No description available.

No description available.

The purpose of this study was to make as analysis of the relationship between dominative-integrative classroom behavior and the mean scores on selected measures of socio-civic attitudes of students at North Texas State College preparing to teach the social studies during the year 1960-61.

Three questions guided this research study: a) Is Goal Accomplishment Style, as measured by Atman's Goal Orientation Index (GOI), related to persistence and dropout in an online, computer-conferenced class? b) Is there a relationship between other selected variables (Demographic, Personal, Institutional, and Participative) and student persistence or dropout in the online, computer-conferenced environment? And, c) Can a relationship between goal accomplishment style and the other selected student variables be identified and related to persistence and dropout in an online computer-conferenced class? The data sources for this study were students registered in twenty online, computer-conferenced courses at a mid-sized university specializing in delivering courses, both in the traditional face-to-face mode and at a distance, to working adults. Using logistic regression, this study investigated the relationship among twenty-five selected independent variables in an attempt to better understand the variables and their influence on the dichotomous dependent variable, persistence/dropout in the online classroom. The independent variables were culled from traditional classroom dropout research and adapted for use in the online environment. In addition, variables specific to the online environment were developed. The purpose of the logistic regression was to identify the most parsimonious set of variables predicting student persistence and dropout. At the end of the semester, qualitative interviews were conducted with six dropout students. The interviews were conducted in an attempt to add depth to the depth provided by the quantitative results. During the interviews the students were asked specifically about their perceptions of interactivity and collaboration in the online classroom. Using both qualitative and quantitative analyses, a more complete picture of why students participate in or dropout of online, computer-conferenced classes was developed. Three variables were identified as significant predictors of persistence/dropout, predicting persistence correctly between 98 to 100 percent of the cases. These variables included whether or not a student would recommend another online class, whether or not the student submitted assignments in a timely manner, and Acting, one of the three categories of Atman's Goal Orientation Index. Dropouts, however, proved to be more difficult to predict. (The models predictive strength regarding dropouts ranged from only to 0% to 45%.) The qualitative interviews identified the fact that the dropout students were really hybrid in that they appeared as dropouts on the institution's master list but who were persisters in other classes. Four of the six "dropout" students interviewed were taking two courses during the semester. During the interviews, the students said they found it difficult to balance the requirements of family, home, work and school while taking two classes, especially during the shortened summer semester. Almost all (95 per cent) of the study participants indicated they would be taking online courses in the future. Enrollments in online courses at the institution are increasing dramatically. Institutions must begin to examine the true nature and definition of dropouts, especially with respect to adult working students in the online environment. / Ph. D.

Preservice teachers engaging in practicum experiences often express anxiety and uncertainty related to providing discipline and classroom management. This uncertainty seems to increase when the classroom environment, in which they are student teaching, functions in ways that are unfamiliar to them. For most student teachers, the Virginia Tech Child Development Lab School is an unfamiliar environment. The Lab School provides developmentally appropriate opportunities for young children based on a social constructivist, Reggio-inspired, inquiry-based philosophy. The Lab School values constructive guidance as a means of helping young children learn how to regulate their emotions, act in socially-acceptable ways, and become a caring classroom community. This study explores how preservice teachers make sense of and implement constructive guidance strategies within the Maroon Room at the Lab School. Specifically, this study explores the experiences and perceptions of eight undergraduate students who were junior child development majors focusing on early childhood education. Results indicate that although these student teachers had prior coursework in constructive guidance, many felt ill-prepared and uncertain as they entered the Maroon Room. They had difficulty seeing order within the Maroon Room, a classroom of fourteen four- and five-year old children. Through careful observation of the children, their fellow student teachers, and the Head and Supervising Teacher, the student teachers adjusted to the classroom. Regular, on-going conversations about the classroom, the children, and their own dilemmas and uncertainties also assisted in the student teachers negotiation of constructive guidance. Through developing an understanding of and relationships with the children, the student teachers were able to constructively guide the children s development, individually and as a group. Some of the student teachers remained uncertain about their ability to implement some of these strategies in an elementary school classroom. However, most of the student teachers expressed an increased value for and confidence in using the constructive guidance methods used at the Lab School. I offer suggestions for easing future student teachers transition from learning about constructive guidance theoretically to becoming skilled at using constructive guidance. I, further, offer additional ideas of how teacher educators could support student teachers negotiation of constructive guidance. / Ph. D.

