This study was designed to identify factors related to the mobility of teachers in the Northwest Territories and Arctic Quebec, and to explore the relationships among dissatisfaction factors, demographic characteristics of teachers, and mobility. To obtain the data, the Teacher Mobility Questionnaire was constructed and mailed to northern teachers and to some teachers who had left the north in the past two years. The questionnaire consisted of items suggested by the literature on teacher mobility and its causes, as well as items considered appropriate from the author's previous experience in northern Canada. The study sample consisted of 32 former northern teachers and 238 teachers employed in schools of the Northwest Territories and Arctic Quebec at the time of the study. Totals represented a 36 per cent return of completed, acceptable questionnaires. The major areas of study were: a description of northern teachers on the basis of demographic characteristics; an examination of the relationships among demographic variables and mobility; identification of factors related to teacher dissatisfaction; exploration of the relationships among dissatisfaction factors and mobility; and the suggestion of the existence of "unique" northern mobility factors. Statistical procedures used to test hypotheses included correlation coefficients techniques; one-way analyses of variance; and Newman-Keuls comparisons between ordered means. It was found that in comparison to teachers of the four western provinces, those in the Northwest Territories were more likely to be: younger, males, married, originally from Saskatchewan or Ontario; holders of degrees (elementary teachers); at higher salary levels, and more mobile. Over 10 years, the general character of the northern teaching staff showed a trend towards a higher proportion of older, married men with longer training, and employed at higher salaries. The two variables which showed no appreciable change were the length of pre- northern experience, and length of tenure in northern teaching. Both fluctuated between a median of one and two years between 1960 and 1970. Median years of northern experience of teachers in the study was 2.1 years. It was found that the only demographic variables significantly related to mobility were: age, salary, position, and location of school. Although such characteristics as sex, marital status, and previous experience showed some degree of relationship to mobility, they failed to be significant factors. Items from the questionnaire were classified into six dissatisfaction factors. The factors and mean dissatisfaction score for each were: Personal and Economic, 3.001; Working Conditions, 3.200; Recruitment and Orientation, 3.142; Organizational Relationships, 3.159; Adminis tration, 3.284; Achievement, 3.612. Total mean dissatisfaction score was 3.295. Responses were on a five-point scale from (1) dissatisfaction, (2) to satisfaction. Means indicated that respondents in the study expressed more satisfaction than dissatisfaction with those factors investigated. Analysis of the relationship of dissatisfaction to demographic characteristics and mobility found that: females were more dissatisfied than males; younger teachers with fewer years in the north were more dissatisfied than slightly older teachers; primary teachers were more dissatisfied than principals, vice-principals and high school teachers; low salaried teachers were more dissatisfied than higher salaried teachers. In general, the non-mobiles appeared to be less dissatisfied than those who had left the north or intended to do so at the end of the year. It was obvious, however, from the low level of significance found in the analyses performed that dissatisfaction factors as used in this study were not the major reason for teacher mobility in the Northwest Territories and Arctic Quebec. The study was able to suggest such "unique" northern mobility factors as: lack of access to universities; the feeling of impermanence inherent in the northern living situation; isolation from social and cultural life of the south; intentions of being itinerant; difficulties of relating to culturally different pupils and community members. This study indicated a need for further examination of northern teacher mobility with a focus on those factors unique to the northern teaching and living situation.

This qualitative research study Tipachimowin: Students and Professors Share Stories about their Winnipeg Education Centre Experience is a study of selected Aboriginal students and professors who were involved with the Winnipeg Education Centre (WEC) program. WEC is an inner city teacher education program that started in the late 1970s, though this study’s focus is in the1980s. During that era, there was an influx of students who attended the program to address the need for more Aboriginal teachers in Manitoba and to address poverty in low income communities (Clare, 2013; Poonwassie & Poonwassie, 2001). The participants shared stories of their life journeys and educational experiences related to their participation as students of WEC. They described the impact the teacher education program had on their lives. This study also explored the pedagogy and teaching methodology of two professors who taught at WEC during the 1980s.

There is no abstract available for this dissertation.

There is no abstract available for this dissertation.

