2 edition of Self-concepts and attitudes towards teaching as predictors of effective teaching found in the catalog.
Self-concepts and attitudes towards teaching as predictors of effective teaching
J. G. Oketch
by Bureau of Educational Research, Kenyatta University in [Nairobi]
Written in English
|Statement||by J.G. Oketch.|
|Series||Seminar paper ;, no. 20181, Seminar paper (Kenyatta University. Bureau of Educational Research) ;, no. 20181.|
|LC Classifications||LB1775.3.T4 O54 1988|
|The Physical Object|
|Pagination||9 leaves ;|
|LC Control Number||90980404|
Effective Teaching in Elementary Mathematics: Identifying Classroom Practices that Support Student Achievement1 Abstract Recent investigations into the education production function have moved beyond traditional teacher inputs, such as education, certification, and salary, focusing instead on observational measures of teaching practice. GENERAL EDUCATION TEACHERS’ ATTITUDES ABOUT INCLUSION Larry D. Monje, Ed.D. Western Michigan University, This study uses Q Methodology and semi-structured interviews to examine general education teachers’ attitudes, beliefs and perceptions about inclusion of students with disabilities in their general education classrooms.
To conclude, both transformational and transactional leadership styles govern employee attitude towards their leaders, job performance and organizational productivity. The underlying assumption of Full Range Leadership (FRL) model is that leaders are perceived effective, if they adopt effective leadership styles. Journal of Research in Science Teaching, 14, 5, , Sep Attitudes toward science, process skills knowledge and self-concept were all found to be significantly intercorrelated; self concept was the only predictor of achievement. (CP) Descriptors: Achievement.
success the more positive the attitude that results. (early attitudes do not correlate with SLA success, but later attitudes do) (1) Parents’ attitudes (2) Peers attitudes (3) Learning situation (learners can hold negative attitudes towards the learning situation if the teacher’s agenda is . effectiveness. With regard to the teaching approach, it seems that the more effective teachers (McBer , Jasman , Anderson ): set realistic objectives, try and give incentives to students for learning, apply various teaching methods, select participative forms of teaching, test and create didactic material, present.
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Teaching & Teacher Education, Vol. 4, No. 1, pp.Printed in Great Britain X/88 $+ Pergamon Press plc TEACHER EFFICACY, SELF-CONCEPT, AND ATTITUDES TOWARD THE IMPLEMENTATION OF INSTRUCTIONAL INNOVATION* THOMAS R.
GUSKEY University of Kentucky, U.S.A. Abstract-This paper describes an exploratory study designed Cited by: Factors affecting teachers’ attitude towards teaching and learning social studies There are many factors responsible for display of negatives and unfriendly attitudes by the teachers towards their teaching subjects.
These factors include: Students’ attitude towards Social Studies- Social studies is quite different from what it was before. Effective teaching is a continual learning process, and each school year brings changes to which competent teachers must adapt.
These changes include the students themselves, the curriculum, building issues, colleagues, administrators, finances, health and safety concerns, families, communities and an abundance of other influences affecting the. The data suggest that students’ SDLL attitudes and strategies were apparently determined by the constraints of the specific contexts of teaching and learning.
In addition, the data seem to cast doubt on the stereotypic notions of passive and dependent Asian by: Head Teachers Attitude towards Inclusive Education the Key Predictor of Effective Implementation of Inclusive Education In Public Primary Schools of Murang’a County, Kenya Based on the theory of innovation diffusion, this cross-sectional study sought to determine if head teachers and teachers’ knowledge of and attitudes towards inclusive.
positive attitudes toward teaching, those attitudes neither related to the academic motivation nor to the academic self efficacy. In addition, regression analyses revealed that academic self-efficacy was the only meaningful predictor of academic motivation.
Understanding teachers’ attitudes and self-efficacy in inclusive education: implications for pre-service and in-service teacher education.
European Journal of. job-related attitudes entail differences among teachers within countries and within schools. •Female teachers are less likely than male teachers to see teaching as the direct transmission of knowledge and are more likely to adopt structuring and student oriented practices as well as to.
Contextualized Language Module and Students' English Proficiency and Attitude Towards the English Language All DepEd Action Research to be conducted must be related to the nature of work, would improve teaching and learning, access and school governance, and matters arising from the SIP analysis and Learning Action Cells sessions that require.
These forms, attitude, beliefs, values and self-concept, are all interrelated and associated. They are the factors that, together, mold and shape the behavior and character of a person.
They form the basis for a person’s happiness, respect, career, wealth success among other attributes of a. The study of attitudes has had a long and preeminent history in the field of social psychology (Eagly, ; Eagly & Chaiken, ).
The topic of attitudes is intrinsically appealing to psychologists and non-psychologists alike; we all hold attitudes about many different abstract (e.g., ideologies such as democracy and liberalism) and concrete (e.g., people, places, and things) attitude objects.
The high mean score for attitudes toward science teaching (M =SD = ) indicated that pre-service science teachers had a positive attitude towards science teaching, whereas the relatively low mean score for science teaching anxiety (M =SD = ) suggested that pre-service science teachers did not worry much about teaching.
The evaluative dimensions students used in assessing their academic self-concept were correlated with judgmental dimensions students utilized in evaluating teachers by means of a stepwise multiple regression analysis. All students evaluated themselves as students in terms of academic skill and ability, interpersonal effectiveness, and quality of scholastic involvement.
strong predictor towards language learning because attitudes directly influence learners’ behavior towards achivement (Gardner ). In his Socio-Educational Model, Gardner explains motivation in L2 learning as a dichotomy between integrative motive and in-strumental orientations (ibid, p.
51). Figure 1 illustrates his more recent version of the. attitude scale towards to the teaching profession. It has also found that there was a statistical intermediate positive relationship between the self-efficacy of teaching the science and the attitudes towards teaching profession at the teacher candidates, who were studying at.
approach to teaching. Teachers' Satisfaction: Attitude toward Teaching There are many reasons why teachers might not hold positive attitudes toward teaching. Huberman () described teachers' daily experience of "classroom press," that is, the fast pace and interpersonal intensity of teaching and the classroom environment place high demands.
teaching experience were found to be insignificant in determining attitude towards E-learning . In another similar study carried o ut by Krishnakumar and Rajes h, higher education teachers. Researchers and scholars have proposed a variety of approaches in pre-service and in-service teacher training so that teachers change their beliefs, views and attitudes towards teaching the NOS.
Historically, the study of public attitudes toward mental illness and persons with mental illness has mostly been the domain of mental health professionals—namely psychiatrists, psychologists. chapter 4: students’ reading attitudes, self-concept, and out-of-school activities Students were asked to indicate their degree of agreement with each statement on a 4-point scale, as follows: agree a lot, agree a little, disagree a little, and disagree a ses to each statement were averaged for each.
However, teachers who are effective at improving test scores often are not equally effective at improving students’ attitudes and behaviors. These findings lend empirical evidence to well-established theory on the multidimensional nature of teaching and the need to identify strategies for improving the full range of teachers’ skills.Predictors of teacher quality have typically included factors such as class size, certification, type of attitudes, and motivational variables also contribute to the mastery of teaching and learning.
can assume that there is a fundamental pedagogical knowledge base for creating effective teaching-learning situations that is independent.It has also been emphasized that the teacher estimates are the significant predictors of attitudes toward science in student’s following grades (Talton & Simpson, ).
However, according to some researchers, it has been stated that the willingness of success does not have an effect on attitude toward science (George, ).