rdf-syntax-grammar
mods:
  schema location: http://www.loc.gov/mods/v3 http://www.loc.gov/standards/mods/v3/mods-3-2.xsd
  title info:
    non sort: A
    title: comparison of instructor and student self-evaluations of student leadership potential
  name:
    name part: Mackay, Laura Phillips.
    role:
      role term: creator
  type of resource: text
  genre: bibliography
  origin info:
    place:
      place term: xx
    date issued: 2002
    issuance: monographic
  language:
    language term: eng
  physical description:
    form: print
    extent: xvi, 152 leaves : illustrations ; 28 cm.
  abstract: This purpose of this study is to explore the relationship between teacher evaluation and student self-evaluation of leadership ability. A total of 244 third grade students were nominated to participate in a newly formed district leadership program. These students self-rated their leadership abilities on the Leadership Skills Inventory. In addition, their teachers also rated the student's leadership ability on the same instrument. Four LSI subtests did not have significant differences including: Written Communication Skills, Student Communication Skills, Group Dynamic Skills, and Problem Solving Skills. Significant differences were found between student and teacher evaluations in Character Building Skills, Decision Making Skills, Personal Skills, and Planning Skills. Another significant finding was the result that teachers rated elementary age females higher than their male counterparts. There were significant differences at the p<.05 level between teacher ratings of females and males in the following subtests: Written Communication Skills, Speech Communication Skills, Character Building Skills, Group Dynamic Skills, Personal Skills, and Planning Skills. No significant differences were found between the two genders in Decision Making Skills or Problem Solving Skills. The most interesting finding for educators of gifted and talented students was the results regarding participation in a gifted program. According to the data, there was not a significant difference between gifted students and non-gifted students' self-ratings on the Leadership Skills Inventory. However, the teacher ratings of the same students showed significant differences (p<.05) between gifted and non-gifted children. Significant differences were found in the following subgroups: Written Communication Skills, Speech Communication Skills, Character Building Skills, Decision Making Skills, Group Dynamic Skills, Problem-Solving Skills, and Planning Skills.
  note: by Laura Phillips Mackay.
  note: Vita.
  note: "Major Subject: Educational Psychology".
  note: Issued also on microfiche from University Microfilm Inc.
  note: Ph. D. Texas A&M University 2002.
  note: Includes bibliographical references (leaves 124-130).
  subject:
    topic: Major educational psychology
  identifier: 30-72497 UMI
  identifier: http://proxy.library.tamu.edu/login
  related item:
    location:
      url: http://proxy.library.tamu.edu/login
  record info:
    record content source: TXA
    record creation date: 030808
    record change date: 20190325110259.0
    record identifier: in00001764090