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A paradox of knowing : teachers' knowing about students.Amin, Nyna. January 2008 (has links)
This study is a critical exploration and post-structural explanation of how and what teachers ' know about students. The intention has been to explore teachers' knowing beyond taken-for-granted iterations, beliefs and conceptions of those they teach and to theorise the nature of teachers' knowing. The route to insight involved deploying critical ethnography to produce data over a six-month period. The study site, a secondary school I named Amethyst, is an apartheid-era creation. Since 1990, political change has introduced uncertainties of various sorts and has destabilised the ethos and culture of the school: conflicts between teachers and students, conflicts amongst students' peers, students' participation in activities that are unacceptable and harmful, severe lack of funds to meet the financial needs of the school and lack of human and teaching resources. It is within such an uncertain space that I produced data to interrogate teachers ' knowing about students. At the site, data production was impeded by various confounding factors that eroded trust between the participants and me (the researcher). Traditionally, an ethnographic approach entails three kinds of observation: descriptive observations at the beginning, followed by focused observations narrowed to the concerns of the study and finally, selective observations to consolidate focused observations. For the data production process to continue, the researcher-researched relationship had to be assessed and reconfigured from a critical perspective. In this study the above-mentioned observations have been renamed and reconceptualised from participants' perspectives as: an innocuous phase, an invasive phase and a reciprocity phase. Furthermore, an explication is provided of how research reflexivity shaped the reconceptualisation and the data production processes. Usual forms of data production were abandoned and replaced by a conscious effort to reveal my story to participants eventuating in the form of an exchange of data - my story for their stories. Reciprocal participation enabled data production to be completed and two sets of data were generated: teachers ' stories and students ' stories. Eight teachers ' stories derived from teachers' to teachers' students' teachers' interviews were woven into texts whilst fourteen students' autobiographical accounts comprising lived ex peri ences were re-presented as they narrated them. Juxtapos ing stud ents' accounts with teachers' knowing has yielded three revelations. Firstly, unveil ing how teachers constitute students through knowing them in particul ar ways. Second ly, it reveals how students' constitution as subjects at home and at school a llow them to be known in parti cular ways and thirdl y, revealing the ways students consc iously prevent teachers from knowing about their li ved ex peri ences. The analyses of both sets of stories have dee pened understanding of teachers' knowing, taking it beyond teachers' persona l be lief systems. Plac ing both sets of data und er a criti cal gaze has yie lded three ways of teacher knowing (so li cited, un solic ited and common) and fi ve kind s of teacher knowing (rac ia li sed, gendered, cultu ra l, c lassed, and profess ional). From th e analyses, I have inferred that teachers' knowing about students, when j uxtaposed with and med iated by students' li ved experi ences, is flawed, incomplete, parti al, complex, contradictory, and uni-dimens ional. I put fo rward a th es is predicated on two abstractions from th e anal yses: one, that teachers ' knowing is dangerous because it prope ls teachers towards act ions that can result in d isastrous consequences for students; and two, that not knowing is use ful because it is a more criti ca lly and soc ia lly j ust approach to teaching as it a llows teachers to functi on without succumbing to marginali sing the non-traumati sed and those without chall enges at the persona l level. In effect it tran slates into practices that treat all students equally in an academic settin g, so that in one in stantiati on, students are dri ven to stri ve for academic ac hievement in stead of focusing on emotiona lly debilitating di stractions th at cannot be resolved by teachers' knowing, understanding, and empathy. Not knowing, I argue, offers viable poss ibilities for working with students whose li ves are compromised by low socioeconomic cond iti ons and pro bl ematic family re lati ons. This in vers ion of common-sense instincts about teachers ' knowing and not knowing IS theorised by deploying a topologica l metaphor, the Mii bius strip, to demonstrate that teachers' knowing and not knowing about stud ents are not polar oppos ites on a continuum, but are paradoxically, cohabitants of a common space, refl ections of each other, res iding in each other. Additiona lly, I charge that teachin g and caring, mediated by knowing, form the foundation of teachers' work, and argue that at Amethyst, teaching and caring cannot be activated simul ta neo us ly within an indi vidual teacher. Kcy words: critica l ethnography, teachers' knowing, paradox of knowin g. / Thesis (Ph.D.) - University of KwaZulu-Natal, 2008.
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The effect of short term empathy training on authoritarianism of a small private college facultyValutis, Ernest W. January 1973 (has links)
The purpose of this study is to evaluate the effects of short term empathy training on the faculty of a small, private college faculty. Specific attention is given to examining the effects of empathy training on the variables of authoritarianism and dogmatism. Several studies regarding empathy training were reviewed. It was found that a majority of the designs used in these studies limited their emphasis to the effect of training on increased empathy. Very little had been done to expand our knowledge to other variables.
