This study examined the influence of selected student variables (learning style , age, sex, nationality (birthplace), academic achievement, and social class) on the ranking of twelve teacher characteristics. 246 ACT TAFE Associate Diploma in Business students formed the sample. Results were compared with a similar study by Travis (1987) of secondary students in Canada and USA. The extent to which different groups of students prefer different teacher characteristics has important implications for the growing practice of student rating of teachers' effectiveness. This practice (operating under a psychometric paradigm) currently assumes that any differences of opinion between student raters are the result of student carelessness (random error) or bias (systematic error). The possibility that these differences of opinion are the result of systematic variation, based on differences between students, is not countenanced. This study demonstrated significant (p=<0.05) systematic variations on four of the six variables studied (age, academic achievement, nationality and social class) in the way that respondents ranked one or more of the teacher characteristics. Comparisons with Travis's results showed marked differences both in the overall ranking of the twelve teacher characteristics and in the influence of student variables on the ranking of individual teacher characteristics. While Travis also showed that some student variables influenced the ranking of teacher characteristics, different relationships are evident. Travis's respondents emphasised the importance of good, supportive relationships with their teachers, while in this study, instrumental characteristics were preferred. This suggests a range of preferred characteristics across student populations. Within both studies there is a wide range of opinion as to the importance of all twelve teacher characteristics. More than half of the present sample also suggested a range of additional characteristics which they believed influenced their learning. These findings support the view that different students prefer different teachers. They suggest that some student variables may have a greater influence than others (e.g. academic achievement level) and that there may similarly be more agreement on some teacher characteristics (e.g. Knowledgeablity) than others. Users of student ratings of teacher effectiveness should be aware of the paradigmatic limitations of aggregated student scores. Validity might be improved by using teacher characteristics which raters agree are important and by grouping raters for influential student variables.

Thesis (M.S.)--Ohio State University, 1983. / Includes bibliographical references (leaves 52-55). Available online via OhioLINK's ETD Center

Thesis (Ed. D.)--Graduate School of Education, Oral Roberts University, 2006. / Includes abstract and vita. Includes bibliographical references (leaves 88-101).

This essay is about classroom environment, what kind of impact it has on pupils’ learning, how to create a good classroom environment and how the style of leadership relates to the classroom environment. This is a qualitative study conducted by four informants. This essay is based on Lev Vygotiskijs perspective of the "sociocultural perspective", which is based on the theory that humans act upon their knowledge and experience, depending on the opportunities that the environment provides. The purpose of this study is to examine how three teachers, who teach younger ages, organize the environment in their classrooms. The goal of this study is to find out what the interviewed teachers perceive as good classroom environment. Also how the environment affects pupils’ learning and what the teachers keep in mind when they furnish their classrooms. Furthermore, to find out how the teachers reason about the relationship between the classroom environment and management style. The results show that the teachers’ experiences and the teachers’ views on the classroom environment did not vary much but I experienced the answers in a similar way. The result also show that all teachers’ are using the term definiteness and that the term should have a central role in teaching but the term humility also should be seen in the teaching.

Data from 183 participants were collected through an online survey focusing on the relationship between parenting styles and self-esteem across a specific age range. Parenting styles were assessed using a four-factor model while self-esteem was evaluated using two different scales. Multiple analyses were completed to find that self-esteem changed across the age range, and across parenting styles. The study looks at the ways in which these two variables changed. Implications, limitations and future research opportunities are discussed.

The aim of this study is to investigate the effects of learning styles and cooperative learning on academic achievement of technical university students in calculus. Meanwhile, in order to understand the effectiveness of learning on calculus, we perform item analysis of calculus test conducted in terms of item difficulty and item discrimination analysis. This research is conducted on a quasi-experimental design. Participants in this study are selected from the first year students of two departments in a technical university. Two intact classes of the same department are randomly assigned to be an experimental group and a control group. The experimental group receives the cooperative learning while the other receives the traditional learning. The results show that the learning achievement of active learners is better than reflective learners in the experimental group of information management. On the contrary, the reflective learners have better learning achievement than active learners in the experimental group of computer science and information engineering. The learning achievement of the experimental group is better than the control group in department of information management. The result is opposite in department of computer science and information engineering. But the differences of the learning achievement mentioned above are not statistically significant. Furthermore, item difficulty analysis suggests teachers and students should pay more attentions to those more difficult items and the corresponding calculus sections.

