This thesis describes a research study that investigated the relationships between school level environment and student outcomes. The study involved 620 teachers and 4645 students from 57 Australian secondary schools in all states and territories. Student outcome measures included mathematics achievement, attitudes and beliefs toward mathematics and were collected as part of the Third International Mathematics and Science Study. Teachers perceptions of their school environment were measured using the School Level Environment Questionnaire and included variables such as student support, affiliation, professional interest, mission consensus, empowerment, innovation, resource adequacy and work pressure. Previous research has shown that factors at the school level, like environment, influence education at the classroom level and to further investigate this, data regarding the instructional practices of teachers was included in the analysis. The unique methodology used to investigate influences on student mathematics achievement is also described in this thesis. A two-step approach to modelling consisted of the analysis of two conceptually distinct models. The first was an analysis of the measurement model, which specifies the relationships between the observed variables and the latent variables. The second involved a structural equation model, which specifies the relationships among the latent variables as posited by theory and previous research. In addition, a multilevel analysis was included to further partition the variance in student outcomes between the student level, the classroom level and the school level. The results of these analysis linked particular variables of interest to improved student outcomes. / For example, teachers who felt supported and empowered were more likely to employ student-centred instructional practices and that work pressure and resource adequacy influenced the instructional approaches in the classrooms. The success attribution of students determined which method of instruction promoted positive outcomes. Furthermore, these results indicate relationships between student outcomes, attitudes and achievement, and the relationships between attitude and achievement were recursive with influences from student background variables. The multilevel analysis demonstrated the importance of the influence of factors at the classroom level in influencing student outcomes and highlighted factors at the school level that explained differences in achievement. The significance of this study is in the provision of evidence that demonstrates the effects on student outcomes and not only supports, but significantly adds to previous research. This thesis provides practical implications for teaching and for school policy that can be implemented to promote positive student outcomes. The thesis also provides a rationale for further research that would involve an investigation of the effects of change as suggested from the results of these analysis reported from this study.

This thesis reports on the modification, validation and application of a classroom learning environment questionnaire. This thesis is distinctive in that parents' perceptions were utilised in conjunction with students' perceptions in investigating science classroom learning environments among Grade 4 and 5 students in South Florida. The What is Happening in this Class? (WIHIC) questionnaire was modified for young students and their parents. Data from samples of students and parents were analysed to check the reliability and validity of the modified questionnaires and to examine similarities and differences between parents' and students' perceptions of the learning environment. Associations between parents' and students' perceptions of the science learning environment and student outcomes (attitude and achievement) were also investigated in this study. Parents and students were interviewed to check further the validity and reliability of questionnaires and to enhance the richness of the quantitative findings. Interviews with parents and students, along with classroom observations, offered some insights into the quantitative findings. Data analyses supported the WIHIC's factorial validity, internal consistency reliability and ability to differentiate between the perceptions of students in different classrooms. Both students and parents preferred a more positive classroom environment than the one perceived to be actually present, but effect sizes for actual-preferred differences were larger for parents than for students. / Associations were found between some learning environment dimensions (especially Task Orientation) and student outcomes (especially attitudes). Qualitative methods suggest that students and parents were generally satisfied with the classroom environment but that students would prefer more investigation while parents would prefer more teacher support. The study provides a pioneering look at how parents and students perceive the science learning environment and opens the way for further learning environment studies involving parents and students.

The participation of parents in the schooling of their children has become a central policy objective of the education sector in Australia as well as other parts of the developed world. The discourse of parent participation emphasises a need for parents to be involved in order to maximise the benefits of their child’s education. Parent participation includes such practices as parents and schools working as partners to improve the well-being and achievements of an individual child to formal participation of parents in decision-making forums. This thesis approaches the issue of parent participation through a study of parent advocacy bodies as they deal with policy issues and interface with parents as the school level and governments at the policy level. The policy area of gender equity is used as an illustrative example to analyse parent advocacy bodies’ structures and ways of operating. As a result of the empirical work that involved semi-structured interviews, observation techniques and extensive use of archival material, this thesis revisits the theory of positional goods as it reflects the notion and understanding parents have broadly that education is positional in that only few can achieve the highest levels of education and hence effort is exerted in ensuring their child achieves as highly as possible. This thesis argues that gender equity is caught in this thriving to capture a positional good that is elusive for most but appears enhanced by the use of adequate gender equity strategies. The action of parents within parent advocacy bodies reflected the fight over scarce resources that were perceived to be enhancing educational outcomes for girls at the expense of boys. / Doctor of Philosophy (PhD)

Dissertation (PhD)--University of Stellenbosch, 2007. / Bibliography. Also available via the Internet.

No description available.

<p>Studiens syfte var att beskriva hur ett positivt motivationsklimat kan utvecklas i en golfförening baserat på medlemmarnas uppfattning av existerande förening. Femton stycken golfare (9 manliga och 6 kvinnliga) i åldrarna 15-76 år från tre olika klubbar i Sverige deltog i studien. I studien användes ett kvalitativt angreppssätt och en egen komponerad intervjuguide utformades utifrån bl.a. Vazou, Ntoumanis och Duda (2005) forskning kring motivationsklimat. För att analysera rådata användes metoden kvalitativ innehållsanalys. Resultatet visade att de relationer, som framkommit genom tidigare forskning, mellan motivationsklimat och de tre stora områdena; tränare, föräldrar och kamrater också fanns inom golfidrotten. Det som framkom och var nytt i denna studie var att det fanns en annan viktig faktor som påverkade motivationsklimatet inom golf, nämligen anläggningens kvalité.</p>

This investigation was a synthesis of 35 research studies with a total sample size of 3,082 students selected on the basis of Witkin’s theory of Field Dependence-Independence. The Hunter-Schmidt approach to meta-analysis was used to determine if a difference in achievement exists between field dependent and field independent students within technology-based learning environments, and whether study, treatment or methodology variables influenced the effect size outcome. The results indicated an achievement difference in favor of field independent learners with a total mean weighted effect size of 0.426 and a pooled standard deviation of 0.311. However, a large proportion of population variance was not accounted for through statistical corrections. A subsequent moderator analysis indicated that the total heterogeneity for each moderator was significant; suggesting the variance among effect sizes was greater than could be expected by sampling error, and unidentified variables and study artifacts likely contributed to the overall effect size.

Thesis (Ph. D.)--University of Idaho, 2006. / Abstract. "May, 2006." Includes bibliographical references (leaves 76-83). Also available online in PDF format.

Thesis (Ph.D.)--University of Delaware, 2006. / Principal faculty advisor: Carroll E. Izard, Dept. of Psychology. Includes bibliographical references.

Thesis (M. Soc. Sc.)--University of Hong Kong, 2004.