subject:(student attitudes)

University of South Africa

1. Monisi, Florah Mokgadi. Student nurses perceptions and attitudes towards anatomy and physiology in Limpopo, South Africa .

Degree: 2018, University of South Africa

URL: http://hdl.handle.net/10500/25908

► The purpose of the study was to describe the perceptions and attitudes of student nurses towards anatomy and physiology. The study was conducted in the… (more)

Subjects/Keywords: Anatomy; Attitudes; Perceptions; Student nurses

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APA (6^th Edition):

Monisi, F. M. (2018). Student nurses perceptions and attitudes towards anatomy and physiology in Limpopo, South Africa . (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/25908

Chicago Manual of Style (16^th Edition):

Monisi, Florah Mokgadi. “Student nurses perceptions and attitudes towards anatomy and physiology in Limpopo, South Africa .” 2018. Masters Thesis, University of South Africa. Accessed January 20, 2021. http://hdl.handle.net/10500/25908.

MLA Handbook (7^th Edition):

Monisi, Florah Mokgadi. “Student nurses perceptions and attitudes towards anatomy and physiology in Limpopo, South Africa .” 2018. Web. 20 Jan 2021.

Vancouver:

Monisi FM. Student nurses perceptions and attitudes towards anatomy and physiology in Limpopo, South Africa . [Internet] [Masters thesis]. University of South Africa; 2018. [cited 2021 Jan 20]. Available from: http://hdl.handle.net/10500/25908.

Council of Science Editors:

Monisi FM. Student nurses perceptions and attitudes towards anatomy and physiology in Limpopo, South Africa . [Masters Thesis]. University of South Africa; 2018. Available from: http://hdl.handle.net/10500/25908

Montana State University

2. Malloy, Denise Glaser. How preservice teachers' attitudes and beliefs about writing inform their view of writing instruction : a case study.

Degree: EdD, College of Education, Health & Human Development, 2016, Montana State University

URL: https://scholarworks.montana.edu/xmlui/handle/1/12372

► Attitudes and beliefs about writing held by preservice teachers play a significant role in how they will approach writing instruction in their future classrooms. Teachers… (more)

▼ Attitudes and beliefs about writing held by preservice teachers play a significant role in how they will approach writing instruction in their future classrooms. Teachers who engage in regular writing practice, possess knowledge of English language foundations and grammar, and have a positive attitude about writing will be better prepared to address the challenges of teaching students how to write. This study examined the attitudes and beliefs of seven elementary education majors who were enrolled in one writing?intensive English language arts course during the spring semester in 2016. The participants in this qualitative case study were selected after taking the Writing Apprehension Test (WAT) as part of their coursework. A social constructivism paradigm provided the theoretical framework for this study. Data sources included: a questionnaire, two semi?structured interviews, a writing memories matrix, daily class observations, a focus group, field observer notes, and student work samples and journal entries. The data was analyzed in the context of student as writer and student as future writing teacher. Six themes emerged within the framework of the analysis for both writer and future writing teacher: providing explicit and meaningful feedback; offering choice in writing topics; making writing fun, enjoyable, and possessing an enthusiasm for the subject; providing adequate instruction in writing foundations, skill, and grammar; allowing adequate time for writing practice; and helping students understand the 'why' of writing. This study offers insight into how preservice teachers perceive and practice the writing process, what factors were influential in the development of their attitudes and beliefs, and what role those will play in writing instruction. In addition, this study explores how providing positive experiences with the writing process within the context of the six themes can bolster confidence and skill levels for soon?to?be teachers. Finally, this study concludes with suggestions for how teacher education programs can optimize instruction to remediate and reinforce skills, foster positive experiences with writing, and support future teachers in their journey. Advisors/Committee Members: Chairperson, Graduate Committee: Ann Ellsworth. (advisor).

Subjects/Keywords: Student teachers Attitudes.; Writing.; Teaching.

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APA (6^th Edition):

Malloy, D. G. (2016). How preservice teachers' attitudes and beliefs about writing inform their view of writing instruction : a case study. (Doctoral Dissertation). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/12372

Chicago Manual of Style (16^th Edition):

Malloy, Denise Glaser. “How preservice teachers' attitudes and beliefs about writing inform their view of writing instruction : a case study.” 2016. Doctoral Dissertation, Montana State University. Accessed January 20, 2021. https://scholarworks.montana.edu/xmlui/handle/1/12372.

MLA Handbook (7^th Edition):

Malloy, Denise Glaser. “How preservice teachers' attitudes and beliefs about writing inform their view of writing instruction : a case study.” 2016. Web. 20 Jan 2021.

Vancouver:

Malloy DG. How preservice teachers' attitudes and beliefs about writing inform their view of writing instruction : a case study. [Internet] [Doctoral dissertation]. Montana State University; 2016. [cited 2021 Jan 20]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/12372.

Council of Science Editors:

Malloy DG. How preservice teachers' attitudes and beliefs about writing inform their view of writing instruction : a case study. [Doctoral Dissertation]. Montana State University; 2016. Available from: https://scholarworks.montana.edu/xmlui/handle/1/12372

Colorado State University

3. Peters, Janet M. Transformational teachership: how principles of transformational leadership foster student outcomes.

Degree: PhD, Psychology, 2014, Colorado State University

URL: http://hdl.handle.net/10217/83802

► As higher education continues to undergo reform, the role of teachers as leaders in the classroom is becoming more important than ever. However, there is… (more)

Subjects/Keywords: education; leadership; student attitudes; student engagement; student performance; transformational

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APA (6^th Edition):

Peters, J. M. (2014). Transformational teachership: how principles of transformational leadership foster student outcomes. (Doctoral Dissertation). Colorado State University. Retrieved from http://hdl.handle.net/10217/83802

Chicago Manual of Style (16^th Edition):

Peters, Janet M. “Transformational teachership: how principles of transformational leadership foster student outcomes.” 2014. Doctoral Dissertation, Colorado State University. Accessed January 20, 2021. http://hdl.handle.net/10217/83802.

MLA Handbook (7^th Edition):

Peters, Janet M. “Transformational teachership: how principles of transformational leadership foster student outcomes.” 2014. Web. 20 Jan 2021.

Vancouver:

Peters JM. Transformational teachership: how principles of transformational leadership foster student outcomes. [Internet] [Doctoral dissertation]. Colorado State University; 2014. [cited 2021 Jan 20]. Available from: http://hdl.handle.net/10217/83802.

Council of Science Editors:

Peters JM. Transformational teachership: how principles of transformational leadership foster student outcomes. [Doctoral Dissertation]. Colorado State University; 2014. Available from: http://hdl.handle.net/10217/83802

Oregon State University

4. Staebler, Bonita Louise. A study of preservice teachers' attitudes toward mainstreaming.

Degree: PhD, Education, 1984, Oregon State University

URL: http://hdl.handle.net/1957/41690

► The purposes of this study were to determine the effects of level (elementary and secondary), program status (beginning, midway, and student teaching), and demongraphic variables… (more)

▼ The purposes of this study were to determine the effects of level (elementary and secondary), program status (beginning, midway, and student teaching), and demongraphic variables (experience, success, college supervisor support, supervising teacher support, additional support services, and school type) on preservice teachers' attitudes toward mainstreaming. The population consisted of 91 secondary and 143 elementary preservice teachers at Western Oregon State College in Monmouth, Oregon. The instrument selected was the Attitude Toward Mainstreaming Scale. Data were collected during winter and spring of the 1983-84 school year. Approximately 220 usable questionnaires were returned. No significant difference for level was found. However, a statistical difference was found for program status. Beginning preservice teachers' attitudes differed from midway preservice teachers' attitudes. A significant predictor of positive attitudes toward mainstreaming for the total population was college supervisor support. When student teachers were considered separately, perceived degree of success was the significant predictor of positive attitudes toward mainstreaming. Three significant correlations were found. 1. Experience correlated with degree of success, supervising teacher support and additional support services. 2. College supervisor support correlated with supervising teacher support. 3. Degrees of success correlated with supervising teacher support, college supervisor support, and additional support services. Perceived degree of success was dependent on level. Elementary preservice teachers indicated higher levels of perceived degree of success than secondary preservice teachers. Experience, supervising teacher support, additional support services, and type of school were dependent on program status. Student teachers reported significantly more experience with special need students and significantly more supoprt services. Beginning preservice teachers originated from rural settings but were placed in urban areas for student teaching. Advisors/Committee Members: Wall, Mary Jane (advisor), Kelly, Merle (committee member).

Subjects/Keywords: Student teachers – Attitudes

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APA (6^th Edition):

Staebler, B. L. (1984). A study of preservice teachers' attitudes toward mainstreaming. (Doctoral Dissertation). Oregon State University. Retrieved from http://hdl.handle.net/1957/41690

Chicago Manual of Style (16^th Edition):

Staebler, Bonita Louise. “A study of preservice teachers' attitudes toward mainstreaming.” 1984. Doctoral Dissertation, Oregon State University. Accessed January 20, 2021. http://hdl.handle.net/1957/41690.

MLA Handbook (7^th Edition):

Staebler, Bonita Louise. “A study of preservice teachers' attitudes toward mainstreaming.” 1984. Web. 20 Jan 2021.

Vancouver:

Staebler BL. A study of preservice teachers' attitudes toward mainstreaming. [Internet] [Doctoral dissertation]. Oregon State University; 1984. [cited 2021 Jan 20]. Available from: http://hdl.handle.net/1957/41690.

