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One of the many attempts to solve problems that plague America's schools is the implementation of uniform dress code policies. Those who favor uniforms contend that uniforms will increase attendance, enhance academic achievement, and improve classroom environment. Prior research studies ( Behling, 1991; Hughes, 1996; and Hoffler-Riddick, 1998) on the effects of mandatory school uniforms have been inconclusive in their findings. The purpose of this study was to examine the impact of mandatory uniform dress codes on student attendance, student achievement, and teachers' perceptions of classroom environment in two middle schools. The dependent variables were student attendance, student achievement, and teachers' perceptions of classroom environment. The independent variables were gender, race/ethnicity and time/years of teaching experience. Descriptive statistics and Analyses of Variance were used to analyze the data. Repeated Measures Analyses of Variance was used to analyze the attendance data in School A for three consecutive years. Analyses of Variance was used to measure the attendance and achievement data in School B for two consecutive years. A self-report questionnaire was designed to measure teachers' perceptions of the impact of uniforms on four domains of classroom environment: student attendance, student behavior, student achievement, and students' self-image. Three-way Analysis of Variance was used to analyze the data collected from the questionnaire. The results of this study determined that there were no statistically significant differences in overall student attendance or achievement in School A. There were improvements in student achievement in School B after the change in dress to school uniforms. There were inconsistent differences between race/ethnicity and gender with respect to attendance after uniform implementation in schools A and B. Absences increased in School A after the second year with uniforms. Student achievement improved for students in School B, but showed no change in School A. Based on the results of the Uniform Survey administered to teachers in both schools, the perception of classroom environment after uniforms was generally positive. Teachers overwhelmingly supported the uniform policy, but they were inconsistent in their opinions of the overall impact on classroom environment. Teachers in School A felt that student achievement and student self-image improved after the implementation of school uniforms, but they saw no improvements in student attendance or behavior. Teachers in School B felt that student attendance declined after the first year of uniform implementation; however, they felt that there were improvements in student behavior, student achievement, and student self-image. Future research should examine the impact of mandatory uniform dress codes on school climate, students' self-esteem, and the perceptions of parents, students and members of the community. / Ed. D.

The purpose of this study was to determine the relationship between sixth grade students' academic achievement levels in math and their perceptions of school climate. Student characteristics of socioeconomic status and gender were used to identify groups for the purpose of data analysis. Data was gathered using the five independent variables of the My Class Inventory (satisfaction, friction, competitiveness, difficulty, and cohesiveness) and the dependent variable of the Stanford Achievement Total Math scores. The results of the data collection were tested using a Pearson product-moment analysis and a backward multiple regression analysis. A univariate analysis of variance was also used to compare the five independent variables of the My Class Inventory as well as to compare socioeconomic status and gender with the Stanford Achievement Total Math scores. The schools selected for this study were from a city in Texas with a population of approximately 100,000. The sample consisted of 262 sixth grade mathematics students. The findings of this study are as follows: (a) The Pearson product-moment correlation analysis revealed little, if any, correlation for any of the five subscale predictor variables; (b) the multiple regression analysis revealed that all five classroom climate indicators combined together could explain only 10.5% of the variance in mathematics achievement; (c) the univariate analysis of variance revealed that there is a significant relationship between the climate factors of friction and difficulty when compared to mathematics achievement; and (d) the univariate analysis of variance also revealed that mathematics achievement scores vary significantly as a function of economic category membership, but there appears to be no relationship to gender.

Thesis (M. Ed.)--University of Hong Kong, 1994. / Includes bibliographical references (leaves 51-59).

Thesis (M. Ed.)--University of Hong Kong, 1996. / Includes bibliographical references (leaf i-x).

Thesis (M.Ed.)--University of Hong Kong, 1994. / Includes bibliographical references (leaves 51-59). Also available in print.

Thesis (M.Ed.)--University of Hong Kong, 1996. / Includes bibliographical references (leaves i-x). Also available in print.

No description available.

No description available.

Historically, disciplines other than education have studied the culture of the classroom. Yet, the group phenomena of education has been ignored. The ways teachers manage groups and lesson activities appear to have important implications for the study of teaching and learning. However, there are no rules to follow. A decision-making base does not exist. Yet, the study of teacher and student behavior is dependent upon the setting within which that behavior occurs. An appropriate choice must be made for an objective method to provide an adequate level of description of the teaching/learning context of the classroom. That is the focus of this study. The subjects were nine classroom teachers, grades 1 or 2, from two separate school districts within a 50-mile radius of Tucson, Arizona. Six teachers served as the control group and three teachers served as the treatment group. Treatment consisted of orientation in the concept of activity structures, videotaping of language arts instruction, coding of such instruction by the researcher and stimulated recall of such instruction by the teacher in a feedback session with the researcher. Instrumentation consisted of a beliefs questionnaire, a teacher information form, a journal, and an interview all developed by the researcher. Instrumentation occurred with both groups, both pre- and posttreatment. Ethnographic techniques were used for both instrumentation and treatment.