Doctor of Philosophy (PhD) / Teachers are unique when compared to most other professionals, as pre-service teachers spend more than a decade observing teachers in practice before entering their own professional training. This study investigated teacher candidates at the earliest point of their teacher training, entry into a teacher certification program, at the University of Sydney and University of Auckland in 2005. Specifically, this study sought to address how prior experiences informed the teacher role identity of male primary, female secondary and non-traditional student teachers. These three teacher candidate groups emerged from a previous study (Sexton, 2002) which explored post-graduate teacher candidates’ beliefs with the most vivid and articulate prior experiences. The study used a mixed-model research design to explore the research question, How do pre-service teacher candidates interpret prior teacher experiences as to the type of teacher they do and do not want to become? 354 entry-level teacher candidates were surveyed using both closed item and open-ended responses. From these participants, 35 were then interviewed before their course commencement and then again after their first teaching practicum. The study showed that there were differences as to how prior teachers informed the teacher role identity of entry-level student teachers. Male primary candidates were more influenced by their positive primary experiences of role model teachers. Female secondary participants remembered those secondary teachers who encouraged the development of critical thinking and they now wish to emulate this in their practice. Non-traditional student teachers remembered a wider range of educational experiences and entered into their teaching program to make a difference in both their and their students’ lives. The study highlights how in-service teachers play an important role in not only who will become teachers but also what subjects and school level future teachers will teach.

The emergence in recent years of strong female musical artists asserting their sexuality as empowerment (Andsager & Roe, 2003; Gauntlett, 2002) has necessitated an evaluation of their depictions in music videos as perceived by contemporary target audiences. This study attempts to determine how viewers’ gender role identity, based upon gender schema theory (Bem, 1981; 1993) and measured through Bem Sex-Role Inventory (BSRI), relate to perceptions of female pop and hip hop artists’ music videos. It was hypothesized that sex-typed respondents would perceive portrayals as traditional more than other groups, whereas cross-sex typed respondents would perceive empowerment more than others groups. A convenience sample of 177 female undergraduate students was used for this cross-sectional study. Results did not support the hypotheses. Though some of the traditional items were found significant, no other significant differences emerged. Overall, gender role identity was ultimately found to have little relationship to perceptions of music video portrayals.

The purpose of this study was to explore the significant differences on elementary school students¡¦ attitude toward gender and their sex role identity among different background. Four hundred eighty participants from 7 different elementary schools were selected by stratified random sampling for completing ¡§Gender Attitude Scale¡¨ and ¡§Sex Role Identity Scale¡¨. Descriptive statistics, independent t-tests, analysis of variance, correlation, and multiple stepwise regression analysis were conducted on the quantitative data. The major findings were as follows: 1. Girls had significantly higher score on femininity than their boy counterparts. 2. Girls had significantly higher means on gender attitude scale than these boys. 3. The 6th grade students had significantly higher means on gender attitude scale than the 5th grade students. 4. Children with different birth order and parental marital conditions had similar mean scores on gender attitude and sex role identity. 5. Children come from families with girl only had significantly higher means on the femininity and gender attitude than these boy family children. 6. Children come from authoritative and permissive father practices families had significantly higher scores on sex role identity than these children come from uninvolved father practice families. 7. Children come from authoritative mother practice had significantly higher scores on gender attitude than these children come from uninvolved mother practice families. 8. Children with good peer relationships had significantly higher scores on gender attitude and sex role identity than other group counterparts. 9. There was significant positive correlation between students¡¦ gender attitude and sex role identity. 10. The three highest significantly predictors for elementary school children¡¦s attitudes toward gender and sex role identity were good peer relationship, gender, and grades. The conclusions of this study were to provide several suggestions for family educators, school educators, education administrators, and academic institute for future research.