Council of Science Editors:

Staebler BL. A study of preservice teachers' attitudes toward mainstreaming. [Doctoral Dissertation]. Oregon State University; 1984. Available from: http://hdl.handle.net/1957/41690

Oregon State University

5. Arroyo, Aline Asa. A scale of student teaching concerns for use with early childhood education teacher trainees.

Degree: PhD, Human Development and Family Studies, 1985, Oregon State University

URL: http://hdl.handle.net/1957/40508

► Effective teacher training programs have been a concern for many years. While most teacher training programs have been evaluated by follow-up studies valuable information can… (more)

▼ Effective teacher training programs have been a concern for many years. While most teacher training programs have been evaluated by follow-up studies valuable information can be gained by assessing the needs and concerns of teacher trainees as they progress through their teacher training experiences. The primary purpose of this study was to develop a Scale of Student Teaching Concerns (SSTC) to assess the concerns of early childhood teachers in training. One-hundred-sixty-seven concerns, generated by 104 teacher trainees, their trainers, and an extensive review of the literature, were classified according to Katz's (1972) paradigm of teacher development. These concerns were randomly organized in a questionnaire and administered to 107 teacher trainees prior to their involvement in their training practicums at seven similar early childhood programs in Montana, Utah, and Oregon. The trainees rated each concern using a 5-point Likert-type scale from extremely important to extremely unimportant. In addition, the teacher competency of trainees was assessed using the Preschool Teacher Competency Rating Scale (PTCRS) approximately three to four weeks into their training practicums. Following teaching concerns weed-out, the remaining concerns were factor analyzed using a principal components solution and varimax rotation. Results revealed the existence of four factors including Survival, Consolidation, Renewal, and Maturity as suggested by Katz (1972). In addition, multivariate analysis of subjects' scores on the four factors revealed the final SSTC to successfully discriminate between beginning (n=53) and advanced (n-54) level teacher trainees, providing some construct validity for the scale. Furthermore, reliability estimates, including two internal consistency estimates (e.g., item-total score correlations and Chronbach alpha) revealed concerns associated with each of the four factors in the final SSTC to be relatively homogeneous. An exploratory study regarding the relationships between teaching concerns and teacher competency revealed no significant relationships between these variables. Advisors/Committee Members: Sugawara, Alan L. (advisor), O'Neill, Phil (committee member).

Subjects/Keywords: Student teachers – Attitudes

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APA (6^th Edition):

Arroyo, A. A. (1985). A scale of student teaching concerns for use with early childhood education teacher trainees. (Doctoral Dissertation). Oregon State University. Retrieved from http://hdl.handle.net/1957/40508

Chicago Manual of Style (16^th Edition):

Arroyo, Aline Asa. “A scale of student teaching concerns for use with early childhood education teacher trainees.” 1985. Doctoral Dissertation, Oregon State University. Accessed January 20, 2021. http://hdl.handle.net/1957/40508.

MLA Handbook (7^th Edition):

Arroyo, Aline Asa. “A scale of student teaching concerns for use with early childhood education teacher trainees.” 1985. Web. 20 Jan 2021.

Vancouver:

Arroyo AA. A scale of student teaching concerns for use with early childhood education teacher trainees. [Internet] [Doctoral dissertation]. Oregon State University; 1985. [cited 2021 Jan 20]. Available from: http://hdl.handle.net/1957/40508.

Council of Science Editors:

Arroyo AA. A scale of student teaching concerns for use with early childhood education teacher trainees. [Doctoral Dissertation]. Oregon State University; 1985. Available from: http://hdl.handle.net/1957/40508

Oregon State University

6. Woods, Helen E. The student teaching experience : a qualitative examination.

Degree: PhD, Science Education, 1991, Oregon State University

URL: http://hdl.handle.net/1957/37006

► This study examined the experience of three secondary science student teachers from Western Oregon State College in Monmouth, Oregon during the Spring quarter of 1990.… (more)

Subjects/Keywords: Student teachers – Attitudes

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APA (6^th Edition):

Woods, H. E. (1991). The student teaching experience : a qualitative examination. (Doctoral Dissertation). Oregon State University. Retrieved from http://hdl.handle.net/1957/37006

Chicago Manual of Style (16^th Edition):

Woods, Helen E. “The student teaching experience : a qualitative examination.” 1991. Doctoral Dissertation, Oregon State University. Accessed January 20, 2021. http://hdl.handle.net/1957/37006.

MLA Handbook (7^th Edition):

Woods, Helen E. “The student teaching experience : a qualitative examination.” 1991. Web. 20 Jan 2021.

Vancouver:

Woods HE. The student teaching experience : a qualitative examination. [Internet] [Doctoral dissertation]. Oregon State University; 1991. [cited 2021 Jan 20]. Available from: http://hdl.handle.net/1957/37006.

Council of Science Editors:

Woods HE. The student teaching experience : a qualitative examination. [Doctoral Dissertation]. Oregon State University; 1991. Available from: http://hdl.handle.net/1957/37006

Stellenbosch University

7. De Beer, Jo-Mari. Preschool teachers' perspectives of the teacher-child relationship within the context of a diverse classroom.

Degree: MEd, 2019, Stellenbosch University

URL: http://hdl.handle.net/10019.1/107072

► ENGLISH SUMMARY : Research has shown that a positive teacher-child relationship in early childhood have an influence on future academic performance (Madil, Gest, & Rodkin,… (more)

▼ ENGLISH SUMMARY : Research has shown that a positive teacher-child relationship in early childhood have an influence on future academic performance (Madil, Gest, & Rodkin, 2014), success (Pianta & Struhlman, 2004) as well as behavioural development in later life (Runions, et al., 2014). Teachers are responsible for the holistic development of the children in their classroom, including not only cognitive development but also social and emotional development. Bronfenbrenner model for human development explains that children live in a holistic system and development does not take place in isolation (Swart & Pettipher, 2016). Different systems have an influence on the child and development. For development to take place there needs to be person-environment interactions. These interactions are described as proximal processes (Bronfenbrenner & Morris, 2006). The teacher-child relationship is seen as a proximal process. A positive teacher-child relationship provides emotional security to a child (Howes & Hamilton, 1993) and teachers need to ensure that their classrooms are emotionally supportive. Preschool children spend at least five hours a day interacting with their teachers. These interactions are important for the children’s holistic development. Although teachers are aware of the impact they have on academic development they are often not aware of the importance of a positive teacher-child relationship. The quality and consistency of early relationships and interactions are essential for early attachment and emotional well-being (Whitebread, 2012). Children learn to be independent and strong through building positive relationships (UK Department for Education, 2017). The Classroom Assessment Scoring System (La Paro, Pianta, & Stuhlman, 2004) was developed to observe the quality of the interactions between the teacher and children in the classroom. This system was used during this research to observe the interactions between the teacher and children in the classroom. The 21st century classroom is one of diversity and in South Africa this reflects the multicultural nature of the country. Teachers need to be able to support all the diverse needs of the children in their class. Diverse learning needs are prevalent in all classrooms all over the world. Diversity in a classroom includes language, culture, race, religion as well as diverse learning needs. It is important that teachers are able to support the diverse learning needs children experience to ensure effective learning and development. The question then arise whether the teacher-child relationship changes when children experience diverse learning needs. This study aimed to understand preschool teachers experiences of the teacher-child relationship in diverse classroom setting. The study was based on qualitative research methodology and an instrumental case study design was chosen in order to give the researcher insights into the teacher-child relationship in diverse classrooms. An interpretive paradigm was chosen to ensure that the researcher could… Advisors/Committee Members: Collair, Lynette, Stellenbosch University. Faculty of Education. Educational Psychology..

Subjects/Keywords: Teacher-student relationships; Preschool teachers – Attitudes; UCTD

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APA (6^th Edition):

De Beer, J. (2019). Preschool teachers' perspectives of the teacher-child relationship within the context of a diverse classroom. (Thesis). Stellenbosch University. Retrieved from http://hdl.handle.net/10019.1/107072

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

De Beer, Jo-Mari. “Preschool teachers' perspectives of the teacher-child relationship within the context of a diverse classroom.” 2019. Thesis, Stellenbosch University. Accessed January 20, 2021. http://hdl.handle.net/10019.1/107072.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

De Beer, Jo-Mari. “Preschool teachers' perspectives of the teacher-child relationship within the context of a diverse classroom.” 2019. Web. 20 Jan 2021.

Vancouver:

De Beer J. Preschool teachers' perspectives of the teacher-child relationship within the context of a diverse classroom. [Internet] [Thesis]. Stellenbosch University; 2019. [cited 2021 Jan 20]. Available from: http://hdl.handle.net/10019.1/107072.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

De Beer J. Preschool teachers' perspectives of the teacher-child relationship within the context of a diverse classroom. [Thesis]. Stellenbosch University; 2019. Available from: http://hdl.handle.net/10019.1/107072

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Oregon State University

8. Scholz, Janet Maria. Relationships among preservice teachers' conceptions of geometry, conceptions of teaching geometry and classroom practices.

