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1.
The purpose of this study is to ascertain what personal and professional characteristics are related to elementary attitudes toward science and the scientific institution. The Schwirian Science Support Scale (TRI-S) was administered to 191 elementary teachers and analysis of variance was used to analyze the data. The personal characteristics examined are: (1) age; and (2) religious preference. The six professional characteristics explored are: (1) highest academic degree held; (2) semester hours of college science; (3) type of undergraduate institution attended; (4) years teaching experience; (5) grade level taught; and (6) the nature oj the teaching experience, i.e., continuous or interrupted. Of these eight independent variables, age is associated with the greatest attitudinal differences, the younger teachers expressing the more positive attitudes toward science. Teachers who graduated from state schools had more positive attitudes than those who came from private, liberal arts institutions. There was also a positive association found between number of hours in science and positive science attitudes.  相似文献   

2.
Student teachers enrolled at Kansas State University and Northeastern State College (Oklahoma) in the spring of 1967 were compared on (1) maintenance of philosophic orientation, (2) adherence to teaching attitudes, (3) reaction to student-teaching, and (4) performance on related criteria. The GNC Scale of Logical Consistency in Educational Ideas determined their philosophic orientation. The Minnesota Teacher Attitude Inventory determined their attitudes toward potential teaching situations. Comparisons were made before and after student teaching by institution, teaching level, and sex. GNC, MTAI, and ACT levels, methods and student-teaching grades, and grade point averages were tested for intercorrelation.

K. S. U. students were more logically consistent and empirically oriented in their ideas about education before and after teaching participation. Teaching attitudes were best maintained by the elementary students in both institutions. N. S. C. students showed greater intercorrelation among all the criteria. Low logical consistency by N. S. C. students may signify disagreement between theoretical and practical educational views. Maintenance of teaching attitudes by K. S. U. elementary students suggests variable effects of professional courses. Agreement among academic and educational criteria by N. S. C. students suggests a greater unaminity of educational ends and means.  相似文献   

3.
Abstract

In order to measure attitude changes as a function of studying and as a function of teaching the Minnesota Teacher Attitude Inventory (MTAI) was administered to fifty-two students in an experimental fifth-year graduate program in elementary education. Three test administrations followed the structure of the program: (1) before classes began, (2) after completing the academic program, (3) following a 4 Vi -month internship. During the academic program MTAI scores increase significantly, attitudes become more tolerant and more child-centered. In contrast, attitudes decline during the internship. Frustration in the internship is significantly correlated with a decrease in MTAI scores. Being placed in an inner city school or a school in a lower socio-economic neighborhood is not significantly correlated with a decrease in MTAI scores.  相似文献   

4.
Abstract

Student teachers who scored high on the MTAI were rated more favorably by secondary school students who did not plan to attend college than by students who planned to attend college. The teachers who scored low on the MTAI were rated more favorably by their college-bound students.  相似文献   

5.
Abstract

The purpose of this study is to determine what effects social reinforcement counseling has on attitudes toward teaching and accuracy of teacher attitude self-estimation held by beginning education students. Teacher attitudes were assessed by the MTAI. Seventy-eight education students at the Ohio State University were randomly divided into three groups that received individual counseling, group counseling, and no counseling for four sessions with social reinforcement as the major technique. The results of the study lend support to conclusions which follow. First, social reinforcement counseling in individual or group setting is more effective for changing attitudes toward teaching, but not effective for increasing students' accuracy of self-estimated teacher attitudes. Second, social reinforcement counseling in groups is as effective as individual counseling for changing MTAI scores of beginning education students.  相似文献   

6.

