Assessment of Student Teachers by College Supervisors

1987 ◽  
Vol 61 (1) ◽  
pp. 275-283 ◽  
Author(s):  
John R. Bing ◽  
Andrew L. Cherry
Keyword(s):  
Student Teachers ◽  
Communication Skills ◽  
Principal Components ◽  
Instructional Environment ◽  
Human Relationships ◽  
Factorial Method ◽  
Professional Responsibilities ◽  
Five Factors ◽  
Oblimin Rotation

This study examined a subset of 46 variables on a 52-item form for evaluating student teachers to determine the underlying dimensions tapped by the instrument. 482 evaluations completed by 33 college supervisors were analyzed using the principal components factorial method. Five factors with factorial loadings of at least .50 on the item variables were identified in 34 iterations using oblimin rotation. Five factors were interpreted as: I. Management of the Instructional Environment, II. Professional Responsibilities, III. Human Relationships, IV. Planning of Instruction, and V. Communication Skills.

Acceptability of Behavioral Interventions Used in Classrooms: The Influence of Amount of Teacher Time, Severity of Behavior Problem, and Type of Intervention

1984 ◽  
Vol 9 (2) ◽  
pp. 95-104 ◽  
Author(s):  
Joseph C. Witt ◽  
Stephen N. Elliott ◽  
B. K. Martens
Keyword(s):  
Student Teachers ◽  
Behavioral Interventions ◽  
Classroom Teachers ◽  
Classroom Environments ◽  
Classroom Intervention ◽  
Negative Effects ◽  
Teacher Judgments ◽  
Five Factors ◽  
Reliable Instrument ◽  
Unitary Concept

This article explored factors related to teacher judgments that an intervention is either acceptable or unacceptable for use in typical classroom environments. The acceptability of various interventions was assessed by having 180 preservice and student teachers read case studies involving a classroom intervention and then judging the acceptability of the intervention according to five factors — whether the intervention was considered generally acceptable, whether it posed undue risk to the child, whether it required excessive teacher time, whether it had negative effects on nontarget children, and whether it required such high levels of teacher skill that the typical teacher could not implement it. The major outcomes of the study included: (a) the determination that acceptability of a classroom intervention is not a unitary concept, rather it embodies five components; (b) the construction of a reliable instrument for assessing the acceptability of classroom interventions; and (c) the finding that various interventions differ markedly in their acceptability. Results are discussed in terms of relevance to developing interventions that are effective and yet can be utilized by regular classroom teachers.

scholarly journals Principal components analysis of a large cohort with Tourette syndrome

2008 ◽  
Vol 193 (1) ◽  
pp. 31-36 ◽  
Author(s):  
Mary M. Robertson ◽  
Robert R. Althoff ◽  
Adam Hafez ◽  
David L. Pauls
Keyword(s):  
Tourette Syndrome ◽  
Principal Components ◽  
Hierarchical Cluster ◽  
Factor Scores ◽  
Obsessive Compulsive ◽  
Compulsive Disorder ◽  
Five Factors ◽  
Complex Motor ◽  
Unitary Condition ◽  
Motor Tics

BackgroundTourette syndrome is a heterogeneous familial disorder for which the genetic mechanisms are unknown. A better characterisation of the phenotype may help identify susceptibility genesAimsTo extend previous factor-analytic studies of the syndromeMethodSymptom data from 410 people with Tourette syndrome were included in agglomerative hierarchical cluster and principal components analysesResultsFive factors were observed, characterised by: (1) socially inappropriate behaviours and other complex vocal tics; (2) complex motor tics; (3) simple tics; (4) compulsive behaviours; and (5) touching self. Individuals with co-occurring attention-deficit hyperactivity disorder had significantly higher factor scores on Factors 1 and 3, whereas individuals with co-occurring obsessive-compulsive disorder and behaviours had significantly higher factor scores for Factors 1–4ConclusionsThese findings add to the growing body of evidence that Tourette syndrome is not a unitary condition and can be disaggregated into more homogeneous symptom components