Degree: PhD, Mathematics, 1996, Oregon State University

URL: http://hdl.handle.net/1957/34611

► Prospective teachers enter teacher education programs with previously formed conceptions of geometry and its teaching. These conceptions help them make sense of new information about… (more)

▼ Prospective teachers enter teacher education programs with previously formed conceptions of geometry and its teaching. These conceptions help them make sense of new information about teaching, their roles as teachers, and their translation of mathematics into learning activities. The purpose of this study was to investigate the relationships among preservice teachers' conceptions of geometry, conceptions of teaching geometry and classroom practices. Ten preservice mathematics teachers completed a card sort task with an interview. They also participated in a videotape task which consisted of viewing three experienced geometry teachers on videotape. Four of these preservice teachers were observed eight times each during their professional internship experience. All interviews and observations were videotaped and transcribed for data analysis. Results of this study indicated a complex relationship between the preservice teachers' conceptions of geometry and conceptions of teaching geometry. The preservice teachers could not discuss their conceptions of geometry without discussing the teaching of geometry. Their conceptions about geometry and their belief that geometry was linear, in nature were so strong that these views became connected with their views of teaching geometry. Clearly, the preservice teachers' conceptions of geometry influenced their conceptions of teaching geometry and the teaching of subject matter influenced the preservice teachers' conceptions of geometry as well. The relationship between the preservice teachers' conceptions of geometry and their classroom practices was directly influenced by the textbooks used. They believed geometry was ordered according to the textbook and their classroom practices also followed the textbook. The relationship of the preservice teachers' conceptions of geometry teaching to classroom practices indicated that what the preservice teachers said they believed and what they did in the classroom were not always consistent. Their beliefs about teaching geometry rarely emerged in their classroom practices. Finally, these preservice teachers had an overwhelming concern with classroom management. This concern governed their thinking about teaching. Advisors/Committee Members: Niess, Margaret L. (advisor), Erickson, Dianne (committee member).

Subjects/Keywords: Student teachers – Attitudes

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APA (6^th Edition):

Scholz, J. M. (1996). Relationships among preservice teachers' conceptions of geometry, conceptions of teaching geometry and classroom practices. (Doctoral Dissertation). Oregon State University. Retrieved from http://hdl.handle.net/1957/34611

Chicago Manual of Style (16^th Edition):

Scholz, Janet Maria. “Relationships among preservice teachers' conceptions of geometry, conceptions of teaching geometry and classroom practices.” 1996. Doctoral Dissertation, Oregon State University. Accessed January 20, 2021. http://hdl.handle.net/1957/34611.

MLA Handbook (7^th Edition):

Scholz, Janet Maria. “Relationships among preservice teachers' conceptions of geometry, conceptions of teaching geometry and classroom practices.” 1996. Web. 20 Jan 2021.

Vancouver:

Scholz JM. Relationships among preservice teachers' conceptions of geometry, conceptions of teaching geometry and classroom practices. [Internet] [Doctoral dissertation]. Oregon State University; 1996. [cited 2021 Jan 20]. Available from: http://hdl.handle.net/1957/34611.

Council of Science Editors:

Scholz JM. Relationships among preservice teachers' conceptions of geometry, conceptions of teaching geometry and classroom practices. [Doctoral Dissertation]. Oregon State University; 1996. Available from: http://hdl.handle.net/1957/34611

Oregon State University

9. Mix, Katherine A. Knowledge and attitudes about genital herpes and acquired immunodeficiency syndrome among future teachers.

Degree: MS, Health, 1991, Oregon State University

URL: http://hdl.handle.net/1957/37564

► This study measured knowledge and attitudes about genital herpes and human immunodeficiency virus/acquired immunodeficiency syndrome (HIV/AIDS) in a sample of future teachers from the College… (more)

▼ This study measured knowledge and attitudes about genital herpes and human immunodeficiency virus/acquired immunodeficiency syndrome (HIV/AIDS) in a sample of future teachers from the College of Education at Oregon State University. The objectives of the study were 1) to determine if students possess accurate knowledge about the two diseases; 2) to measure attitudes toward people with the two diseases; 3) to assess the relationship, if any, between knowledge and attitudes; 4) to compare knowledge and attitudes about genital herpes with knowledge and attitudes about HIV/AIDS; and 5) to compare knowledge and attitudes about genital herpes in 1990 to data from a similar study conducted in 1984. A convenience sample of 150 students was obtained from undergraduate classes in the College of Education during Spring Term 1990. Subjects completed self-administered questionnaires about either genital herpes or HIV/AIDS during class time. Data were gathered using four instruments: A knowledge test, two attitude measures, and a demographic data questionnaire. Statistical tests used for data analysis were chi square, Pearson's correlation coefficient, Student's t-test, two-way analysis of variance (ANOVA), and repeated measures ANOVA. The significance level was .05. Knowledge scores on the HIV/AIDS test were quite high (mean score 88% correct), while the mean genital herpes knowledge score was relatively low (62% correct). Attitudes toward people with both genital herpes and HIV/AIDS were relatively accepting, but subjects were significantly more accepting toward people with genital herpes. The least accepting responses toward people with either disease occurred in regard to potentially sexual situations (e.g. dating, marriage). There was no gender difference in attitudes toward people with either disease. Attitudes were more positive in response to a vignette of a college student followed by a questionnaire, compared to responses made to a questionnaire only. Correlations were found between more knowledge and more accepting attitudes about both diseases. Finally, genital herpes knowledge scores were higher (mean score 62% correct) than scores from a similar study of genital herpes conducted in 1984 (mean score 57% correct). Attitudes toward people with genital herpes were more accepting in the 1990 sample than were attitudes in the 1984 sample. All findings reported here are statistically significant. Recommendations for future research and education among future teachers concerning sexually transmitted diseases (STD's) include 1) development of methods to transmit accurate information about STD's by personalizing these diseases and relating them to college students' experiences; 2) a research focus upon attitudes and perceptions about STD's among future teachers, including the issue of homophobia, and how these relate to behavior; and 3) thorough teacher preparation about STD's, focusing on accurate knowledge and impartial attitudes that allow this topic to be addressed effectively in… Advisors/Committee Members: Smith, Margaret M. (advisor), Gray, Liz (committee member).

Subjects/Keywords: Student teachers – Attitudes

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APA (6^th Edition):

Mix, K. A. (1991). Knowledge and attitudes about genital herpes and acquired immunodeficiency syndrome among future teachers. (Masters Thesis). Oregon State University. Retrieved from http://hdl.handle.net/1957/37564

Chicago Manual of Style (16^th Edition):

Mix, Katherine A. “Knowledge and attitudes about genital herpes and acquired immunodeficiency syndrome among future teachers.” 1991. Masters Thesis, Oregon State University. Accessed January 20, 2021. http://hdl.handle.net/1957/37564.

MLA Handbook (7^th Edition):

Mix, Katherine A. “Knowledge and attitudes about genital herpes and acquired immunodeficiency syndrome among future teachers.” 1991. Web. 20 Jan 2021.

Vancouver:

Mix KA. Knowledge and attitudes about genital herpes and acquired immunodeficiency syndrome among future teachers. [Internet] [Masters thesis]. Oregon State University; 1991. [cited 2021 Jan 20]. Available from: http://hdl.handle.net/1957/37564.

Council of Science Editors:

Mix KA. Knowledge and attitudes about genital herpes and acquired immunodeficiency syndrome among future teachers. [Masters Thesis]. Oregon State University; 1991. Available from: http://hdl.handle.net/1957/37564

Oregon State University

10. Pascoe, Jason J. Student Engagement : Exploring How and Why Students Engage In- and Out-of-Class.

Degree: MS, Civil Engineering, 2016, Oregon State University

URL: http://hdl.handle.net/1957/60058

► Student engagement in a course plays a vital role in a student’s ability to process and construct knowledge. Student engagement research has investigated how students… (more)

Subjects/Keywords: student engagement; College students – Attitudes – Case studies

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APA (6^th Edition):

Pascoe, J. J. (2016). Student Engagement : Exploring How and Why Students Engage In- and Out-of-Class. (Masters Thesis). Oregon State University. Retrieved from http://hdl.handle.net/1957/60058

Chicago Manual of Style (16^th Edition):

Pascoe, Jason J. “Student Engagement : Exploring How and Why Students Engage In- and Out-of-Class.” 2016. Masters Thesis, Oregon State University. Accessed January 20, 2021. http://hdl.handle.net/1957/60058.

MLA Handbook (7^th Edition):

Pascoe, Jason J. “Student Engagement : Exploring How and Why Students Engage In- and Out-of-Class.” 2016. Web. 20 Jan 2021.

Vancouver:

Pascoe JJ. Student Engagement : Exploring How and Why Students Engage In- and Out-of-Class. [Internet] [Masters thesis]. Oregon State University; 2016. [cited 2021 Jan 20]. Available from: http://hdl.handle.net/1957/60058.

Council of Science Editors:

Pascoe JJ. Student Engagement : Exploring How and Why Students Engage In- and Out-of-Class. [Masters Thesis]. Oregon State University; 2016. Available from: http://hdl.handle.net/1957/60058

Montana State University

11. Dallman, Dallas Ann. Critical thinking in the 21st century : pre-service elementary teachers perceptions and application of critical thinking in a social studies methods course.

Degree: M Ed, College of Education, Health & Human Development, 2015, Montana State University

URL: https://scholarworks.montana.edu/xmlui/handle/1/9039

► Critical thinking can be described as the process by which an individual or group of individuals collects, organizes and evaluates information with the purpose of… (more)

Subjects/Keywords: Critical thinking.; Student teachers Attitudes.; Social sciences.

