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| LEADER |
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| 001 |
in00001395021 |
| 005 |
20190325093450.0 |
| 008 |
971126s1997 xx b 000 0 eng d |
| 035 |
|
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|a (OCoLC)38013073
|
| 035 |
|
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|9 AHM4431AM
|
| 037 |
|
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|a 97-29256
|b UMI
|
| 040 |
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|a TXA
|c TXA
|d UtOrBLW
|
| 049 |
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|a TXAM
|a TXAR
|
| 099 |
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|a 1997
|a Dissertation
|a R39
|
| 100 |
1 |
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|a Ray, Alfred Lloyd.
|
| 245 |
1 |
4 |
|a The effect of cognitive reflection on attitudinal measures of professionalism of teachers in selected Texas schools /
|c by Alfred Lloyd Ray, Jr.
|
| 264 |
|
1 |
|a [Place of publication not identified] :
|b [publisher not identified] ;
|c 1997.
|
| 300 |
|
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|a x, 181 leaves ;
|c 28 cm.
|
| 336 |
|
|
|a text
|b txt
|2 rdacontent
|
| 337 |
|
|
|a unmediated
|b n
|2 rdamedia
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| 338 |
|
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|a volume
|b nc
|2 rdacarrier
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| 504 |
|
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|a Includes bibliographical references: pages 114-123.
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| 500 |
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|a Vita.
|
| 502 |
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|b Ph. D.
|c Texas A&M University
|d 1997.
|
| 500 |
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|a "Major Subject: Educational Administration".
|
| 530 |
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|a Issued also on microfiche from University Microfilms Inc.
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| 520 |
|
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|a The purpose of this study was to investigate how cognitive
|
| 520 |
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|a reflection affects teachers' attitudes of professionalism.
|
| 520 |
|
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|a The study used an experimental methodology to gather the data
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| 520 |
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|a from teachers in three selected schools in the Texas
|
| 520 |
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|a Education Service Center, Region IV. The research was
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| 520 |
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|a utilized to explain the effect that the independent variable,
|
| 520 |
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|a treatment with a cognitive reflection model, had on the
|
| 520 |
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|a dependent variable, scores on the Teacher Professionalism
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| 520 |
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|a Scale (overall professionalism score, as well as scores on
|
| 520 |
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|a four subscale components of professionalism - expertise,
|
| 520 |
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|a commitment to client, selfgovernance, and autonomy) for
|
| 520 |
|
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|a different groups of teachers.
|
| 520 |
|
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|a The first research question determined that, for this
|
| 520 |
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|a population, no differences in attitude toward
|
| 520 |
|
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|a professionalism were evident following treatment with the
|
| 520 |
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|a cognitive reflection model. Teachers showed scores in
|
| 520 |
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|a the high professionalism range for every subscale of
|
| 520 |
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|a professionalism except attitude toward self-governance.
|
| 520 |
|
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|a The second research question found that the teachers with
|
| 520 |
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|a 10 to 20 years of experience in education were more
|
| 520 |
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|a receptive to a change that affected their professional
|
| 520 |
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|a attitudes than teachers in other ranges. The third
|
| 520 |
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|a research question established that the elementary
|
| 520 |
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|a teachers were more receptive to a change due to
|
| 520 |
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|a reflection that affected their attitude toward teacher
|
| 520 |
|
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|a autonomy than were the middle school teachers. The
|
| 520 |
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|a fourth research question determined that the male and
|
| 520 |
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|a female teachers were no different in the way their
|
| 520 |
|
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|a professional attitudes are affected by reflection. The
|
| 520 |
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|a fifth research question similarly found that the highest
|
| 520 |
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|a education level achieved by these teachers was not a
|
| 520 |
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|a factor in the effect that cognitive reflection has on
|
| 520 |
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|a attitude toward professionalism. The research further
|
| 520 |
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|a established that the cognitive reflection model
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| 520 |
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|a successfully improved the teachers' reflective abilities.
|
| 520 |
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|a These findings imply the following for this population:
|
| 520 |
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|a 1) that schools wishing to affect teachers' attitudes of
|
| 520 |
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|a professionalism should direct efforts at preparing
|
| 520 |
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|a teachers for self-governance; 2) that professionalism is
|
| 520 |
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|a developmentally sensitive, 3) that teachers are more
|
| 520 |
|
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|a receptive to change around the range of 10 to 20 years of
|
| 520 |
|
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|a experience in education; and 4) that elementary teachers
|
| 520 |
|
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|a are more ready to move toward a higher degree of teacher
|
| 520 |
|
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|a autonomy than are middle school teachers.
|
| 650 |
|
4 |
|a Major educational administration.
|
| 856 |
4 |
1 |
|u http://proxy.library.tamu.edu/login?url=http://proquest.umi.com/pqdweb?did=739842101&sid=1&Fmt=2&clientId=2945&RQT=309&VName=PQD
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|
| 999 |
|
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|a MARS
|
| 999 |
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|
| 952 |
f |
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|p noncirc
|a Texas A&M University
|b College Station
|c Cushing Memorial Library & Archives
|s cush tdrm
|d Cushing: Theses & Dissertations Microforms (Does not check out)
|t 0
|e 1997 Dissertation R39
|h Other scheme
|i unmediated -- volume
|
| 952 |
f |
f |
|a Texas A&M University
|b College Station
|c Electronic Resources
|s www_evans
|d Available Online
|t 0
|e 1997 Dissertation R39
|h Other scheme
|
| 998 |
f |
f |
|a 1997 Dissertation R39
|t 0
|l Cushing: Theses & Dissertations Microforms (Does not check out)
|
| 998 |
f |
f |
|a 1997 Dissertation R39
|t 0
|l Available Online
|