This study examined the practice of student teaching and the effects of student teaching upon the development of three secondary Thai language student teachers from Chiangmai Teachers' College in Chiangmai, Thailand from July to September, 1992. The research questions were: What are the methods of teaching which are used during student teaching experience, and what developments or changes occur as a result of student teaching from the point of view of the student teachers? The research methodology was qualitative, utilizing the methodologies of open-ended interviewing of student teachers as the primary mode. Other sources such as observations of student teacher teaching and student teacher journals were used to add depth to the study and to triangulate the findings. Interviews were conducted in two phases. Observations were conducted as the student teachers taught five class sessions. The data were processed using the constant comparative method. A preliminary study of three secondary teachers was conducted to test the interview guides and add direction to the study. The analysis of data resulted in the generation of the following working hypotheses: 1. Formal college training plays a more influential role in student teachers' methods of teaching than the student teachers realize. 2. Student teaching experience affects student teachers' attitude toward teaching. 3. Student teaching experience has a powerful impact on the development of student teachers as teachers and as individuals. / Graduation date: 1994

Thesis (Ed. D.)--North Carolina State University, 2005. / Includes bibliographical references (leaves 116-127).

Thesis (Ed.D.)--University of North Carolina at Greensboro, 2006. / Title from PDF title page screen. Advisor: Carolyn Riehl; submitted to the School of Education. Includes bibliographical references (p. 117-126).

The purpose of the study was to determine Belizean secondary school teachers' judgments of the seriousness of discipline problems and Belizean secondary school students' attitudes toward education. Based on the Secondary School Teacher Questionnaire, the study identified 1) the ten discipline problems that Belizean secondary school teachers judged as occurring most frequently and 2) the ten discipline problems that Belizean secondary teachers judged as "Demands Immediate Major Attention." Based on the Student Questionnaire, the study identified 1) the characteristics of secondary schools with which students agree, 2) the characteristics of secondary schools with which students disagree, 3) the characteristics of secondary teachers with which students agree, and 4) the characteristics of secondary teachers with which students disagree.The population for the study consisted of 272 secondary school teachers and 974 secondary school students. Data from teachers and students were secured by questionnaires designed and validated for the study. The Teacher Questionnaire consisted of twenty judgmental items directed at identifying problem behaviors of students. The Student Questionnaire consisted of fifteen items on the characteristics of school and teachers.Data of teachers' judgments of discipline problems and students' attitudes toward education were treated descriptively. The research hypotheses based on the proportions of female and male teachers were tested by computing proportions and by using the .05 alpha level. The research hypotheses based on the mean scores of female and male students were tested by using t statistics with an alpha level of .05.Data relating to teachers' judgments of discipline problems in Belizean secondary schools indicated that the ten most frequently occurring discipline problems were 1) students creating a disturbance in class (giggling, whispering, talking, etc.), 2) students responding slowly to calls for silence in a classroom, 3) students consistently daydreaming or sleeping in class until it seriously reduces study time, 4) students consistently failing to come properly equipped to classes, 5) students regularly missing homework assignment, 6) students consistently being tardy for classes, 7) students completing classroom work of a quality that is less than the student's capability, 8) students making frequent complaints about assignments, 9) students withdrawing from classroom activities and are unresponsive to invitations to participate, and 10) students taking something such as pen or exercise book from other students.The ten behaviors teachers judged as "Demands Immediate Major Attention" were 1) students fighting physically on school grounds, 2) students found cheating during a test, 3) students smoking cigarettes on school grounds, 4) students regularly missing homework assignment, 5) students telling deliberate lies, 6) students consistently daydreaming or sleeping in class until it seriously reduces study time, 7) students using an obscenity that can easily be heard by a teacher, 8) students damaging school property by writing or carving on the desk, 9) students disrupting class by passing an obscene note or drawing, and 10) students consistently failing to come properly equipped to classes.Some of the findings showed that students agreed with the following statements: 1) Getting an education is helping me to prepare for a good job in the future, 2) The rules in this school are for the good of the students, and 3) The best way to do well in school is to do exactly as you are told.Review of the data led to the following conclusions: 1) The frequently occurring discipline problems as reported by teachers were those related to maintaining order in the classroom and those that interfered with the learning environment and 2) Students appeared to have positive attitudes toward school.