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Role conflicts of Indiana school board of trustees duties and obligations as perceived by school superintendents and school board membersBarger, Michael G. January 1981 (has links)
Role conflict between school board members and superintendents appears to exist in some Indiana school corporations. The purpose of the study was to investigate and report role perceptions of school board member duties and obligations as seen by board members and superintendents. A further purpose of the study was to identify task-related areas of disagreement regarding role responsibilities generally perceived by each respective response group.A questionnaire was designed to solicit responses from school board members and superintendents regarding perceived initial board member involvement with twenty-one educational tasks. Each task was arranged into a five step horizontal continuum, ranging from executive duties to legislative duties. Respondents were selected from a random sampling of Indiana school corporations which had been stratified according to student enrollment into three equal groups.Major findings derived from the analysis of data were:1. School board members and superintendents demonstrated significant differences in perceptions regarding board member initial involvement with respect to ten of the twenty-one educational tasks.2. In ten of the remaining eleven tasks, board members and superintendents demonstrated intragroup disagreement.3. School board members and superintendents of different sized school corporations demonstrated intergroup disagreements.Major conclusions based on findings of the study were:1. School board members fail to differentiate between the policy-making role of the school board and the administrative role of the superintendent.2. School board members and superintendents are not consistent with respect to perceptions of initial board member involvement.3. School board members and superintendents in different sized school corporations disagree concerning perceptions of initial board member assumption of responsibilities.Major recommendations based upon the findings and conclusions of the study were:1. School board members and superintendents need to cooperatively plan orientation andtraining sessions in order to understand the processes of policy planning, policy development, and policy evaluation.2. Research should be conducted to determine the effects of written policies and procedures upon the role perceptions of superintendents and board members regarding the duties and obligations of board members.3. The study should be replicated with an enlarged sample to further validate the findings that were influenced by size of school corporation.
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An effect of teacher education on the ability of students to identify a helping relationshipBoland, James M. January 1972 (has links)
Teacher preparation institutions have begun to challenge the sufficiency of the "Three R's" approach to education. Many concepts once thought to be on the periphery of education and learning are being considered. One such concept, the impact of "helpful relationships" on learning has most recently moved to the foreground in the research and theoretical literature. If, as this literature is indicating, the quality of the student-teacher relationship is critical to learning, teacher education programs ought to be focusing on that relationship. If such a focus is taken, students in teacher education ought to be able with increasing precision to identify a "helpful" teacher. To be able to identify what a helpful person is or does allows a frame of reference from which to evaluate one's self, one's impact, one's effectiveness. Such an individual can consciously choose to be helpful and can recognize the times when he is or is not behaving in a helpful manner.The purpose of this investigation was to determine what happens to a student's ability to identify a helping relationship as he progresses through the program of Elementary teacher education at Ball State University.The subjects were Elementary Education majors at Ball State University, Muncie, Indiana during the 1971-1972 academic year. A sample of 45 subjects was randomly selected from each of the following groups: freshman, sophomore, junior, and senior. The instruments utilized to ascertain a helpful relationship were the Barrett-Lennard Relationship Inventory and a specifically designed semantic differential instrument. The resultant data were analyzed using the one way analysis of variance technique comparing the means of the four classes. The .05 level of significance was established for rejection of the null hypothesis.An analysis of the data indicated that there was no significant differences between the four classes in their ability to identify a helping relationship.Some clear trends were in evidence, however, and were discussed. Recommendations for further study pertaining to the identification of a helping relationship were made.
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The perceptions of the conference method of reporting to parents in a selected elementary school districtFitzgerald, Alan W. January 1974 (has links)
Throughout the history of American education there have been many procedures, methods and systems used in reporting pupil progress in school. It is important to appraise the perceptions of individuals directly involved when a change has been made or is contemplated.The purpose of the study was to identify the perceptionsof the students of the Fifth Street School, Connersville, Indiana, as well as the perceptions of the parents and teachers of the students in regard to the effectiveness of the parent-teacher conference method of reporting pupil progress in school.The review of literature revealed that the three basic methods of reporting pupil progress were written, oral, and a combination of the written and oral method. Several authorities believed that the face-to-face oral reporting method, between parent and teacher, to be an important part of the reporting of pupil progress.Interview guides were developed for the students, parents and teachers included in the study. All were interviewed separately and perceptions of the reporting systemnoted.The following major conclusions of the study were noted:1. Students learned what their individual strengths and weak nesses were during student-teacher conferences. Individual attention directed to each student by the teacher was a factor in motivating them to do their best work in school. When given a choice as to the method of individual evaluation they preferred, the majority chose the written report.2. Parents indicated satisfaction with the amount and kinds of information they received about their child from the parent-teacher conference method of reporting. The parents were equally divided as to their preference of receiving written or conference reports of pupil progress from the teachers.3. Teachers believed that the parent-teacher conference method was the best system to report pupil progress to parents. Difficulties in scheduling the conferences and the numberof conferences held with only one parent in attendance were noted. The teachers expressed a unanimous opinion in wanting to continue the teacher-parent conference method of reporting pupil progress to parents.There is no one best method to report pupil progress in school. Any school corporation desiring to change the method of reporting pupil progress should define the educational philosophy of the school system, have goals stated clearly, and provide a comprehensive training program for their teaching staff for maximum success.