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APA (6^th Edition):

Dallman, D. A. (2015). Critical thinking in the 21st century : pre-service elementary teachers perceptions and application of critical thinking in a social studies methods course. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/9039

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Dallman, Dallas Ann. “Critical thinking in the 21st century : pre-service elementary teachers perceptions and application of critical thinking in a social studies methods course.” 2015. Thesis, Montana State University. Accessed January 20, 2021. https://scholarworks.montana.edu/xmlui/handle/1/9039.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Dallman, Dallas Ann. “Critical thinking in the 21st century : pre-service elementary teachers perceptions and application of critical thinking in a social studies methods course.” 2015. Web. 20 Jan 2021.

Vancouver:

Dallman DA. Critical thinking in the 21st century : pre-service elementary teachers perceptions and application of critical thinking in a social studies methods course. [Internet] [Thesis]. Montana State University; 2015. [cited 2021 Jan 20]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/9039.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Dallman DA. Critical thinking in the 21st century : pre-service elementary teachers perceptions and application of critical thinking in a social studies methods course. [Thesis]. Montana State University; 2015. Available from: https://scholarworks.montana.edu/xmlui/handle/1/9039

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Montana State University

12. Finstad, Mervin Harold. Perceptions of the college supervisor as viewed by the elementary student teacher.

Degree: M Ed, Education., 1972, Montana State University

URL: https://scholarworks.montana.edu/xmlui/handle/1/10684

Subjects/Keywords: Student teachers Attitudes.

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APA (6^th Edition):

Finstad, M. H. (1972). Perceptions of the college supervisor as viewed by the elementary student teacher. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/10684

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Finstad, Mervin Harold. “Perceptions of the college supervisor as viewed by the elementary student teacher.” 1972. Thesis, Montana State University. Accessed January 20, 2021. https://scholarworks.montana.edu/xmlui/handle/1/10684.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Finstad, Mervin Harold. “Perceptions of the college supervisor as viewed by the elementary student teacher.” 1972. Web. 20 Jan 2021.

Vancouver:

Finstad MH. Perceptions of the college supervisor as viewed by the elementary student teacher. [Internet] [Thesis]. Montana State University; 1972. [cited 2021 Jan 20]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/10684.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Finstad MH. Perceptions of the college supervisor as viewed by the elementary student teacher. [Thesis]. Montana State University; 1972. Available from: https://scholarworks.montana.edu/xmlui/handle/1/10684

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Montana State University

13. Audet, Kimberly Kate. Assessing pre-service teacher beliefs : development of the effective teacher efficacy survey.

Degree: EdD, College of Education, Health & Human Development, 2014, Montana State University

URL: https://scholarworks.montana.edu/xmlui/handle/1/8769

► Education is a dynamic process that requires effective teachers who design instruction that personalizes learning for each student. The complexities of effective teaching are described… (more)

▼ Education is a dynamic process that requires effective teachers who design instruction that personalizes learning for each student. The complexities of effective teaching are described in Danielson's Framework for Teaching (FFT) (2007). The description of the responsibilities of teachers to impact student achievement can often be found in performance expectations of P-12 teachers (Danielson, 2007). Teacher education programs must develop teachers who are ready and able to take on the responsibilities expected in twenty-first-century classrooms to make an impact on student success. The focus of this research is on the validity and reliability of an instrument created to measure effective teacher efficacy of pre-service teachers. The research first examines the alignment of the FFT and InTASC (Interstate Teacher Assessment and Consortium) standards to better understand effective teaching in P-12 schools and pre-service teacher development. An instrument aligned to the FFT was created to measure the effective teacher efficacy of pre-service teachers. The focus of the research was to test the validity and reliability of the survey. The understandability and expert review analysis was conducted in the research. The survey was administered to 216 pre-service teachers. Principal component analysis was conducted on the data, and the factor model's internal consistency and reliability was strong. Seven components emerged in the factor structure. The coefficient alpha for all seven factors was high (Classroom Environment, Professional Responsibilities, Student-Centered Assessments, Critical Thinking, Unanticipated Changes in Plans, Student-Centered Planning, and Connections in Planning). The factors of Classroom Environment and Professional Responsibilities aligned to the FFT. The other five factors that emerged focused on various elements of planning, preparation, and instruction. This research recommends using the instrument that was developed to inform pre-service teacher development as a reflective tool for pre-service teachers and as a way to improve teaching and learning in teacher education programs. Advisors/Committee Members: Chairperson, Graduate Committee: Lynn Kelting-Gibson. (advisor).

Subjects/Keywords: Student teachers Attitudes.; Surveys.; Teachers Rating of.

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APA (6^th Edition):

Audet, K. K. (2014). Assessing pre-service teacher beliefs : development of the effective teacher efficacy survey. (Doctoral Dissertation). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/8769

Chicago Manual of Style (16^th Edition):

Audet, Kimberly Kate. “Assessing pre-service teacher beliefs : development of the effective teacher efficacy survey.” 2014. Doctoral Dissertation, Montana State University. Accessed January 20, 2021. https://scholarworks.montana.edu/xmlui/handle/1/8769.

MLA Handbook (7^th Edition):

Audet, Kimberly Kate. “Assessing pre-service teacher beliefs : development of the effective teacher efficacy survey.” 2014. Web. 20 Jan 2021.

Vancouver:

Audet KK. Assessing pre-service teacher beliefs : development of the effective teacher efficacy survey. [Internet] [Doctoral dissertation]. Montana State University; 2014. [cited 2021 Jan 20]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/8769.

Council of Science Editors:

Audet KK. Assessing pre-service teacher beliefs : development of the effective teacher efficacy survey. [Doctoral Dissertation]. Montana State University; 2014. Available from: https://scholarworks.montana.edu/xmlui/handle/1/8769

University of Oklahoma

14. Harper, Mary Ellen. Influence of a Non-traditional Mathematics Content Course on Preservice Teachers' Beliefs.

Degree: PhD, 2012, University of Oklahoma

URL: http://hdl.handle.net/11244/318973

► A continued and ongoing call for improvement and change in mathematics teaching and learning suggests a need for re-visioning the ways in which mathematics teachers… (more)

Subjects/Keywords: Mathematics teachers – Training of; Student teachers – Attitudes

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APA (6^th Edition):

Harper, M. E. (2012). Influence of a Non-traditional Mathematics Content Course on Preservice Teachers' Beliefs. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/318973

Chicago Manual of Style (16^th Edition):

Harper, Mary Ellen. “Influence of a Non-traditional Mathematics Content Course on Preservice Teachers' Beliefs.” 2012. Doctoral Dissertation, University of Oklahoma. Accessed January 20, 2021. http://hdl.handle.net/11244/318973.

MLA Handbook (7^th Edition):

Harper, Mary Ellen. “Influence of a Non-traditional Mathematics Content Course on Preservice Teachers' Beliefs.” 2012. Web. 20 Jan 2021.

Vancouver:

Harper ME. Influence of a Non-traditional Mathematics Content Course on Preservice Teachers' Beliefs. [Internet] [Doctoral dissertation]. University of Oklahoma; 2012. [cited 2021 Jan 20]. Available from: http://hdl.handle.net/11244/318973.

Council of Science Editors:

Harper ME. Influence of a Non-traditional Mathematics Content Course on Preservice Teachers' Beliefs. [Doctoral Dissertation]. University of Oklahoma; 2012. Available from: http://hdl.handle.net/11244/318973

Montana State University

15. Mohr, Virginia Louise. "Who I am": supporting pre-service teacher integrity within an evidence-based student teaching assessment program.

Degree: EdD, College of Education, Health & Human Development, 2018, Montana State University

URL: https://scholarworks.montana.edu/xmlui/handle/1/14572

► At one western, land-grant university, a student teaching exit survey given spring 2016 suggested that teacher candidates were falsifying data on their final student teaching… (more)

Subjects/Keywords: Student teachers Attitudes.; Professional ethics.; Moral development.; Identity (Psychololgy).; Teachers Attitudes.

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APA (6^th Edition):

Mohr, V. L. (2018). "Who I am": supporting pre-service teacher integrity within an evidence-based student teaching assessment program. (Doctoral Dissertation). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/14572

Chicago Manual of Style (16^th Edition):

Mohr, Virginia Louise. “"Who I am": supporting pre-service teacher integrity within an evidence-based student teaching assessment program.” 2018. Doctoral Dissertation, Montana State University. Accessed January 20, 2021. https://scholarworks.montana.edu/xmlui/handle/1/14572.

MLA Handbook (7^th Edition):

Mohr, Virginia Louise. “"Who I am": supporting pre-service teacher integrity within an evidence-based student teaching assessment program.” 2018. Web. 20 Jan 2021.

Vancouver:

Mohr VL. "Who I am": supporting pre-service teacher integrity within an evidence-based student teaching assessment program. [Internet] [Doctoral dissertation]. Montana State University; 2018. [cited 2021 Jan 20]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/14572.

Council of Science Editors:

Mohr VL. "Who I am": supporting pre-service teacher integrity within an evidence-based student teaching assessment program. [Doctoral Dissertation]. Montana State University; 2018. Available from: https://scholarworks.montana.edu/xmlui/handle/1/14572

16. Harshbarger, Tim. Student-teacher relationships : linking relational constructs of closeness, conflict and dependency to student achievement : a quantitative study: Student-teacher relationships and achievement.