In the United States, the Gaining Early Awareness and Readiness for Undergraduate Programs (GEAR UP) fosters relationships between racial-ethnic and low-income adolescents and adults and peers who help them and their families take formal steps toward pursuing a college degree. However, the extent to which GEAR UP students seek teachers, counselors, parents, or friends to prepare for college during program participation is underexplored in the literature. Using the Theory of Reasoned Action as a guiding framework, this study examined the extent to which GEAR UP participant attitudes, subjective norms, and intentions influenced whether participants sought academic support from teachers, counselors, parents, or friends during an academic semester. Strong direct and indirect effects were found in structural equation models examining GEAR UP student subjective norms, intentions, and behaviors regarding seeking academic support from friends. The data on students seeking academic support from school personnel and parents were less conclusive. Participation in GEAR UP activities influenced these relationships. Implications for how practitioners and researchers support the college readiness of adolescents in GEAR UP are discussed.

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7.
The effects of perceived parental over-involvement on students’ level of test anxiety were examined in two studies. In study 1, parental over-involvement scale was developed. The sample comprised 105 male and female undergraduate college students between the ages of 21 and 26. The scale contained two aspects of parental over-involvement: parental attitudes toward academic studies and parental involvement in academic studies. Students’ self-reported attitudes toward academic studies were also included. In study 2, the effects of the three aspects on students’ level of test anxiety were examined. The sample comprised 90 male and female undergraduate college students, between the ages of 21 and 26. Research hypotheses were that the two aspects of parental over-involvement and students’ attitudes will positively correlate with students' test anxiety and that results will persist with high anxious students. Finally, an exploratory question was examined as to whether the two aspects of parental over-involvement will differ in their impact on test anxiety. As expected all three factors positively correlated with test anxiety; however, regression analysis indicated that only parental involvement was predicting text anxiety. Results for participants with high test anxiety partially supported research hypothesis as parental involvement correlated with test anxiety (TA) total score and with worry but not with emotionality. Findings are discussed as response to the exploratory question. Finally, although not hypothesized, academic education of parents was positively related to students' test anxiety. Results suggest that parental attitudes and behaviors are significant factors in college students’ TA.  相似文献   

8.
Abstract

Although distance education is growing in importance in the United States, little research has focused on the attitudes of American college and university teachers toward college‐level distance education and toward the use of specific media in distance education provision. The attitudes of both participating and nonparticipating faculty toward distance education need further examination, since teaching innovations cannot succeed without their support. This study examines the receptivity to college‐credit distance education of faculty members in two‐ and four‐year higher education institutions. The research questions focused on general receptivity to distance education, the relationship between professional characteristics and attitude toward distance education, the connection between previous distance education experiences/ familiarity and receptivity, and on attitudes toward different distance education media and methods.  相似文献   

9.
Abstract

The purpose of this study is to examine how attitudes toward the occupational values of teaching motivate prospective teachers.

By examining the reasons or motives in various studies in the United States, England, and Japan, the three facets ("Job-Person Interaction", "Aspect of Job", and "Time") were set up. According to these facets, 26 items about the occupational values of teaching were designed. From them, 26 pairs of questions were drawn up; the first question centers on attitudes toward the occupational values of teaching, and the second on influences of the attitudes upon the desire to become a teacher.

All favorable (or unfavorable) attitudes toward any values of teaching did not always motivate positively (or negatively) the prospective teachers. But favorable attitudes toward the economic, interpersonal, and ethical values of teaching motivated the persons positively to become teachers.

It can be concluded that the motivation for becoming a teacher is the resultant of two vectors; the individual's attitudes toward the occupational values of teaching and his self-concepts of his needs for becoming a teacher.  相似文献   

10.
Abstract

The central hypothesis of this study was that conflicting values are related to a lack of acceptance of the school’s curriculum on the part of the faculty. The data were collected through the employment of three instruments (Differential Values Inventory by Prince, an adaptation of the Kreitlow Scale by Kreitlow and Dreier, and a Teacher Attitude Scale.) School faculties which expressed the greater differences in educational values also expressed the greatest amount of disapproval of the school’s curriculum. However, individual teachers with extreme values indicated more favorable attitudes toward the curriculum than teachers with more neutral values. Values held by principals were related to teachers approval of the curriculum.  相似文献   

