Download Free The Relationships Between The Background Of The Teacher And Attitudes Toward Teaching Book in PDF and EPUB Free Download. You can read online The Relationships Between The Background Of The Teacher And Attitudes Toward Teaching and write the review.

Teachers’ attitudes have been a subject of study and interest for many years. Originally published in 1986, this bibliography attempts to review the large field of research between the years 1965 and 1984. To identify all the sources of information, and to list documents that discuss research on teachers’ attitudes. It does not include an assessment of the quality of the research reported in the listed documents, however, the value is in its comprehensiveness. Users of the bibliography can locate the listed studies and then evaluate the studies using criteria relevant to their individual purposes.
Reacting to an impression that history is not viewed as significant as other curricular subjects such as reading, math, or science, there were multiple purposes for this research: first, to document the attitudes of the fourth grade teachers in one county in Florida towards the subject of Florida history. The teachers' perceptions of the importance of the topic to and for the students, to the administration, and to them personally was surveyed in addition to the perceived preparation of the teachers to teach Florida History. The second purpose was to ascertain the perception of fourth grade teachers regarding preference and efficacy of their methods; third, to discern the teachers' views as to the effectiveness and value of the available materials; fourth, to determine the amount of instructional time devoted to the teaching of Florida History; and fifth, to discover if there is any correlation between teacher attitudes toward Florida History and the methods and materials that they use to teach the subject. Eighty-eight of the 210 fourth grade teachers employed in the county during the research interval responded to a survey that was part Likert scale and part fill-in. The results of this research were in agreement with the premise that teachers perceive themselves as unprepared to teach history; however, the teachers of this county thought that Florida History was important to and for their students, the administration and them personally. Although the teachers advocated the use of constructivist approaches to teaching Florida History such as cooperative learning, student projects, and role-playing, the majority of the teachers utilized lecture as their predominant instructional method due to insufficient classroom instructional time (only one in five teachers included Florida History in the daily schedule). The textbook was the leading material of choice overwhelming tradebooks, computer software, and videos. Although there was a relationship discovered between the teachers' attitudes and the methods they espoused, there was no relationship between the teachers' attitudes and the materials they employed to teach Florida History.
This volume will provide an authoritative, state of the art overview of the field of intergroup processes. The volume is divided into nine major sections on cognition, motivation, emotion, communication and social influence, changing intergroup relations, social comparison, self-identity, methods and applications. Provides an authoritative, state of the art overview of the field of intergroup processes. Divided into nine major sections on cognition, motivation, emotion, communication and social influence, changing intergroup relations, social comparison, self-identity, methods and applications. Written by leading researchers in the field. Referenced throughout and include post-chapter annotated bibliographies so readers can access original research articles in order to further their study. Now available in full text online via xreferplus, the award-winning reference library on the web from xrefer. For more information, visit www.xreferplus.com
1.1 OVERVIEW The teacher has an obvious interest in the determinants of personality. Only by knowing where personality comes from can he decide the extent to which the personalities of the children in his class are fixed by what happens outside school, and the extent to which they can be altered by what happens inside it. Personality is the result of interaction between inherited and environmental factors and we need now to look at the evidence for this view, taking heredity first. The first three years of life, during which, as we have seen, the effects of maternal deprivation seem particularly hard to reverse, are an example of what he psychologist calls a critical period in the development of the child. A critical period is, in fact, any stage in human or animal development during which the organism is maximally sensitive to the presence of certain kinds of stimuli. Denied these stimuli, behaviour which is regarded as characteristic of the species concerned does not develop, even though there is often a considerable gap in time between the critical period and the age at which the behaviour normally occurs. Thus, deprived of mothering themselves in infancy, Harlow's monkeys grew up incapable of mothering their own young, and the same may well hold true for humans, as any veteran social worker who has watched the depressing cycle of aggressive and violent mothering styles pas from one general to the next will readily attest.
This book explores common perceptions of and misconceptions about the increasing number of drug-exposed children entering our educational system, showing how poverty and images projected by the media have an adverse affect on the lives of these children. The study investigates teachers' attitudes toward children who are born exposed to crack or cocaine, focusing on teachers' expectations of these students' social and neurobehavioral responses. This book considers a number of practical implications for those involved with drug-exposed children or interested in their cognitive and social development. The atypicalities in development and behavior which these children exhibit raise important concerns for their parenting, education, and socialization.