Degree: Thesis (D. Ed.), 2019, Ball State University

URL: http://cardinalscholar.bsu.edu/handle/123456789/201781

► This study examined the relationship between teacher perceptions of student-teacher relationships and growth in student standardized student achievement. The study also examined what statistical difference… (more)

Subjects/Keywords: Teacher-student relationships; Teachers – Attitudes; School children – Attitudes; Academic achievement

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APA (6^th Edition):

Harshbarger, T. (2019). Student-teacher relationships : linking relational constructs of closeness, conflict and dependency to student achievement : a quantitative study: Student-teacher relationships and achievement. (Doctoral Dissertation). Ball State University. Retrieved from http://cardinalscholar.bsu.edu/handle/123456789/201781

Chicago Manual of Style (16^th Edition):

Harshbarger, Tim. “Student-teacher relationships : linking relational constructs of closeness, conflict and dependency to student achievement : a quantitative study: Student-teacher relationships and achievement.” 2019. Doctoral Dissertation, Ball State University. Accessed January 20, 2021. http://cardinalscholar.bsu.edu/handle/123456789/201781.

MLA Handbook (7^th Edition):

Harshbarger, Tim. “Student-teacher relationships : linking relational constructs of closeness, conflict and dependency to student achievement : a quantitative study: Student-teacher relationships and achievement.” 2019. Web. 20 Jan 2021.

Vancouver:

Harshbarger T. Student-teacher relationships : linking relational constructs of closeness, conflict and dependency to student achievement : a quantitative study: Student-teacher relationships and achievement. [Internet] [Doctoral dissertation]. Ball State University; 2019. [cited 2021 Jan 20]. Available from: http://cardinalscholar.bsu.edu/handle/123456789/201781.

Council of Science Editors:

Harshbarger T. Student-teacher relationships : linking relational constructs of closeness, conflict and dependency to student achievement : a quantitative study: Student-teacher relationships and achievement. [Doctoral Dissertation]. Ball State University; 2019. Available from: http://cardinalscholar.bsu.edu/handle/123456789/201781

North Carolina State University

17. Davis, Amanda Khara. Diversifying Diversity: Unlock the All Inclusive Future to a Better Understanding.

Degree: MS, Counselor Education, 2005, North Carolina State University

URL: http://www.lib.ncsu.edu/resolver/1840.16/1667

► This study explored students' abilities, knowledge, and beliefs about diversity programs and used this information to predict their behavior in interactions that involved diversity. The… (more)

Subjects/Keywords: student abilities; Diversity; student attitudes

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APA (6^th Edition):

Davis, A. K. (2005). Diversifying Diversity: Unlock the All Inclusive Future to a Better Understanding. (Thesis). North Carolina State University. Retrieved from http://www.lib.ncsu.edu/resolver/1840.16/1667

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Davis, Amanda Khara. “Diversifying Diversity: Unlock the All Inclusive Future to a Better Understanding.” 2005. Thesis, North Carolina State University. Accessed January 20, 2021. http://www.lib.ncsu.edu/resolver/1840.16/1667.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Davis, Amanda Khara. “Diversifying Diversity: Unlock the All Inclusive Future to a Better Understanding.” 2005. Web. 20 Jan 2021.

Vancouver:

Davis AK. Diversifying Diversity: Unlock the All Inclusive Future to a Better Understanding. [Internet] [Thesis]. North Carolina State University; 2005. [cited 2021 Jan 20]. Available from: http://www.lib.ncsu.edu/resolver/1840.16/1667.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Davis AK. Diversifying Diversity: Unlock the All Inclusive Future to a Better Understanding. [Thesis]. North Carolina State University; 2005. Available from: http://www.lib.ncsu.edu/resolver/1840.16/1667

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

18. Johansson, Magnus. Formative Assessment:Students’ attitudes and preferences in Swedish Upper Secondary School.

Degree: Education and Social Sciences, 2018, Örebro University

URL: http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-68821

► For teachers, being able to provide feedback that learners can act upon is paramount for making learning how to write possible. A questionnaire was… (more)

Subjects/Keywords: Feedback; Student attitudes; Student perceptions; Writing; formative assessment; Learning; Lärande

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APA (6^th Edition):

Johansson, M. (2018). Formative Assessment:Students’ attitudes and preferences in Swedish Upper Secondary School. (Thesis). Örebro University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-68821

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Johansson, Magnus. “Formative Assessment:Students’ attitudes and preferences in Swedish Upper Secondary School.” 2018. Thesis, Örebro University. Accessed January 20, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-68821.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Johansson, Magnus. “Formative Assessment:Students’ attitudes and preferences in Swedish Upper Secondary School.” 2018. Web. 20 Jan 2021.

Vancouver:

Johansson M. Formative Assessment:Students’ attitudes and preferences in Swedish Upper Secondary School. [Internet] [Thesis]. Örebro University; 2018. [cited 2021 Jan 20]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-68821.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Johansson M. Formative Assessment:Students’ attitudes and preferences in Swedish Upper Secondary School. [Thesis]. Örebro University; 2018. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-68821

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of the Western Cape

19. Frankie, Lauren Jodi. Attitudes towards individuals with disability amongst students and employees in a higher education institution in the Western Cape .

Degree: 2016, University of the Western Cape

URL: http://hdl.handle.net/11394/5642

► Even though attitudes have been studied for many years, attitudes toward individuals with disabilities still remain an important issue, today (Geskie & Salasek, 1988; Popovich,… (more)

▼ Even though attitudes have been studied for many years, attitudes toward individuals with disabilities still remain an important issue, today (Geskie & Salasek, 1988; Popovich, Scherbaum, Scherbaum & Polinko, 2003). With the relationship between numerous demographic factors and attitudes toward those with disabilities being inconsistent across existing research and the absence of research conducted in the South African context this research study investigated whether variables such as gender, age, education level, exposure to a person with a disability or having a friend or family member with a disability had an effect on attitude towards disability. The population of this study constituted students from the Economic and Management Sciences (EMS) Faculty and Support Staff in a Higher Education Institution in the Western Cape. A non-probability convenience sample method was utilised of which 140 respondents completed two questionnaires. Namely, a Biographical questionnaire and the Affective Reactions Subscale of the Disability Questionnaire (Popovich et al. (2003). Statistical analyses included both descriptive and inferential statistics (the t-Test and ANOVA). According to the findings of this research study, significant relationships do not exist between variables such as gender, age, educational level, amount of contact and exposure to or having a friend or family member with disability and staff and student attitudes toward those with disabilities in a Higher Education Institution in the Western Cape. A few limitations related to the study were recognized and it is recommended that a combination of quantitative and qualitative research approaches be implored as well as other faculties and Institutions in the Western Cape be used to contribute to greater representativeness and generalisability for future research. Also, to establish organisations or institutions as employers and institutions of choice among those with disabilities, organisations and institutions are to better market disability facilities and accommodations. It is also proposed that students and staff with disabilities should be encouraged to fully participate in the design and event management of disability awareness campaigns. Advisors/Committee Members: Du Plessis, Marieta (advisor).

Subjects/Keywords: Attitudes; Disability; Work place disability; Employee attitudes; Student attitudes; Disability at tertiary institutions

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APA (6^th Edition):

Frankie, L. J. (2016). Attitudes towards individuals with disability amongst students and employees in a higher education institution in the Western Cape . (Thesis). University of the Western Cape. Retrieved from http://hdl.handle.net/11394/5642

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Frankie, Lauren Jodi. “Attitudes towards individuals with disability amongst students and employees in a higher education institution in the Western Cape .” 2016. Thesis, University of the Western Cape. Accessed January 20, 2021. http://hdl.handle.net/11394/5642.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Frankie, Lauren Jodi. “Attitudes towards individuals with disability amongst students and employees in a higher education institution in the Western Cape .” 2016. Web. 20 Jan 2021.

Vancouver:

Frankie LJ. Attitudes towards individuals with disability amongst students and employees in a higher education institution in the Western Cape . [Internet] [Thesis]. University of the Western Cape; 2016. [cited 2021 Jan 20]. Available from: http://hdl.handle.net/11394/5642.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Frankie LJ. Attitudes towards individuals with disability amongst students and employees in a higher education institution in the Western Cape . [Thesis]. University of the Western Cape; 2016. Available from: http://hdl.handle.net/11394/5642

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Exeter

20. Farouki, Dala Taji. UAE student, staff and educator attitudes towards character education.

Degree: PhD, 2016, University of Exeter

URL: http://hdl.handle.net/10871/24091

► This study aimed to answer the research question: “What role do stakeholders believe character education might play in strengthening UAE university students’ local knowledge?” Implementing… (more)

▼ This study aimed to answer the research question: “What role do stakeholders believe character education might play in strengthening UAE university students’ local knowledge?” Implementing character education was explored in terms of its potential influence on national identity and local knowledge in UAE education. The literature review covers several studies that inform a relevant research design. The literature review determines the best-fit term to use in this study by comparing and contrasting suitability of related pedagogical fields to character education, such as citizenship, civic, moral, and ethics education. Additionally, studies that serve as useful examples, such as the Crick Report, Lee’s Taiwan study, and regionally relevant articles such as Al Kharusi and Atweh, are discussed to inform the reader of the study’s design for the Dubai context. A mixed methods methodological design was used with a two-phased approach, a quantitative questionnaire survey and a qualitative series of interviews using an interview schedule. With a relativist, constructivist interpretive viewpoint, three groups were assessed with more than 300 participants: students and administrators at a Dubai case study university were assessed, as well as a group of external education leaders. Findings generally supported the idea of strengthening local knowledge learning both in and outside of educational institutions, with a focus on culture and language familiarity. Also, stakeholders strongly felt the need for choice in how and where learning takes place. Findings that inform the current status quo include that there is already a sentiment of citizenship within the UAE by expatriate residents. Many residents allude to the ‘third culture’ phenomenon, and thus feel belonging to several societies. Thus, results show that character education has potential to influence local knowledge and national identity within the UAE, and be directed at all students, both national and non-national.