11.
This study examines how various teacher characteristics and contextual factors are related to early primary teachers’ beliefs about mathematical teaching and learning and teachers’ attitudes toward their own learning of mathematics. A total of 396 early primary teachers across Nebraska participated in the study. Teacher characteristics and contextual factors were grouped into four sets: teacher professional background, teacher mathematical knowledge for teaching, teaching contexts, and students’ experiences. Multiple regression analyses were conducted with each set of predictors separately, as well as with all four sets together. The results showed significant relationships between teachers’ mathematical knowledge for teaching and teacher-centered beliefs, motivation in learning mathematics, and anxiety toward learning mathematics. Teacher certification level, the number of college math courses taken, and perceived support from colleagues and administrators were also related to some aspects of teachers’ mathematical beliefs and attitudes. The findings suggest the potential role of teachers’ mathematical knowledge for teaching in improving teachers’ mathematical beliefs and attitudes.  相似文献   

12.
After special training, 67 teachers of the third through sixth grades, with a total of 1853 pupils, each conducted an experience-based social studies program in his or her own class during the semester following the training. The program, the Mini-Society, requires considerable pupil autonomy. Half of the classes were taught by teachers with the highest success orientation toward teaching. These students showed significantly larger residual gains on perceived personal control of their own academic success and failure and on favorable attitude toward learning than did students in classes taught by the other half of the teachers, who were oriented more toward avoidance of failure in their teaching.  相似文献   

13.
Abstract

The major purpose of the study was to determine the effect of a teacher education program upon the attitudes of undergraduate students toward children. At the beginning and end of a fall quarter the MTAI was administered to 250 undergraduate teacher education students in the various levels of the professional programs at the University of Denver. Pre-test and post-test scores were compared. Differences were obtained (t = .01 level). Thirty-two students who demonstrated the greatest change in score were interviewed in an effort to determine causes of change. Student attitudes were changed while in the teacher education program by influences within and outside the program.  相似文献   

14.

Pedagogical beliefs are a critical factor in terms of integrating technology into teaching, but very few technology acceptance models (TAMs) have considered them. Hence, this study aims to extend the TAM by incorporating pre-service teachers’ conception of teaching and learning. The revised model examined the influence of pre-service mathematics teachers’ constructivist and traditional pedagogical beliefs on their technology acceptance through perceived ease of use, perceived usefulness, attitude toward technology, and behavioral intention to use. Survey data were collected from 714 pre-service mathematics teachers in Turkey and analyzed through path analysis. The results showed that pre-service mathematics teachers’ pedagogical beliefs were more constructivist-oriented than traditional-oriented, and constructivist beliefs had a significant influence on the components of the TAM. On the other hand, pre-service teachers’ traditional-oriented beliefs did not influence their perceived usefulness of and attitudes toward technology but had positive effects on perceived ease of use. Implications for pre-service mathematics teacher education were discussed.

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15.
Abstract

The purpose of this research was to compare the beliefs and attitudes of teachers using the flipped versus the traditional class model. Survey and interview data were collected from a matched sample of in-service teachers representing both models from a large suburban southeastern Texas school district. The Attitude Towards Technology Scale, the Frequency of Involvement in Technology Scale, the Technology Comfort Scale, and the Technology and Teaching Efficacy Scale were administered to compare the beliefs and attitudes of teachers. Additionally, one-on-one interviews further explored the teacher beliefs and attitudes associated with the impact of technology on student engagement. Findings suggest that flipped classroom teachers have higher technology and teaching efficacy, greater comfort levels using technology, higher frequency of involvement in technology, more positive attitudes toward technology, and greater levels of student engagement.  相似文献   

16.
Abstract

This study examined correlations between teachers’ attitudes toward mathematics/teaching mathematics and the practice of developmentally appropriate mathematics. This study tested two independent variables: (1) kindergarten teachers’ attitudes toward mathematics; and (2) kindergarten teachers’ attitudes toward teaching mathematics; and their relationships with the practice of developmentally appropriate mathematics.

