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published_or_final_version / abstract / toc / Educational Psychology / Master / Master of Social Sciences

The purpose of this study was to investigate (1) the relationship of Flanders' Interaction Analysis (Flanders) to the attitudes of students in released-time seminary classes of the Church of Jesus Christ of Latter-day Saints (LDS Church) as measured by the Student's Evaluation of Seminary Instrument (SES) and (2) the relationship of scores on the SES before and after training in Flanders. Released-time seminary teachers of the LDS Church from the Tucson and Phoenix areas were asked to participate in this study. From those who agreed to participate, half were randomly assigned to a control group, and half were assigned to an experimental group. SES scores and tape recordings of class discussions were obtained from two of the classes of each teacher. The teachers in the experimental group attended training sessions on Flanders. After training in Flanders, SES scores and tape recordings of class discussions from the same classes described above were obtained. The tape recordings were coded and ratios were figured. From Flanders ratios and SES scores, t-tests and Pearson's Product-Moment correlations were used to produce the test statistics. The findings of this study were: (1) there was no significant correlation between Flanders and the SES; (2) there was, however, enough correlation to show that (a) Flanders ratios which indicate indirect teacher influence are related to relatively high scores on the SES and (b) Flanders ratios which indicate direct teacher influence are related to relatively low scores on the SES; (3) there was no significant increase in Flanders ratios among the experimental group receiving the training in Flanders as described in this study; and (4) the training in Flanders described in this study had no apparent relationship to SES scores. There appears to be a relationship between direct and indirect patterns of teaching influence, as defined by Flanders, and student attitudes in the released-time seminary classroom of the LDS Church, as measured by the SES. Further studies are necessary to investigate the extent of this relationship. Further studies that investigate the relationship between teacher behavior in the seminary classroom and a more vigorous training program in Flanders are also recommended.

This thesis has examined the effects of forced choice, peer relations and teacher-pupil relations on the self-concepts of forty-eight pupils in a Speech I class at Muncie Central High School, Muncie, Indiana. The pupils were divided equally into two groups: control group and experimental group. The control group was taught in a traditional, rigid manner. The experimental group was taught in a pupil-oriented, relaxed manner.To analyze how the two groups were affected six instruments were utilized: Anecdotal, Record, Classroom Questionnaire, Weekly Report Sheet, Observation Guide, Interview Guide and Self-Response Questionnaire. All data obtained from the preceding instruments were treated descriptively except for the latter instrument. Data from it were analyzed by comparing t-test scores of differences between pre-test and post-test responses of the two groups and by analysis of covariance.Data obtained indicated that pupils in the experimental group: (1) identified themselves in more positive ways, (2) identified others in more positive ways and (3) worked more cooperatively with others than did pupils treated in the control group.

This mixed methods study investigated teacher, parent, and school leader perceptions of the impact of parent communications and expectation on teacher practices, focusing specifically on four categories: grading, communication, instructional, and curriculum practices. Quantitative data were collected through online surveys from 25 teachers in second through fifth grades, as well as 96 parents of second through fifthgraders, in five private Jewish day schools located in the Southeastern United States. Qualitative data were collected from ten teachers, ten parents, and three school leaders who provided interviews, where they elaborated on the nature of parental communications and expectations at their own schools and their perceptions of their impact on teacher practices. The findings indicated that parent communications take place with high frequency, and are initiated fairly evenly between parents and teachers. Parents and teachers differ on their perceptions of negativity of communications, with teachers reporting more negative communications than parents. A t-test was conducted on the survey items that corresponded with the four categories to compare parent and teacher responses. There were some statistically significant differences in the perceptions of parents and teachers of the impact of particular types of parent communications on teacher practices in private Jewish day schools. These included requests for reviews of a child's grade or a grade change, as well as requests for changes in the content of homework. However, the qualitative data overwhelmingly indicated that parents and teachers have similar perceptions of the impact of parents communications and. They felt that parents occasionally request certain changes, but that these changes have minimal impact in the classroom, outside of isolated, individual events. expectations The school leaders who participated in the study agreed that, for the most part, the dayto- day practices of teachers were not greatly impacted by parent communications. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2013.

