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Teachers' attitudes towards their st...

Abramowitz, Jack.

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Teachers' attitudes towards their students and the quality of instructional practices in occupational education programs.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Teachers' attitudes towards their students and the quality of instructional practices in occupational education programs./
作者:	Abramowitz, Jack.
面頁冊數:	117 p.
附註:	Adviser: Robert J. Manley.
Contained By:	Dissertation Abstracts International68-11A.
標題:	Education, Curriculum and Instruction. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3288082
ISBN:	9780549311874

Teachers' attitudes towards their students and the quality of instructional practices in occupational education programs.
Abramowitz, Jack.

Teachers' attitudes towards their students and the quality of instructional practices in occupational education programs. - 117 p.

Adviser: Robert J. Manley.

Thesis (Ed.D.)--Dowling College, 2008.

The survey was delivered to 40 occupational educators in a County Board Occupational Center (BOCES) during a staff conference, and 37 occupational educational teachers completed the survey for a 93 percent response rate.

ISBN: 9780549311874Subjects--Topical Terms:

576301
Education, Curriculum and Instruction.

Teachers' attitudes towards their students and the quality of instructional practices in occupational education programs.
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035 $a (UMI)AAI3288082
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100 1 $a Abramowitz, Jack. $3 1278742
245 1 0 $a Teachers' attitudes towards their students and the quality of instructional practices in occupational education programs.
300 $a 117 p.
500 $a Adviser: Robert J. Manley.
500 $a Source: Dissertation Abstracts International, Volume: 68-11, Section: A, page: 4681.
502 $a Thesis (Ed.D.)--Dowling College, 2008.
520 $a The survey was delivered to 40 occupational educators in a County Board Occupational Center (BOCES) during a staff conference, and 37 occupational educational teachers completed the survey for a 93 percent response rate.
520 $a The purpose of this study was to examine how occupational education teachers' attitudes toward their students as learners and their instructional practices in five dimensions of planning and preparing, setting the classroom environment, instructional techniques, professional responsibilities, and interpersonal relationships relate to their students' grades and their certification status of occupational or college prepared.
520 $a The participants in this study were limited to one occupational educational center located in the State of New York. The high school center is comprised of over one thousand students and forty teachers and ten assistant instructors. In this study, only occupational education programs were examined. These programs included only classes for occupations in auto mechanics, building mechanics, carpentry, computer graphics, computer graphics, computer repair, cosmetology, culinary arts, electricity, plumbing, heating and air conditioning and veterinary care.
520 $a Participates received an introductory overview explaining the research and request their assistance in the research study. Personal interviews were conducted with three purposefully selected occupational teachers who represent certification through job experience and three who were college prepared and certified by the New York State with teacher licenses.
520 $a The study revealed that occupationally certified teachers reported higher expectations for their students than college teachers held. College certified teachers perceived their students as possessing lower academic potential than the occupational certified teachers perceived. The occupational certified were more likely to create a work simulation environment in their classes and to use step-by-step procedures to deliver instruction. College certified instructors tended to vary their instructional techniques more and to use guest lecturers and field trips as part of the class environment for their students. In addition, they spoke about the employment of differentiated instructional experiences that they offered to their students who exhibited advanced capabilities.
520 $a The interviews revealed how both types of teachers could benefit from a collaborative approach to teaching, assessing students, and their own continuous professional development. The occupational learning center administrators could plan staff development cooperatively with these educators. The analysis of the effective teaching strategies provided by Danielson and the interpersonal assumptions of teachers reveal that effective training is a three-step process. This process includes a review of text analysis, observations, and a discussion with the teacher and/or small groups.
590 $a School code: 1395.
650 4 $a Education, Curriculum and Instruction. $3 576301
650 4 $a Education, Vocational. $3 1017499
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710 2 $a Dowling College. $3 1020858
773 0 $t Dissertation Abstracts International $g 68-11A.
790 $a 1395
790 1 0 $a Manley, Robert J., $e advisor
791 $a Ed.D.
792 $a 2008
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3288082