The researcher designed a survey questionnaire by cross‐referencing several instruments and the review of related literature. A sample of 200 kindergarten teachers was randomly selected from the Indiana Department of Education website directory. Of the 200 kindergarten teachers, 81 teachers participated in this study by returning the survey questionnaire to the researcher via the postal service, e‐mailing, or posting the response over the Internet.

Each independent variable was tested to determine the level of its statistical significance by using multiple linear stepwise regression procedures. The results of this study revealed that kindergarten teachers’ attitudes toward teaching mathematics were found to be a significant variable correlating with the practice of developmentally appropriate mathematics, but kindergarten teachers’ attitudes toward mathematics were not a significant variable.  相似文献   

17.
Abstract

Undergraduate pre‐service teachers enrolled in the first professional semester of an early childhood teacher preparation program were assigned clinical placements in schools with diverse student populations. Pretest and posttest self‐report questionnaires and focus group discussions were used to gain insight into the impact of the experience. Quantitative and qualitative analysis of the feedback indicate that early clinical placements in diverse settings can positively impact student attitudes toward children of religious and cultural groups different from their own. Such experiences can also impact student views of priorities in teacher education. Implications for teacher preparation programs are offered.  相似文献   

18.
The primary purpose of this study was to examine the extent to which preservice teachers participating in a semester of urban immersion would evidence a change in attitudes toward urban teaching based on their experiences in the program. The experiences of 22 program participants were examined to qualify potential change.

Study methodology included analysis of student journals, content of focus groups conducted throughout the semester, student discussion observed in coursework, and personal interviews conducted at the end of the urban experience. Analysis revealed common themes including the importance of direct experience with diversity and personal reflection as critical components of multicultural growth. The experience served to dispel myths and stereotypes regarding urban teaching, to expand university students’ understanding of privilege and power in society, and to encourage movement from a color denial perspective to an appreciation for and respect of cultural differences.

The study illustrates the potential of urban immersion to alter attitudes toward working with diverse populations of children and families. Implications for the development of initiatives geared toward this end include the importance of cultural immersion, the provision of opportunities for critical self-reflection, and intentional efforts to encourage relationship building as deciding elements fostering multicultural growth.  相似文献   

19.
This study explored infield prekindergarten teachers’ attitudes and beliefs toward teaching science to young children. In addition, prekindergarten teachers’ previous and future interests in science-related professional development were assessed. Data were collected through a self-report measure, the preschool teacher attitudes and beliefs toward science. The sample consisted of 112 prekindergarten teachers. Findings suggest prekindergarten teachers may be more comfortable with conducting and integrating science activities and understanding the benefits of science for young children’s global development than previously thought. However, teachers continue to indicate feelings of inadequacy and anxiety toward their own science knowledge and ability to support children’s scientific learning. Future research should examine additional methods of assessing science teaching in prekindergarten classrooms, such as direct observation, as well as the impact of professional development on attitudes, beliefs, and practices of prekindergarten teachers when teaching science.  相似文献   

20.
Knowledge, anxiety, and attitudes about older adults and one's own aging were assessed in 256 college students. The Facts on Aging Quiz (Palmore, 1988), the Knowledge of Aging and the Elderly Quiz (Kline, Scialfa, Stier, & Babbitt, 1990), the Anxiety about Aging Scale (Lasher & Faulkender, 1993) and the Aging Semantic Differential (Rosencranz & McNevin, 1969) were administered at the end of the semester to students enrolled in an upper level psychology course on aging and students enrolled in an introductory psychology course (who had never had a course on aging). Comparisons of those finishing the psychology of aging course and those never having taken a course on aging revealed significant differences in knowledge of aging and the elderly and attitudes toward the average 70-year-old. Interestingly, the two groups of students did not differ in personal anxiety about aging and attitudes about one's own aging. The implications of these findings are discussed in relation to attitudinal judgments of oneself versus others and the differential benefits of education for attitudes and anxiety about other old adults versus attitudes and anxiety about one's own aging.  相似文献   

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