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The problem of this study is to determine the effects of two different social climates, as created by different teaching methods, upon the characteristics of college class groups. The social climates utilized in the present investigation were: (a) a democratic social climate, and (b) an autocratic social climate. The actual meaning of the adjectives used to label these social climates is necessarily somewhat different from the meanings attributed to them in political or economic discussions.

The purpose of this study is to determine the effectiveness of two methods of teaching literature. An attempt will be made to ascertain whether the teacher-directed method or the free-reading method will be more effective in meeting the needs of the elementary children in the field of literature.

This thesis presents the findings of a study that investigated the teaching and learning of English in female government schools in the United Arab Emirates. The research was conducted by means of qualitative methods and 61 participants participated in the interviews. The research sample represents the three main parties that are directly concerned with teaching and learning English and they are: schoolteachers, school graduates, and higher education teachers. The investigation reveals three main aspects of English language teaching and learning at school. First, schoolteachers use ineffective grammar-translation methods with some principles from the direct and communicative methods. Second, school graduates have negative perceptions of English language teaching at schools and blame it on their failure to learn the language. Finally, tertiary institutions receive school graduates with poor English. There are a number of factors that affect teachers' performance in the English class. First, the syllabus is prescriptive and there is a heavy emphasis on textbooks and exams. Second, teachers operate according to a given scheme, which prioritizes high success rates in English as a school subject, and de-emphasizes English as a medium of communication. This has led to restricting teachers' autonomy and causing stagnation in the process of learning English. Also due to teachers' beliefs and other overwhelming circumstances, they resorted to the transmission model to deliver information to exam takers rather than language learners. The abovementioned conditions reflect negatively on students' attitudes, motivation, and learning style. However, they cling to a small amount of instrumental motivation that energizes them to study for the exam. Although many students are aware of the importance of English, they are not given an opportunity to learn it appropriately, which lowers their motivation substantially. Additionally, the English classroom lacks a humane classroom environment.

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The purpose of this problem is to make a comparative study of methods in teaching Gregg shorthand. The problem is to compare the methods of approach, procedures, and techniques used, and to determine what has been accomplished in the way of experiments which have been performed by the different writers.

Doctor of Philosophy / Special Education, Counseling, and Student Affairs / Stephen L. Benton / This study examined some factors that are related to college students’ desire to take a course from a specific instructor. College students’ ratings of their instructor’s teaching methods, the course circumstances, and the course requirements were correlated with students’ desire to take the course from that instructor. Data came from archival data of 184,017 classes of faculty and students who responded to two instruments within the IDEA Student Ratings system: the Faculty Information Form (FIF), completed by the instructor, and the Student Ratings Diagnostic Form, completed by students. Descriptive statistics, correlational statistics, multiple regression analyses were conducted to test the research hypotheses. Students had a stronger desire to take the course if the instructor practiced methods that stimulated interest, fostered collaboration, established rapport, encouraged involvement, and structured the classroom experience. Stimulating student interest and establishing rapport had the strongest effects on students’ desire to take the course. Students’ desire to take the course also increased if the instructor used a variety of methods to evaluate student progress, expected students to take their share of responsibility for learning, and used educational technology to promote learning. The findings from this study provide higher education institutions with information about which instructor and course characteristics correlate with students’ desire to take a course.