Subjects/Keywords: 370.11; Character education; UAE; United Arab Emirates; Student attitudes; Faculty attitudes; Staff attitudes

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APA (6^th Edition):

Farouki, D. T. (2016). UAE student, staff and educator attitudes towards character education. (Doctoral Dissertation). University of Exeter. Retrieved from http://hdl.handle.net/10871/24091

Chicago Manual of Style (16^th Edition):

Farouki, Dala Taji. “UAE student, staff and educator attitudes towards character education.” 2016. Doctoral Dissertation, University of Exeter. Accessed January 20, 2021. http://hdl.handle.net/10871/24091.

MLA Handbook (7^th Edition):

Farouki, Dala Taji. “UAE student, staff and educator attitudes towards character education.” 2016. Web. 20 Jan 2021.

Vancouver:

Farouki DT. UAE student, staff and educator attitudes towards character education. [Internet] [Doctoral dissertation]. University of Exeter; 2016. [cited 2021 Jan 20]. Available from: http://hdl.handle.net/10871/24091.

Council of Science Editors:

Farouki DT. UAE student, staff and educator attitudes towards character education. [Doctoral Dissertation]. University of Exeter; 2016. Available from: http://hdl.handle.net/10871/24091

Michigan State University

21. Missias, Matthew T. Teaching meanings : imagination and the teacher in-becoming.

Degree: 2017, Michigan State University

URL: http://etd.lib.msu.edu/islandora/object/etd:4698

►

Thesis Ph. D. Michigan State University. Curriculum, Teaching, and Educational Policy 2017

Imagination-broadly defined here as narratives individuals construct about experience and possibility-is integral to… (more)

▼

Thesis Ph. D. Michigan State University. Curriculum, Teaching, and Educational Policy 2017

Imagination-broadly defined here as narratives individuals construct about experience and possibility-is integral to helping people understand their lived experiences. In the context of teacher education, imagination is an indispensable dimension of developing one's self-conception as a teacher, and of defining what is and is not acceptable practice. Using the theoretical lens of imagination and employing interpretive methodologies with pre-service teachers interning in urban contexts, this study examines what it means for pre-service teachers to shift from pre-service to in-service teacher identities and the effects of those shifts on their practice. The study focuses on the role and effects of imagination with five participants who were learning to teach by focusing on the transition from student teacher to the self-identification as full-fledged teacher at the end of the internship, a phase of teacher development that I label "in-becoming." Two research questions frame this study: How do teachers in-becoming, as a function of imagination, form narratives around their experiences that constitute meaning for their practice? And, in what ways do teachers in-becoming use those meanings to imagine what is and is not possible in their practice as a consequence of how they understand themselves as teachers? Three primary conclusions are discussed in the context of the findings: first, the shaping of a self-conception as a teacher is an imaginative process drawn from narratives constructed in and about experiences. Second, imagination is essential in experiencing the effects of pre-service teaching and constructing boundaries of and possibilities for practice. And third, the becoming of a teacher is a unique phase of learning to teach wherein the pre-service teacher assumes an identity as a teacher and independently shapes his or her practice. The study concludes with a discussion about implications for teacher education and it advocates for the inclusion of imagination more holistically in learning to teach.

Description based on online resource;

Advisors/Committee Members: Halvorsen, Anne-Lise, Drake, Corey, Crocco, Margaret, Stanulis, Randi.

Subjects/Keywords: Student teachers – Middle West – Psychology; Student teachers – Middle West – Attitudes; Imagination; Self-perception; Identity (Psychology); Student teachers – Psychology; Student teachers – Attitudes; Teacher education

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APA (6^th Edition):

Missias, M. T. (2017). Teaching meanings : imagination and the teacher in-becoming. (Thesis). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:4698

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Missias, Matthew T. “Teaching meanings : imagination and the teacher in-becoming.” 2017. Thesis, Michigan State University. Accessed January 20, 2021. http://etd.lib.msu.edu/islandora/object/etd:4698.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Missias, Matthew T. “Teaching meanings : imagination and the teacher in-becoming.” 2017. Web. 20 Jan 2021.

Vancouver:

Missias MT. Teaching meanings : imagination and the teacher in-becoming. [Internet] [Thesis]. Michigan State University; 2017. [cited 2021 Jan 20]. Available from: http://etd.lib.msu.edu/islandora/object/etd:4698.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Missias MT. Teaching meanings : imagination and the teacher in-becoming. [Thesis]. Michigan State University; 2017. Available from: http://etd.lib.msu.edu/islandora/object/etd:4698

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Johannesburg

22. Steenekamp, Karen. Die sosiale aanpassing en verantwoordelikheid van die eerstejaarkoshuisstudent aan 'n universiteit.

Degree: 2012, University of Johannesburg

URL: http://hdl.handle.net/10210/6805

►

M.Ed.

The literature-study that was undertaken indicated that first-year students have problems in adapting to university- life. Extensive research has been done regarding the academic… (more)

Subjects/Keywords: College freshmen - Attitudes.; College students - South Africa - Attitudes.; Student housing - South Africa.

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APA (6^th Edition):

Steenekamp, K. (2012). Die sosiale aanpassing en verantwoordelikheid van die eerstejaarkoshuisstudent aan 'n universiteit. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/6805

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Steenekamp, Karen. “Die sosiale aanpassing en verantwoordelikheid van die eerstejaarkoshuisstudent aan 'n universiteit.” 2012. Thesis, University of Johannesburg. Accessed January 20, 2021. http://hdl.handle.net/10210/6805.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Steenekamp, Karen. “Die sosiale aanpassing en verantwoordelikheid van die eerstejaarkoshuisstudent aan 'n universiteit.” 2012. Web. 20 Jan 2021.

Vancouver:

Steenekamp K. Die sosiale aanpassing en verantwoordelikheid van die eerstejaarkoshuisstudent aan 'n universiteit. [Internet] [Thesis]. University of Johannesburg; 2012. [cited 2021 Jan 20]. Available from: http://hdl.handle.net/10210/6805.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Steenekamp K. Die sosiale aanpassing en verantwoordelikheid van die eerstejaarkoshuisstudent aan 'n universiteit. [Thesis]. University of Johannesburg; 2012. Available from: http://hdl.handle.net/10210/6805

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

23. Fortriede, Lesley L. The geography of Indiana's creative class : student place preferences and alumni migration patterns.

Degree: Thesis (M.S.), 2013, Ball State University

URL: http://cardinalscholar.bsu.edu/handle/123456789/197154

► With numerous local economies previously driven by manufacturing, Indiana was strongly affected by the economic downturn from 2007 until 2009. One suggestion to facilitate economic… (more)

Subjects/Keywords: Regional economics.; College student mobility.; College graduates – Indiana – Attitudes.; Ball State University – Students – Attitudes.

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APA (6^th Edition):

Fortriede, L. L. (2013). The geography of Indiana's creative class : student place preferences and alumni migration patterns. (Masters Thesis). Ball State University. Retrieved from http://cardinalscholar.bsu.edu/handle/123456789/197154

Chicago Manual of Style (16^th Edition):

Fortriede, Lesley L. “The geography of Indiana's creative class : student place preferences and alumni migration patterns.” 2013. Masters Thesis, Ball State University. Accessed January 20, 2021. http://cardinalscholar.bsu.edu/handle/123456789/197154.

MLA Handbook (7^th Edition):

Fortriede, Lesley L. “The geography of Indiana's creative class : student place preferences and alumni migration patterns.” 2013. Web. 20 Jan 2021.

Vancouver:

Fortriede LL. The geography of Indiana's creative class : student place preferences and alumni migration patterns. [Internet] [Masters thesis]. Ball State University; 2013. [cited 2021 Jan 20]. Available from: http://cardinalscholar.bsu.edu/handle/123456789/197154.

Council of Science Editors:

Fortriede LL. The geography of Indiana's creative class : student place preferences and alumni migration patterns. [Masters Thesis]. Ball State University; 2013. Available from: http://cardinalscholar.bsu.edu/handle/123456789/197154

24. Kiefer, Julie M. The effect of electronic response systems : relationship between perceptions and class performance, and difference by gender and academic ability.

Degree: PhD, 2013, Ball State University

URL: http://cardinalscholar.bsu.edu/handle/123456789/197787

► The current study sought to extend knowledge on effectiveness of Electronic Response Systems (ERS) or “clickers” in a college classroom by comparing student assessment performance… (more)

Subjects/Keywords: Student response systems.; Active learning.; Male college students – Attitudes.; Women college students – Attitudes.; Academic achievement.

