Catálogo de publicaciones - libros
The Missing Links in Teacher Education Design: Developing a Multi-linked Conceptual Framework
Garry F. Hoban (eds.)
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Disponibilidad
| Institución detectada | Año de publicación | Navegá | Descargá | Solicitá |
|---|---|---|---|---|
| No detectada | 2005 | SpringerLink |
Información
Tipo de recurso:
libros
ISBN impreso
978-1-4020-3338-4
ISBN electrónico
978-1-4020-3346-9
Editor responsable
Springer Nature
País de edición
Reino Unido
Fecha de publicación
2005
Información sobre derechos de publicación
© Springer 2005
Cobertura temática
Tabla de contenidos
Developing a Culture of Critique in Teacher Education Classes
John Loughran; Amanda Berry; Elizabeth Tudball
In this paper, we analyse some aspects of job satisfaction by means of a multilevel factor model, decomposing the factor structure into the graduate and degree programme components, using data from a survey on the 1998 graduates of the University of Florence. Due to the ordinal scale of the response variables, we adopt a multilevel factor model for ordinal variables. The results show that the factor structures at the graduate and study programme levels are not the same, although they are similar; the study programmes with extreme factor scores should be selected for a deeper investigation.
Part III - Social-Cultural Links amongst Participants in the Program | Pp. 193-208
Community-Building and Program Development go Hand-in-Hand: Teachers Educators Working Collaboratively
Clare Kosnik; Clive Beck
In this paper, we analyse some aspects of job satisfaction by means of a multilevel factor model, decomposing the factor structure into the graduate and degree programme components, using data from a survey on the 1998 graduates of the University of Florence. Due to the ordinal scale of the response variables, we adopt a multilevel factor model for ordinal variables. The results show that the factor structures at the graduate and study programme levels are not the same, although they are similar; the study programmes with extreme factor scores should be selected for a deeper investigation.
Part III - Social-Cultural Links amongst Participants in the Program | Pp. 209-230
The Quest for Identity in Teaching and Teacher Education
Robert V. Bullough
In this paper, we analyse some aspects of job satisfaction by means of a multilevel factor model, decomposing the factor structure into the graduate and degree programme components, using data from a survey on the 1998 graduates of the University of Florence. Due to the ordinal scale of the response variables, we adopt a multilevel factor model for ordinal variables. The results show that the factor structures at the graduate and study programme levels are not the same, although they are similar; the study programmes with extreme factor scores should be selected for a deeper investigation.
Part IV - Personal Links that Shape the Identity of Teacher Educators | Pp. 237-258
Identity Development, Moral Authority and the Teacher Educator
Stefinee Pinnegar
In this paper, we analyse some aspects of job satisfaction by means of a multilevel factor model, decomposing the factor structure into the graduate and degree programme components, using data from a survey on the 1998 graduates of the University of Florence. Due to the ordinal scale of the response variables, we adopt a multilevel factor model for ordinal variables. The results show that the factor structures at the graduate and study programme levels are not the same, although they are similar; the study programmes with extreme factor scores should be selected for a deeper investigation.
Part IV - Personal Links that Shape the Identity of Teacher Educators | Pp. 259-279
Using a Multi-Linked Conceptual Framework to Promote Quality Learning in a Teacher Education Program
Garry F. Hoban
In this paper, we analyse some aspects of job satisfaction by means of a multilevel factor model, decomposing the factor structure into the graduate and degree programme components, using data from a survey on the 1998 graduates of the University of Florence. Due to the ordinal scale of the response variables, we adopt a multilevel factor model for ordinal variables. The results show that the factor structures at the graduate and study programme levels are not the same, although they are similar; the study programmes with extreme factor scores should be selected for a deeper investigation.
- Conclusion | Pp. 281-291