The structure of situations from a personality perspective

2002 ◽  
Vol 16 (2) ◽  
pp. 81-102 ◽  
Author(s):  
Maaike A. ten Berge ◽  
Boele De Raad
Keyword(s):  
Principal Components Analysis ◽  
Big Five ◽  
Principal Components ◽  
Interpersonal Conflict ◽  
Present Situation ◽  
Personality Questionnaire ◽  
Social Demand ◽  
Self And Other ◽  
Five Factors ◽  
Components Analysis

A taxonomy of situations was constructed that categorizes situations by means of ratings of one's ability to deal with those situations. A principal components analysis of self‐ and other‐ratings yielded four components of situations: I, situations of pleasure; II, situations of individual adversity; III, situations of interpersonal conflict; and IV, situations of social demand. Ratings of being able to deal with a situation were related to ratings on a personality questionnaire. This resulted in a very clear set of situations for each of the Big Five factors of personality. The Big Five differed in kind and in number of situations for which they were able to distinguish the well handling from the less well handling persons. Especially, it turned out that the so‐called temperament‐factors, Extraversion, Emotional Stability, and also Autonomy, give rise to more situational differentiation than the so‐called character‐factors, Agreeableness and Conscientiousness. Comparing the present situation structure to that obtained in an earlier study, we found that using the same set of situations does not guarantee obtaining the same set of situation components. Different methods of classification yield differences in the resulting classifications. Copyright © 2002 John Wiley & Sons, Ltd.

Relations of Perceived Causes and the Experience of Loneliness

1997 ◽  
Vol 80 (3_suppl) ◽  
pp. 1067-1074 ◽  
Author(s):  
Ami Rokach
Keyword(s):  
Factor Analysis ◽  
Emotional Distress ◽  
Principal Components ◽  
Intimate Relationships ◽  
The Other ◽  
Social Inadequacy ◽  
Five Factors ◽  
Social Marginality

Previous research yielded five factors which comprise the experience of loneliness, namely, Emotional distress, Social inadequacy and alienation, Growth and discovery, Interpersonal isolation, and Self-alienation. The perceived causes of loneliness were grouped into factors of Personal inadequacies, Developmental deficits, Unfulfilling intimate relationships, Relocation and significant separations, and Social marginality. Using principal components factor analysis, the relations of perceived causes and the various aspects of loneliness were examined for 295 men and 338 women. All five of the perceived causes appeared to contribute to experienced loneliness. While scores on Emotional distress were strongly related to all five factors of perceived causes, the other four factors were differentially related.

Big-Five Adjective Marker Scales for Use with College Students

1995 ◽  
Vol 77 (1) ◽  
pp. 160-162 ◽  
Author(s):  
Ralph L. Piedmont
Keyword(s):  
College Students ◽  
Principal Components Analysis ◽  
Big Five ◽  
Principal Components ◽  
Factor Model ◽  
Five Factor Model ◽  
Procrustes Rotation ◽  
College Sample ◽  
Five Factors ◽  
Components Analysis

This report evaluated the psychometric integrity of an 80-item bipolar adjective scale which assesses the dimensions of the five-factor model of personality. Using a college sample of 149 women and 30 men, a principal components analysis employing an orthogonal Procrustes rotation identified the five factors which were comparable to factor structures found with adults. Researchers can therefore have some confidence in using these marker scales with college students.

scholarly journals Developing Student-teacher’s Instructional Communication Skills through Teaching Practice: the Attitudes of Mentors

Pedagogika ◽  
2016 ◽  
Vol 121 (1) ◽  
pp. 101-112
Author(s):  
Kristina Viršulienė
Keyword(s):  
Student Teachers ◽  
Communication Skills ◽  
Work Experience ◽  
Teaching Practice ◽  
Structured Interview ◽  
Instructional Communication ◽  
Key Factors ◽  
Instructional Skills ◽  
Article Analysis ◽  
Skill Improvement

