professores de nível fundamental II e estes atribuem seu fracasso mais a causas incontroláveis, externas e instáveis. Verifica-se correlação significativa positiva entre eficácia coletiva e escores de atribuições causais para sucesso em termos das dimensões da causa como: controlabilidade, incontrolabilidade, internalidade, externalidade e instabilidade. Também houve correlação significativa e negativa entre os escores na escala de eficácia coletiva e na de atribuições causais para fracasso nas dimensões de controlabilidade, incontrolabilidade, internalidade, externalidade e instabilidade. Os resultados obtidos na presente pesquisa merecem atenção e sinalizam a necessidade de outras perspectivas de investigações em amostras maiores e mais representativas que busquem identificar não só as correlações da eficácia coletiva com a atribuição causal, mas também que possam esclarecer como o feedback obtido pelos professores como grupo pode influenciar a sua autoeficácia e eficácia coletiva. Assim, recomenda-se que futuras pesquisas atentem para os índices obtidos, nas escolas, pelas avaliações formais, tais como o IDEB, a identificação dos processos de comunicação nas organizações escolares, o modelo de gestão assumido, o desenvolvimento de indicadores institucionais, os sistemas de reconhecimento e valorização adotados, entre outras possibilidades / Abstract: Kaulfuss, Marco Aurélio. (2014). Causal attribution for success and failure in teaching and the belief of collective efficacy of teachers. Master¿s qualification report, Faculty of Education, State University of Campinas, Campinas. The importance of causal attribution in contexts of performance, whether related to Education or not, is very well established in the literature and finds strong theoretical support regarding its influence on teaching practice. The construct of collective efficacy has already been outlined as an important determinant of the practices and perceptions of teachers. In this sense, the present study aimed to investigate these two variables and their possible correlations among a group of 153 teachers, of both sexes, working in two counties of a city in the state of São Paulo. For the data collection, two instruments were used in Likert type scale format, one for the evaluation of the causal attributions of the teachers in relation to their success or failure in teaching and another for the identification of their belief of collective efficacy. The data were analyzed according to inferential and descriptive statistical procedures. The teachers who worked in the municipality A tended to attribute greater internality and stability to their own failure, when compared to B. Older teachers attributed uncontrollable causes to their success and those who had practiced longer attributed internal and unstable causes to their success. The teachers who worked at elementary level I tended to perceive the causes of their success as less controllable and stable, and more internal, compared to the teachers of elementary level II, who attributed their failure more to uncontrollable, external and unstable causes. A significant positive correlation emerged between collective efficacy and scores of causal attributions for success in terms of the dimensions of the cause, such as: controllability, uncontrollability, internality, externality, and instability. There was also a significant negative correlation between the collective efficacy scale scores and the causal attributions for failure in the dimensions of controllability, uncontrollability, internality, externality, and instability. The results obtained in this study deserve attention and indicate the need for studies from other perspectives with larger, more representative samples, which not only seek to identify the correlations of collective efficacy with causal attribution, but also to clarify how the feedback obtained by the teachers as a group can influence their self-efficacy and collective efficacy. Thus, it is recommended that future studies investigate the indices obtained in the schools through formal evaluations, such as the IDEB, the identification of the communication processes in the school organizations, the management model assumed, the development of institutional indicators, and the recognition and valuation systems adopted, among other possibilities / Mestrado / Psicologia Educacional / Mestre em Educação

The primary purpose of this study was to examine the inhibitors affecting classroom teaching by surveying the perceptions of secondary teachers. This purpose was based on the growing crisis of "teacher burnout" which was thoroughly documented. Since it appears that burnout most often affects those teachers who work in conventional classrooms, characteristics of teaching effectiveness within these classrooms were the basis for inhibitor comparison. Seven characteristics were produced by a crosstabulation of studies on effective teaching spanning the last fifty years. The inhibitor choices presented with these seven characteristics were extracted from an extensive list produced by the literature and classified under six areas of origin. The characteristics and inhibitors ultimately selected were surveyed among teachers in a large Southwest metropolitan area.

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