Thesis PlanB (M.S.)--University of Wisconsin--Stout, 2009. / Includes bibliographical references.

This dissertation examined the personality types of ten selected teachers with one or more year's experience in the Hillcrest Educational Centers, Inc.'s residential schools to determine whether certain personality types were more effective than others in working with at-risk special education students in a classroom setting. This study also described how these types performed in the classroom, as well as their interactions with students outside of the classroom, giving consideration to the kinds of affect, approaches, and teaching styles utilized by each. The central focus of this study was an interpretive perspective of these teachers, with data generated by participant observation and in-depth interviews. All teachers were given the Myers-Briggs Type Indicator, and five were selected by their supervisors and their peers as the most effective teachers, while five more were selected who were not so designated, to function as the control group. Although the findings of the study did not substantiate the validity of specific personality types as effective teachers, there was a high correlation between the characteristics of the effective teachers and the body of research on effective teaching. A more in-depth study, with a larger population sample, and the use of the newly developed more comprehensive MBTI, might yield better results toward finding clusters of specific effective teacher personality types.

Thesis (M.S.)--Eastern Illinois University. / Includes bibliographical references (leaves 38-40).

Thesis (Ph. D.)--University of Wisconsin--Madison, 1971. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

To determine correlates of better academic performance, a scale was devised for this study to measure children's attributions to ability and effort in academic success and failure situations. These measures as well as measures of locus of control an d perceived contingency of teacher rewards and punishments were related to achievement test scores, grades, and a teacher's ratings of the helplessness or competence of classroom behaviors. Subjects were 137 sixth-graders (66 girls and 71 boys). Intercorrelations of the variables show consistent relationships between attributions to lack of effort in failure situations and to ability in success situations and better academic performance. Locus of control was only weakly related to academic achievement measures. The contingency measures, also devised for this study, were disappointingly unreliable.

The integration of drama education in the primary education is one of the frequently discussed topics in the contemporary education. This diploma thesis deals mainly with the use of drama as a supplementary teaching method for the work with literary texts. The main aim is to compare the efficiency of literary education that uses standard educatory methods with the education that uses methods and techniques of drama education. The theoretical part deals especially with the terms personality of a child of lower school age, literacy and drama education. The practical part emphasizes the strong impact that own experience have on children readers and therefore underlines the efficiency and applicability of drama methods and techniques not only in the literary education, but in other subjects as well. It also contains the used methodic and results of the research based on questionnaires which were used for recording and tracking of the memorized information.The focus group for the research consists of pupils of lower school age.

This diploma work raises the issues of preconcepts for didactics of students of teaching, deals with the perception of those concepts by primary school teachers, and subsequently with their diagnosis. The aim of this work is to find out to what extent the perception of some chosen didactic concepts are connected comparing students of pedagogical faculty and experienced primary school teachers. The theoretical part aims to define the concepts involved in the research and concerns with constructivists didactics. In the practical part the data relating to preconcepts were found and processed by method of semantic differential.

In diploma theses, I focused on the theme of the educational field and the school subject Ethic Education. The work is divided into two parts. The theoretical part deals with the concept of ethic education in a broad context, with the history of ethic education in the Czech Republic, as well as with the polemic about the (non) dispensability of ethic education as an independent teaching subject. The last chapter focuses on an overview of how ethic education is succeeding today along with outlining its next possible development for the future. The aim of this diploma thesis was to find out the opinions of Ethic education teachers on issues related to the concept and curriculum of ethic education in the Czech Republic. Also differences in answers of Czech and Slovak respondents on the same research questions. The research shows that Czech teachers are identified with the current concept of ethic education, its aims, teaching methods, they are pleased by teaching ethic education. Compared to Slovak respondents, Czech teachers responded less critically, consensually. They have shown greater satisfaction with the amount and quality of the methodical materials they have at their disposal.

(in English) The design of the research pedagogical project deals with the way of raising children in families where the mother has university degree in education and in families where the parents do not have an education degree or teaching practice. The work focuses on discoverin differences in the upbringing of children in the sample families. The thesis is divided into two parts. The theoretical part includes definitons of key terms, characteristics of parental upbringing and educational styles. Firtstly, the work is focused on the issues of education from the point of view of the family, followed by characteristics of the teacher, his personality, typology of teaching styles, pedagogical skills and professional competence. The empirical part summarizes the outcomes of the qualitative research. Klíčová slova (anglicky): education, family, styles of education, respect, punishment, the aims of education, teacher's personality