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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.
1

INTERACTION ANALYSIS AS A MEASURE OF COUNSELOR EFFECTIVENESS

Afanador, Josef Carter, 1941- January 1971 (has links)
No description available.
2

The nature of teacher-pupil interaction in informal and traditional classrooms.

Arnold, Virginia Ann January 1972 (has links)
No description available.
3

The application of three interaction analysis systems to investigate models of teaching.

McKibbin, Michael. January 1974 (has links)
Thesis (Ed.D.)--Teachers College, Columbia University. / Typescript; issued also on microfilm. Sponsor: Bruce R. Joyce. Dissertation Committee: James R. Sheffield. Includes bibliographical references.
4

The effects of implementing an interactive student response system in a college algebra classroom /

Blodgett, Dina L., January 2006 (has links) (PDF)
Thesis (M.S.) in Teaching--University of Maine, 2006. / Includes vita. Includes bibliographical references (leaves 75-77).
5

Contingent observation and differential reinforcement of alternative behavior in a daycare setting : a multielement/multiple baseline comparison

McCullough, Carolyn Sue January 1980 (has links)
One purpose of the present study was to compare the effectiveness of two classroom management procedures, contingent observation (CO) and differential reinforcement of alternative behavior (Alt-R), in decreasing inappropriate naptime behavior of three to five year old children in a public daycare setting. A second purpose was to determine the effectiveness of the combined Multielement/Multiple Baseline Design in controlling for condition change interactions, specifically contrast and induction effects. Concommitant to the study, a third purpose was to determine the effectiveness of CO and Alt-R in decreasing negative teacher. attention to inappropriate naptime behavior and increasing positive teacher attention to appropriate naptime behaviors.Four daycare caregivers within a public daycare center were trained in the CO and Alt-R procedures following baseline observations. Fifty regularly enrolled three to five year old children in two classrooms participated as subjects. Treatment conditions in Classroom A involved multielement manipulations of three treatment conditions, contingent observation, differential reinforcement of alternative behavior and' baseline. '..During the regular naptime session one of the three conditions was implemented. To control for sequence effects, the three conditions were presented in a random order.The contingent observation procedure consisted of five steps. Contingent upon an occurrence of inappropriate naptime behavior (e.g. out of cot, talking out, physical contact with another child, ate.) the caregivers were instructed to1. describe both inappropriate and desired appropriate behavior to the target child;2. separate the child from the group and place him/her at the edge of the setting where peer models could be observed doing the appropriate behavior, (i.e. napping appropriately);3. reinforce peer models displaying appropriate naptime behavior and instruct the target child to visually attend to these models;4. return the target child to the group when verbal indications were given to the caregiver that he/she "understood" what was expected (i.e. the child verbally described the behavior desired or gave a verbal affirmative response to caregiver questioning);5. prompt (if necessary) and immediately praise subsequent appropriate naptime behavior in the target child.Differential reinforcement of alternative behavior involved reinforcing appropriate naptime behavior that was incompatible with the existing inappropriate behaviors and ignoring the inappropriate behaviors (e.g., lying quietly on a cot was incompatible with out-of-cot behavior). Baseline conditions consisted of no teacher attention to appropriate behavior and negative teacher attention to inappropriate naptime behaviors.The combination multielement/multiple baseline design was unique to this study. Multielement manipulations randomly alter different treatments within the same time phase relatively rapidly. Multielement manipulations combined within the multiple baseline allowed a simultaneous replication in a second setting of the strongest treatment found within the multielement manipulations. The multielement design has been criticized because of problems with the effects of condition change interactions. Presenting the strongest treatment within a second setting allowed control for these effects. Induction effects (more behavior than would be predicted from baseline data) were evident in the concommitant data on teacher behavior. Under baseline conditions in the multielement manipulations the teacher's rate of praise showed an increasing trend while negative teacher attention was at zero for four of the five baseline presentations. This was a significant change from pre-treatment conditions.Contingent observation decreased inappropriate naptime behavior from a baseline mean of 95% of the observed intervals to a mean of 29%, or from a mean of 16 misbehaviors per minute to a mean of 1 per minute. Further, contingent observation appeared to be most effective in maintaining low rates of inappropriate behavior over the naptime session. The rate and kind of inappropriate behaviors changed significantly, from a high rate of out-of-cot, talking-out and various physical behaviors to infrequent head-lifting off the cot.
6

Helping and liking behaviour: consequences ofteachers' attributions of students' ability and effort

Tsui, Mi-sum, Philomena January 1987 (has links)
published_or_final_version / abstract / toc / Educational Psychology / Master / Master of Social Sciences
7

Hong Kong secondary school teachers' conceptions of creative and idealstudents

Lam, Sau-ching, Avie. January 2000 (has links)
published_or_final_version / abstract / toc / Educational Psychology / Master / Master of Social Sciences
8

Would students' causal attributions and implicit theories of intelligence be mediated by teachers' feedback on their performance

Siu, Mei-ling, Jacqueline January 2000 (has links)
published_or_final_version / abstract / toc / Educational Psychology / Master / Master of Social Sciences
9

The comparative effects of verbal information, passive observation, and active observation on the acquisition of classroom management skills

Sloggett, Barbara B January 1972 (has links)
Typescript. / Thesis (Ph. D.)--University of Hawaii at Manoa, 1972. / Bibliography: leaves [151]-165. / xii, 165 l illus., tables
10

Teacher conversations : what happens when teachers talk

Klitsie, Clara January 2014 (has links)
Teaching has a primary focus on engagement with students, but paradoxically, it can be experienced as lonely, private work, in classrooms behind closed doors, with an accompanying sense of deep disconnection from peers. When six experienced teachers sought to counteract this isolation, they formed a group which embarked on a shared journey of reflection and conversation, with the purpose of increasing selfknowledge, clarifying a sense of self as teacher, extending understanding of the selfhood of other teachers, and exposing the deeper sources of meaning underlying the vocation of teacher. This study sought to describe the information, opinions and beliefs which were exchanged among participants within the group and to describe the dynamics within the group. Furthermore, it sought to identify and describe the self-perceived impact of the experience of such a group, on the vocational vitality of each of the participants. Within an interpretivist epistemology a qualitative phenomenological research approach was adopted for the study. Data were obtained from two sources, consisting of transcripts of conversations from the meetings of a collaborative reflective group and from semi-structured individual interviews with group participants. These were analysed using an inductive approach with the aid of qualitative data analysis software: Atlas ti®. Findings from the study show that a high level of trust and a sense of safety were created through the use of guiding principles for meetings. Content chosen for reflective conversations and the general experience of meetings was perceived as providing a rare opportunity for participants to discover their selfhood as teachers. They reported that this understanding was further broadened by exposure to the selfhood of other teachers. Furthermore, members of the talk group reported that participation had resulted in a lowering of their sense of professional isolation and a renewal of vitality in their teaching. It is hoped that the findings from the study will inform an understanding of the experience of dialogue in a reflective, peer group where teachers focus on exploring together “who they are” as teachers. It provides valuable insights of the personal and professional transformations which can take place for teachers participating in conversations which focus on their inner landscape. Furthermore, the study has the potential to inform South African teacher professional development programmes with approaches which focus on teacher vocational renewal and vitality.

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