The main purpose of this study is to investigate the relationship between lived experiences and thinking styles for college students in Taiwan.Investigation method is employed in the study.There are 2443 college students are served as the standardization sample in order to develop their percentile norm in Taiwan.In addition,there are 346 college students to write Thinking Style Inventory with Lived Experience Inventory of the norm sample. The data is analyzed through descriptive statistics,t-test,One-Way ANOVA and canonical correlation. The results indicate that: 1.College students¡¦lived experiences styles tend to be group activities style, and then thinking styles tend to be monarchic style.There are no significant differences in the mean scores of all kinds of lived experiences and thinking styles. 2.Gender has significant differents in the college students¡¦lived experiences and thinking styles.Birth order has no significant differents in the college students¡¦lived experiences and thinking styles.Then education level of parents has significant differents in the college students¡¦lived experiences,but in the thinking styles is not. 3.The shool background have no significant differents in the college students¡¦lived experiences and thinking styles. 4.College students¡¦lived experiences have canonical correlation with college students¡¦thinking styles.The first canonical factor of college students¡¦lived experiences efficacy explains 4¢H of all the college students¡¦thinking styles.

Abstract The purposes of this study were (1) to compare the relationship among teachers and students¡¦ thinking styles and their background. (2) to explore the relationship among teachers¡¦ background,teachers¡¦ thinking styles, and teaching behaviors. (3)to investigate the relationship among teaching behavior, students¡¦ thinking styles, learning perception satisfaction, and achievement. (4)to explore the influences of different matching of teachers¡¦ thinking styles and students¡¦ thinking styles on learning perception satisfaction and achievement. Two groups of subjects were arranged: with one including 374 high school teachers in Taiwan area, and the other including 30 teachers and their 1217 students in Koashuing. Teachers were asked to fill out ¡¨ Thinking Styles Questionnaire for Teacher(TSQT)¡¨ and ¡§Teaching Behavior Scale(TBS)¡¨, while students ¡§Thinking Styles Questionnaire(TSQ)¡¨ and ¡¨ Learning Perception Satisfaction Check List(LPSCL)¡¨. The data were analyzed by Pearson¡¦s product-moment correlation, t-test, canonical correlation, one-way ANOVA, and one-way MANOVA. The conclusion were drawn as follows: 1. On teachers¡¦ background: (1) There were significant differences between male and female in legislative, global, liberal, local, conservative thinking styles. (2) There were significant differences between high, mid and low age groups in executive, local, conservative thinking styles. (3) There were significant differences between high, mid and low years groups in conservative thinking styles. (4) There were significant differences between high, mid and low father¡¥s education in executive, global, conservative thinking styles. (5) There were significant differences between high, mid and low mother¡¦s education in executive, conservative thinking styles. 2. On students¡¦ background: (1) There were significant differences between male and female in legislative, executive, judicial, global thinking styles. (2) Birth order have no significant differences with thinking styles. (3) There were significant differences between high, mid and low father¡¥s education in executive, judicial, global thinking styles. (4) There were significant differences between high, mid and low mother¡¦s education in judicial, global of thinking styles. 3. Teachers¡¦ background has canonical correlation with teachers¡¦ thinking styles. The one canonical factor of Teachers¡¦ background efficacy explains 4% of all the teachers¡¦ thinking styles. 4. Teachers¡¦ thinking styles have canonical correlation with teaching behavior. Three canonical factors of Teachers¡¦ thinking styles efficacy explains 37% of all the teacher behavior. 5. The relationship between teaching behavior and teachers¡¦ thinking styles has significant correlative with legislative, local, liberal of teachers¡¦ thinking on discovery teaching. 6. Teaching behavior has significant correlation with learning perception satisfaction, but achievement does not. 7. Executive thinking styles have significant correlation with achievement. 8. Teachers¡¦ thinking styles have no significant correlation with students¡¦ thinking styles. 9. Matching of teachers¡¦ thinking styles and students¡¦ thinking styles has no significant correlation with learning perception satisfaction and achievement.

