Author: Marjorie Powell
Publisher: Routledge
ISBN: 0429944489
Size: 74.26 MB
Format: PDF, Docs
Category : Education
Languages : en
Pages : 488
View: 7651
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.
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Examining Teacher Attitudes Toward Victims Of Child Maltreatment
Author:
Publisher:
ISBN:
Size: 71.24 MB
Format: PDF
Category : Abused children
Languages : en
Pages : 388
View: 4691
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.
Publisher:
ISBN:
Size: 71.24 MB
Format: PDF
Category : Abused children
Languages : en
Pages : 388
View: 4691
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.
Resources In Education
Author:
Publisher:
ISBN:
Size: 31.27 MB
Format: PDF, Mobi
Category : Education
Languages : en
Pages :
View: 4250
Publisher:
ISBN:
Size: 31.27 MB
Format: PDF, Mobi
Category : Education
Languages : en
Pages :
View: 4250
An Analysis Of Some Necessary Qualities Of Teachers
Author: University of Arkansas (Fayetteville campus)
Publisher:
ISBN:
Size: 42.10 MB
Format: PDF, ePub, Mobi
Category : Teachers
Languages : en
Pages : 202
View: 2702
Publisher:
ISBN:
Size: 42.10 MB
Format: PDF, ePub, Mobi
Category : Teachers
Languages : en
Pages : 202
View: 2702
Ability Grouping And Teacher Attitudes
Author: James Archibald Phillips (Jr.)
Publisher:
ISBN:
Size: 34.13 MB
Format: PDF, ePub, Mobi
Category : Ability grouping in education
Languages : en
Pages : 508
View: 4329
Publisher:
ISBN:
Size: 34.13 MB
Format: PDF, ePub, Mobi
Category : Ability grouping in education
Languages : en
Pages : 508
View: 4329
Job Satisfaction And Teacher Militancy
Author: Geraldine A. Evans
Publisher: Vero Media Incorporated
ISBN:
Size: 48.65 MB
Format: PDF, Mobi
Category : Job satisfaction
Languages : en
Pages : 67
View: 1152
Publisher: Vero Media Incorporated
ISBN:
Size: 48.65 MB
Format: PDF, Mobi
Category : Job satisfaction
Languages : en
Pages : 67
View: 1152
Teacher Attitudes And Expectations About Writing Instruction For Secondary English Language Learners
Author: Andrea Bayadsy
Publisher:
ISBN:
Size: 75.81 MB
Format: PDF, ePub
Category :
Languages : en
Pages : 136
View: 7080
"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."--
Publisher:
ISBN:
Size: 75.81 MB
Format: PDF, ePub
Category :
Languages : en
Pages : 136
View: 7080
"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."--
A Study Of Teacher Attitudes In Health
Author: Lyle Gordon Reynolds
Publisher:
ISBN:
Size: 39.59 MB
Format: PDF, Mobi
Category :
Languages : en
Pages : 196
View: 2141
Publisher:
ISBN:
Size: 39.59 MB
Format: PDF, Mobi
Category :
Languages : en
Pages : 196
View: 2141
Relationship Of Changes In Teacher Role Teacher And Student Attitudes And Teacher Student Relations In A Midwestern Comprehensive High School
Author: Clinton Ralph Barter
Publisher:
ISBN:
Size: 10.91 MB
Format: PDF
Category : Teacher-student relationships
Languages : en
Pages : 362
View: 2644
Publisher:
ISBN:
Size: 10.91 MB
Format: PDF
Category : Teacher-student relationships
Languages : en
Pages : 362
View: 2644
The Credibility Principle And Teacher Attitudes Toward Science
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
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.
Publisher: Peter Lang Pub Incorporated
ISBN:
Size: 55.10 MB
Format: PDF, Docs
Category : Education
Languages : en
Pages : 191
View: 7624
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.
Parent And Teacher Attitudes Toward Home Visitation As A Part Of The Vocational Home Economics Program In Joliet Illinois Township High School
Author: Nancy Ann Newman
Publisher:
ISBN:
Size: 13.72 MB
Format: PDF, ePub
Category :
Languages : en
Pages : 134
View: 5984
Publisher:
ISBN:
Size: 13.72 MB
Format: PDF, ePub
Category :
Languages : en
Pages : 134
View: 5984
Partnership In Rural Education
Author: Leslie J. Francis
Publisher: HarperCollins
ISBN:
Size: 43.62 MB
Format: PDF, Docs
Category : Church and education
Languages : en
Pages : 192
View: 1097
Publisher: HarperCollins
ISBN:
Size: 43.62 MB
Format: PDF, Docs
Category : Church and education
Languages : en
Pages : 192
View: 1097
Factors Affecting Teacher Attitudes Toward School Improvement
Author: James Gary Lilyquist
Publisher:
ISBN:
Size: 22.19 MB
Format: PDF, ePub
Category :
Languages : en
Pages : 756
View: 3372
Publisher:
ISBN:
Size: 22.19 MB
Format: PDF, ePub
Category :
Languages : en
Pages : 756
View: 3372
Examining The Relationship Between Teacher Attitude And Expectations And Selection Of Accommodations
Author: Robert W. Lawing
Publisher:
ISBN:
Size: 44.57 MB
Format: PDF, ePub
Category : Inclusive education
Languages : en
Pages : 460
View: 7080
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.
Publisher:
ISBN:
Size: 44.57 MB
Format: PDF, ePub
Category : Inclusive education
Languages : en
Pages : 460
View: 7080
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.