Detail The relationship between personality traits of selected New Jersey public high school educators and successful academic achievement of at-risk students Bibliografi Author: Barto, Valerie A. ; Colella, Anthony J. (Advisor) Topik: EDUCATION; ADMINISTRATION|PSYCHOLOGY; PERSONALITY|EDUCATION; SECONDARY Bahasa: (EN )    ISBN: 0-591-81815-9     Penerbit: SETON HALL UNIVERSITY, COLLEGE OF EDUCATION AND HUMAN SERVICES     Tahun Terbit: 1998     Jenis: Theses - Dissertation Fulltext: 9829232.pdf (0.0B; 5 download) Abstract The purpose of this study was to identify the personality types of selected New Jersey public high school educators from different district factor groups who are involved with at-risk students, and to analyze the impact of personality on academic success as measured by growth achievement on the 11th Grade High School Proficiency Test. This study was based on a series of research questions developed to examine the possible relationship between an educator's personality type and the use of motivational strategies which impact on successful achievement of at-risk students. The review of literature focuses on personality and leadership behavior, psychological types, motivation theories, characteristics of at-risk students, and successful at-risk programs. Triangulation included observational data, the results of the Myers-Briggs Type Indicator - Form G (MBTI), and participants' interview responses. Quantitative scores of the New Jersey High School Proficiency Test (HSPT) were then analyzed to determine growth in student achievement. The findings of this study indicate that mathematics teachers with the predominant personality type Extraversion, Sensing, and Thinking were more successful with respect to students' growth (31%) on the HSPT than language arts teachers (18%) with the predominant personality type of Extraversion, Intuition, and Feeling. The researcher concluded that the DFG rating revealed inequity in per pupil expenditure, but that alone did not account for student performance. Stable administration and transformational leadership fostered greater student achievement. Recommendations included: prioritization of scheduling basic skills teachers; greater visibility of a caring, supportive principal in the lives of at-risk students; staff development in understanding at-risk students, building self-esteem, alternative assessment, cooperative learning, motivation strategies, and understanding personality as a teaching strategy; stronger communication between principal and teachers of at-risk students; N.J.P.S.A. investigate 'resilient' at-risk concept in training of future principals. Recommendations for future study include: interview and survey at-risk students to identify effective teachers; administer the MBTI to at-risk students to determine if their personality type interacts positively with the teacher's personality type; study the effect of utilizing instructional strategies which match students' personality type learning styles; broaden the scope to include other counties and private school students; conduct a follow-up study of at-risk students who stayed in school and graduated; and further investigate the concept of 'resilient' at-risk students and the effect of a paradigm change on their future. Opini Anda Klik untuk menuliskan opini Anda tentang koleksi ini! Lihat Sejarah Pengadaan  Konversi Metadata   Kembali

Copyright © 2006, 2007 Unika Atma Jaya, all rights reserved