141 |
Personnel Study of North Texas State Teachers College Lettermen from 1936 to 1946 as to Military and Scholastic Attainments During World War IICurnutt, Wilburn 08 1900 (has links)
The purposes of this study are (1) to determine military and scholastic achievements made by North Texas State Teachers College lettermen during World War II; (2) to make tabulations of these achievements; and (3) to provide references and data on these athletes during World War II.
|
142 |
A Comparative Study of the 1939-40 Living Conditions of Dormitory and Non-Dormitory Men Attending North Texas State Teachers College, Denton, TexasWalker, DeVere B. 08 1900 (has links)
"The purpose of the study is two-fold: (1) to compare the 1939-40 living conditions that prevailed in the men's college dormitory with living conditions that existed in sixteen college-supervised residences for men; (2) to compare the living conditions that existed in 1939-40 in both the men's dormitory and the college-supervised residences for men with standards set up by authorities in the field of college student housing."--1.
|
143 |
Factors stifling critical thinking dispositions of third year students at Morgenster Teachers' CollegeZireva, Davison 12 1900 (has links)
Research has it that students in institutions of higher learning the world over evidence stifled critical thinking dispositions in their studies. Some researchers in countries like the United States of America have come up with findings about critical thinking dispositions peculiar to their contexts and hence not universally applicable. Factors that stifle critical thinking dispositions of students in Zimbabwean institutions of higher learning had not been studied per se. This research focuses on factors that stifle critical thinking dispositions of third year students at Morgenster Teachers’ College in Zimbabwe. Both the qualitative and the quantitative research approaches were employed in this research. Focus group interviews and questionnaires were used to generate data. Third year students at Morgenster Teachers’ College were studied. The research findings reveal that the factors that stifle critical thinking dispositions in the students are individualistic, structuralistic, socio-cultural and political. In this study, it is recommended that the lecturers can alleviate the effects of the factors that stifle critical thinking dispositions by exposing students to critical thinking situations. / Educational Studies / M. Ed.(Philosophy of Education)
|
144 |
Tertiary students' evaluation of their lecturersMasarakufa, Simeon 05 1900 (has links)
Dissertation / Psychology of Education / M.Ed. (Psychology of Education)
|
145 |
An Analysis of Money Spent by Certain Boarding Houses Patronized by Men and Women of the North Texas State Teachers CollegeFenn, Edna 08 1900 (has links)
1. A study was made of the food habits of college students. 2. Nine women's and five men's boarding houses contributed data over a period of 15 to 84 consecutive days regarding food purchases and the number served. 3. The individual houses reported from 24 to 323 students fed daily. 4. In no case was the food expenditure for fruits and vegetables less than 20 per cent, the range being 21 to 38 per cent. 5. The money spent for milk and milk products was greater for the men's houses than for the women's; five of the eight women's houses exceeded the 20 per cent mark while two of the five men's houses exceeded it. 6. The portion of the food dollar spent for meat, fish, eggs, and poultry on the whole was high, the range being 18 to 40 per cent. 7. None of the houses spent a fifth of the food expenditure for bread and cereals, the range being 4 to 14 per cent. 8. The large amount of money spent by women's houses for oleomargarine tended to increase the proportion of the food dollar spent for adjuncts. Two of the men's houses reported no money spent for oleomargarine. 9. The cost range per day per person for the entire study was 11 to 36 cents. 10. The average cost of feeding a man student was 4 and 1/2 cents more per day than that of feeding a woman student.
