Jay R Dee
Biographic Data
| ID | 4501858 |
|---|---|
| NAME | Jay R Dee |
| GIVEN NAMES | Jay R |
| FAMILY NAME | Dee |
| SIGNATURE | DEE J R |
| AFFILIATIONS | University of Massachusetts Boston |
| ORCID | 0000-0002-7537-1098 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 36 |
| WORKS AS AUTHOR | 4 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2002 |
| LATEST PUBLICATION YEAR | 2007 |
| H-INDEX | 3 |
Understanding College and University Organization
Organizational Commitment of Teachers in Urban Schools
This study examines the effects of four team-based structures on the organizational commitment of elementary teachers in an urban school district. The study model focuses on organizational commitment and includes three intervening, endogenous variables: teacher empowerment, school communication, and work autonomy. Team teaching had both direct and indirect effects on commitment to the school. Curriculum teamwork, governance teamwork, and communit…
Greener Pastures
Additional informationNotes on contributorsCheryl J. DalyCheryl J. Daly is Research Assistant Professor of Education at the University of New Hampshire. Jay R. Dee is Assistant Professor in the Graduate College of Education at the University of Massachusetts Boston.Jay R. DeeCheryl J. Daly is Research Assistant Professor of Education at the University of New Hampshire. Jay R. Dee is Assistant Professor in the Graduate College of Education at the …
Assessing Dispositions Toward Cultural Diversity among Preservice Teachers
Teacher education interventions designed to help individuals acquire understandings and skills needed to work effectively with culturally diverse student populations may not have significant impact unless teachers as learners are willing to explore beyond the familiar comfort zone of the majority cultural status quo. The purpose of this study was to assess preservice teachers’ attitudes toward cultural diversity prior to their entry into multicul…
Assessing Dispositions Toward Cultural Diversity among Preservice Teachers
Teacher education interventions designed to help individuals acquire understandings and skills needed to work effectively with culturally diverse student populations may not have significant impact unless teachers as learners are willing to explore beyond the familiar comfort zone of the majority cultural status quo. The purpose of this study was to assess preservice teachers’ attitudes toward cultural diversity prior to their entry into multicul…
Greener Pastures
Additional informationNotes on contributorsCheryl J. DalyCheryl J. Daly is Research Assistant Professor of Education at the University of New Hampshire. Jay R. Dee is Assistant Professor in the Graduate College of Education at the University of Massachusetts Boston.Jay R. DeeCheryl J. Daly is Research Assistant Professor of Education at the University of New Hampshire. Jay R. Dee is Assistant Professor in the Graduate College of Education at the …
Organizational Commitment of Teachers in Urban Schools
This study examines the effects of four team-based structures on the organizational commitment of elementary teachers in an urban school district. The study model focuses on organizational commitment and includes three intervening, endogenous variables: teacher empowerment, school communication, and work autonomy. Team teaching had both direct and indirect effects on commitment to the school. Curriculum teamwork, governance teamwork, and communit…
Assessing Dispositions Toward Cultural Diversity among Preservice Teachers
Teacher education interventions designed to help individuals acquire understandings and skills needed to work effectively with culturally diverse student populations may not have significant impact unless teachers as learners are willing to explore beyond the familiar comfort zone of the majority cultural status quo. The purpose of this study was to assess preservice teachers’ attitudes toward cultural diversity prior to their entry into multicul…
Organizational Commitment of Teachers in Urban Schools
This study examines the effects of four team-based structures on the organizational commitment of elementary teachers in an urban school district. The study model focuses on organizational commitment and includes three intervening, endogenous variables: teacher empowerment, school communication, and work autonomy. Team teaching had both direct and indirect effects on commitment to the school. Curriculum teamwork, governance teamwork, and communit…
Greener Pastures
Additional informationNotes on contributorsCheryl J. DalyCheryl J. Daly is Research Assistant Professor of Education at the University of New Hampshire. Jay R. Dee is Assistant Professor in the Graduate College of Education at the University of Massachusetts Boston.Jay R. DeeCheryl J. Daly is Research Assistant Professor of Education at the University of New Hampshire. Jay R. Dee is Assistant Professor in the Graduate College of Education at the …
Understanding College and University Organization
Pedagogy (3 works) · Political science (3 works) · Mathematics education (2 works) · Psychology (2 works) · Social Psychology (2 works) · Sociology (2 works) · Teacher Education and Leadership Studies (2 works) · Administration (1 work) · Administration (1 work) · Administration - General (1 work)