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Shared and unique prototype features of relationship quality concepts and their roles in romantic relationship functioningKito, Mie 13 December 2010 (has links)
People continually make evaluations of their own and other people’s romantic relationships using various terms of relationship quality. Although relationship quality has been examined intensely among relationship researchers, existing theories have different views on what constitutes relationship quality (e.g., Rusbult, 1980; Sternberg, 1986). In five studies, I used a prototype approach to identify core features of relationship quality which are important for relationship functioning. I proposed that these core features are shared across relationship quality concepts (i.e., commitment, intimacy, love, passion, satisfaction, trust, and relationship quality; Fletcher, Simpson, & Thomas, 2000). Thus, I examined how shared and unique features of relationship quality concepts play a role in romantic relationship functioning. In Study 1, university students listed characteristics of each of the relationship quality concepts. These lists showed both shared features across concepts (e.g., caring, honesty, loyalty, and good communication) and unique features for each concept. In Study 2, another group of university students and a community sample rated how central each feature is to a corresponding concept. The results indicated that shared features were rated as more central to each of the concepts than the unique features. In Study 3, university students rated how important each feature is for good relationship functioning. Overall, as predicted, shared features were rated as more important for relationship functioning than unique features. I recorded reaction times in Study 4 as an implicit measure of judgments about whether shared and unique features were good indicators of relationship functioning. Participants made judgments on shared features more quickly than on unique features. Finally, Study 5 examined how the presence of these prototype features would be related to people’s evaluation of their ongoing romantic relationships. The presence of shared features and unique prototypical features predicted positive relationship evaluation more strongly than the presence of unique non-prototypical features. Overall, the results of these five studies support the idea that there are core characteristics of relationship quality across concepts (i.e., shared features). The current research makes contributions to the area of relationship research by identifying important aspects in evaluating the quality of romantic relationships.
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Staff as friends? : an exploration of relationships between adults with a learning disability and the staff who support them in the communityMoss, Victoria January 1999 (has links)
No description available.
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Diversity of rhizobia nodulating the tree legumes Acacia mangium and Paraserianthes falcataria and their interaction with arbuscular mycorrhizal fungi in young seedlingsMansur, Irdika January 2000 (has links)
No description available.
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Community ecology and genetics of macroinvertebrates in permanent Macaronesian streamsKelly, Lucy Claire January 2001 (has links)
Extensive community-based sampling and single-species genetic analysis were used to study factors driving stream invertebrate community assembly on islands. Macroinvertebrates and physicochemistry were surveyed in forty-two streams on La Palma, La Gomera, Tenerife and Madeira (Macaronesia). Island faunal relationships and the role of the stream and catchment environment in determining community composition were investigated with multivariate analyses; assemblage nestedness and species richness, occupancy and abundance were also examined. The relationship between genetic differentiation and range size was tested using allozyme variation in selected species. Island species pools differed in community composition and species richness (total, and endemic), broadly as predicted by theory of island biogeography. Stream and island species richness were correlated, showing unsaturated, possibly dispersal-limited, communities, and stream faunas were nested, evidence that assemblages were not random (e.g. only generalist/dispersive taxa occur at species-poor sites). Endemics occurred in more streams than non-endemics, suggesting greater habitat availability for the former, but similar niche width, endemic and non-endemics having similar local abundance. Species richness, community composition and the abundances of individual species were correlated with stream physicochemistry, itself reflecting geology, rainfall, altitudinal zonation of vegetation and the intensity of stream exploitation. Allozyme variation was surveyed in Mesophylax aspersus (Trichoptera: Limnephilidae) and Wormaldia tagananana (Trichoptera: Philopotamidae), respectively having widespread and localised distributions. Population structure supported the hypothesis that range size is, at least partly, limited by poor dispersal ability in W tagananana. Genetic variation in Ancylus striatus (Gastropoda: Ancylidae) was typical of polyploidy and selffertilisation/ parthenogenesis. Breeding system has consequences for a species' colonisation ability, and may partially explain the wide distribution of A. striatus within the islands. Variation in community composition reflected patterns at a range of scales. Biogeography detennined the island species pooL whilst local physicochemistry determined richness and community composition within islands. Species characteristics that affect their colonisation and c:\tinction probabilities (e.g. habitat selection at the local- and mesoscaks, dispersal patterns and breeding system). influence hoth the local and regional species pools.
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Play behaviour of the domestic dog Canis familiaris, and its effect upon the dog-human relationshipRooney, Nicola Jane January 1999 (has links)
No description available.
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