One of the many attempts to solve problems that plague America's schools is the implementation of uniform dress code policies. Those who favor uniforms contend that uniforms will increase attendance, enhance academic achievement, and improve classroom environment. Prior research studies ( Behling, 1991; Hughes, 1996; and Hoffler-Riddick, 1998) on the effects of mandatory school uniforms have been inconclusive in their findings. The purpose of this study was to examine the impact of mandatory uniform dress codes on student attendance, student achievement, and teachers' perceptions of classroom environment in two middle schools. The dependent variables were student attendance, student achievement, and teachers' perceptions of classroom environment. The independent variables were gender, race/ethnicity and time/years of teaching experience. Descriptive statistics and Analyses of Variance were used to analyze the data. Repeated Measures Analyses of Variance was used to analyze the attendance data in School A for three consecutive years. Analyses of Variance was used to measure the attendance and achievement data in School B for two consecutive years. A self-report questionnaire was designed to measure teachers' perceptions of the impact of uniforms on four domains of classroom environment: student attendance, student behavior, student achievement, and students' self-image. Three-way Analysis of Variance was used to analyze the data collected from the questionnaire. The results of this study determined that there were no statistically significant differences in overall student attendance or achievement in School A. There were improvements in student achievement in School B after the change in dress to school uniforms. There were inconsistent differences between race/ethnicity and gender with respect to attendance after uniform implementation in schools A and B. Absences increased in School A after the second year with uniforms. Student achievement improved for students in School B, but showed no change in School A. Based on the results of the Uniform Survey administered to teachers in both schools, the perception of classroom environment after uniforms was generally positive. Teachers overwhelmingly supported the uniform policy, but they were inconsistent in their opinions of the overall impact on classroom environment. Teachers in School A felt that student achievement and student self-image improved after the implementation of school uniforms, but they saw no improvements in student attendance or behavior. Teachers in School B felt that student attendance declined after the first year of uniform implementation; however, they felt that there were improvements in student behavior, student achievement, and student self-image. Future research should examine the impact of mandatory uniform dress codes on school climate, students' self-esteem, and the perceptions of parents, students and members of the community. / Ed. D.

Conscientious Discourse is an engagement where participants express their ideas truthfully, but also simultaneously focus on listening and responding to others. Facilitating and participating in conscientious classroom discourse is challenging. We present an approach — reinfrastructuring classroom discourse — by offering students and instructors more information in the initial moments of discourse through a system we developed, ThoughtSwap. This approach emphasizes focused, punctuated moments of attention to one's own and other people's ideas. 49%-100% of students participated in the initial entry of ideas over the course of the semester in 25 classes with nine instructors. The study showed that ThoughtSwap had operational success in that, on the average, instructors used ThoughtSwap once every other week during the semester. Furthermore, student participation rate ranged from 49% to 100%. This work further presents 1) the ways instructors adapted and adopted ThoughtSwap, and 2) the pedagogical goals and challenges they report using the tool. / Doctor of Philosophy / Facilitating and participating in classroom discourse is difficult. The process becomes even more challenging with the goal of inviting what we call Conscientious Discourse, where the participants not only share their ideas but also engage in both self-examination and reflection of other people's ideas. We present an approach — reinfrastructuring classroom discourse — by offering students and instructors more information in the initial moments of discourse through using a system we developed, ThoughtSwap. ThoughtSwap is not the mechanism by which discussion takes place, but instead changes the informational conditions under which synchronous discussions are held. In response to an instructor prompt, students contribute initial written thoughts under conditions of ``contained anonymity". Additionally, instructors may ask students to represent and respond to ``swapped" thoughts, contributed by other people present in the class. These actions created moments of focused encounter in which class members can contemplate their own ideas in relationship to other peoples' ideas as they begin actual discussion. ThoughtSwap use was studied in the context of university instruction by 9 instructors in 25 classes over the course of 6 semesters, to further their teaching goals. The study showed that ThoughtSwap seemed to have operational success in that, on the average, instructors used ThoughtSwap once every other week during the semester that did not contain guest speakers, tests, or holidays. Furthermore, student participation rate ranged from 49% to 100%. Instructors participated in focus groups and articulated their plans, goals, concerns and experiences. In this work I further present and discuss 1) the ways instructors adapted and adopted ThoughtSwap, and 2) the pedagogical goals and challenges they report using the tool. Secondary kinds of results that may also inform future work relate to student-level demographic and attitudinal data, and the design and creation of a system variant that attempted to respond to Covid. Most importantly, ThoughtSwap offers instructors and students an opportunity to deepen the chances for learning in the instructional environment.

