The ultimate goal of education is to facilitate student learning and achievement. Instructional management offers one means of evaluating the impact of various teaching behaviors on student learning. Environmental variables also interact with instructional management variables to influence teacher behavior and student learning. It was the purpose of this study to evaluate the influence of instructional management and environmental variables on student achievement utilizing a causal model. Subjects included 430 elementary and junior high school students in grades four through eight. Multiple regression was utilized in establishing the path coefficients and standard errors of the explanatory variables effect on student achievement. Results of this study suggest that teacher education, teacher knowledge, student grade, classroom complexity and classroom mobility account for a large proportion of the total variance in the path model. Master's level teachers significantly affect both the teacher's knowledge of the instructional content mastered by the student and the student's achievement. The grade level of the student significantly affects the student's achievement. The teacher's knowledge affects student achievement at the p < .001 level.

Thesis (M.S.)--Rowan University, 2008. / Typescript. Includes bibliographical references.

Thesis, PlanB (M.S.)--University of Wisconsin--Stout, 2005. / Includes bibliographical references.

published_or_final_version / abstract / toc / Educational Psychology / Master / Master of Social Sciences

acase@tulane.edu / 1 / Michael Brachfeld

Thesis--Michigan State University. / "Title VII project, National defense education act of 1958, grant number 7-32-0410-264." eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis (M. Sc.)--University of Hong Kong, 1978. / Title on cover and spine: Computer programme for room allocation analysis.

published_or_final_version / abstract / toc / Educational Psychology / Master / Master of Social Sciences

This study concerns itself with issues relating to classroom management and organisation for effective teaching and learning. The study focuses on these aspects of classroom management and organisation: What is classroom management? What is effective within the management of the classroom? What role does or should a teacher play in classroom management? What contributions do discipline and 'tasks' make to effective classroom management in the Mafikeng District? Eighteen primary schools were selected from the six circuits in the Mafikeng District and five educators of grade four, five and six were chosen. The principal deputy principal, heads of department and educators who were part of the eighteen schools formed the sample. Questionnaires and interviews were used to collect information on the following issues: location of the school, personal details, qualifications, position held, age category, teaching experience, educator behaviour, how educators give directions and assignments, classroom climate, how to maintain discipline in the classroom, classroom management and lesson delivery. Conclusions drawn from the study reveal that there is a need for improvement in the issues of classroom management and organisation. The School Management Team (SMT) must also help the educators to improve their classroom management. The In-Service Empowerment must also help to emphasise the importance of intervention and prevention strategies in the classroom. The study ends with recommendation on how problems, lack of knowledge in classroom management and organisation can be alleviated. / Thesis (M.A.) North-West University, Mafikeng University, 2003

Thesis--Michigan State University. / "Title VII project, National defense education act of 1958, grant number 7-32-0410-264." Includes bibliographical references. Also issued in print.