Global ETD Search

1	Japanese University Students’ L2 Communication Frequency in Positive Classroom Climate Shimizu, Sunao January 2017 (has links) The primary purpose of study is to identify predictors of willingness to communicate (WTC) and of actual frequency of English communication at work inside and outside the foreign language classroom among 439 university students (male = 226, female = 213) learning English in Japan. Based on Wen and Clément’s (2003) theory of L2 WTC, I replicated Peng and Woodrow’s (2010) structural path model using the variables of state L2 communicative confidence, L2 learning motivation, positive classroom climate, L2 WTC, with the newly added variable of actual speaking frequency. A hypothesized structural model was examined in two contexts, WTC inside the classroom and WTC outside the classroom. Inside the classroom, communicative confidence was the predictor of L2 WTC. L2 WTC and L2 learning motivation were predictors of actual frequency of L2 communication. Positive classroom climate was a mediating variable that indirectly predicted L2 WTC through state L2 communicative confidence and task motivation. In contrast, outside the classroom, state L2 communicative confidence, L2 learning motivation, and positive classroom climate were the predictors of L2 WTC. State L2 communicative confidence, task motivation, and positive classroom climate were the predictors of actual frequency of L2 communication. The results supported Wen and Clément’s (2003) model and Peng and Woodrow’s (2010) study. Second, Dӧrnyei and Kormos’ (2000) study was replicated to investigate a significant difference for the four types of the students’ speaking behavior between pretest and posttest. A repeated-measures ANOVA was performed for English turns, Japanese turns, English words, and interjections with 13 students (male = 8 and female = 5) aged 18-19. The 13 participants were part of those who completed the first questionnaire. There were no significant differences for the four dependent variables. Finally, a qualitative content analysis was performed using transcribed interview data with nine university students (6 male and 3 female students), who completed the first questionnaire. Ten variables emerged from the interviews. Four variables—teacher support, group cohesiveness, L2 learning motivation, and perceived communicative competence—supported both quantitative (Peng & Woodrow, 2010) and qualitative studies (Cao, 2011; Peng, 2007, 2012). Four additional variables—security of speaking, interlocutors, small group, and topic familiarity—supported qualitative studies by Cao (2011) and Kang (2005). The other two variables—point system and tests—were new variables identified in this study. Positive classroom climate and task motivation (Dӧrnyei & Kormos, 2000) were key variables influencing state L2 communicative confidence, L2 WTC, and L2 Use. As a result, I propose that task motivation and positive classroom climate should be added into MacIntyre et al.’s (1998) L2 WTC model. / Teaching & Learning Education, Secondary Actual Frequency of L2 Communication Positive Classroom Climate State L2 Communicative Confidence Task Motivation Willingness to Communicate
2	General Education Teachers Implementing Common Core with Students in Special Education: A Mixed Methods Study of Teachers' Self-Efficacy Beliefs Cash, Jon Leland 13 December 2014 (has links) This embedded mixed method study addresses the problems teachers have reported in believing themselves capable to implement the Common Core State Standards with students in special education. This study examines the effect professional development on implementing the Common Core State Standards had on the participating teachers’ self-efficacy beliefs. The participants (N=21) in this study were drawn from a 20-day professional development for teachers based on implementing the Common Core State Standards. The instrument used in the study was the Teacher Efficacy Beliefs System-Self. Data were subject to both statistical and qualitative analysis. The results of this study provide insight into the self-efficacy beliefs of the participants during and shortly after professional development about implementing the Common Core State Standards with students in special education. The Wilcoxon test of signed ranks revealed a significant increase in the TEB-S subscale areas of Accommodating Individual Differences and Managing Learning Routines, but not in Positive Classroom Climate. Qualitative analysis of data found both support for the statistical findings and also contradicted the statistical findings. Further qualitative analysis showed that practices presented in the professional development such as using the arts, formative assessment, and technology were effective in maintaining their teachers’ self-efficacy beliefs after professional development. Factors unrelated to the professional development, such as support from administrators and colleagues and poorly working technology were not supportive in carrying over the increase in teachers’ self-efficacy beliefs in implementing the Common Core State Standards with students in special education. The study is framed by Social Cognitive Theory and organized into 5 parts. Chapter I provides an overview of the study. Chapter II includes a review of literature related to teachers’ self-efficacy belief’s Common Core State Standards, and professional development. Chapter III describes the methodology of the study. Chapter IV presents the results of the analysis of data. Chapter IV reports the findings of the study and presents the conclusions of the study and ideas for future research. self-efficacy beliefs common core state standards mixed methods special education inclusion managing learning routines positive classroom climate accommodating individual differences wilcoxon test of signed ranks
