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Surveys provide some of the most vital information to statisticians, allowing them a glimpse into the minds of respondents. With such importance, it is imperative to properly analyze surveys to ensure that the conclusions reached truly address the analytical goals. To confront this issue squarely, this thesis analyzes a particular set of surveys collected from a group of students at a local elementary school before and after the implementation of a program called Conscious Discipline, which is designed to combat behavioral issues in the classroom. With the goal of determining whether or not the students' attitudes toward their school environment changed, three analysis methods are considered. The final method, a usage of Kendall's Tau which involves the comparison of a ranked set of survey responses from an expert to the responses of the students, is determined to address the goal the most efficiently and is explored at length. The heart of the investigation entails the utilization of a program to generate the distribution of the test statistic. With the distribution in place, the test statistic is calculated for the specific survey data and compared, to determine if Conscious Discipline has truly made a difference for this particular group of students.

The purpose of the study was to compare the perceptions of professors of teacher education, building level administrators, and elementary classroom teachers regarding the need for specific areas of inservice training for elementary teachers. Using the Teacher Needs Assessment Survey, perceived needs of elementary teachers were obtained from 208 elementary teachers, 35 administrators, and 66 professors.The following null hypotheses were tested at the .05 level of significance:1. No significant difference exists among the perceptions of professors of teacher education, building level administrators, and elementary classroom teachers regarding teacher inservice needs as measured by items included in Developing Pupil Self (DPS), Individualizing Instruction (II), Discipline (DISC), Diagnosing Learning Difficulties (DLD), Subject Matter Knowledge (SMK), and Gifted and Talented (GT) categories of the Teacher Needs Assessment Survey2. No significant multivariate interaction exists between the level of teacher assignment and the years of teaching experience3. No significant difference exists in the inservice perceptions of teachers with one to five years of teaching experience, six to ten years of experience, and over ten years of experience as measured by the inservice categories of Developing Pupil Self (DPS), Individualizing Instruction (II), Discipline (DISC), Diagnosing Learning Difficulties (DLD), Subject Matter Knowledge (SMK), and Gifted and Talented (GT) categories of the Teacher Needs Assessment Survey4. No significant difference exists in the inservice perceptions of teachers assigned to primary and intermediate classrooms as measured by the DPS, II, DISC, DLD, SMK,and GT categories of the Teacher Needs Assessment SurveyA one-MANOVA was used to test hypothesis one. The Scheffe post hoc procedure was used to make pair-wise comparisons of the educator groups for the outcome measures determined to contribute to the rejection of hypothesis one. Hypothesis two was tested using a 3 X 2 MANOVA. Hypotheses three and four were tested based upon the non-rejection of hypothesis two.Hypothesis one was rejected: professors perceived the need for teacher inservice training in all selected areas as greater than did teachers. Hypothesis two was not rejected. Tests of associated main effects indicated that no significant difference existed between years of teaching experience and level of assignment.Suggestions for future research include: assessing parent perceptions of teacher inservice needs and investigating the influences on teacher perceptions of inservice needs.

Thesis (M.A.)--University of Hong Kong, 1984.

No description available.

No description available.

There is no abstract available for this dissertation.

Thesis (M.Ed. (Educational Management))--Mahidol University, 2006. / LICL has E-Thesis 0014 ; please contact computer services.

Thesis (Ph. D.)--University of Pennsylvania, 1930. / Bibliography: p. 141-144.

Thesis--University of Wisconsin--Madison. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 288-297).