|
146 |
Teacher preparation for the world of work: a study of pre-service primary teacher education in FijiGovinda, Ishwar Lingam, n/a January 2004 (has links)
This study was undertaken to selectively investigate pre-service primary teacher education in one of the Pacific island countries, and in particular to explore whether it provides an adequate and enriching professional preparation to beginning teachers with a view to satisfying the demands of work in the field. In doing so, the issue was examined in detail in a teacher education institution located in Fiji, namely, Lautoka Teachers College (LTC). An integration of qualitative and quantitative approaches was employed to explore if beginning teachers from the College are provided with appropriate professional preparation as future teachers. Using LTC as a case study, basic data gathering methods utilized questionnaire surveys, interviews and documentary analyses. Survey-based data were gathered from the beginning teachers to find out their perceptions of the pre-service program that they had completed. Data were also gathered from their Head Teachers to ascertain views on the beginning teachers' professional preparation for the demands of work in their schools. In addition, an interview-based approach explored the perceptions of not only the College staff but also the Ministry of Education officials with regard to the preparation of teachers in meeting the demands of work and responsibilities in the field. Documentary-based research was also used to explore matters associated with teacher preparation at LTC and to integrate the findings with the data obtained in the surveys and interviews. The study indicated that the beginning teachers were not adequately prepared for the demands of work and responsibilities expected of them as perceived by the profession and other stakeholders. A number of factors were found to be contributing to the perceived inadequacy of the professional preparation of beginning teachers. Lack of physical facilities and quality of educational resources together with an outdated curriculum contributed to this situation. At the same time, lack of support from the principal stakeholder in terms of staff professional development and funding was also cited as impacting upon the quality of pre-service teacher education provided to the beginning teachers. An important emergent issue emanating from the study relates to colonial influence on Fiji's education in general, and teacher education at LTC in particular. Some of the problems LTC grappled with were attributable to certain features of the formalised educational system introduced during the colonial era. These aspects, such as the inheritance of the system of educational administration and centralised control, constrained the College in attempting to fulfil its professional role in an appropriate and responsive manner. The administrative system and related context, delivery and assessment elements established in education during the colonial period have been retained and not attuned to contemporary Fiji needs despite the changing times. In overview terms, the presence of these aspects appeared to have impacted negatively on College's effective conduct of its professional role and responsibilities. Further, this study provides specific insights into the pre-service primary teacher education in Fiji, in particular the importance of having relevant policies and programs to ensure the provision of an adequate and enriching professional preparation for teachers to meet the range of work commitments in the field. The study concluded that a number of factors influence the professional preparation of future teachers and these need to be considered with a view to ensuring that teachers are able to meet the demands of their profession. Based on these findings, the study recommends ways and means to improve the pre-service primary teacher education at LTC, which in turn could be expected to enhance the professional preparation of teachers and their competence within the context of teaching in Fiji primary schools. Additionally, some possible areas for future research have been suggested.
|
147 |
Towards a professional development program for teachers of English in Vietnamese high schoolsNguyen, Thi Hong, n/a January 1986 (has links)
This field study proposes a basis for the establishment of a
professional development program for Vietnamese high school
teachers.
The social background and the problems of teaching and learning
English in Vietnamese high schools are discussed, including the
students' goals in learning English in high schools; the teachers'
qualifications and the methods of teaching commonly used; the
coursebooks and how they are used; learning facilities, and the
attitudes and policy decisions of education authorities.
To develop effective solutions to these problems, it is
necessary also to know the background to teaching and learning
English in Hanoi Foreign Languages Teachers' College.
In-service training is of vital importance in the education of
all nations. A review of what other people have done in this field
is included with particular reference to the problems which are
relevant to the situation in Vietnam. Given the constraints of
funding and work procedures, a short full-time in-service course
would be the most practicable for the Vietnamese situation.
A survey of the needs of high school teachers in their
professional development has been carried out and is discussed in
relation to the priorities to be given to various components of an
in-service syllabus. The priorities were found to be: to improve
the language, teaching techniques and awareness of a communicative
approach to teaching and learning language of high school teachers
in Vietnam.
These priorities having been identified, the study considers:
iv
1 - the syllabus model.
2 - the development of specific goals.
3 - the development of content.
4 - possible modifications of the syllabus in the future.