This study investigated student and teacher judgments of selected socialization experiences in the junior high school. The instruments used to collect the data were questionnaires consisting of 56 items administered to the entire student bodies (11,943 students) of fourteen junior high schools in Northwestern Indiana, plus a similar questionnaire consisting of 23 items administered to the entire faculty (502 teachers) of the same schools.The review of past research in the area of socialization in education indicated that no previous study had employed parallel instruments for students and teachers. The research revealed that previous studies employed distinctively different questionnaires for student and teacher. This suggests that other researchers did not study directly the relationships between student and teacher judgments concerning socialization in the educative process. The questions used to collect the data for this study were parallel in both student and teacher questionnaires. This was done to solicit judgments from both students and teachers on parallel topics relating to the socialization process as it occurs in the junior high school.Findings were reported on the judgments of students and teachers on selected socialization experiences under five major headings. These included the junior high school as a socializing influence, parent and peer relationships as socializing influences, and mass-media and extra-curricular activities as socialization influences, and student-teacher interactions as socializing influences.The data gathered concerning the student judgments in reference to parental influences in the socialization process in education revealed that the student judged their parents as viewing the school as a supportive agency and saw parents as desirous that their off-spring procure the benefits school affords.The conclusions drawn from the study of the part played by peer relationships was that the student judged this relationship to have little positive or negative effect on the effort he expended to do well in school. Five per cent of the students judged that they did poorly in school in order to raise their standing among their peers.Mass-media and extra-curricular activities were judged by 51 per cent of the students to be of little influence in their socialization experiences.Student-teacher relationships were judged by most students to be the major school-related socialization influence on them during their junior high school years.In the teacher questionnaire the following information contributed to the conclusions drawn from the data collected: 50 per cent of the teachers judged that the school is obligated to offer each student profitable experiences during his school years.Most teachers were focusing on mastery of content, not primarily on producing particular social outcomes.About two-thirds of the teachers agreed that an authoritarian school system was the best preparation for citizenship.About two-thirds of the teachers did not judge that the student should participate in educational decision-making in order to be prepared to face a future dependent on his ability to make decisions. The same fraction judged that the student should meet the expectations set by others rather than set his own educational goals or participate in their development.'One-third of the teachers had a sense of confidence in working within the political and social system as it existed in their school system and saw no reason for change. About one-half of the teachers agreed that the student should be involved, through a rating form, in the evaluation of the teachers, but stated that this involvement should not be a major factor in teacher evaluation.Information presented in this study is the merest outline of a few major structural patterns of pupil and teacher judgments on selected socialization experiences in the junior high school and a suggestion of some ways in which the socialization of individuals and. their acquisition of roles in society take place. It is hoped that the ideas have developed enough to suggest a field of mutual interest for social scientists on the one hand and those concerned with the actual operation of the schools on the other to join forces and investigate the problem more thoroughly.

There is no abstract available for this dissertation.

There is no abstract available for this dissertation.