3	Evaluating Improvisation As A Technique For Training Pre-service Teachers For Inclusive Classrooms Becker, Theresa 01 January 2012 (has links) Improvisation is a construct that uses a set of minimal heuristic guidelines to create a highly flexible scaffold that fosters extemporaneous communication. Scholars from diverse domains: such as psychology, business, negotiation, and education have suggested its use as a method for preparing professionals to manage complexity and think on their feet. A review of the literature revealed that while there is substantial theoretical scholarship on using improvisation in diverse domains, little research has verified these assertions. This dissertation evaluated whether improvisation, a specific type of dramatic technique, was effective for training pre-service teachers in specific characteristics of teacher-child classroom interaction, communication and affective skills development. It measured the strength and direction of any potential changes such training might effect on pre-service teacher’s self-efficacy for teaching and for implementing the communication skills common to improvisation and teaching while interacting with student in an inclusive classroom setting. A review of the literature on teacher self-efficacy and improvisation clarified and defined key terms, and illustrated relevant studies. This study utilized a mixed-method research design based on instructional design and development research. Matched pairs ttests were used to analyze the self-efficacy and training skills survey data and pre-service teacher reflections and interview transcripts were used to triangulate the qualitative data. Results of the t-tests showed a significant difference in participants’ self-efficacy for teaching measured before and after the improvisation training. A significant difference in means was also measured in participants’ aptitude for improvisation strategies and for self-efficacy for their implementation pre-/post- training. Qualitative results from pre-service teacher class iv artifacts and interviews showed participants reported beneficial personal outcomes as well as confirmed using skills from the training while interacting with students. Many of the qualitative themes parallel individual question items on the teacher self-efficacy TSES scale as well as the improvisation self-efficacy scale CSAI. The self-reported changes in affective behavior such as increased self-confidence and ability to foster positive interaction with students are illustrative of changes in teacher agency. Self-reports of being able to better understand student perspectives demonstrate a change in participant ability to empathize with students. Participants who worked with both typically developing students as well as with students with disabilities reported utilizing improvisation strategies such as Yes, and…, mirroring emotions and body language, vocal prosody and establishing a narrative relationship to put the students at ease, establish a positive learning environment, encourage student contributions and foster teachable moments. The improvisation strategies showed specific benefit for participants working with nonverbal students or who had commutation difficulties, by providing the pre-service teachers with strategies for using body language, emotional mirroring, vocal prosody and acceptance to foster interaction and communication with the student. Results from this investigation appear to substantiate the benefit of using improvisation training as part of a pre-service teacher methods course for preparing teachers for inclusive elementary classrooms. Replication of the study is encouraged with teachers of differing populations to confirm and extend results. Pre service teacher novice teacher expert teacher improvisation improv improvisational performance inclusive classrooms children with disabilities exceptional student education (ese) exceptional education nonverbal children empathy affective instructional strategy interpersonal skills teacher communication teacher child interaction teacher child relationships teacher self efficacy addie improvisation training in flight decision making novice expert arts based research simulated mastery playback theater interactive theater affective instruction extemporaneous communication affective communication disciplined improvisation drama based instruction teacher training mixed methods research qualitative research teacher sense of efficacy scale (tses) yes and... vocal prosody nonverbal communication teacher immediacy emotional mirroring teacher attrition embodied cognition constructivism interactive instructional strategy classroom management co teaching spontaneity teacher agency positive classroom climate interaction rapport frustration in learning english language learners (ell) social intelligence emotional intelligence Education

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