本研究旨在比較分析國民小學優良教師與一般教師的班級經營策略與班級氣氛的關係，以供增進國民小學教師班級經營效能之參考。 研究者透過推薦程序，選定優良教師的班級學生及一般教師的班級學生合計979位為施測調查對象，並應用次數分配、積差相關、t考驗、多變量變異數分析、多元迴歸分析等統計方法，進行各項考驗分析，最後歸結出以下的主要研究發現： 一、在「開學第一週班級經營策略」、「整學期班級經營策略」、「班級氣氛」等三方面，優良教師的表現均優於一般教師。 二、「認識策略」、「偏差行為輔導策略」、「教師支持」與「革新」的班級氣氛等方面，均具有區分優良教師或一般教師的較佳指標。 三、「教師支持」與「革新」是良好班級氣氛的最佳指標。 四、「教師控制」的班級氣氛，一般教師高於優良教師。 五、「開學第一週班級經營策略」愈好，「整學期班級經營策略」就愈好，「班級氣氛」也愈好。 六、「開學第一週班級經營策略」對班級氣氛的預測力，優良教師高於一般教師。 七、「人口變項」對班級氣氛的預測力，一般教師高於優良教師。 八、「開學第一週常規教導策略」對優良教師的反向意義性大於一般教師。 最後，本研究分別針對優良教師、一般教師、國民小學、師資培育機構、教育行政機關提出增進國小教師班級經營效能之具體建議，同時也建議未來進一步研究方向。 / The purpose of this study aimed to understand the relationship of teachers’ classroom management strategies with classroom climate, and to explore the differences of good teachers and general teachers in classroom management strategies and classroom climate. 14 good teachers’ classrooms and 20 general teachers’ classrooms were recommended. The subjects were fifth grade of 979 student in their classrooms. Date of this survey were analyzed by Frequencies, t-test, MANOVA, Correlation Analysis and Multiple Regression. The major findings were： 1.In “the classroom management strategies in the first week”,”the classroom management strategies in the whole semester” and “classroom climate”, good teachers performed better than general teachers. 2.”The strategies of recognition”, “handling deviated behavior” and the climate of “teacher support”, “innovation” were the most significant differences between good and general teachers. 3.The “teacher support” and “innovation” were best indicators of the classroom climate. 4.General teachers performed higher “teacher control” than good teachers. 5.The better “the classroom management strategies in the first week” performed, the better “the classroom management strategies in the whole semester” and “classroom climate”. 6.”The classroom management strategies in the first week” were better predictors for classroom climate among good teachers than general teachers. 7.”The demographic variables” were better predictors for classroom climate among general teachers than good teachers. 8.”The teaching rules strategies in the first week” were more opposite predictors for classroom climate among good teachers than general teachers. This paper made some concrete suggestions based on the results of this study for practical and further study.

<p>Gifted elementary students in a congregated educational program (n = 165) were compared to gifted peers in regular programming (n = 49) in an urban, Western-Canadian, public, school division. Mean scores on measures of self-concept (Multidimensional Self Concept Scale), classroom environment (Classroom Environment Scale), and student life satisfaction (Multidimensional Student Life Satisfaction Scale) were analyzed. MANOVAs revealed main effects of educational programming and no mediating effects of gender or grade level. Students in the congregated program had lower academic self-concept than students in regular programming, replicating the commonly found Big-Fish-Little-Pond Effect (Marsh, 1987). There was also some weak indication that students in the specialized program had lower satisfaction with "self" than those in the regular program. In contrast, students in the specialized program thought their programming to be more innovative relative to how the other group perceived theirs was. However, all differences were of small-to-moderate magnitude (.5 SDs). Moreover, all scores for all measures were at, or slightly above, levels typically found in normally developing peers. </p>

<p>Gifted elementary students in a congregated educational program (n = 165) were compared to gifted peers in regular programming (n = 49) in an urban, Western-Canadian, public, school division. Mean scores on measures of self-concept (Multidimensional Self Concept Scale), classroom environment (Classroom Environment Scale), and student life satisfaction (Multidimensional Student Life Satisfaction Scale) were analyzed. MANOVAs revealed main effects of educational programming and no mediating effects of gender or grade level. Students in the congregated program had lower academic self-concept than students in regular programming, replicating the commonly found Big-Fish-Little-Pond Effect (Marsh, 1987). There was also some weak indication that students in the specialized program had lower satisfaction with "self" than those in the regular program. In contrast, students in the specialized program thought their programming to be more innovative relative to how the other group perceived theirs was. However, all differences were of small-to-moderate magnitude (.5 SDs). Moreover, all scores for all measures were at, or slightly above, levels typically found in normally developing peers. </p>