Objectives of research done in this study were to determine statistical relationships between the degree of creative teaching potential attributed to student teachers in an elementary education program by teacher educators on a single-item Ratinq Instrument used to express their final evaluative judgment of total student teaching behavior and (1) a multiple-item Rating Schedule for evaluating creative teaching potential, at an intermediate point in the student teaching term, and (2) student's raw scores on a standardized test of general creativity, the Torrance Test of Creative Thinking. The sample population for this study was the total enrollment of the elementary education majors at Ball State University, Muncie, Indiana, who were doing their student teaching during the Spring Quarter, 1968. Three means or instruments were employed to gather data used in this investigation.(a) The Torrance Test of Creative Thinking, Fiqural Form A was administered to one hundred thirty elementary education student teachers at the beginning of the Spring Quarter. The TTCT measured the general creativity potential of the sample population. The raw scores were dependent variables in the statistical analysis of data for this study. (b) The Student Teacher Behavior Rating Schedule was developed for the purpose of determining which behavior characteristics, when evaluated by teacher educators at an intermediate point in the student teaching term, were significant indicators of final, over-all ratings of creative teaching potential at the end of the term. The evaluations were translated into data that became dependent variables in the statistical analysis. (c) The single-item Rating Instrument was developed to designate the degree of creative teaching potential displayed by students during their total student teaching experience as determined by supervising teachers. Data derived from this Instrument became independent variables in the statistical analysis of data for this research study. Data collected from the administration of the TTCT, the Rating Schedule, and the Ratinq Instrument were analyzed by the IBM 1620 Computer by using the single correlation and the multiple linear regression programs. Computations provided correlation coefficients, multiple correlation coefficients, F-values, and beta values associated with the best combinations of independent variables in the multiple linear regression equation for predicting each of the criterion variables in the hypotheses. The F statistic and the t-scores were used to test the significance of each of the predictive models. The statistical analysis identified items on the Student Teacher Behavior Rating Schedule which, when used by teacher educators, were able to distinguish students in Set A and B (combined) from the others in the sample population, when Set A consisted of students who were rated as possessing high creative teaching potential by both the classroom critic teachers and the faculty supervising teacher on the single-item Rating Instrument used at the close of the student teaching experience, and when Set B was made up of students who were rated as possessing low creative teaching potential by the same procedure.Results obtained from application of the multiple-item Rating Schedule during the student teaching term were used to identify items that showed agreement at a statistically significant level between evaluations of creative teaching potential made by classroom critic teachers and faculty supervising teachers. Scales, consisting of items usable by each of the two groups of supervising teachers and by combined groups of supervisors for evaluating creative teaching potential in student teachers were identified.The statistical analysis revealed that there was no significant relationship between scores on the TTCT and its measure of general creativity and evaluations by teacher educators of creative teaching potential of student teachers on the single-item Rating Instrument. Statistical analyses supported rejection of each of the null hypotheses formulated to structure research on the first major question posed. It was concluded that there is a statistically significant relationship between the degree of creative teaching potential attributed to student teachers on an elementary education program by teacher educators in their final, over-all evaluative judgment of total student teaching behavior and ratings given the same students by these same teacher educators earlier in the student teaching term on a multiple-item instrument.Additional statistical analyses supported acceptance of the null hypotheses formulated to structure research on the second major question posed. It was concluded that there is not a statistically significant relationship between the degree of creative teaching potential attributed to student teachers on an elementary education program by teacher educators in their final evaluative judgment of total student teaching behavior, and the students' raw scores, either totally and/or in part, on a standardized test of general creativity, the Torrance Test of Creative Thinking.

The study presented in this dissertation examines the process of change in 39 elementary schools as they participated in the implementation of a board-wide balanced literacy initiative. The study focuses specifically on the perspectives of school personnel—teachers, principals, and literacy facilitators—after one year of implementation as staff engaged with the requirements of new pedagogical practices and increased collaboration. The study has several goals: (a) to better understand the nature and role of teacher agency in a change process; (b) to examine the role of professional collaboration in teacher learning and acceptance of change; (c) to add to our understanding of resistance to change processes; and (d) to examine what factors seem to be consistently present in schools that embrace change more easily. The study made use of complexity theory and structuration theory as a way of framing an understanding of the change—or the lack of change—that occurred within the complex social environments of schools. Findings suggest that teacher agency played a notable role in the change process where it occurred, but also demonstrated the need to consider teacher agency in more complex ways. Teacher resistance to the changes that were being implemented was less significant than was expected, but, like agency, showed a complexity that suggests attention to this area is a vital component of school-based change. The study also found that participants felt more positive about change in environments characterized by professional collaboration, and environments in which administrators were active learning partners with teachers. / L'étude présentée dans cette thèse porte sur le processus de changement initié dans 39 écoles primaires alors qu'elles participaient à la mise en œuvre d'une initiative en littératie équilibrée lancée par la commission scolaire. L'étude se concentre spécifiquement sur le personnel de l'école – enseignant(e)s, directeur(trice)s et facilitateur(trice)s – à la suite de première année de mise en œuvre de l'initiative alors que le personnel impliqué fait face aux exigences de nouvelles pratiques pédagogiques et aux attentes d'une collaboration accrue. L'étude a plusieurs buts: (a) mieux comprendre la nature et le rôle de l'enseignant(e) en tant que vecteur de changement; (b) examiner le rôle de la collaboration professionnelle dans la formation continue et l'acceptation du changement; (c) parfaire nos connaissances quant à la résistance face aux processus de changement; (d) identifier les facteurs présents dans les écoles qui réagissent mieux au changement. L'étude s'est inspirée de la théorie de la complexité et de la théorie de la structuration pour guider la compréhension du changement – ou l'absence de changement – survenu à l'intérieur du complexe tissu social des écoles. Les résultats suggèrent que les enseignant(e)s, en tant que vecteurs de changement, ont joué un rôle notable là où des transformations se sont produites, mais cela soulignent aussi le besoin de considérer ce rôle de façon plus détaillée. La résistance manifestée par les enseignant(e)s face aux changements mis de l'avant a été moins importante qu'escompté, mais au même titre que le concept de vecteur de changement, elle s'est avérée être un élément essentiel dans le processus de changement en milieu scolaire. L'étude a aussi démontré que les participant(e)s réagissaient de façon plus positive face au changement dans des milieux où la collaboration professionnelle était présente et où les administrateur(trice)s participaient au processus d'apprentissage, aux côtés de leur enseignant(e)s.