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APA (6^th Edition):

Kiefer, J. M. (2013). The effect of electronic response systems : relationship between perceptions and class performance, and difference by gender and academic ability. (Doctoral Dissertation). Ball State University. Retrieved from http://cardinalscholar.bsu.edu/handle/123456789/197787

Chicago Manual of Style (16^th Edition):

Kiefer, Julie M. “The effect of electronic response systems : relationship between perceptions and class performance, and difference by gender and academic ability.” 2013. Doctoral Dissertation, Ball State University. Accessed January 20, 2021. http://cardinalscholar.bsu.edu/handle/123456789/197787.

MLA Handbook (7^th Edition):

Kiefer, Julie M. “The effect of electronic response systems : relationship between perceptions and class performance, and difference by gender and academic ability.” 2013. Web. 20 Jan 2021.

Vancouver:

Kiefer JM. The effect of electronic response systems : relationship between perceptions and class performance, and difference by gender and academic ability. [Internet] [Doctoral dissertation]. Ball State University; 2013. [cited 2021 Jan 20]. Available from: http://cardinalscholar.bsu.edu/handle/123456789/197787.

Council of Science Editors:

Kiefer JM. The effect of electronic response systems : relationship between perceptions and class performance, and difference by gender and academic ability. [Doctoral Dissertation]. Ball State University; 2013. Available from: http://cardinalscholar.bsu.edu/handle/123456789/197787

Columbia University

25. Waid, Brandie Elisabeth. Pre-service Mathematics Teacher Beliefs and Growth Mindset Assessment Practices.

Degree: 2018, Columbia University

URL: https://doi.org/10.7916/D88S65ZB

► Research from the fields of psychology and education suggests that a student’s mindset (beliefs about their intelligence or ability) has a tremendous impact on their… (more)

▼ Research from the fields of psychology and education suggests that a student’s mindset (beliefs about their intelligence or ability) has a tremendous impact on their setting of goals, reactions to setbacks and failures, and academic performance (Aronson, Fried, & Good, 2002; Blackwell, Trzensiewski, & Dweck, 2007; Dweck, 2000; Dweck, 2006; Good, Aronson, & Inzlicht, 2003; Good, Rattan, & Dweck, 2012; Hong, Chiu, Dweck, Lin, & Wan, 1999). It has also been found that teachers’ mindsets do not necessarily predict their students’ mindsets, namely because teachers do not always teach in ways that align with their mindset. Instead, their beliefs about the nature of mathematics have been found to predict student mindset (Sun, 2015). This may be because if teachers believe that mathematics is a subject of creativity and sense making (a multidimensional belief), they are more likely to teach in ways that emphasize conceptual development and reasoning (practices that convey a growth mindset to students), no matter their personal mindset. Whereas if teachers believe mathematics is more about the rote learning of facts and procedures (a one dimensional belief), they will present it as such (practices that convey a fixed mindset to students). The purpose of this study is to explore the relationship between pre-service mathematics teachers’ beliefs and the mindset messages conveyed through their assessment practices. The study focuses on two beliefs: (1) beliefs about mathematics and (2) beliefs about ability (mindset); and three assessment practices: (1) the assessments pre-service teachers create, (2) the feedback they provide students on those assessments, and (3) the next steps they propose after analyzing student performance on the assessment. Using a mixed-methods approach, this study combines a beliefs survey with an in-depth examination of assessments, and accompanying commentaries, submitted by six pre-service mathematics teachers. Assessments and commentaries were evaluated to determine the degree to which the described (and displayed) practices conveyed growth mindset messages, accomplished through the use of pre-existing rubrics created for the educative Teacher Preparation Assessment (edTPA), along with principles of grounded theory and the research on teaching practices that promote growth mindsets in students. Results suggested that having a growth mindset had some relation to pre-service teachers’ (1) planning of growth mindset assessments, (2) use of multiple representations in assessments, and (3) providing of feedback related to students’ efforts. Whereas pre-service teachers with fixed mindsets appeared to leave (1) more technical feedback and (2) more feedback overall. Additionally, stronger multidimensional views appeared more related to the pre-service teachers’ (1) planning of growth mindset assessments, (2) use of multiple representations in assessments, (3) praising a student’s use of a solution method or property, (4) attempting a “strengths-needs” feedback structure, and (5) allowing…

Subjects/Keywords: Mathematics – Study and teaching; Teachers – Training of; Psychology; Students – Attitudes; Teachers – Attitudes; Student teachers – Psychology

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APA (6^th Edition):

Waid, B. E. (2018). Pre-service Mathematics Teacher Beliefs and Growth Mindset Assessment Practices. (Doctoral Dissertation). Columbia University. Retrieved from https://doi.org/10.7916/D88S65ZB

Chicago Manual of Style (16^th Edition):

Waid, Brandie Elisabeth. “Pre-service Mathematics Teacher Beliefs and Growth Mindset Assessment Practices.” 2018. Doctoral Dissertation, Columbia University. Accessed January 20, 2021. https://doi.org/10.7916/D88S65ZB.

MLA Handbook (7^th Edition):

Waid, Brandie Elisabeth. “Pre-service Mathematics Teacher Beliefs and Growth Mindset Assessment Practices.” 2018. Web. 20 Jan 2021.

Vancouver:

Waid BE. Pre-service Mathematics Teacher Beliefs and Growth Mindset Assessment Practices. [Internet] [Doctoral dissertation]. Columbia University; 2018. [cited 2021 Jan 20]. Available from: https://doi.org/10.7916/D88S65ZB.

Council of Science Editors:

Waid BE. Pre-service Mathematics Teacher Beliefs and Growth Mindset Assessment Practices. [Doctoral Dissertation]. Columbia University; 2018. Available from: https://doi.org/10.7916/D88S65ZB

26. Krantz, Åsa. Betydelsen av klinisk utbildning inom psykiatrisk vård : en intervjustudie om attityder till personer med psykisk sjukdom och psykiatrisk vård hos sjuksköterskestudenter i Sverige.

Degree: Sophiahemmet University College, 2011, Sophiahemmet University College

URL: http://urn.kb.se/resolve?urn=urn:nbn:se:shh:diva-939

► Bakgrund Psykisk ohälsa är vanligt förekommande och kan uppvisas genom symtom som exempelvis ångest, oro, sömnproblem, stress och självmordstankar. Psykisk ohälsa kan tillsammans med… (more)

▼ Bakgrund Psykisk ohälsa är vanligt förekommande och kan uppvisas genom symtom som exempelvis ångest, oro, sömnproblem, stress och självmordstankar. Psykisk ohälsa kan tillsammans med ärftliga faktorer och livshändelser leda till att psykisk sjukdom utvecklas. Det finns fortfarande mycket fördomar och negativa attityder gentemot personer med psykisk sjukdom i samhället vilket bidrar till att många inte vågar tala om sin sjukdom. En förklaring till varför det finns negativa attityder gentemot personer med psykisk sjukdom är att människor ofta har en dålig kunskap om fenomenet och därför blir rädda för det som är främmande. Sjuksköterskestudenter delar ofta denna allmänna uppfattning gentemot personer med psykisk sjukdom. Syfte Syftet var att beskriva attityder till psykisk sjukdom samt psykiatrisk vård före, under och efter den kliniska utbildningen inom psykiatrin hos sjuksköterskestudenter i Sverige. Metod För att kunna besvara syftet valdes metoden kvalitativ forskningsintervju med deskriptiv design. Sex intervjuer genomfördes med sjuksköterskestudenter som studerade på ett sjuksköterskeprogram vid en högskola i Stockholm. Resultat Flertalet av de intervjuade sjuksköterskestudenterna beskrev att de upplevde att det fanns fördomar mot de psykiskt sjuka både i samhället i stort och inom vården. Studenterna beskrev att de fått erfarenheter av att det var viktigt i samvaron med patienten att fokusera på det friska, inte enbart det sjuka. Alla de intervjuade sjuksköterskestudenterna beskrev att de efter kursen i klinisk psykiatri har fått en ökad kunskap om psykisk sjukdom vilket lett till en positivare attityd, bättre förståelse samt bättre bemötande. Det framkom även att sjuksköterskestudenterna kunde tänka sig att arbeta inom psykiatrisk vård i framtiden, vilket inte fanns några planer kring innan kursen. Slutsats Klinisk utbildning inom psykiatri har en betydande roll vad det gäller förändringen av sjuksköterskestudenters uppfattning och attityd till personer med psykisk sjukdom samt psykiatrisk vård.

Subjects/Keywords: Public attitudes towards mental illness; Stigma; Student attitudes; Clinical education; Psychiatric nursing

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APA (6^th Edition):

Krantz, �. (2011). Betydelsen av klinisk utbildning inom psykiatrisk vård : en intervjustudie om attityder till personer med psykisk sjukdom och psykiatrisk vård hos sjuksköterskestudenter i Sverige. (Thesis). Sophiahemmet University College. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:shh:diva-939

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Krantz, Åsa. “Betydelsen av klinisk utbildning inom psykiatrisk vård : en intervjustudie om attityder till personer med psykisk sjukdom och psykiatrisk vård hos sjuksköterskestudenter i Sverige.” 2011. Thesis, Sophiahemmet University College. Accessed January 20, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:shh:diva-939.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Krantz, Åsa. “Betydelsen av klinisk utbildning inom psykiatrisk vård : en intervjustudie om attityder till personer med psykisk sjukdom och psykiatrisk vård hos sjuksköterskestudenter i Sverige.” 2011. Web. 20 Jan 2021.

