The effect of cognitive reflection on attitudinal measures of professionalism of teachers in selected Texas schools /
The purpose of this study was to investigate how cognitive
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| Format: | Thesis Book |
| Language: | English |
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[Place of publication not identified] :
[publisher not identified] ;
1997.
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| Online Access: | http://proxy.library.tamu.edu/login?url=http://proquest.umi.com/pqdweb?did=739842101&sid=1&Fmt=2&clientId=2945&RQT=309&VName=PQD |
| Summary: | The purpose of this study was to investigate how cognitive reflection affects teachers' attitudes of professionalism. The study used an experimental methodology to gather the data from teachers in three selected schools in the Texas Education Service Center, Region IV. The research was utilized to explain the effect that the independent variable, treatment with a cognitive reflection model, had on the dependent variable, scores on the Teacher Professionalism Scale (overall professionalism score, as well as scores on four subscale components of professionalism - expertise, commitment to client, selfgovernance, and autonomy) for different groups of teachers. The first research question determined that, for this population, no differences in attitude toward professionalism were evident following treatment with the cognitive reflection model. Teachers showed scores in the high professionalism range for every subscale of professionalism except attitude toward self-governance. The second research question found that the teachers with 10 to 20 years of experience in education were more receptive to a change that affected their professional attitudes than teachers in other ranges. The third research question established that the elementary teachers were more receptive to a change due to reflection that affected their attitude toward teacher autonomy than were the middle school teachers. The fourth research question determined that the male and female teachers were no different in the way their professional attitudes are affected by reflection. The fifth research question similarly found that the highest education level achieved by these teachers was not a factor in the effect that cognitive reflection has on attitude toward professionalism. The research further established that the cognitive reflection model successfully improved the teachers' reflective abilities. These findings imply the following for this population: 1) that schools wishing to affect teachers' attitudes of professionalism should direct efforts at preparing teachers for self-governance; 2) that professionalism is developmentally sensitive, 3) that teachers are more receptive to change around the range of 10 to 20 years of experience in education; and 4) that elementary teachers are more ready to move toward a higher degree of teacher autonomy than are middle school teachers. |
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| Item Description: | Vita. "Major Subject: Educational Administration". |
| Physical Description: | x, 181 leaves ; 28 cm. Issued also on microfiche from University Microfilms Inc. |
| Bibliography: | Includes bibliographical references: pages 114-123. |