The Moderating Role of Service Design Attributes in Females’ Fear of Crime in the Underground

This thesis was submitted for the award of Doctor of Philosophy and was awarded by Brunel University LondonA great number of female passengers appear to feel fear of crime in underground railways and appear to be affected by the problem in terms of their frequency of use of the underground service, compared to males. However, although it has been dealt with as a problem to be ameliorated in the underground by Transport for London (TFL), how the service is designed to affect their fear and what factors should be taken into account in underground service design to alleviate fear of crime have not been fully answered to date. This research, therefore, aims to identify the influential factors of service design of the underground on female users’ fear of crime by investigating the features and their configurations of the London Underground service, which mediate the user groups’ fear. In order to identify the influential design attributes of the London Underground, which mediate female users’ fear of crime in situations, first, literature on emotion and fear, gender and sex, and service design and the elements of service are reviewed to find the intersection among the research domains. Based on the theoretical foundation, two user studies are designed to identify the role of female users’ gender in the underground and the influential factors of the underground service on the groups’ fear. Thirty one female user interviews are accordingly conducted and analysed in an ‘abductive’ manner. As a result, the mechanisms of female users’ fear of crime in the underground are revealed and the service design attributes in the mechanism are identified. Consequently, a conceptual model of the influential factors of service design on female users’ fear of crime is developed

Early Childhood Preservice Teachers’ Passion, Beliefs, and Their Sense of Teacher Efficacy

This study examined whether passion for teaching and teaching beliefs predicts preservice teachers’ sense of teacher efficacy. A total of 212 pre-service teachers enrolled in early childhood teacher education programs in the Seoul metro area of South Korea participated in this study. The results of multiple hierarchical regression analyses revealed that across all sub-areas of teacher efficacy and overall teacher efficacy, preservice teachers’ constructivist teaching belief was the most significant predictor, followed by harmonious passion. Obsessive passion was a significant predictor of preservice teachers’ sense of teacher efficacy except for efficacy in instructional strategies. Traditional belief was not a positive predictor of preservice teachers’ adaptive outcome, teacher efficacy. This study discussed educational implications for cultivating preservice teachers’ harmonious passion for teaching and the teaching profession, along with the benefits of constructivist teaching belief and practice for preservice teachers with a high level of obsessive passion in order to enhance early childhood preservice teachers’ sense of teacher efficacy and reduce the possible negative interaction effects of traditional teaching belief

Mentors

One possible origin of the concept of mentor is the Odyssey, where it is discussed in terms of the role an older person might play in relation to a protégé. However, the relationship between mentors and protégés can be understood differently across circumstances and contexts. Correspondingly, mentoring roles have been conceptualized differently in different professions and types of organizations. Nevertheless, with few exceptions, in the field of education, a mentor is typically understood to refer to an experienced teacher in the same subject area who helps new teachers adjust to the teaching environment and supports them to succeed in the profession, especially during the early years of their career

Passion on Teaching Beliefs and Efficacy

Despite the positive impact of passion on teaching related activities and perspectives, a limited number of theoretical and empirical studies have been done on the role of passion in early childhood preservice teachers’ beliefs and their teacher efficacy. Therefore, this study was to review the theoretical framework of passion for teaching and to examine early childhood preservice teachers’ passion for teaching children and its impact on their constructivist teaching beliefs and teacher efficacy

Early Childhood Preservice Teachers\u27 Beliefs about e-Portfolios and Experiences in the Development of an e-Portfolio in the United States

This study examined preservice teachers’ beliefs about e-portfolios as an indicator of their understanding of professional teaching standards through their experience in the development of an e-portfolio. This study analyzed a total of 112 pre-service teachers in an early childhood teacher education program in the U.S. Midwest. The results from hierarchical multiple regressions revealed that current program status and overall positive experience in the development of an e-portfolio were significant indicators of the preservice teachers’ beliefs about e-portfolios reflecting their understanding of standards. The results stress the importance of a positive experience in the development of an e-portfolio in helping preservice teachers better understand the standards pertaining to quality teacher education and standards-based performance through the development of an e-portfolio

