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The McGill Normal School, a brief history, 1857-1907 /Paradissis, E. A. (Elia A.) January 1982 (has links)
No description available.
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An exploratory study of a vocational interest instrument for use in the selection of students into colleges of education in Hong KongTsoi, Heung-sang., 萬香生. January 1979 (has links)
published_or_final_version / Education / Master / Master of Education
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A Study of the Percepts in Leadership Roles of Department Chairpersons in the Faculty of Education at Six Teacher CollegesKampangkaew, Phairot 08 1900 (has links)
The focus of this study is a comparison of the perceptions and expectations of the leadership role and function of the department chairpersons in the faculty of education by the respective department chairpersons, deans, and all faculty members from each of the six public teacher colleges in Bangkok, Thailand. In conclusion, role conflict between the department chairpersons can be reduced if the department chairpersons concentrate on the expectations of faculty members. The department chairpersons need to reevaluate their leader behavior in relation to both deans and faculty members in order to fulfill the organizational goals and personal needs.
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An investigation into the criteria used in assessing professional studies in teacher education at Mkoba Teachers' College in ZimbabweNgwenya, Morrison Mwamba 11 1900 (has links)
Mkoba Teachers College is one of thirteen Primary school Teachers Colleges in Zimbabwe offering a University of Zimbabwe Diploma in Education programme comprising Theory of Education, Academic Studies, and Professional Studies. This study sought to investigate the validity of current assessment procedures in Professional Studies. Results of the study revealed historical influences upon assessment procedures at Mkoba. Over the years assessment has been by way of
two course work assignments in Syllabus B, an end-of-year examination in Syllabus A, and a research of limited scope. The study tended to indicate the need to amplify the scope of assessment procedures beyond the two course work assignments, the end-of-year examination and the research of limited scope. Despite these indications, an analysis of certification results at Mkoba for the
period 1976 to 1996 showed that 5955 good quality professionals were produced. The study thus declares assessment procedures at Mkoba Teachers College valid. / Teacher Education / M. Ed. (Didactics)
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THE CORRESPONDENCE OF LASALLIAN PHILOSOPHY AND TEACHER EDUCATION IN SELECTED CHRISTIAN BROTHERS' COLLEGES.CARRIERE, WILLIAM JOSEPH. January 1982 (has links)
The major tenets of teacher pre-service education enumerated by John Baptist de La Salle, Founder of the Brothers of the Christian Schools in 1680, and modified and approved in the current documents of the General Chapter, were compared with current teacher pre-service education programs of selected Christian Brothers' Colleges in the United States. This study included an analysis of the philosophical and historical tenets of Lasallian pre-service teacher education, on-site field work, and interviews with educational leaders at selected Christian Brothers' Colleges. Four colleges were selected: Manhattan College, Bronx, New York; La Salle College, Philadelphia, Pennsylvania; Lewis University, Lockport, Illinois; and St. Mary's College of California, Moraga, California. The college catalogues, accreditation reports where possible, and any other published documentation on the teacher pre-service education programs provided by the selected colleges and Provincial and General Chapter Guidelines were subjected to content and descriptive analysis. Field collected data from the observations and scheduled interviews were subjected to content analysis by categories and placed in juxtaposition with the Lasallian tenets and philosophy of teacher pre-service education. The data were subjected to a balanced comparison, indicating equivalency, or a descriptive comparison, indicating no equivalency (Noah and Eckstein, 1969). According to the analysis of data, there is some correspondence between the Lasallian tenets of teacher preservice education and the current programs of teacher preservice education at the selected colleges in the areas of professional education and certification requirements. The Brothers receive a different training in their pre-service teacher education programs. These Brothers receive course work in the life and pedagogy of John Baptist de La Salle. Lay teachers at the selected colleges receive no training in the philosophy, methodology, and spirituality of John Baptist de La Salle. At present, little effort is being made to educate teachers for Catholic schools and particularly for schools conducted by the Christian Brothers. Implications were discussed and related to the design and conclusions of the study. Recommendations were made for further study.
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Early Childhood Education Students' Perceptions of the Most Important Attributes of Effective College Teachers in TaiwanYang, Su-Yu Huang 05 1900 (has links)
This study proposed (a) to identify the most important attributes of effective college teachers as perceived by students in Taiwan, (b) to investigate the influence of different factors on students' perceived attributes of effective college teachers, and (c) to determine if the students in various Taiwanese teachers colleges differ in their opinions of the most important attributes of effective
college teachers. Students identified these factors as attributes of effective college teachers: rapport, effective teaching
methods, enthusiasm, fairness, interaction, practical experiences, personality, clarity, and being well-prepared. The fact that sophomore students and freshman students value some factors differently was discovered in this study. In addition, students who have previous teaching experience value all of the important attributes higher than those who do not have teaching experience before they attended
teachers colleges.
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The fostering of critical thinking at colleges of education17 November 2014 (has links)
M.Ed. (Education) / Please refer to full text to view abstract
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Guidelines for a relevant education curriculum at teachers' training colleges04 February 2014 (has links)
M.Ed. (Curriculum Studies) / Please refer to full text to view abstract
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Job Satisfaction Among Faculty Members at Non-Metropolitan Teachers Colleges in Central ThailandKaroonlanjakorn, Suthep 05 1900 (has links)
The Faculty Job Satisfaction/Dissatisfaction Scale developed by Olin R. Wood (1973) was employed in this study to determine what significant differences and level of faculty job satisfaction existed on each facet of job satisfaction and in overall job satisfaction among faculty members at non-metropolitan teachers colleges in central Thailand. The results of this study were compared with the findings of Vatthaisong (1982) in a similar study of faculty members at teachers colleges in northeast Thailand. The instrument consists of two parts: the first part includes seven demographic items, and the second part has 68 items and uses a six-point rating scale for ten facets of job satisfaction, including one-single item of overall satisfaction. A sample of 288 faculty members at non-metropolitan teachers colleges in central Thailand was randomly selected. A total of 253 faculty members or 87.85 percent of the sample participated in this study. Frequencies, percentages, means, one-way ANOVA, and two-way ANOVA were used for analyses. The level of significance was set at .05. The Scheffe method for post hoc comparison was adopted following one-way ANOVA.
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A study of media personnel and faculty perceptions regarding educational technology services in teachers' colleges in ThailandNontapa, Ruangwit 07 September 1993 (has links)
Graduation date: 1994
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