Teacher Attitudes

Teacher Attitudes PDF
Author: Marjorie Powell
Publisher: Routledge
ISBN: 0429944489
Size: 74.26 MB
Format: PDF, Docs
Category : Education
Languages : en
Pages : 488
View: 7651

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Teachers’ attitudes have been a subject of study and interest for many years. Originally published in 1986, this bibliography attempts to review the large field of research between the years 1965 and 1984. To identify all the sources of information, and to list documents that discuss research on teachers’ attitudes. It does not include an assessment of the quality of the research reported in the listed documents, however, the value is in its comprehensiveness. Users of the bibliography can locate the listed studies and then evaluate the studies using criteria relevant to their individual purposes.

Examining Teacher Attitudes Toward Victims Of Child Maltreatment

Examining Teacher Attitudes Toward Victims of Child Maltreatment PDF
Author:
Publisher:
ISBN:
Size: 71.24 MB
Format: PDF
Category : Abused children
Languages : en
Pages : 388
View: 4691

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The following program of research used both quantitative and qualitative methodologies to explore teacher attitudes toward students who have been exposed to child abuse and/or maltreatment. The purpose of Study 1 was to determine if an existing measure for teacher attitudes could be adapted for use with teachers in reference to victims of maltreatment. The findings from Study 1 demonstrated weak and inconsistent factor loadings on a revised measurement of attitudes exploring the behavioural, cognitive, and affective attitude constructs. The inconsistent scale loadings were not representative of the pre-existing questionnaire’s factor construct, rendering the adapted version unreliable for the purpose of this dissertation. The purpose of Study 2 was to provide an in-depth understanding of teacher attitudes toward victims of maltreatment as a means of enhancing a standardized tool for use with this population of students. The qualitative results revealed several underlying thoughts and feelings from teachers toward child maltreatment victims that may be contributing to teacher attitudes beyond the basic attitude construct of behavioural, cognitive, and affective factors (i.e., fear, anxiety, stress, frustration). Several themes were uncovered in Study 2 that could influence the thoughts, feelings, and behaviours of teachers including: organizational pressures, personal pressures, and the overall standardization of education by the educational era of modernism. The findings from both studies suggest that existing attitude measures would be inadequate and/or unreliable when trying to measure teacher attitudes toward this particular population of students given the unique needs, skills, and personal experiences of both the teachers and students.

Teacher Attitudes And Expectations About Writing Instruction For Secondary English Language Learners

Teacher Attitudes and Expectations about Writing Instruction for Secondary English Language Learners PDF
Author: Andrea Bayadsy
Publisher:
ISBN:
Size: 75.81 MB
Format: PDF, ePub
Category :
Languages : en
Pages : 136
View: 7080

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"This study seeks to examine how teacher attitudes influence writing instruction for secondary English Language Learners. Key influences include Zamel's universal composition process (1982) and Norris and Ortega's emphasis on explicit language instruction (2000). After considering the writing process generally and L2 acquisition processes specifically, best practices for writing instruction were found to be those that included: predetermined objectives, explicit writing instruction, an emphasis on academic English, an emphasis on student background, and continued dependence on professional development. Data were derived from open-ended interviews, which were then coded according to themes. The main findings were that teacher beliefs about English Language Learners aligned with best practices, although teacher perspectives were more expansive in scope. The study calls for more professional development opportunities that clarifies the role of language acquisition in teaching writing, is sensitive to the workload demands already upon teachers, and offers training to teachers across disciplines."--

The Credibility Principle And Teacher Attitudes Toward Science

The Credibility Principle and Teacher Attitudes Toward Science PDF
Author: Ralph E. Martin
Publisher: Peter Lang Pub Incorporated
ISBN:
Size: 55.10 MB
Format: PDF, Docs
Category : Education
Languages : en
Pages : 191
View: 7624

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This study was undertaken to determine if the credibility principle of attitude change applied in the multi-variable context of a team-taught education methods course. Defined as respondent perceptions of communicator expertise and trustworthiness, credi- bility is believed to be the probable producer of attitude changes. Six education team members functioned as independent variables while the dependent variables consisted of preservice teacher attitudes toward science and science teaching as well as perceptions of team member credibility and attitudes. Three principal team members were perceived as being most credible. Repeated measures on the dependent variables increased toward the perceived levels of the principal educators. Results of this study support the credibility principle, in general, but additional findings indicate that credibility alone is not the probable producer of attitude changes.

Partnership In Rural Education

Partnership in Rural Education PDF
Author: Leslie J. Francis
Publisher: HarperCollins
ISBN:
Size: 43.62 MB
Format: PDF, Docs
Category : Church and education
Languages : en
Pages : 192
View: 1097

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Examining The Relationship Between Teacher Attitude And Expectations And Selection Of Accommodations

Examining the Relationship Between Teacher Attitude and Expectations and Selection of Accommodations PDF
Author: Robert W. Lawing
Publisher:
ISBN:
Size: 44.57 MB
Format: PDF, ePub
Category : Inclusive education
Languages : en
Pages : 460
View: 7080

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The purpose of this mixed-methods study was to analyze the dynamic relationship between teacher attitudes toward inclusion, accommodation selection, and expectations of students with disabilities. To measure the relationship between attitude and selection of accommodations, 65 teachers within four high schools in a large southeastern school district in Texas completed the Attitudes Toward Teaching All Students (ATTAS-mm) survey and item 6 of the Alabama Accommodations Survey; additionally, 17 teachers participated in semi-structured interviews. Overall, teachers expressed a positive attitude toward inclusion, but only students with mild needs were truly welcomed. Additionally, teachers varied in their processes of accommodation selection. Some teachers provided accommodations in response to achievement data while others added accommodations when students failed. As a result, teachers lacked a formalized process of accommodation selection. Similar variance was observed when describing post-secondary outcomes. Teachers consistently expressed lower expectations of students with disabilities than students without disabilities; at the same time, students with high numbers of accommodations were assigned the lowest outcomes. Therefore, although attitude toward inclusion did not appear to affect accommodation selection, students' accommodations influenced their teachers' expectations.