因應未來社會，需要從教育的點滴工程著手。學校為教育的主要場域，教師的教學影響學生學習的成效與關鍵能力的養成。面對複雜而快速變遷的時代，需要培育出具有良好思考力、未來想像力以及團隊合作能力的下一代。本研究採取個案研究方法，以一所位於台北市區國小內高年級的班級做為研究對象，此班級利用綜合活動時間實施系統思考教學，當中包含任教教師與26位學生，利用教室觀察與訪談法、輔以影片分析、學生作品分析、系統思考活動評量、學生自陳式反思問卷、想像力測驗、時間觀量表等工具，探究實施系統思考教學的教師角色(包含教師個人特質、工作動機、專業知能、教學信念和教學技巧)與系統思考教學的交互影響；對於教師班級經營、師生互動與班級氣氛的營造，進一步探究綜合教學實施與經營，與學生對於系統思考的理解和養成之間的關係。再者探究教學活動與培養學生未來想像力之關聯，而課程當中融入小組討論和遊戲教學，藉此探究教學歷程與學生團隊合作能力培養的相關性。本研究以因果回饋圖呈現研究結果，主要發現有以下五點: 1.系統思考教師扮演教室的結構者、引導者，時時精進系統思考認知與教學技巧，帶領學生關注根本重要的事。 2.系統思考教學實施增進師生互動關係和班級正向氣氛，鼓勵學生討論、發表意見與想法，營造班級共同思考與學習的氛圍。 3.系統思考教學培養學生系統思考力，從小關注世界當中重要的事件，瞭解其趨勢變化與關鍵結構，嘗試根本解決問題。 4.系統思考教學實施幫助啟發學生未來想像力，鬆動思考開啟創意想像，展開未來行動具備未來時間觀。 5.系統思考教學當中活動的形態，有助於學生提升團隊合作技巧與能力進而建立共同願景。 由以上研究結果瞭解系統思考教學教師扮演重要的結構者，啟發學生展開思考、想像，進而自主學習創造未來。在未來若要讓系統思考教學更能培養學生面對未來的關鍵能力，教師在課程設計上應將系統思考和未來想像的精神相結合，並且拉長時間、擴大空間，讓學生擁有充分的自主空間，學習思考，掌握根本而重要的事。 / Nowadays schools are still playing an important role in our education. We have to improve our education to let our children adapt to their futures. The way of teaching will influence our students’ learning. In the future world, we should cultivate our children the abilities of thinking skills, future imagination, and teamwork. The current case study selected a sixth grade class in elementary school. There were two teachers and 26 students in this class. In this study, sources and analyses of the data included: classroom observations, interviews, video analyses, students’ work analyses, systems thinking assessments, imagination tests, and ZTPI. Through the data analysis process, it can be inferred that whether the teaching of systems thinking can influence the teachers and students in the class.The purpose of this research is to use the systems perspective on offering advice and ideas regarding how to use systems thinking teaching in class to improve the students’ learning.The results are listed below: 1.Teachers played a role of guiding students and leaded them to what concerns to the root of any given problem. 2.Teaching processes included enhancing good interactions between teachers and students, and building up the positive classroom climate.Through these processes, students had more chances to discuss and share with each others.At the same time, they showed much respect for others, such as listening to others patiently. 3.With the systems thinking ability, students started to care about what is happening around the world and to attend the changing trend.They try to find the important structure behind the problem and solve it with leverage solution. 4.This class inspired students’ future imagination, expanded their ways of thinking and encouraged them to take actions for the future. 5.Through this class, students gained more team work skills and built shared visions. To conclude, the teaching of systems thinking can help our children to think more deeply and systematically. This way of teaching encourages our children to broaden their minds and take actions for their futures.If teacher can combine systems thinking with future imagination in instructional design, students can have more opportunities and time to learn what is the most important value in their life.

Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2009.

Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2009.