The purpose of this study was to make an in-depth study of a particular class as it developed a relationship with the teacher of that class, and to devise a conceptual model of the student-teacher relationship from the data gained. The information was gained from three basic sources: the students, the teacher, and two observers who attended every class session. The interpretations and perceptions of both the students and the teacher were collected by utilizing eight questionnaire forms which were interspersed between four distinct administrations of Barrett-Lennard's Relationship Inventory. This Inventory was used to measure the nature of the relationship at various points and to determine any significant changes in its nature. The insights and perceptions of the two observers were recorded each day that the class met on special forms devised for that purpose.The class studied was comprised of twenty-six elementary education majors enrolled in the course entitled "The Teaching of Language Arts in the Lower Elementary Grades." Four of the twenty-six students were males, and the instructor was a male. All but two of the students were college juniors. One observer was male, the other female, and both were Doctoral Fellows at Ball State University.The eight questionnaire forms devised were all basically openended, requiring original answers from the participants, thus avoiding the danger of suggestion. Consequently, the results were subject to the interpretive ability of the researcher.It was discovered that the student-teacher relationship started with very limited and somewhat neutral or negative expectations on the part of the students, but with more positive expectations on the part of the teacher. The relationship gradually became more positive in the perceptions of both teacher and students as the course progressed, but the students reported a slight retrenchment during the last two weeks of the course.Overall, the students perceived the relationship in the class being studied to be better than that which existed in most of their other classes, but, even so, as a class they were not strongly positive in their responses. The greatest agreement between class members with respect to the student-teacher relationship was found to occur on the responses to the second administration of the Inventory. After that, the agreement tended to dissipate gradually until on the fourth administration of the Inventory it became less than it had been on the first administration. The students viewed the teacher as a warm, friendly, sincere, and honest human being. However, neither the students nor the teacher were at all sure that the teacher really understood students on anything other than a superficial level. The traditional roles of teacher and student seemed to be somewhat inhibiting in the development of any very personal relationship.Based on the data from the study, the following conclusions seem warranted: (1) It is important for the teacher to learn the names of his students; (2) The use of personal anecdotes and experiences by the teacher, when appropriate, is an excellent way for him to reveal himself to his students; (3) The degree of congruence between students and teacher on role expectations has a definite effect on the student-teacher relationship; (4) The student- teacher relationship is dependent on the ability of the participants: to communicate with each other, both verbally and non-verbally; (5) An informal, non-threatening tone is very helpful in developing the student-teacher relationship; (6) It is important to differentiate between the individual worth of the student and his academic prowess of achievement; (7) The degree of congruence between the value systems of teacher and student affect the student-teacher relationship possibilities; (6) A good relationship depends on direct participation in the relationship by both parties; (9) A positive self-concept on the part of the teacher contributes greatly toward the development of a warm, empathic student-teacher relationship, provided it does not have pompous or egotistical overtones; (10) There is a tendency for continued exposure in the classroom to lead to some disenchantment on the part of students.