Prosocial Behavior among Children With and Without Disabilities: Centering on Teacher’s Perception on the Teacher - Child Relationship

This study examined the predictors of prosocial behavior among children with and without disabilities attending an inclusive preschool program and those attending a university laboratory preschool program. Data were gathered from 81 preschool children and their teachers, all of whom were participating in an ongoing longitudinal research project in the Midwest, US. The results showed that there were mean differences in prosocial behaviors and teacher-child close relationships by disability type and program type. However, when analyzing children without disabilities, there were no mean differences in prosocial behaviors and teacher-child close relationship by program type. Hierarchical multiple regression analyses indicated that a child’s disability status and the teacher-child relationship were significant predictors of children’s prosocial behavior. Specifically, a close teacher-child relationship was a positive predictor of children’s prosocial behavior among children with and without disabilities. The educational implications were discussed with regard to the future directions in this area of the study

Preservice Teachers’ Motivation, Sense of Teaching Efficacy, and Expectation of Reality Shock

The present study investigated how pre-service teachers’ motivation and their sense of teaching efficacy influence their expectation about reality shock during the first year of professional teaching. A total of 533 pre-service teachers at a state university in the US Midwest participated in this study. The results showed that the pre-service teachers’ expectation of reality shock was negatively related to teacher efficacy and intrinsic motivation while it was positively related to introjected and external motivation. The results of a hierarchical regression analysis revealed that pre-service teachers’ sense of efficacy and introjected motivation were strong predictors of their expectation of reality shock, when gender difference was controlled for. There was an interaction effect between intrinsic motivation and teachers’ sense of efficacy in predicting the reality shock expectation. We discussed the educational implications for future research in an endeavour to reduce the reality shock among novice teachers

Early Childhood Preservice Teachers’ Mathematics Teaching Efficacy : Effects of Passion and Teacher Efficac

This study examined mathematics teaching efficacy and its association with preservice teachers’ passion for teacher preparation and their overall teacher efficacy. In order to understand the impacts of preservice teachers’ passion for teaching and teaching efficacy on their subject-specific teaching efficacy, mathematics teaching efficacy, this study analyzed the data collected from 193 early childhood preservice teachers at a university in the Midwestern United States. Pearson’s correlation and hierarchical regression analyses were performed using SPSS 25. The results revealed that the preservice teachers were highly efficacious about their mathematics teaching, showing a positive relationship to harmonious passion and personal teacher efficacy. Harmonious passion for teacher preparation was the most significant predictors of their personal mathematics teaching efficacy. The results implied that harmonious passion had a significant influence on early childhood preservice teachers’ mathematics teaching efficacy, with low and high teacher efficacy leading to a higher mathematics teaching efficacy. This study discusses implications to enhance preservice teachers’ mathematic teaching efficacy

Parent Involvement in Early Childhood Education: Exploring Cultural Beliefs and Practices Through the Figured Worlds Approach to Support Learning Success for All Children

The authors of this article explore the impact of parent involvement in early childhood education in Korea. The work is grounded in the Figured Worlds Approach which states that people’s worldview is impacted by their culture, values, and communities. Context is provided for deeper understanding of cultural practices and values, language and communication, and strategies for understanding diverse groups. The author identified many implications for educators such as incorporating traditions, eliminating bias, and supporting learning through a growth mindset. Finally, the findings suggest future research could explore intersectionality, innovative family engagement, as well as policy changes and community partnerships

Early childhood preservice teachers’ perception on play

This study examined preservice early childhood education (ECE) students’ perceptions of play as part of the classroom experience. An analysis of 67 preservice students’ answers to three open-ended questions designed to elicit their perception of play, revealed respondents overall were “encouraged” by the use of play as a teaching tool. In addition, they held a favorable view of incorporating play into the classroom experience. This study showed that educational experiences had a significant impact on encouraging preservice early education teachers to incorporate play into the curriculum