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Chinese teachers' authority in cross culture classrooms = Zhong wen jiao shi zai kua wen hua jiao xue zhong dui jiao shi quan wei de li jie he tai du de yan jiu / Chinese teachers' authority in cross culture classrooms = 中文教師在跨文化教學中對教師權威的理解和態度的研究Wu, Hanxiao, 吳晗瀟 January 2014 (has links)
本文主要探討了中文二語教師在跨文化教學中對教師權威的理解和態度。東西方文化的差異在教師權威方面的表現,是彼此對師生間權力距離的認同並不一樣,東方文化中,權力距離較大,教師更為權威;而西方文化則權力距離較小,學生擁有更多的自由。本研究採訪了香港某國際學校的9名中外二語教師,得出結論:中文二語教師還是重視尊師重道的傳統,但對於教師權威已有了與時俱進的理解,面對外國學生,師生互相協商、尊重,從而達到課堂的學習目標才是教師權威的真正意義。受訪者採取1)樹立嚴師形象、運用獎懲機制;2)從學生角度考慮,尊重、幫助學生;3)自我提升,贏得學生尊重的方式,來應對學生挑戰教師權威的行為。影響受訪者形成如上教師權威的理解和態度,并選擇用以上的方式應對學生挑戰教師權威行為的策略,因素为:成長環境和教學經驗;獎懲制度和職位的肯定;個人性格、師生關係;以及網絡時代的挑戰;教師需要通過不斷進修、學習來提升自我。
本文通過分析跨文化教學中,中文教師的教師權威的理解和態度,應對策略和影響因素,引出思考和啓發:1)教師權威需要被重視和理論化;2)教師權威應在跨文化教學中因應學生的需要而轉變;3)區別對待中外學生的原因在于用不同的方法,達到公平、一視同仁的結果,希望學生的需要得到重視和照顧;4)學校教育與社會的關係意味著教師權威被理論化的重要性;5)當代教育學者應著手將教師權威理論化,從而也能使中文二語教師在跨文化教學中有據可循,重建教師權威。 / published_or_final_version / Education / Master / Master of Education
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A study of the relationship between Thai educators' emotional intelligence and the productiveness of the hidden curriculum in higher educationLazarte, Dely January 2003 (has links)
No description available.
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Moral self-concept of Public and Christian school teachers in an Atlanta metropolitan area countyBrown, Timothy Reid. January 2006 (has links)
Thesis (D.Min.)--Liberty Theological Seminary and Graduate School, 2006.
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A study of the status of block time programs in Indiana in seventh and eigth grades / Cover title: Study of block time programs in Indiana in seventh and eigth gradeDell, Helen D. 03 June 2011 (has links)
There is no abstract available for this thesis.
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The effect of teacher misbehaviors on teacher credibility and affectBanfield, Sara Richelle. January 2003 (has links)
Thesis (M.A.)--West Virginia University, 2003. / Title from document title page. Document formatted into pages; contains iv, 52 p. Includes abstract. Includes bibliographical references (p. 36-42).
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Teaching-learning relationships: how caring is enacted in computer-mediated communicationKim, Minseong 28 August 2008 (has links)
Not available / text
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Exploring teacher-student fit in Manitoba classroomsGiannuzzi, Tania 09 September 2015 (has links)
Each year, teachers apply and interview for posted positions. Yet little is known about what draws certain teachers to given positions or populations of students.
This study aimed to determine the extent to which Manitoba teachers consider their fit with the student population when applying for postings, the characteristics of teacher-student fit as perceived by teachers and students, and ultimately if there is a difference in student success rates when teacher-student fit is taken into consideration.
Using case study methodology, teachers and students were interviewed. Results from this study indicate that fit with students is not a primary factor in guiding application decisions. Both personal and professional characteristics arose as significant qualities and traits that teachers should possess to provide the most encompassing education to students. Three levels of fit emerged in this study: Characteristics required for student engagement, for relationship development, and for the implementation of culturally relevant teaching. / October 2015
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TEACHER PROGRESSION AS AN INFLUENCE ON ACHIEVEMENT AND SOCIAL-PERSONAL ADJUSTMENTJohnson, Ruth Leonard, 1921- January 1971 (has links)
No description available.
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CONSTRUCTION AND VALIDATION OF A BEHAVIOR CONCEPTS INVENTORY AND AN INVENTORY OF SELECTED STUDENT BEHAVIORS: EDUCATION MODELNewlon, Betty Joe, 1932- January 1972 (has links)
No description available.
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A study of fifth and sixth grade students' attitudes about teachers in relation to cultural groups, intelligence, personal-social development and educational achievement of the parent or guardianFrazier, Melvin Earl January 1967 (has links)
There is no abstract available for this dissertation.
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