The aim of this dissertation is to study learning through deliberative dialogue, the social climate of the classroom, and certain aspects of student participation in civic education in upper secondary schools, as well as aspects of deliberative didactics. It takes its theoretical point of departure in John Dewey’s texts on democracy and education. An additional perspective on the social and moral aspects of democratic life is provided by Axel Honneth’s studies on disrespect and a morality of recognition. An empirical study is presented in which students and teachers were interviewed in focus groups about their opinions and experiences, on the basis of the aim of the dissertation and the research questions addressed. The analysis reveals a potential to learn civics thorough dialogue and discussion. A dialogue with deliberative qualities is characterized as one with a clearly defined purpose and relevant knowledge content. In the course of such a dialogue, the participants apply and develop certain abilities, some of which are identified in the study. Regarding the social climate in the classroom, especially during learning through dialogue and discussion, several difficulties and problematic situations were mentioned in the focus group interviews. These were problems related to “disturbing silence” and “troubling speech”. Honneth’s theory of moral recognition is in such situations seen as a basis for teachers’ professional reflections and for deliberative dialogues involving teacher and students. Concerning student participation and the civic education classroom as a form of democratic community and a public sphere, both students and teachers interviewed spoke of a balancing act between many different interests, some of which are discussed with a focus on the formation of interests. Other aspects studied are how a sense of community can be created and how the private and individualistic meet the public and common in civic education. It is concluded that the civic education classroom, considered as a public sphere, can be an arena for deliberation and thus develop a sense of community and a deliberative competence for use in a wider citizenship perspective. In the final chapter it is concluded that deliberative didactics can be seen as a didactic dimension of reflexive cooperation. It is characterized as a reflexive approach whereby the teacher invites the students to deliberate on issues of subject content, ways of working, the social climate of the classroom, and different aspects of participation and common interests. It is also argued that the practical cooperation – the actions and their consequences – following from intersubjective speech are as important as the dialogue itself.

The diploma thesis "The Class Climate" has a theoretical-empirical character. The main aim of this thesis focuses on measuring and comparing the classroom climete of standard and alternative schools.The introductory part comprises definitions of basic terms such as social group, school environment, atmosphere, climate. Furthermore, it investigates the theoretical clarification of the classroom climate and details the elements, types and actors of the climate. The thesis also closely notes the research methods of the classroom climete measuring. The author concludes the theoretical part with description of the issue of alternative schools. The practical part implementes through questionnaire survey with a participation of pupils from standard and alternative primary schools. There has been defined the aim, assumptions and selected the method of the classroom climate measuring. The conclusion summarizes the results of the questionnaire survey as well as verifies the assumptions.

The Master thesis depicts a social climate in a classroom in Liberec region. The thesis is divided into two larger topic parts - theoretical part where basic terminology connected to the topic is explained and practical part. Theoretical findings introduce issues of classroom climate which partially originates from a larger superior topic of a school climate. The aim of the first part is to introduce each involved party that influences classroom climate daily and engages in measuring the climate. It answers why is important to watch and measure this phenomenon at school. The second part of the thesis describes practical usage of findings from the theoretical part. It deals with a quality research and comparison of results at selected primary schools in Liberec region. It examines differences which appear in a particular classroom in relation to school culture. Research results serve to realization of classroom climate at each school. The research was led in the sixth grades of each school and standardised questionnaire was used to measure the classroom climate MCI. KEYWORDSs: School Climate, Classroom Climate, Teacher, Pupil, Parent, Quality Research, Primary School, School Culture, Questionnaire MCI Powered by TCPDF (www.tcpdf.org)

TITLE: Specification of the care for climate at the 3th grade of the primary school SUMMARY: The objective of this diploma work was to research whether alternating of three and more teachers might have a negative impact on the classroom climate. The theoretical part provides a definition of personality characteristics of pupils in the third grade of primary school with respect to the management of classroom climate. I analyse the factors influencing the classroom climate such as family influence, pupils' groups and particularly personalities of teachers, their management and organisationof teaching, further their communication style, evaluation and cooperation among teachers. The practical part focuses on the research of the classroom climate using the method My Class Inventory (MCI). Another applied method is interviewing class teachers. The practical part is completed with a questionnaire filled out by pupils. The results of the research confirmed the change of the classroom climate in the third grade where three and more teachers alternate. These changes are manifested especially by more frictions and higher competitiveness. KEY WORDS: classroom climate, teacher's personality, pupil's social development in the third grade, group of peers, socialization, class rules, cooperation among teachers