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An analysis of teacher and student leadership and gender differentiation within academic divisions at three Virginia and Tennessee liberal arts colleges.

机译：弗吉尼亚和田纳西州三所文理学院的师生领导和性别分化分析。

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This quantitative study investigated a range of leadership behaviors by teachers (teacher characteristics) and students (student characteristics) inside their higher education classrooms and various aspects of those environments (classroom characteristics). The behaviors and environmental aspects examined are those determined by research findings to foster and enhance participant growth and development.;Cluster sampling was used for this study of 25 classes representing 5 divisions of the curriculum at 3 institutions. The instruments were administered to 277 students and 25 teachers during the spring of 1999. The null hypotheses for main effects of teacher, student, and classroom characteristics were tested on the two instruments' items at the .05 level of significance using a Univariate ANOVA.;According to student responses, overall, a main effect of teacher gender was found on teachers' characteristics and approaches to student learning. A main effect of teacher gender was also found on students' characteristics and overall orientations to learning.;According to teacher responses, a main effect of teaching style was found for both male students and female students, on teachers' approaches to student learning, and on students' characteristics and overall orientations to learning. A main effect of teacher gender was found for both male students and female students on students' characteristics and overall orientations to learning.;A main effect of teacher gender and an interaction of teacher gender and teaching style was found for male students on students' characteristics and overall orientations to learning.

机译：这项定量研究调查了教师（教师特征）和学生（学生特征）在其高等教育教室内以及这些环境的各个方面（教室特征）的一系列领导行为。所研究的行为和环境方面是由研究结果决定的，以促进和促进参与者的成长和发展。集群抽样用于本研究，涉及25个类，分别代表3个机构的5个科目。在1999年春季，对277名学生和25名教师进行了管理。使用Univariate ANOVA在这两个工具的项上以.05的显着性水平检验了教师，学生和教室特征的主要假设的原假设。；根据学生的回答，总的来说，发现教师性别对教师的特征和学生学习方式的主要影响。还发现了教师性别对学生的特征和学习总体取向的主要影响。根据教师的反应，对男生和女学生而言，教学风格的主要影响对教师的学生学习方式以及关于学生的特征和学习的总体方向。研究发现男生和女学生的教师性别对学生的特征和学习的总体取向具有主要影响。;男生对教师性别的影响以及教师性别与教学方式的相互作用对学生特征的影响以及学习的总体方向。

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作者
Cole, Mary Lou.;
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作者单位

East Tennessee State University.;

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授予单位 East Tennessee State University.;
学科 Educational administration.;Higher education.
学位 Ed.D.
年度 1999
页码 257 p.
总页数 257
原文格式 PDF
正文语种 eng
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An analysis of teacher and student leadership and gender differentiation within academic divisions at three Virginia and Tennessee liberal arts colleges.

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