The problem in this study was to determine what relationships exist among teacher perceived frequency of discipline problems occurring in secondary industrial arts classrooms or laboratories, level of teacher dogmatism, and selected demographic variables. The research design was ex post facto. Both the dependent and independent variables were viewed retrospectively and neither were manipulated by the investigator. All information collected concerning each variable was achieved by means of a pencil and paper instrument. The population was 953 Virginia Industrial Arts Teachers. Of the 953 teachers, 211 were randomly selected for the sample. Three instruments were employed to collect data for this study. The first instrument administered was the Dogmatism Scale (DS). Its purpose was to measure differences in openness and closedness of one's mind, or the level of dogmatism. The Frequency Assessment of Discipline Problems Instrument (DPI) was the second administered. This instrument was used to assess the frequency of discipline problems in each of seven selected discipline problem areas. The final instrument administered was the Demographic Data Instrument (DD). The purpose of the DD was to collect data relative to the independent variables excluding level of teacher dogmatism. A complete packet containing the three instruments discussed above was mailed to the sample of 211 industrial arts teachers. Two weeks after the mailing of the packet, a post card was mailed to teachers who had not responded. The purpose of the post card was to remind them of the initial request. Of the 211 teachers included in the sample, 176 responded. Three instruments returned were unusable; therefore, the data analysis was based on 173 responses, an 82 percent return. Nine hypotheses were tested in this study. The first eight were tested to determine if relationships exist between the independent variables and seven discipline problem areas. Each hypothesis was designed to determine the relationship between one independent variable and each of the seven discipline problem areas. These first eight hypotheses were tested by computing the Pearson Product Moment Correlation Coefficient (r). The final hypothesis was designed to determine if multiple relationships exist among the independent variables and the seven discipline problem areas considered in this study. Multiple regression analysis was selected to test the final hypothesis in that it is capable of determining the multiple effects of more than one independent variable. The level of teacher dogmatism was found to be independently related to three of the discipline problem areas: improper appearance, cheating, and violent criminal and quasi-criminal misbehavior. It was also determined that the level of teacher dogmatism has multiple relationships with class size, type of laboratory, grade level taught, and type of school. It was concluded that urban schools appear to have more violent and non-violent discipline problems than rural schools. Younger teachers appear to perceive more violent criminal and quasi-criminal and verbal and symbolic discipline problems than older teachers. Grade level taught was found to be one of the strongest, independent variables associated with the frequency of discipline problems occurring in the classroom or laboratory. It appeared that more discipline problems are perceived at the 9-10 grade level and they seem to be of a subtle nature, the same type perceived by the dogmatic teacher. The author recommended that the study be replicated in other areas such as math or English. Furthermore, the concept should be researched focusing especially on urban schools and the 9-10 grade level, the type of school and grade level where more discipline problems seem to exist. More research should also be done concerning the four discipline problem areas found to be related to the level of teacher dogmatism: non-violent criminal and quasi-criminal misbehavior, improper appearance, cheating, and violent criminal and quasi-criminal misbehavior. It was also recommended that further research be conducted on discipline problems including the level of student dogmatism as a variable. Finally, it was recommended that two other areas be researched: teacher placement and inservice education. This study indicated that more discipline problems are associated with the ninth and tenth grade level. Therefore, since dogmatism is also associated with discipline problems, it might be well to place a dogmatic teacher above or below the ninth and tenth grade. A simulated method of inservice education was recommended to present techniques for teachers to employ when confronted with discipline problems. The teachers might play simulated roles and practice incorporating open minded techniques, in turn lowering their levels of dogmatism, and be confronted with fewer discipline problems as a result. / Ph. D.

The primary purpose of this study was to describe: 1) the predominant types of interaction behaviors encountered in a foreign language video program; and 2) the types of teacher-student interaction features that resulted from use of the instructional video in elementary school classrooms. Based on the findings, the second purpose of the study was to examine how these interaction behaviors shaped amount of teacher and student talk in the two sources of data. The researcher examined two sources of data: the language video program and elementary level language classes in two schools in Southeastern United States. The examination of interaction behaviors involved the description of interaction behaviors between all the players in the video program and those in the classroom scene. F or the description of interaction behaviors in the video program, twenty-five video lessons were analyzed and coded (N=3,269 behaviors) using The Observational System for Instructional Analysis (AOSIA) (Hough & Duncan, 1970). In order to examine features of classroom interaction, twenty-four groups of elementary level language classrooms in grades K through five were videotaped during their twenty-minute language lessons on one occasion each during a four-week period (N=3,223 behaviors). Classroom behaviors were also coded using the OSIA system. / Ph. D.

In this dissertation, the focus was on the classroom climate of engineering students in the context of either their community college or their four-year university. Previous research on the classroom climate for STEM majors suggests that women and minorities may experience a "chilly climate" and find the classroom unwelcoming; this negative climate may in turn have an impact on a student's success or persistence in attaining a degree. The purpose of this study was to examine engineering students' perceptions of their classroom climate and how these perceptions are related to fundamental skills in engineering. Data from a 2009 National Science Foundation sponsored project, Prototype to Production: Processes and Conditions for Preparing the Engineer of 2020 (P2P), which contains information from students in 31 four-year colleges and 15 pre-engineering community college programs, were examined. After establishing measures for classroom climate and fundamental skills related to engineering through an exploratory factor analysis, results indicated that university students had higher perceptions of their fundamental engineering skills as compared to community college students. Community college engineering students, on the other hand, perceived their classroom climates as warmer than university engineering students. In order to explore differences in student perceptions by individual characteristics and by institution, hierarchical linear modeling (HLM) was used. Results indicated that for both community college and university engineering students, a warmer perception of classroom climate was associated with a higher perception of fundamental engineering skills. For the community college data, there was significant but low variation between schools, suggesting that student level characteristics may explain more of the variation. At the individual level, the interaction terms for gender and race were significant, indicating that the association between gender and perceptions of fundamental engineering skills depends on race. For the university students, only gender was significant, with male students reporting higher perceptions of their fundamental engineering skills. Almost all of the engineering disciplines were significant, which led to an additional HLM analysis with engineering program as the highest nested unit. Results from this model indicated that the highest percentage of variation in fundamental skills in engineering was at the program level. / Ph. D.