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Thesis (Ph. D.)--University of Wisconsin--Madison, 1981. / Typescript. Vita. Includes bibliographical references (leaves 330-336).

This study employed action inquiry, since its aim was to improve both understanding and practice in the area of classroom negotiation between pupils and teachers, Action inquiry entails practitioner observation, practitioner interaction and practitioner intervention; in this study it was supplemented by an attempt at a phenomenological description of the essential features of negotiation, against which classroom experience could be weighed. Information about classroom interaction was gathered, by the lone practitioner-researcher, both by participant observation and video-recording ('practitioner observation'). The model of classroom negotiation which emerged was tested against the views of other teachers ('practitioner interaction'). Alternative practices, thought by the informants to be effective, were used to make small-scale interventions in classroom practice ('practitioner intervention'). The understanding of negotiation developed in this way was finally interrogated in the light of a separate phenomenological description of negotiation. A key aspect of the phenomenology of negotiation is the dynamic involving communication, strategies of interaction, participation and learning within which people are willing to examine their differences. This was found to be true of classroom negotiation: Pupil and teacher learned of the differences which existed between them in the context of an ongoing interaction in which both participated. However, classroom interaction involves an inevitable disparity of power, which must be recognised and prevented from subverting negotiation. The validity and ethics of the framework developed are discussed, as are the implications of the findings for the classroom teacher and for teacher training.

Thesis (M.I.T.)--The Evergreen State College, 2009. / Title from title screen (viewed 7/30/2009). Includes bibliographical references (leaves 74-79).

The classroom learning environment has increasingly been recognised as an important factor in education. However, over recent years the increasing research in this area has focussed on humanities or science classrooms. Virtually no investigations have been reported into the learning environment of the secondary mathematics classroom.The study reported in this thesis focusses on the perceptions of 490 grade 9 mathematics students in 23 classrooms in 14 schools in Adelaide, South Australia. Students' perceptions of their mathematics learning environment were measured using a new classroom environment instrument which has been developed in both a Personal Form (which focusses on students' perceptions of their personal interaction with the learning environment) and a Class Form (which focusses on students' perceptions of the class's interactions with the learning environment).This study confirmed the reliability and validity of both forms of the new instrument in its use with this sample of students, and examined the differences between the Personal and the Class Forms of the instrument. The sub-populations of male and female students were also profiled and differences between their perceptions of the classroom learning environment were examined. Differences between students' perceptions of their teacher's interpersonal behaviour in the classroom were also explored.The study identified associations between students' perceptions of their mathematics classroom learning environment, their perceptions of their teacher's interpersonal behaviour, and student outcomes. The association between students' perceptions of their mathematics classroom environment and attitudinal outcomes was stronger than the association with cognitive outcomes.Finally, the commonality and uniqueness of the two instruments measuring classroom learning environment and teacher's interpersonal behaviour ++ / in terms of predicting outcome variance were established, as were associations between the perceptions of students in these two areas.

Thesis (M.S.)--Missouri University of Science and Technology, 2008. / Vita. The entire thesis text is included in file. Title from title screen of thesis/dissertation PDF file (viewed June 18, 2009) Includes bibliographical references.

Vor dem Hintergrund der Digitalisierung in der Hochschulbildung, insbesondere ihrer didaktisch- methodischen, technischen und organisatorischen Implementierung und ihrer Integration in geeignete Lernmanagementsysteme, beschäftigt sich das vorliegende Paper mit dem Lernen von Studierenden in und mit digitalen Medien sowie der kollaborativen Wissensarbeit im Rahmen eines Crowdfunding-Projekts für Jugendliche. Im vorgestellten Lehrpraxisbeispiel wird ein Flipped-Classroom-Konzept kombiniert mit einem Community-based Service Learning-Ansatz umgesetzt, um die Vermittlung digitaler Kompetenzen mit einer fachlich-inhaltlichen Wissensvertiefung im Bereich alternativer Finanzierungsformen im Management von Einrichtungen der Sozialen Arbeit einerseits und dem gesellschaftlichen Engagement der Studierenden andererseits zu verknüpfen.

This research involved an in-depth and holistic investigation into the use of Internet technologies in high school classrooms. Specifically, it combined studies of the physical and psychosocial learning environments operating within these 'technological settings' and investigated interactions among the selected physical and psychosocial factors in influencing students' satisfaction with their learning. Further, the study described how both the physical and psychosocial domains may effectively enable, or alternatively, constrain the teaching methodologies used in these classrooms. The study involved two phases of investigation. The first phase involved a broad examination of the learning environment as measured with a questionnaire containing items measuring aspects of the psychosocial learning environment and with ergonomic site evaluations using a specially designed worksheet and inventory for computerised classrooms. In the second phase of the study, interactions among the physical and psychosocial variables in these measures were explored through the use of selected and detailed case studies from the original sample. Case studies included a more detailed assessment of the physical classroom environment in tandem with classroom observations and student/teacher interviews. The study was conducted in Australian and Canadian secondary schools and so, offers additional insights in the different approaches to technology implementation and teaching practice. The results of the study reveal a number of statistically significant and independent associations between physical and psychosocial factors and further, between psychosocial factors and students' satisfaction with learning. These findings were complemented by similar qualitative findings from the case studies. These quantitative and qualitative results were used to inform a model for educational productivity for ++ / computerised classrooms. The model includes a number of important physical and psychosocial factors which when considered together, may influence student attitudes (and potentially other outcomes) in emerging networked and computerised learning environments.

The classroom has become an important focus of educational research because most learning takes place there. The purpose of this study was to examine 8th grade students perception of science classroom environment from constructivist perspective and investigate the association between students perceptions, motivational beliefs and attitudes toward science. In addition in this study the affects of gender difference on students&amp / #8217 / constructivist learning environment, motivation and attitude toward science were investigated. The data in the present study were collected through Turkish version of Constructivist Learning Environment Survey (CLES), Test of Science Related Attitudes (TOSRA) and Motivated Strategies for Learning Questionnaire (MSLQ) from 8th grade students who were in randomly selected from 15 elementary schools in &Ccedil / ankaya, Ankara. A total of 956 students (462 girls, 493 boys and one did not indicate gender) were participated in the study. The data obtained from participants were analyzed by using Canonical Correlation Analyses and Multivariate Analyses of Variance (MANOVA). Results of canonical correlation analyses indicated that all constructivist learning environment variables and all the motivational beliefs variables were positively related with each other. In addition the result of this analysis also showed that all constructivist learning environment variables and attitude variables were positively related with each other. The findings of MANOVA showed that gender had a significant effect on students&amp / #8217 / constructivist learning environment (personal relevance and critical voice), their adaptive motivational beliefs (intrinsic goal orientation, task value, and control of learning beliefs), and their attitude toward science (adaptation to science attitudes, enjoyment of science lesson, leisure interest in science, and career interest in science). Results indicated that girls&amp / #8217 / perceptions of their learning environment, their adaptive motivational beliefs and their attitude toward science were higher than boys.

Thesis (Ph. D.)--Ohio State University, 2003. / Includes abstract and vita. Advisor: Wayne K. Hoy, Dept. of Educational Policy and Leadership. Includes bibliographical references (p. 154-169).