Vancouver:

Krantz �. Betydelsen av klinisk utbildning inom psykiatrisk vård : en intervjustudie om attityder till personer med psykisk sjukdom och psykiatrisk vård hos sjuksköterskestudenter i Sverige. [Internet] [Thesis]. Sophiahemmet University College; 2011. [cited 2021 Jan 20]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:shh:diva-939.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Krantz �. Betydelsen av klinisk utbildning inom psykiatrisk vård : en intervjustudie om attityder till personer med psykisk sjukdom och psykiatrisk vård hos sjuksköterskestudenter i Sverige. [Thesis]. Sophiahemmet University College; 2011. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:shh:diva-939

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Latrobe University

27. Pham, Xuan Binh. The first teaching year experiences of beginning teachers in Kien Giang, Vietnam.

Degree: 2013, Latrobe University

URL: http://hdl.handle.net/1959.9/524150

Thesis (Doctorate) - La Trobe University, 2013

Submission note: "A thesis submitted in partial fulfilment of the requirements for the degree of Doctor of Education [to the] Faculty of Education, La Trobe University, Bundoora".

Advisors/Committee Members: La Trobe University. Faculty of Education..

Subjects/Keywords: Teachers – Vietnam – Attitudes.; Student teachers – Vietnam – Attitudes.; Schools – Sociological aspects – Vietnam.; Teachers – Training of – Vietnam.

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APA (6^th Edition):

Pham, X. B. (2013). The first teaching year experiences of beginning teachers in Kien Giang, Vietnam. (Doctoral Dissertation). Latrobe University. Retrieved from http://hdl.handle.net/1959.9/524150

Chicago Manual of Style (16^th Edition):

Pham, Xuan Binh. “The first teaching year experiences of beginning teachers in Kien Giang, Vietnam.” 2013. Doctoral Dissertation, Latrobe University. Accessed January 20, 2021. http://hdl.handle.net/1959.9/524150.

MLA Handbook (7^th Edition):

Pham, Xuan Binh. “The first teaching year experiences of beginning teachers in Kien Giang, Vietnam.” 2013. Web. 20 Jan 2021.

Vancouver:

Pham XB. The first teaching year experiences of beginning teachers in Kien Giang, Vietnam. [Internet] [Doctoral dissertation]. Latrobe University; 2013. [cited 2021 Jan 20]. Available from: http://hdl.handle.net/1959.9/524150.

Council of Science Editors:

Pham XB. The first teaching year experiences of beginning teachers in Kien Giang, Vietnam. [Doctoral Dissertation]. Latrobe University; 2013. Available from: http://hdl.handle.net/1959.9/524150

Brigham Young University

28. Barth, Katie Nicole. An Investigation of the Effects of Integrating Science and Engineering Content and Pedagogy in an Elementary School Classroom.

Degree: MA, 2013, Brigham Young University

URL: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=4695&context=etd

► Fewer students in the United States are choosing to study and enter careers in the STEM disciplines-Science, Technology, Engineering, and Mathematics. This problem is being… (more)

Subjects/Keywords: STEM integration; Student Learning; Student Attitudes and Interests; Teacher Education and Professional Development

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APA (6^th Edition):

Barth, K. N. (2013). An Investigation of the Effects of Integrating Science and Engineering Content and Pedagogy in an Elementary School Classroom. (Masters Thesis). Brigham Young University. Retrieved from https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=4695&context=etd

Chicago Manual of Style (16^th Edition):

Barth, Katie Nicole. “An Investigation of the Effects of Integrating Science and Engineering Content and Pedagogy in an Elementary School Classroom.” 2013. Masters Thesis, Brigham Young University. Accessed January 20, 2021. https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=4695&context=etd.

MLA Handbook (7^th Edition):

Barth, Katie Nicole. “An Investigation of the Effects of Integrating Science and Engineering Content and Pedagogy in an Elementary School Classroom.” 2013. Web. 20 Jan 2021.

Vancouver:

Barth KN. An Investigation of the Effects of Integrating Science and Engineering Content and Pedagogy in an Elementary School Classroom. [Internet] [Masters thesis]. Brigham Young University; 2013. [cited 2021 Jan 20]. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=4695&context=etd.

Council of Science Editors:

Barth KN. An Investigation of the Effects of Integrating Science and Engineering Content and Pedagogy in an Elementary School Classroom. [Masters Thesis]. Brigham Young University; 2013. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=4695&context=etd

University of Southern California

29. Chung, Emily. Do attitudes matter? attitudes towards debt and graduate student loan debt.

Degree: EdD, Education, 2015, University of Southern California

URL: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/556256/rec/2076

► This dissertation contributes to a small but growing body of research on graduate student loan debt. We designed a survey to measure whether debt attitudes… (more)

Subjects/Keywords: student loan debt; graduate school; graduate student; attitudes; behaviors; debt aversion; spending compulsion; financial literacy

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APA (6^th Edition):

Chung, E. (2015). Do attitudes matter? attitudes towards debt and graduate student loan debt. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/556256/rec/2076

Chicago Manual of Style (16^th Edition):

Chung, Emily. “Do attitudes matter? attitudes towards debt and graduate student loan debt.” 2015. Doctoral Dissertation, University of Southern California. Accessed January 20, 2021. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/556256/rec/2076.

MLA Handbook (7^th Edition):

Chung, Emily. “Do attitudes matter? attitudes towards debt and graduate student loan debt.” 2015. Web. 20 Jan 2021.

Vancouver:

Chung E. Do attitudes matter? attitudes towards debt and graduate student loan debt. [Internet] [Doctoral dissertation]. University of Southern California; 2015. [cited 2021 Jan 20]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/556256/rec/2076.

Council of Science Editors:

Chung E. Do attitudes matter? attitudes towards debt and graduate student loan debt. [Doctoral Dissertation]. University of Southern California; 2015. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/556256/rec/2076

Virginia Tech

30. Peterson, James Scott. Review of Research at Virginia Tech on the Relationship Between School Building Condition and Student and Teacher Performance and Attitudes.

Degree: PhD, Educational Leadership and Policy Studies, 2014, Virginia Tech

URL: http://hdl.handle.net/10919/56836

► The research study is a review of research at Virginia Tech on the relationship between school building condition and student and teacher performance and attitudes.… (more)

▼ The research study is a review of research at Virginia Tech on the relationship between school building condition and student and teacher performance and attitudes. There have been several reviews or synthesis studies of the research in the field of school facilities over the last 65 years. One institution, Virginia Tech has produced several research studies in this area of scholarly work over the past two decades. With this large corpus of research directly related to Cash's theoretical model, first used in 1993, it becomes necessary to find out what the research has shown and also to find out what these researchers have advocated for further research. The study extracted 84 findings from the 20 studies reviewed with 67% being statistically significant. Only eight of the 20 relationships in the theoretical model had related findings. Building Condition and Faculty Attitude and Building Condition and Student Achievement had the highest number of related findings. The study states that a better Building Condition has a positive relationship on higher student achievement and attitudes. The synthesis of the findings also drew seven conclusions that should be factored into future research decisions. The study also extracted 74 recommendations for further research. The three relationships that had the greatest number of related recommendations for further research were Building Condition and Student Achievement, Building Condition and Student Attitudes, and Building Condition and Faculty Attitude. The relationships that were either not investigated or were investigated by one or two research studies are the areas that need more research. The theoretical model produced several propositions for further research. The propositions follow the logical progression of the model from the decisions of the school authorities and financial ability of the school system in determining the condition of the school building to the eventual effect the school building conditions have upon student and teacher performance and attitudes. The presented taxonomy of research needs, through the propositions, serves as a guide in determining the needs for filling the gaps in the research related to Building Condition and Student and Teacher Performance and Attitude at Virginia Tech and other institutions. Advisors/Committee Members: Earthman, Glen I. (committeechair), Tripp, Norman Wayne (committee member), Twiford, Travis W. (committee member), Cash, Carol S. (committee member).

Subjects/Keywords: theoretical model; school facilities; student achievement; building condition; student and faculty attitudes

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APA (6^th Edition):

Peterson, J. S. (2014). Review of Research at Virginia Tech on the Relationship Between School Building Condition and Student and Teacher Performance and Attitudes. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/56836

Chicago Manual of Style (16^th Edition):

Peterson, James Scott. “Review of Research at Virginia Tech on the Relationship Between School Building Condition and Student and Teacher Performance and Attitudes.” 2014. Doctoral Dissertation, Virginia Tech. Accessed January 20, 2021. http://hdl.handle.net/10919/56836.

MLA Handbook (7^th Edition):

Peterson, James Scott. “Review of Research at Virginia Tech on the Relationship Between School Building Condition and Student and Teacher Performance and Attitudes.” 2014. Web. 20 Jan 2021.

Vancouver:

Peterson JS. Review of Research at Virginia Tech on the Relationship Between School Building Condition and Student and Teacher Performance and Attitudes. [Internet] [Doctoral dissertation]. Virginia Tech; 2014. [cited 2021 Jan 20]. Available from: http://hdl.handle.net/10919/56836.

Council of Science Editors:

Peterson JS. Review of Research at Virginia Tech on the Relationship Between School Building Condition and Student and Teacher Performance and Attitudes. [Doctoral Dissertation]. Virginia Tech; 2014. Available from: http://hdl.handle.net/10919/56836

Open Access Theses and Dissertations