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  • About
  • The Global ETD Search service is a free service for researchers to find electronic theses and dissertations. This service is provided by the Networked Digital Library of Theses and Dissertations.
    Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
71

Student brinkmanship, teacher leadership and the classroom learning environment /

Newman, Charles Joseph January 1983 (has links)
No description available.
72

A comparative analysis of teachers' and administrators' perceptions of school climate and organizationl dimensions /

Leake, Donald Oneal January 1987 (has links)
No description available.
73

The Relationship Between Classroom Climate and Student Achievement

Bennett, Jan 12 1900 (has links)
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.
74

The relationship between achievement in and attitude towards science, approach to learning and classroom environment /

Ma, Kin-hing. January 1900 (has links)
Thesis (M. Ed.)--University of Hong Kong, 1994. / Includes bibliographical references (leaves 51-59).
75

A comparison study of the self-concept of students between schools adopting and not adopting the activity approach /

Tang, Oi-lai. January 1996 (has links)
Thesis (M. Ed.)--University of Hong Kong, 1996. / Includes bibliographical references (leaf i-x).
76

The relationship between achievement in and attitude towards science, approach to learning and classroom environment

Ma, Kin-hing. January 1900 (has links)
Thesis (M.Ed.)--University of Hong Kong, 1994. / Includes bibliographical references (leaves 51-59). Also available in print.
77

A comparison study of the self-concept of students between schools adopting and not adopting the activity approach

Tang, Oi-lai. January 1996 (has links)
Thesis (M.Ed.)--University of Hong Kong, 1996. / Includes bibliographical references (leaves i-x). Also available in print.
78

The principal's role in school climate

Williams, Heather Jeannine 01 January 1991 (has links)
No description available.
79

The principal's role in school climate

Williams, Heather Jeannine 01 January 1991 (has links)
No description available.
80

A TREATMENT FOR THE EXPLORATION AND REFINEMENT OF AN ACTIVITY STRUCTURE TAXONOMY IN LANGUAGE ARTS.

ARMSTRONG, MAVIE ELIZABETH. January 1982 (has links)
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.

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