Thesis (Ed.M.)--Boston University

Thesis (Ed.D.)--Boston University / PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you. / The purpose of this study was to describe and compare the process objectives of elementary school teachers and their implementation in math, english, and physical education classes, CAFIAS, a valid and reliable instrument, was used for the classroom observations. The Teacher Questionnaire on Objectives was developed around seventeen CAFIAS parameters of teacher-pupil interaction, class structure, and variety of teaching agency. Twenty-five elementary school teachers from Southern Maine who taught math, english, and physical education were the subjects in this study. Each teacher filled out the Teacher Questionnaire on Objectives for the three subject areas prior to being observed in class. Two reliable observers then coded the classroom interaction, class structure, and variety of teaching agency in a math, english, and physical education class for each subject. A one way analysis of variance was used to compare the teachers' objectives in math, english, and physical education using the seventeen parameters derived from CAFIAS for the comparisons. Whenever a significant F ratio (p < .01) was found, the Scheffe test of multiple comparisons was used to identify the location of the difference. A one way analysis of variance was used to compare the observed classroom interaction in math, english, and physical education, using the seventeen parameters derived from CAFIAS for the comparisons, Whenever a significant F ratio (p < .01) was found, the Scheffe test of multiple comparisons was used to locate the difference. T tests for dependent samples were used to compare the teachers' objectives and the observed behavior for the seventeen parameters derived from CAFIAS in elementary math, english, and physical eDucation classes. An analysis was made of the interaction matrices produced from the CAFIAS observations, which provided a description of the process observed in elementary math, english, and physical education classes. Based on the results provided by this study, the following conclusions were reached: 1. There are similarities and differences in the observed interaction patterns in elementary math, english, and physical education classes. These include: a. Extended teacher lecturing is the most frequent behavior observed in math and english, and the second most frequent cell in physical education. b. Elementary teachers are most direct in their behaviors in physical education, most indirect in their behaviors in math, and most varied in their behaviors in english. c. Nonverbal communication is an important aspect of elementary math, english, and physical education classes, although it is emphasized most in physical education. d. The teacher is the teaching agency for more than 90% of the time in all three classes. 2. Teachers' process objectives for math, english, and physical education are not significantly-different for approximately 60% of the variables measured in this study. In each case where there is a significant difference, physical education is different from either math or english. 3. The observed classroom behavior in math, english, and physical education is not significantly different for approximately 60% of the variables measured by this study. In each case where there is a significant difference, physical education is different from either math or english. 4. Most of the teachers' process objectives are significantly different from the observed classroom behavior in elementary math, english, and physical education. / 2031-01-01

The problem of this study was to determine what influence intelligence and school achievements, personality traits, physical achievements, physical attractiveness, general health, home background, and number of times absent have upon the popularity of students.

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Thesis (M.M.)--Boston University / PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you. / 2031-01-01

This qualitative study explores how elementary school principals resolve the role conflict between judging the performance of teachers (summative evaluation) and providing nurturing growth activities (formative evaluation or supervision). Related research questions were these: (1) How does the principal spend time in summative versus formative evaluation? (2) What factors create role conflict for the principal? (3) What elements help the principal approach congruence in dealing with both responsibilities? The Delphi technique, a method for structuring a group communication process, was used to collect data from 12 Oregon elementary principals, recommended by district administrators as having expertise in the area of supervision and evaluation. The process included four rounds of questions regarding how they perceived and handled their summative and formative evaluation responsibilities. Data analysis occurred after each round as well as after all rounds were complete. Analysis of narrative items was done by comparing key elements from written responses. Similar responses were synthesized into consensus statements and presented again to respondents for validation or adjustment in the next round of questioning. Analysis of non-narrative responses was done by using a non-statistical database, disaggregating on several factors, including gender, years of experience as a principal, and school size. Although most principals reported little or no role conflict, women principals felt more conflict than men, particularly those who had less than five years of experience in the principalship and who had had other administrative experience in education before becoming a principal. The degree of trust between principal and teacher was ranked first among ten factors identified as affecting role conflict. Strong consensus indicated that four strategies were most effective in addressing both roles: (1) interacting frequently with teachers, (2) building trust relationships, (3) emphasizing the formative, and (4) observing teachers work. The area identified as most important in precluding or lowering role conflict was the use of strong communication skills. The findings have implications for elementary principals, districts, and universities. The insights into the respondents' management of both roles will assist principals and districts in addressing the dual responsibilities. The results will help districts as well as university training programs provide more appropriate pre- and inservice education for principals.

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No description available.