Take front-line ground staff of airline companies for example, the main topic of the study is to discuss the relationship among employment status(full-time & part-time),organization commitment, citizenship role identity and organizational citizenship behavior and the confounding effect of job security on the relationships among the above variables. We hope that airline companies can understand the relationship between job attitude and job behavior of employees of different employment status so that it can be the references for them to adopt flexible human resources strategies. The questionnaire survey was adopted for the study. The samples are the front-line ground staff of airline companies in Taoyuan international airport, including passenger agents and cargo agents and so on. There were total 360 questionnaires released, and 242 of them are valid samples, including 167 full-time employees and 75 part-time employees. Through statistics analysis, the main results of the study are¡G 1. Employment status has no positively correlations with organizational citizenship behavior and citizenship role identity but had positively correlations with continuance organization commitment. We think the main reason is that the benefit package of full time and part-time ground staff in airline companies is not different very much and part time ground employees have the chances to become full time. On the other hand, the flexible work schedule can satisfy part time employees¡¦ other needs. So considering the job attitude and job behavior, full time and part time ground staff will not be very different. 2.Organization commitment has positively correlations with organizational citizenship behavior and will affect it in a positive way. The affective commitment has significant prediction on organizational citizenship behavior while continuance commitment has least prediction on it. 3. Citizenship role identity has positively correlations with organizational citizenship behavior and will affect it in a positive way. Employees with more organizationally-benefit citizenship role identity will be more likely to do organizationally-benefit citizenship behavior while employees with more individually-benefit citizenship role identity will be more likely to do individually-benefit citizenship behavior. 4. Job security has negative confounding effect on the relationship between employment status and citizenship role identity. We think that in a low job security situation, part-time ground staff will be with more citizenship role identity and do more organizational citizenship behavior in order to keep the job. Based on the above conclusions, this study offers some suggestions as the references for the airline companies. Key Words¡GEmployment Status, Part-time, Organization Commitment, Citizenship Role identity, Organizational Citizenship Behavior, Job Security

Thesis (Ph. D.)--University of Washington, 2003. / Vita. Includes bibliographical references (leaves 390-413).

Informed by the words and experiences of 41 Division I-Football Bowl Subdivision (FBS) student-athletes, this qualitative study reveals the complexities of the student-athlete academic experience shaped by the expectations of their athletic role, the campus climate, and the NCAA Academic Reform Package. Using role-identity as a theoretical framework, it examines how, over time, these student-athletes have shaped their athletic and academic role-identities, and the roles played in such shaping by those in their academic and athletic role-sets. The study critically examines the academic decisions made by these student-athletes, questions the isomorphic academic and athletic rubric, and proposes suggestions for the enhancement of the student-athlete experience within the confines of the academic reform policies.

This thesis explored the impact on whole blood donors of a six month deferral from giving blood due to a low haemoglobin (Hb) concentration. The aims were two-fold: first, to quantify the effect of a temporary deferral on donation patterns once eligible to return, and second, to identify the processes contributing to the effect. The mixed methods design utilised four distinct research phases: statistical analysis of donation patterns over a three year period, surveys of whole blood donors three and twelve months after deferral, and semi-structured interviews with 25 blood donors in the weeks immediately following deferral. Deferral for a low Hb increased the likelihood of non-return in both new and repeat donors, and, amongst those who did return, delayed first return, reduced donation frequency and increased the likelihood of drop-out in later years. Qualitative interviews suggested that, predominantly, individuals give blood because it represents an easy and convenient way to help others, and provides additional rewards, such as enhancing positive self-concepts and a free health check. Returning promptly after deferral appears to be related to three aspects of a person and his/her context: an individual’s other obligations, especially parenting; the extent to which donation is considered personally rewarding; and whether donation arrangements were facilitated by a range of supports prior to deferral. Over three quarters of surveyed deferred donors seek further advice and investigations from their medical practitioner and nearly half of those are encouraged to change their donation patterns. With the exception of having a low haemoglobin level confirmed at follow-up testing, experiences seeking further investigations were not associated with either intentions or return. Triangulation of findings suggests that deferral disrupts the habit of regular donation, and that this disruption makes donors more vulnerable to changes to their personal circumstances or collection practices. Deferral may also increase the perceived inconvenience of the activity, decrease self-perceptions of competence and good health, and diminish the “blood donor” identity. Practical implications of these findings are recommendations that may increase retention of deferred donors, including encouraging donors to return promptly once eligible, enhancing the convenience of blood donation, and improving aspects of the deferral event. / http://proxy.library.adelaide.edu.au/login?url= http://library.adelaide.edu.au/cgi-bin/Pwebrecon.cgi?BBID=1381077 / Thesis (Ph.D.) - University of Adelaide, School of Population Health and Clinical Practice, 2010

