Thesis (Ed.D.)--Teachers College, Columbia University, 1954. / Typescript. Type C project. Sponsor: Paul W. F. Witt, Gordon N. Mackenzie. Dissertation Committee: Ethel M. Feagley, Kenneth Wann, . Includes bibliographical references (leaves [73]-75).

Thesis (Ph. D.)--Columbia University, 1931. / Vita. Published also as Teachers college, Columbia university, Contributions to education, no. 460. Includes bibliographical references.

Thesis (Ph. D.)--Columbia University, 1931. / Vita. Published also as Teachers college, Columbia university, Contributions to education, no. 460. Includes bibliographical references.

Thesis (Ed.S.)--Western Kentucky University, 2009. / Includes bibliographical references (leaves 42-45).

Thesis (M.S.)--University of Wisconsin--Madison, 1969. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis (D. Min.)--Columbia Biblical Seminary and Graduate School of Missions, Columbia, S.C., 1994. / Abstract. Includes bibliographical references (leaves 237-246).

Although it has been clearly established in the literature that there is a relationship between classroom climate and student achievement, teachers often fail to be aware of or consciously attend to their own behaviors which affect climate in their classrooms. The purpose of this study was to examine classroom climate and specifically to document teacher behaviors which seem to be associated with positive and negative climate in two classrooms each for five eighth grade subjects (language arts, mathematics, social studies, science, and conversational foreign language). Four data collection methods were used: qualitative field notes adopted from Saphier scripting, teacher and student interviews, quantitative teacher and student classroom climate surveys, and document analysis of student grade reports. Though no overall significantly negative climates were identified, there were noted inconsistencies in the presence of positive classroom climate elements from one data source to the next. Results supported teachers failing to be aware of or consciously attending to behaviors which affected climate in their classrooms and allowed for the creation of ideal climate profiles.

By reviewing teacher-made revisions of regularly taught curriculum units, this set of case studies attempts to describe the pedagogical content knowledge development of four concept-oriented middle school teachers. One strand is highlighted: The nature and use of their instructional representations. A primary goal of this effort is to trace the kinds of refinements teachers make in their teaching knowledge after years of blending subject matter with pedagogy. A second goal is to detail influences on such refinements in order to inform preservice and inservice teacher education aimed at teaching for conceptual understanding.

Integrating children's literature and mathematics is a popular strategy used by many teachers to meet the Standards for mathematics education as outlined by the National Council of Teachers of Mathematics (NCTM). At this time literature on integrating math and literature focuses on books, lesson ideas and students' responses. What led teachers to decide to integrate these two subjects, and an articulated theoretical grounding for this strategy, is largely absent in current literature. The purpose of this study is to answer the following questions: How does a teacher come to implement integrating children's literature and mathematics as a strategy for designing mathematics instruction? and Is integrating children's literature and mathematics a teaching strategy that is constructivist and/or brain compatible? Constructivist theory informs us that individuals construct and co-construct knowledge; each of us builds or creates knowledge from our experiences. What we learn is directly related to what we experience and the interplay between old and new experiences; how we make meaning. Brain-based learning theory weaves together knowledge of how the human brain functions and the design of learning experiences that are brain compatible. I chose these two theories in particular to identify connection between practice and theory and because they are widely recognized by educators as grounding for effective educational practice. To answer the two research questions, I designed two case studies. Each case study focuses on a veteran elementary school teacher in the process of integrating children's literature and mathematics as a strategy for designing mathematics instruction. Primary sources of data for the case studies are interviews with the teachers about their decision-making process, and the observation and analysis of integrated math and literature lessons for theoretical grounding. Based on the data collected I found that the two teachers who participated in this study each came to integrate children's literature and mathematics through participation in professional development. The integrated children's literature and math lessons I observed and analyzed met the theoretical criteria for constructivism and brain compatible learning. Use of children's literature and the teachers' lesson design are key aspects of theoretically grounding lessons that integrate children's literature and mathematics.

National efforts to reform public schools in the last few decades have focused mainly on tests and mandates, rather than teacher quality, and have been generally unsuccessful. What teachers know and can do directly impact what students learn. Unfortunately at a time when the student population is growing, and good teachers are most needed, young teachers are leaving the profession because of problems they encounter. To keep promising new teachers in the profession, we need to identify the problems and provide the support that will help them succeed. This study investigated the instructional, curricular, classroom management and collegial problems new teachers encounter. It also explored what new and experienced teachers consider important characteristics of a mentoring program intended to help new teachers teach effectively. The sample included 158 new and experienced teachers in eight elementary school districts in Western Massachusetts. The resulting data provided evidence that new teachers experience difficulties in many aspects of teaching during their first year. Classroom management presented the most difficulty followed by curricular, instructional, and collegial issues. Experienced teachers also reported similar problems. With both new and experienced teachers, however, the extent to which individual teachers experienced these problems varied. The mentoring components chosen by new and experienced teachers related closely to the problems identified. Based on the data, guidelines for a mentoring program to meet the flexible needs of new teachers were presented. Four recommendations for further research were advanced: replication studies to extend the generalizability of this investigation; inquiry into additional teacher competencies to be included in teacher preparation programs; an investigation into the preparation of experienced teachers for mentoring; and an exploration of induction practices that should be integrated into wider school reform efforts. The effective mentoring of new teachers is an important step toward teacher quality and ultimately student achievement. When we enhance the capacity of teachers to explore and develop effective solutions to their students' individual learning difficulties, we improve schools in the most fundamental way, increasing the chances for both students and teachers to succeed.