by Frank Wai-ming Tam. / Questionnaires in Chinese. / Thesis (M.Phil.)--Chinese University of Hong Kong, 1994. / Includes bibliographical references (leaves 192-210). / ACKNOWLEDGEMENT --- p.i / TABLE OF CONTENTS --- p.ii / LIST OF TABLES --- p.v / LIST OF FIGURES --- p.vii / ABSTRACT --- p.viii / CHAPTER / Chapter 1 --- INTRODUCTION / Chapter 1.1 --- Background --- p.1 / Chapter 1.2 --- Purpose of the Study --- p.5 / Chapter 1.3 --- Significance of the Study --- p.6 / Chapter 2 --- REVIEW OF LITERATURE / Chapter 2.1 --- Introduction --- p.8 / Chapter 2.2 --- School Organization --- p.8 / Chapter 2.2.1 --- School Organization as a Social System --- p.9 / Chapter 2.2.2 --- The School Organization and its Environment --- p.12 / Chapter 2.2.3 --- Conceptualization of School Environment --- p.19 / Chapter 2.2.4 --- Elements of School Environment --- p.28 / Chapter 2.2.5 --- Conclusion --- p.65 / Chapter 2.3 --- Leadership Behavior --- p.67 / Chapter 2.3.1 --- Definition of Leadership --- p.68 / Chapter 2.3.2 --- Approaches to Leadership --- p.69 / Chapter 2.3.3 --- Conceptualization of Leadership Behavior --- p.77 / Chapter 2.3.4 --- Conclusion --- p.80 / Chapter 2.4 --- Teacher Performance --- p.81 / Chapter 2.4.1 --- Conceptualization of Teacher Efficacy --- p.82 / Chapter 2.4.2 --- Teacher's Use of Time --- p.84 / Chapter 2.4.3 --- School Environment and Teacher Performance --- p.85 / Chapter 2.4.4 --- Conclusion --- p.87 / Chapter 2.5 --- Student Performance --- p.89 / Chapter 2.5.1 --- Conceptualization of Learning Efficacy --- p.89 / Chapter 2.5.2 --- Academic Outcome --- p.90 / Chapter 2.5.3 --- School Environment and Student Performance --- p.91 / Chapter 2.5.4 --- Teacher Efficacy and Student Performance --- p.92 / Chapter 2.5.5 --- Conclusion --- p.94 / Chapter 2.6 --- Summary --- p.94 / Chapter 3 --- THEORETICAL FRAMEWORK / Chapter 3.1 --- Introduction --- p.96 / Chapter 3.2 --- School Environment --- p.96 / Chapter 3.3 --- Leadership Behavior --- p.101 / Chapter 3.4 --- Teacher Performance --- p.102 / Chapter 3.5 --- Student Performance --- p.103 / Chapter 3.6 --- School Environment and Leadership Behavior --- p.103 / Chapter 3.7 --- School Environment and Teacher Performance --- p.104 / Chapter 3.8 --- School Environment and Student Performance --- p.106 / Chapter 3.9 --- Teacher Performance and Student Performance --- p.106 / Chapter 3.10 --- Summary --- p.107 / Chapter 3.11 --- Research Questions --- p.109 / Chapter 4 --- METHODOLOGY / Chapter 4.1 --- Introduction --- p.110 / Chapter 4.2 --- Definitions --- p.110 / Chapter 4.2.1 --- School Environment --- p.110 / Chapter 4.2.2 --- Principal's Leadership Behavior --- p.112 / Chapter 4.2.3 --- Teacher Performance --- p.113 / Chapter 4.2.4 --- Student Performance --- p.113 / Chapter 4.2.5 --- School Contextual Factors --- p.114 / Chapter 4.3 --- Null Hypotheses --- p.115 / Chapter 4.4 --- Survey Instrument --- p.116 / Chapter 4.4.1 --- The Psychometric Properties of the Survey Instruments --- p.118 / Chapter 4.5 --- Sampling Method --- p.124 / Chapter 4.6 --- Statistical Tool --- p.126 / Chapter 4.6.1 --- The Multi-level Model --- p.127 / Chapter 4.7 --- Limitations of the Study --- p.132 / Chapter 5 --- RESULTS AND DISCUSSIONS / Chapter 5.1 --- Introduction --- p.134 / Chapter 5.2 --- Descriptive Statistics --- p.134 / Chapter 5.2.1 --- Contextual Information About the Schools --- p.135 / Chapter 5.2.2 --- Demographic Information of Teachers and Students --- p.136 / Chapter 5.2.3 --- Descriptive Statistics of the Variables and Scales --- p.139 / Chapter 5.2.4 --- Summary --- p.142 / Chapter 5.3 --- Characteristics of School Environment --- p.144 / Chapter 5.3.1 --- Correlations among Environment Variables --- p.144 / Chapter 5.3.2 --- Relationship between School Environment and School Context at the School Level --- p.149 / Chapter 5.3.3 --- Summary --- p.154 / Chapter 5.4 --- Relationship between Teacher Performance and Student Performance at the School Level --- p.155 / Chapter 5.5 --- School Environment and Teacher Performance --- p.157 / Chapter 5.5.1 --- Multi-level Analysis of Teacher Performance --- p.157 / Chapter 5.5.2 --- Multi-level Analysis of School Environment and Teacher Performance --- p.159 / Chapter 5.5.3 --- Summary --- p.162 / Chapter 5.6 --- School Environment and Student Performance --- p.164 / Chapter 5.6.1 --- Multi-level Analysis of Student Performance --- p.164 / Chapter 5.6.2 --- Multi-level Analysis of School Environment and Student Performance --- p.166 / Chapter 5.6.3 --- Multi-level Analysis of School Environment and Student Performance by Controlling Personal Factors --- p.170 / Chapter 5.6.4 --- Summary --- p.181 / Chapter 6. --- CONCLUSIONS AND IMPLICATIONS / Chapter 6.1 --- Conclusions --- p.183 / Chapter 6.2 --- Implications --- p.186 / BIBLOGRAPHY --- p.192 / APPENDICES / Chapter A. --- Survey Instrument --- p.211 / Chapter B. --- Reliability and Factor Analysis of Scales --- p.218

Photocopy of typescript. / Digitized by Kansas Correctional Industries

This is a study of adolescent students talking in the classroom. It combines a sociocultural approach to learning with an ethnomethodological view of talk as social action and examines how young adolescents accomplish, in class, the work of 'being students'. Sociocultural theory takes the view that school is one of the contexts in which young people grow into mature social, cultural and institutional practices, through social interaction with 'expert' others. / thesis (PhD)--University of South Australia, 2000.

Thesis (M. A.)--University of Hong Kong, 2006. / Title proper from title frame. Also available in printed format.

Thesis (B.A.)--Haverford College, Dept. of Psychology, 2004. / Includes bibliographical references.