This thesis explored the impact on whole blood donors of a six month deferral from giving blood due to a low haemoglobin (Hb) concentration. The aims were two-fold: first, to quantify the effect of a temporary deferral on donation patterns once eligible to return, and second, to identify the processes contributing to the effect. The mixed methods design utilised four distinct research phases: statistical analysis of donation patterns over a three year period, surveys of whole blood donors three and twelve months after deferral, and semi-structured interviews with 25 blood donors in the weeks immediately following deferral. Deferral for a low Hb increased the likelihood of non-return in both new and repeat donors, and, amongst those who did return, delayed first return, reduced donation frequency and increased the likelihood of drop-out in later years. Qualitative interviews suggested that, predominantly, individuals give blood because it represents an easy and convenient way to help others, and provides additional rewards, such as enhancing positive self-concepts and a free health check. Returning promptly after deferral appears to be related to three aspects of a person and his/her context: an individual’s other obligations, especially parenting; the extent to which donation is considered personally rewarding; and whether donation arrangements were facilitated by a range of supports prior to deferral. Over three quarters of surveyed deferred donors seek further advice and investigations from their medical practitioner and nearly half of those are encouraged to change their donation patterns. With the exception of having a low haemoglobin level confirmed at follow-up testing, experiences seeking further investigations were not associated with either intentions or return. Triangulation of findings suggests that deferral disrupts the habit of regular donation, and that this disruption makes donors more vulnerable to changes to their personal circumstances or collection practices. Deferral may also increase the perceived inconvenience of the activity, decrease self-perceptions of competence and good health, and diminish the “blood donor” identity. Practical implications of these findings are recommendations that may increase retention of deferred donors, including encouraging donors to return promptly once eligible, enhancing the convenience of blood donation, and improving aspects of the deferral event. / http://proxy.library.adelaide.edu.au/login?url= http://library.adelaide.edu.au/cgi-bin/Pwebrecon.cgi?BBID=1381077 / Thesis (Ph.D.) - University of Adelaide, School of Population Health and Clinical Practice, 2010

Doctor of Philosophy (PhD) / Teachers are unique when compared to most other professionals, as pre-service teachers spend more than a decade observing teachers in practice before entering their own professional training. This study investigated teacher candidates at the earliest point of their teacher training, entry into a teacher certification program, at the University of Sydney and University of Auckland in 2005. Specifically, this study sought to address how prior experiences informed the teacher role identity of male primary, female secondary and non-traditional student teachers. These three teacher candidate groups emerged from a previous study (Sexton, 2002) which explored post-graduate teacher candidates’ beliefs with the most vivid and articulate prior experiences. The study used a mixed-model research design to explore the research question, How do pre-service teacher candidates interpret prior teacher experiences as to the type of teacher they do and do not want to become? 354 entry-level teacher candidates were surveyed using both closed item and open-ended responses. From these participants, 35 were then interviewed before their course commencement and then again after their first teaching practicum. The study showed that there were differences as to how prior teachers informed the teacher role identity of entry-level student teachers. Male primary candidates were more influenced by their positive primary experiences of role model teachers. Female secondary participants remembered those secondary teachers who encouraged the development of critical thinking and they now wish to emulate this in their practice. Non-traditional student teachers remembered a wider range of educational experiences and entered into their teaching program to make a difference in both their and their students’ lives. The study highlights how in-service teachers play an important role in not only who will become teachers but also what subjects and school level future teachers will teach.

abstract: ABSTRACT In this study, I used a qualitative approach to explore the music teacher role identities of six beginning music teachers prior to, during, and after their student teaching experience. Data collection included participant-observation, interviews, and e-mail communication. Specifically, I looked at what each of these beginning music teachers discussed when describing themselves in the role of music teacher. These participants' music teacher role identities appeared to focus on four main components, while also remaining unique from one another. Those four components were: musical selves, instructional selves, professional selves, and ideological selves. Further, the participants' role identities appeared to change from the period prior to student teaching through student teaching to the time after their student teaching experience. Based on data gleaned from the participants in this study, I created my own definition of music teacher role identity. This study's findings suggest further research using a longitudinal approach to explore the role identities of music teachers at various stages of their careers. / Dissertation/Thesis / D.M.A. Music Education 2010