Thesis (Ph.D.)--University of Nebraska-Lincoln, 2007. / Title from title screen (site viewed Oct. 10, 2007). PDF text: vi, 109 p. : ill. (some col.) UMI publication number: AAT 3258772. Includes bibliographical references. Also available in microfilm and microfiche formats.

This study sought to determine if there were statistically significant differences between years of teaching experience and education relative to learning-inhibiting problems in the classroom. These differences were measured by responses on surveys, classroom observations, review of summative teacher appraisal instruments and focus group interviews. A population of 271 middle school teachers of language art, social studies, mathematics and science were selected from one urban school district. Analysis of variance (ANOVA) was the statistical analysis procedure utilized to analyze the data. Thirteen null hypotheses were tested at the .05 alpha level. The research failed to reject 12 null hypotheses of no statistically significant difference between years of teaching experience (0-5, 6-12, 13-20, 21+) and education (middle school trained, middle school untrained) and learning-inhibiting problems (chronic talking, refusing request, tardiness, inattentiveness, talking back to teachers) experienced by middle school teachers in the classroom. The only null hypothesis rejected was that no statistically significant difference existed between 0-5 years of teaching experience and the non-instructional strategy (consultation with an administrator) used to prevent learning-inhibiting problems in the classroom. The results of the data analysis revealed that teachers in the 0-5 range of teaching experience preferred consultation with administrators as the strategy for preventing disruptive behavior in the classroom. Upon classroom observation, there was no statistically significant difference between years of teaching experience and the ability to manage a classroom. It was observed that teachers who circulated throughout the classroom while directing instruction and using questioning techniques were better able to manage the classroom and have fewer disruptions than teachers who stood in front of the class or who were seated and directed instruction. Focus group members indicated that many disruptive behaviors can be addressed through appropriate instructional planning and delivery. Therefore, staff development should address a variety of instructional strategies that would prevent and eliminate specific learning-inhibiting problems as chronic talking, tardiness, inattentiveness, refusing request of teachers, and talking back to teachers in the classroom. / Ed. D.

Thesis (Ph. D.)--University of Missouri-Columbia, 1999. / Typescript. Vita. Includes bibliographical references (leaves 278-291). Also available on the Internet.

Thesis (Ph. D.)--University of Missouri-Columbia, 1999. / Typescript. Vita. Includes bibliographical references (leaves 278-291). Also available on the Internet.

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Research exists about secondary school Response to Intervention (RTI) models, but little is known about the concerns of middle and high school teachers who are working together to implement RTI practices as a shared responsibility. The extensive body of documentation on RTI at the elementary level has not helped educators develop systematic RTI implementation practices across all levels (Ehren, 2013). The purpose of this quantitative study was to determine whether there were differences in practice concerns, if any among middle school and high school teachers' RTI practice concerns when measured by the Impact Stage of the Stages of Concern Questionnaire (SoCQ). The theory of planned behavior informed the framework for this research. A Snowball Sampling strategy was used to recruit a total of 31 general education teachers from a Northeastern USA County. Data from teacher's SoCQ were analyzed using ANOVA to investigate the differences in concerns, if any between middle school teachers in Grades 6-8 and high school teachers in Grades 9-12 about RTI practices. The results indicated no differences between 6-8 and 9-12 grade teacher concerns for all questions. Findings from this research may reinforce the importance of discussions about sharing RTI practice concerns between middle and high school teachers. Such conversations may foster more collaborative teacher working relationships which may lead to better implementation of the RTI initiative across grade levels for improved student learning outcomes.

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Föreliggande studie undersöker tre mellanstadielärares språkbruk både i kommunikativa metoder och planering av lektionsinnehåll. Studien utgår från två frågeställningar som behandlar hur lärarna använder och resonerar om sitt språkbruk i förhållande till kommunikativa metoder. Data samlades in genom observationer och intervjuer. I studien används legitimation code theorys semantiska vågor som teoretisk utgångspunkt och analysmetod. Lärarnas språkbruk analyseras därmed utifrån semantisk densitet och semantisk gravitation. Studiens resultat skildrar de tre deltagande lärarnas syn på vilka kommunikativa aspekter som främjar elevers lärande såsom kooperativa metoder eller relationell kommunikation. Vidare framgår även att eleverna har stor inverkan på lektionsplaneringen och de kommunikativa metoderna som lärarna tillämpar. Studien åskådliggör hur lärare motiverar elever till lärande genom att använda kommunikativa metoder som är anpassade efter deras elevgrupper. Slutligen belyser studien ytterligare utvecklingsmöjligheter och hur den kommunikativa kompetensen i skolan kan studeras ur andra perspektiv.

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