Abstract The aim of this study is first to present the current situation in computer self-efficacy, computer anxiety, computer coping strategy and computer literacy in elementary and junior high school teachers, then to observe the variance resulting from teachers having different backgrounds, and finally to explore the relationships among the four factors. The subjects in this study are 452 elementary and junior high school teachers from Taipei city/county and Kaohsiung city/county, including 318 female and 134 male teachers. ¡§Computer literacy scale,¡¨ ¡§computer self-efficacy scale,¡¨ ¡§computer coping strategy scale,¡¨ and ¡§computer anxiety scale¡¨ are adopted as methods of analysis in this study. Data analysis are carried out by mean, standard deviation, t-test, Hotelling¡¦s , one-way ANOVA, multivariate analysis of variance, stepwise multiple regression, correlation and discriminant analysis. The findings can be summarized as follows: 1.In terms of the variables: personal background, factors of gender, age, degree(s) achieved, field of study, availability of computers, frequency and amount of computer use per week, and out-dated computer hardware tend to make subjects experience high computer anxiety and/or low computer self-efficacy. For example, an experienced female teacher with a B.A. degree in history had little contact with computers leading her to become anxious about computer use and poor on computer self-efficacy. 2.As for performance in computer coping strategy and computer literacy; they are related to teachers¡¦ competence in computer self-efficacy and computer anxiety. Teachers with high computer anxiety tend to show frequent avoidance of computer use and poor coping strategies in problem solving, support seeking, and self-adjustment, and a shallow understanding of computers and computer-assisted instruction. 3.The dominance of computer coping strategy and computer literacy over the degree of computer anxiety and computer self-efficacy can be validated with the validity of 60% above. 4.For elementary and junior high school teachers, their computer anxiety, computer self-efficacy, and computer coping strategy are significantly related to their computer literacy. 5.Teachers¡¦ computer self-efficacy, and computer coping strategy in solving problems and seeking support are implications for performance in computer literacy. Based on the conclusion of this study, some suggestions are made for future study: In terms of teachers¡¦ computer competence 1.Familiarity with computers can reduce teachers¡¦ computer anxiety 2.Positive experiences in computer use will enhance teachers¡¦ computer self-efficacy 3.Proper guidance given to teachers aids their computer coping strategy 4.Assistance provided builds teachers¡¦ confidence and application ability in computer-based instruction. 5.Requirements of teachers can be satisfied with related computer conferences and workshops. Regarding future study 1.Scope of subjects can be enlarged. 2.Variables in computer competence and performance can be added. 3.Tools of analysis can be improved. 4.Quantity and quality of the methodology should carry the same weight.

Thesis (Ph.D.)--University of Delaware, 2009. / Principal faculty advisor: Sharon Walpole, School of Education. Includes bibliographical references.

Thesis (M. Phil.)--University of Hong Kong, 2001. / Includes bibliographical references (leaves 277-288)f.

Thesis (Ph. D.)--University of Alabama at Birmingham, 2009. / Title from PDF title page (viewed Jan. 26, 2010). Additional advisors: Linda Searby, Loucrecia Collins, Margaret Rice, Scott Snyder, Connie Williams. Includes bibliographical references (p. 241-249).

Thesis (M.A.)--University of Delaware, 2009. / Principal faculty advisor: Ali Alalou, Dept. of Foreign Language & Literatures . Includes bibliographical references.

Thesis (Ph. D.)--University of Washington, 2003. / Vita. Includes bibliographical references (leaves 211-215).