Abstract The theories of leadership seldom explain the difference of male leaders and female leaders. Instead of the assumption that the leaders¡¦ leading traits and leading styles of two sexes are the same, most studies work from the ¡§man¡¨ point of view. Traditionally, the principles and theories of leadership in most cases come from the researches written by male leaders. Many female leaders¡¦ leadership styles are ignored or forgotten. (Sally Helgsen, 1995) General thoughts indicated that there are some differences between male and female, but these differences are seldom used to explain leadership. The master stream of leadership theories still infers female¡¦s leadership by male traits. This research considers that once woman accept the inequality is unfair, then they can create the possibility in working field. As the saying of Peter Senge goes ¡§Remove the unwanted doesn¡¦t mean you can get what you want¡¨. This research wants to draw a picture of real female leaders by finding ¡§What You Want¡¨, focusing on female leaders¡¦ successful leadership traits and leadership styles, then to discuss how they overcome ¡§the Unwanted¡¨. This research adopted case study and in-depth interview methods. After interviewing six female leaders, this research has conclusions listed below: 1. Female leader¡¦s traits: Female leaders not only lead people to achieve the goal of organizations, but also want to make them improve themselves. The female leaders emphasize ex-birth learning even more than pro-birth gift. It is an everlasting improving process. The female leaders who have strong motivation know they should try hard to hold on every chance, but the others must wait the inspiration by environment or other people. 2. Female leaders¡¦ leadership style: Female leaders adapt Y theory to make the attributed assumption of employees, but they would transfer to X theory because of changes of environment and so on. They mainly use democratic leadership style and supply with authoritative and laissez faire styles. They try to achieve the balance of employee-oriented and work-oriented. This research discovered that female leaders usually adapt the neutral characteristics or integrate the characteristics of two sexes in leading process. 3. Female leaders and sex issue: This research shows the notion of female leaders that leaders contain those of two sexes, but they should not be separated into two nouns: male leaders and female leaders. This research discovered that all female leaders never benefit from being a female. The dilemmas they face are: challenging the stereotype and the conflict of family and job roles. The ways they treat to male and female employees have no significant differences, and they respect their differences. When it comes to promotion, they never think about the issue of sex. 4. The working philosophy of female leaders: The most important three factors of their job philosophies are interests, mission and self-actualization. Surprisingly, the working hours of female leaders in case study are all very long. Five out of six leaders work for twelve to fifteen hours or even more a day.

This study is targeted on the high grade elementary school students in Kaohsiung City¡Aand aims to look into the relation of parenting styles¡Aattachment relationship¡Aand life adjustment . Based on the discussion on relevant literatures,the theory,framework,and research tools adoptted in the research are thus developted.In this research, 1160 elementary school students are targeted to fill in this questionnaires and 1058 effetcive questionnaires are acquired.The research tools consist of ¡§Parenting Styles Scale¡¨, ¡§Attachment Relationship Scale¡¨, and ¡§Life Adjustment Scale¡¨.The effective samplings are analyzed by t-test, One-way ANOVA, Pearson Product¡Ðmoment Correlation and ,Multiple Regression. The conclusions are as follows: 1. The whole performance of the elementary school students¡¦ parenting styles is good.Among the sectional scores,the dimension of demands is the highest. 2. The whole performance of the elementary school students¡¦ attachment relationship is good.Among the sectional scores, the dimension of alienation is the highest. 3. The whole performance of the elementary school students¡¦ life adjustment is good.Among the sectional scores, the dimension of family¡¦s adjustment is the highest. 4. The students of the fifth grade¡Atwo parents family¡Amiddle SES have a higher sense of the awareness of the parenting styles . 5. The girls,the fifth grade¡Amiddle SES have a higher sense of the awareness of the attachment relationship . 6. The girls,the fifth grade¡Ahigh and middle SES have a higher sense of the awareness of the life adjustment . 7. The clearer the students¡¦ parenting styles will be,the better attachment relationship will be. 8. The clearer the students¡¦ parenting styles will be,the better life adjustment will be. 9. The clearer the students¡¦ attachment relationship will be,the better life adjustment will be. 10. Students¡¦ backgrounds, parenting styles and attachment relationship have predicative efficacy for students¡¦ life adjustment. ¡§Mother¡¦s trust ¡¨can predict students¡¦ life adjustment best.