The solution to the problem of professional development must
take into account not only the work of internationally known
authorities, but also the needs of Vietnamese teachers. The
proposed course suggests ways of finding out and meeting the needs
of participants and points to possible future development.
|
148 |
A consideration of how the communicative approach may be used in language teaching in VietnamPhuc, Vu Van, n/a January 1986 (has links)
Increasing development of the relationship between Vietnam and other
countries has resulted in a great demand for English language teaching (ELT)
throughout the country. The need is ever greater for a considerable number
of people who can use English effectively in their work. However, at present
ELT in Vietnam is still far from satisfactory. There exists a common problem
of communicative incompetence in Vietnamese learners. ELT in the Hanoi Foreign Languages Teachers' College (HFLTC) is taken to illustrate the fact
that even after five years of training, students frequently remain deficient in
the ability to actually use the language, to understand its use in normal
communication, and to carry out their teaching adequately afterwards.
That existing situation demands a critical look at ELT in all institutions to
work out suitable materials and methods to be used in the Vietnamese setting.
This work has been undertaken as an exploratory study of this problem. To
provide a context for the study, the background to ELT in Vietnam is
reviewed. Following it is a detailed description of different approaches used
in ELT with reference to the teaching and learning situations in Vietnam.
Special emphasis is placed on the differences between conventional
approaches and the currently influential one - the Communicative Approach.
A detailed comparison is made between two lessons taken from structuralbased
and functional/notional-based textbooks representing two distinct
approaches. This comparison will be examined from the methodological point
of view, investigating, for example, how language is treated in the two
approaches, how different types of activities are used, and the role of teacher
and learner in the two approaches in order to highlight a possible fresh
approach for Vietnamese coursebook designers, teachers and learners in ELT.
A sample lesson based on the Communicative Approach is finally provided to
assist any attempts to teach and learn English communicatively.
It is hoped that this survey will contribute to reducing the existing problem
of inadequate communicative competence in Vietnamese learners.
|
149 |
The design of an ESL academic reading skills programmeChiu, Man-ming, Joseph. January 1986 (has links)
Thesis (M.Ed.)--University of Hong Kong, 1986. / Includes bibliographical references (leaf 33-36). Also available in print.
|
150 |
Development and administration of a scale to measure the computer attitude of preservice and inservice teachers at the elementary school levelEvans, Anantaporn Disatapundhu 28 July 1994 (has links)
The purpose of this study was to: (a) develop a comprehensive plan consisting of a series of logical steps based upon recommendations derived from psychometric, measurement, and research literature and utilize the plan to develop a Likert-type scale to provide valid and reliable measures of the attitude of preservice and inservice elementary school teachers toward computers; (b) administer the developed scale to selected preservice elementary school teachers; and (c) investigate relationships between attitude toward computers and selected teacher variables.
The comprehensive plan consisted of the following steps: (a) develop theory of construction, (b) establish conceptual framework, (c) create item pool, (d) develop trial scale, (e) administer trial scale, (1) conduct item analysis, (g) select items, (h) construct final scale, (i) test for homogeneity, (j) determine reliability, (k) test for unidimensionality, (l) administer final scale, and (m) infer validity. The plan was utilized to develop the Evans Scale for Computer Attitude (ESCA). Validity was inferred utilizing construct-related evidence, which included the manner in which the scale was developed, studies of scale internal structure, prediction and conformation of a general factor, replication of factor structure, relationship of scale scores to nontest variables, relationship of scale scores to similar and dissimilar constructs, comparison of scores with experimental intervention, comparison of known-group responses. An alpha reliability coefficient was found to be 0.96 on two occasions.
It was concluded that: (a) the ESCA provided valid and reliable measures of the computer attitude of preservice and inservice teachers at the elementary school level, (b) the comprehensive plan was effective for the development of a Likert-type scale for measuring the attitude toward computers of preservice and inservice teachers at the elementary school level, (c) preservice teachers in the Masters of Arts in Teaching Program (MAT) in Elementary Education at Oregon State University as a group had positive attitude toward computers, and (c) computer attitude of elementary MAT preservice teachers was significantly related in a positive direction with computer experience and in a negative direction with age. / Graduation date: 1995
|
Page generated in 0.0721 seconds