Thesis (M.Ed.)--University of Hong Kong, 1993. / Also available in print.

Historically, disciplines other than education have studied the culture of the classroom. Yet, the group phenomena of education has been ignored. The ways teachers manage groups and lesson activities appear to have important implications for the study of teaching and learning. However, there are no rules to follow. A decision-making base does not exist. Yet, the study of teacher and student behavior is dependent upon the setting within which that behavior occurs. An appropriate choice must be made for an objective method to provide an adequate level of description of the teaching/learning context of the classroom. That is the focus of this study. The subjects were nine classroom teachers, grades 1 or 2, from two separate school districts within a 50-mile radius of Tucson, Arizona. Six teachers served as the control group and three teachers served as the treatment group. Treatment consisted of orientation in the concept of activity structures, videotaping of language arts instruction, coding of such instruction by the researcher and stimulated recall of such instruction by the teacher in a feedback session with the researcher. Instrumentation consisted of a beliefs questionnaire, a teacher information form, a journal, and an interview all developed by the researcher. Instrumentation occurred with both groups, both pre- and posttreatment. Ethnographic techniques were used for both instrumentation and treatment.

Current research in expert/novice differences in problem solving suggests the need to investigate the domain specific knowledge of people with experience in problem solving in a particular field against the domain specific knowledge of those with less experience. Furthermore, research in teacher thinking makes important assumptions concerning the knowledge teachers of different experience levels have about students, but lacks complete support for those assumptions. This qualitative study addressed both of these issues. It investigated the differences in the knowledge of students and classrooms of twelve high school science teachers with three different levels of experience. Through analysis of the protocols of interviews with experienced, first year, and student teachers at key times during a semester, this study examined patterns of knowledge acquisition among the three groups. Analyses of the protocols revealed four major findings: Patterns and themes in the development of teachers' knowledge of students and classrooms, the role of observation and work in teachers' understanding of students, the role of teacher comprehension in teachers' knowledge of students and the teacher/student relationship. The discontinuity in development between more and less experienced teachers in this study had important implications for teacher education and research.

This thesis examines how college professors can improve their communication skills inside the classroom by testing pedagogical issues identified in previous scholarship against current teaching practices. This thesis addresses four main areas related to classroom communication skills that reflect how to build a classroom into a community of equality, open dialogue, and deep learning. The importance of classroom communities and of professors developing engaging deliveries to create compelling oral performances is described as well as issues of active listening and various models and techniques to help facilitate communication better in the classroom. A qualitative study analyzing written interviews completed by 19 college professors in Florida is conducted. Interview responses are then compared to pedagogical issues identified in previous literature to determine if there are similarities or gaps in current research. The interview determined that an interactive classroom with a professor who is consciously aware of their communication skills can help foster deeper learning with students. This research can help to develop best teaching practices for college professors. / by James Van Allan. / Thesis (M.A.)--Florida Atlantic University, 2011. / Includes bibliography. / Electronic reproduction. Boca Raton, Fla., 2011. Mode of access: World Wide Web.

No description available.

Thesis (Ph. D.)--University of Hong Kong, 2007. / Title proper from title frame. Also available in printed format.

Thesis (M.Ed.)--Memorial University of Newfoundland, 2005. / Bibliography: leaves 119-129.

Thesis (Ed. D.)--Graduate School of Education, Oral Roberts University, 2006. / Includes abstract and vita. Includes bibliographical references (leaves 99-114).

Thesis (Ed. D.)--Graduate School of Education, Oral Roberts University, 2006. / Includes abstract and vita. Includes bibliographical references (leaves 143-170).

Thesis (Ph. D.)--UCLA, 2009. / Vita. Description based on print version record. Includes bibliographical references (leaves 119-125).