The article analysis the attitudes of mentors to the development of student-teacher’s instructional communication skills through teaching practice. The objective of the research was to reveal the opinion of the mentors about the development of student-teacher’s instructional communication. For that purpose observation was carried out in the natural environment. That helped to reveal the peculiarities of students’ instructional communication skills at teaching practice. Semi-structured interview methods were applied to interview the mentors. The data obtained via the Questionnaire for Mentors allowed to assess the student-teachers’ communication skills, and to identify the key factors for theirs’ professional improvement. The interview data analysis presents mentors’ opinion about the dynamics of the student - teachers’ instructional communication skills at teaching practice, the importance of consultations, student-teachers’ assessment of their instructional skills, needs and possibilities of the skill improvement. It became evident that mentors’ assessment differed according to their work experience. When speaking about students’ assessment, the mentors of considerable experience (more than 5 years of continuous pedagogical work experience) admitted, that they had known students well through observing, communicating, consulting them, when talking to their colleagues they could assess their achievements. While the inexperienced mentors communicated with the student-teachers in a more formal way, they were less prepared to supervise students, help them know themselves and improve their instructional skills. When considering improvement possibilities of teaching practice, all mentors claimed that student-teacher’s professional skills are being gained only by practicing. The mentors stressed that readiness for pedagogical professional practice is very much dependent on student’s ability to participate, to reflect, on willingness for self-knowledge as well as strong professional determination; results of individual practice and consultations with competent professionals.

scholarly journals Digital Competence and Computational Thinking of Student Teachers

2020 ◽  
Vol 15 (02) ◽  
pp. 29
Author(s):  
Francesc M. Esteve-Mon ◽  
M. Ángeles Llopis ◽  
Jordi Adell-Segura
Keyword(s):  
University Students ◽  
Student Teachers ◽  
Communication Skills ◽  
Computational Thinking ◽  
Relevant Information ◽  
The Other ◽  
Digital Competence ◽  
Gender Gaps ◽  
High Level ◽  
The Relationship

Digital competence is one of the most demanded skills, and includes, among other aspects, the use of technological, informational, multimedia or communication skills and knowledge. In recent years, different institutions have included computational thinking among the different areas that make up this digital competence. However, there are few publications that deepen the relationship between computational thinking and digital competence. The present study analyzes the level of digital competence and computa-tional thinking of 248 Spanish university students, exploring the relation-ships between both abilities and the existing differences. According to the results, the majority of the students perceive themselves with a medium to a high level of digital competence, highlighting the multimedia and commu-nicative dimensions, as opposed to the more technological aspects. On the other hand, there is a correlation between computational thinking and digi-tal competence, especially with the communicative and technological areas. Likewise, the results indicate that women obtain lower results in their computational thinking and are perceived to be digitally less competent than men, especially in regard to the technological dimension. These results provide relevant information in terms of research and open the door to the development of training actions in student teachers to overcome the still-existing gender gaps.

Il Brief Index of Sexual Functioning for Women (BISF-W): validazione su un campione italiano

2009 ◽  
pp. 39-62
Author(s):  
Marta Panzeri ◽  
Lucia Ronconi ◽  
Maria Antonietta Donŕ ◽  
Gabriele Optale
Keyword(s):  
Sexual Function ◽  
Psychometric Properties ◽  
Key Words ◽  
Principal Components ◽  
Sexual Functioning ◽  
Cronbach Alpha ◽  
Method Of Principal Components ◽  
Oblimin Rotation ◽  
Italian Women ◽  
Exploratory Factorial Analysis

- The purpose of this research was to validate the Brief Index of Sexual Functioning for Women on the Italian women population. The study also presented an evaluation of its psychometric properties. The sample was made up of 1305 Italian women aged between 18 and 74 yrs. An Exploratory Factorial Analysis (EFA) was performed with the method of principal components and OBLIMIN rotation. Internal consistency was calculated by means of Cronbach alpha coefficients for each factor. On the basis of the sree-test 4 factors have been considered that explain 49% of the total variance: Sexuality of the couple (F1); Self-eroticism (F2); Dissatisfaction (F3); Anal sexuality (F4). F1 and F2, F1 and F4, and F2 and F4 result weakly correlated. Cronbach alpha results of .95 for F1, of .85 for F2, of .73 for F3, and of .80 for F4, attesting a good degree of homogeneity among the items. This research provided a validation of BISF-W as an instrument for evaluating sexual function in Italian women.Key words: sexual function, tests, women sexuality, BISF-W, sexuality of the couple, self-eroticism.Parole chiave: funzione sessuale, test, sessualitŕ femminile, BISF-W, sessualitŕ di coppia, sessualitŕ autoerotica

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