Thesis (Ed. D.)--West Virginia University, 2004. / Title from document title page. Document formatted into pages; contains v, 70 p. Includes abstract. Includes bibliographical references (p. 50-57).

This thesis explored the relationships among three communication variables in college-level instruction: students' expectancy about teachers' nonverbal immediacy, students' actual perceptions of teachers' nonverbal immediacy, and students' affective learning. Community college students enrolled in either distance learning or a traditional classroom course completed pre-course and mid-course questionnaires to indicate their expectations and observations of the nonverbal immediacy behaviors of their teachers. Analysis showed that students expected and perceived less nonverbal immediacy from tele-course teachers than from on-site teachers, but that perceptions significantly exceeded expectations. Research findings indicated that students' expectancies about teachers' nonverbal immediacy may influence the measurement of affective learning.

This study describes the development and evaluation of a communications skills course for elementary teacher inservice training. The development and evaluation strategy centered on a research and development (R & D) process. The major steps of the R & D process were: (1) product selection, (2) literature review, (3) prototype planning, (4) development of preliminary prototype, (5) expert appraisal and product revision, (6) main fieldtest, (7) product revision, and (8) operational fieldtest. The course was composed of 13 communication skills with 20 behavioral objectives and evaluations. Experiences in self-awareness and practical application of the skills presented were stressed. The purpose of the Operational Fieldtest was to determine if there was any change in verbal behavior of the teachers on a paper-pencil evaluation given pre and post. The test used was a criterion-referenced test in three parts. Part 1 consisted of three problem-solving episodes relating a problem with a boy being out-of-seat or talking-out, a girl crowding in the lunchline or running in the hall, and a boy fighting or destroying property. Part 2 was an objective test, and part 3 was a teacher estimate of student responsibility. The subjects for the Operational Fieldtest were 39 elementary teachers, including a principal, four special educators, two counselors, and a school nurse. The data were collected over a 10-week period from January 14 to March 18, 1975. The first five hypotheses stated that scores would increase after treatment for the three student episodes and the objective test. Hypothesis 6 stated that the teachers' estimate of student responsibility would increase. Of the six hypotheses, four showed a significant increase in communication skills used at the .001 level using a One-Way Analysis of Variance on the three groups. The second episode and the estimate of student responsibility were not significantly different. It was decided that the course had met its primary goal of teaching communication skills to elementary teachers. Evaluation of the product for exportability is the next step to be taken.

The purpose of this study was to examine non-identifying archival data from the 2012-2013 school year to assess the effect participation in the Student Success Skills (SSS) school counselor-led classroom guidance program (Brigman & Webb, 2010) had on the behavioral and cognitive engagement of grade 5 Exceptional Student Education (ESE) students serviced within the general education classroom setting. Data for this study was collected at three different intervals. School attendance data was collected on students during the 2012, 2013, and 2014 school years when students were enrolled in grades 4, 5, and 6 respectively. Pre-test selfreport data was collected within two weeks prior to implementation of the SSS program. Posttest self-report data was collected within two weeks immediately following completion of the intervention and post-posttest self-report data was collected 30 weeks post-intervention. School counselors and classroom teachers were trained in the SSS program. Students received five 45 minute classroom lessons delivered one week apart followed by three booster sessions delivered one month apart. Lessons were designed to teach cognitive, social, self-management, and test-taking skills. This study followed a randomized controlled trial (RCT) design. For the purposes of this study behavioral engagement was measured by school attendance data. Cognitive engagement was measured by the Test Anxiety and Metacognitive Activity scales of the Motivated Strategies for Learning Questionnaire (MSLQ) (Pintrich & DeGroot, 1990) and the Self-Regulation of Arousal scale of the Student Engagement in School Success Skills (SESSS) survey (Carey, Webb, Brigman, & Harrington, 2010). A series of multivariate analysis of covariance (MANCOVA) tests were conducted to determine whether or not there were statistically significant differences between the treatment and control groups. While no statistically significant differences were evident on the Metacognitive Activity scale, results indicated a statistically significant decrease in absences and test anxiety for students in the treatment group. Additionally, a statistically significant increase was evident on the Self-Regulation of Arousal scale for students in the treatment group. This study suggests that research-based school counseling programs delivered in small or large groups using inclusionary practices may be beneficial in supporting the academic achievement and social-emotional adjustment of ESE students. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2016. / FAU Electronic Theses and Dissertations Collection

Because the first year of university education is for students a concentrated point of turbulence (in the form of failing, dropping out, changing courses or degrees, making changes in future plans and present priorities, and suffering anxieties about the same), it has been the focus of much study by education specialists, along the lines of "What are we doing wrong?" and "How can we do better?" "The teflon degree" is a metaphor derived from the image of a mess-preventing armour plating. The assumption that turbulence in the first year is naturally a bad thing fits by extension with an idea that turbulence, mess, and so on are to be avoided. Better than avoidance would be the construction of a system which would make it impossible for such things to happen. "The teflon degree" is a fantasy of a program of study that one can embark on, knowing what one will do and how one will do it, and then slide through, essentially unchanged, "augmented" by the acquisition of skills and qualifications. This thesis is a critique of the conceptual underpinnings of such an ideal. It is also an evocation of the qualities in university education which are obscured or harmed by the pursuit of such an ideal, foremost among them being love. I argue that love is not a sentimental afterthought, but an essential component of all genuine learning. This critique is carried out through the conceptual framework established by the work of Gregory Bateson in cybernetics. The empirical component of the thesis is drawn from interviews with individual students; these are intended both to illustrate and to make concrete the theoretical concerns which are its primary focus. With Bateson, both an anthropologist and a philosopher, as my central theorist, I have drawn on both anthropological and philosophical texts in the development of my argument, including Buber, Durkheim, Gaita, Hegel, Murdoch, Sartre, Serres, Simmel, and Weber.

This study focused on foundation phase educators‟ understanding of emotional intelligence and how this understanding influenced their teaching. The concept of emotional intelligence has emerged from the growing realisation that there are factors beyond cognitive performance which contribute to success in life. Emotional intelligence may be described as the recognition and management of emotions in oneself as well as in others. It has been found to be beneficial in a wide variety of settings including that of education. The study was qualitative in nature and was located within the interpretive paradigm. In order to investigate the understanding of the concept by the foundation phase educators and how this understanding impacted their teaching, the data production tools of semi structured interviews, questionnaires and observations were utilised. The findings were analysed and discussed according to themes. The findings revealed that the foundation phase educators had an inadequate understanding of many aspects of emotional intelligence which consequently-impacted their teaching accordingly. / Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2012.

Because the first year of university education is for students a concentrated point of turbulence (in the form of failing, dropping out, changing courses or degrees, making changes in future plans and present priorities, and suffering anxieties about the same), it has been the focus of much study by education specialists, along the lines of "What are we doing wrong?" and "How can we do better?" "The teflon degree" is a metaphor derived from the image of a mess-preventing armour plating. The assumption that turbulence in the first year is naturally a bad thing fits by extension with an idea that turbulence, mess, and so on are to be avoided. Better than avoidance would be the construction of a system which would make it impossible for such things to happen. "The teflon degree" is a fantasy of a program of study that one can embark on, knowing what one will do and how one will do it, and then slide through, essentially unchanged, "augmented" by the acquisition of skills and qualifications. This thesis is a critique of the conceptual underpinnings of such an ideal. It is also an evocation of the qualities in university education which are obscured or harmed by the pursuit of such an ideal, foremost among them being love. I argue that love is not a sentimental afterthought, but an essential component of all genuine learning. This critique is carried out through the conceptual framework established by the work of Gregory Bateson in cybernetics. The empirical component of the thesis is drawn from interviews with individual students; these are intended both to illustrate and to make concrete the theoretical concerns which are its primary focus. With Bateson, both an anthropologist and a philosopher, as my central theorist, I have drawn on both anthropological and philosophical texts in the development of my argument, including Buber, Durkheim, Gaita, Hegel, Murdoch, Sartre, Serres, Simmel, and Weber.

Thesis (Ph. D.)--University of Oregon, 2007. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 164-171). Also available for download via the World Wide Web; free to University of Oregon users.

Thesis (Ph.D.)--University of Wollongong, 2008. / Typescript. Includes bibliographical references: leaf 259-305.

Thesis (M.I.T.)--The Evergreen State College, 2009. / Title from title screen (viewed 6/16/2009). Includes bibliographical references (leaves 98-102).