There is no abstract available for this dissertation.

There is no abstract available for this dissertation.

There is no abstract available for this dissertation.

There is no abstract available for this dissertation.

This study investigated student and teacher judgments of selected socialization experiences in the junior high school. The instruments used to collect the data were questionnaires consisting of 56 items administered to the entire student bodies (11,943 students) of fourteen junior high schools in Northwestern Indiana, plus a similar questionnaire consisting of 23 items administered to the entire faculty (502 teachers) of the same schools.The review of past research in the area of socialization in education indicated that no previous study had employed parallel instruments for students and teachers. The research revealed that previous studies employed distinctively different questionnaires for student and teacher. This suggests that other researchers did not study directly the relationships between student and teacher judgments concerning socialization in the educative process. The questions used to collect the data for this study were parallel in both student and teacher questionnaires. This was done to solicit judgments from both students and teachers on parallel topics relating to the socialization process as it occurs in the junior high school.Findings were reported on the judgments of students and teachers on selected socialization experiences under five major headings. These included the junior high school as a socializing influence, parent and peer relationships as socializing influences, and mass-media and extra-curricular activities as socialization influences, and student-teacher interactions as socializing influences.The data gathered concerning the student judgments in reference to parental influences in the socialization process in education revealed that the student judged their parents as viewing the school as a supportive agency and saw parents as desirous that their off-spring procure the benefits school affords.The conclusions drawn from the study of the part played by peer relationships was that the student judged this relationship to have little positive or negative effect on the effort he expended to do well in school. Five per cent of the students judged that they did poorly in school in order to raise their standing among their peers.Mass-media and extra-curricular activities were judged by 51 per cent of the students to be of little influence in their socialization experiences.Student-teacher relationships were judged by most students to be the major school-related socialization influence on them during their junior high school years.In the teacher questionnaire the following information contributed to the conclusions drawn from the data collected: 50 per cent of the teachers judged that the school is obligated to offer each student profitable experiences during his school years.Most teachers were focusing on mastery of content, not primarily on producing particular social outcomes.About two-thirds of the teachers agreed that an authoritarian school system was the best preparation for citizenship.About two-thirds of the teachers did not judge that the student should participate in educational decision-making in order to be prepared to face a future dependent on his ability to make decisions. The same fraction judged that the student should meet the expectations set by others rather than set his own educational goals or participate in their development.'One-third of the teachers had a sense of confidence in working within the political and social system as it existed in their school system and saw no reason for change. About one-half of the teachers agreed that the student should be involved, through a rating form, in the evaluation of the teachers, but stated that this involvement should not be a major factor in teacher evaluation.Information presented in this study is the merest outline of a few major structural patterns of pupil and teacher judgments on selected socialization experiences in the junior high school and a suggestion of some ways in which the socialization of individuals and. their acquisition of roles in society take place. It is hoped that the ideas have developed enough to suggest a field of mutual interest for social scientists on the one hand and those concerned with the actual operation of the schools on the other to join forces and investigate the problem more thoroughly.

There is no abstract available for this dissertation.

This case study of two combined grade 7 and 8 classrooms investigated the qualities of student engagement during a modified Four Blocks (Cunningham, Hall & Defee, 1998) literacy blocks intervention. The teachers’ experiences with implementing and engaging their students in literacy blocks were also examined. Qualities of student engagement were described across four domains: affective, behavioural, cognitive and social. Participant interviews, professional development meetings and classroom observations were analyzed to describe instructional context and teacher experiences during the implementation of literacy blocks. Teacher involvement and opportunities for choice seemed to positively impact student engagement. Findings suggest that student engagement may be increased through the effective use of collaborative learning strategies and the explicit teaching of strategies and skills leading to the gradual release of responsibility. Data provided insight into the teacher experiences of implementing literacy blocks and suggests that further research into teacher professional development to support implementation is needed.

The study was designed to gather data on both a control and an experimental group of student teachers throughout the duration of the professional semester (January - May, 1970) which could serve as a basis for a decision relevant to future structural changes in the professional semester for secondary student teachers at Butler University.The study was designed to test the following hypotheses stated in null form:Hypothesis I: There will be no significant difference between experimental and control groups in measures of emotional stability when the individuals in each group assume the duties of a full-time student teacher during the practicum part of the professional semester.Hypothesis II; There will be no significant difference between experimental and control groups in measures of actual social stability when the individuals in each group begin the duties of a full-time student teacher during the practicum part of the professional semester.Hypothesis III: There will be no significant difference between the individuals in the experimental and the control groups in the measure of professional satisfaction which will be derived from the student teaching experience.Hypothesis IV: There will be no significant difference between the experimental and the control group in the measure of confidence possessed at the beginning of the full-time student teaching experience.Hypothesis V: There will be no significant difference between the experimental and the control groups in the measure of student teachercooperating teacher satisfaction with the organizational structure of each professional semester.Included in the existing professional semester were four days of pre student teaching observation in the students' assigned schools. The professional semester for the experimental group included twelve days of pre student teaching visitation and participation in the students' assigned schools.The Edwards Personal Preference Schedule was utilized in a pre test-post test situation for both groups during the first half of the semester to assess the variables, emotional stability and social stability. The Minnesota Teacher Attitude Inventory, was administered to the groups just before and immediately after the student teaching experience to obtain an expression by the student teachers for the variable, the level of professional satisfaction which was derived from the practicum. A two-tailed test of significance was used for the difference in group mean scores at the .05 and .01 levels. A cooperating Teacher Opinionnaire and a Student Teacher Opinionnaire were administered at the beginning of the full-time student teaching experience to secure an assessment relative to the variables, amount of confidence possessed by each student teacher and the amount of satisfaction expressed with the structure of each secondary professional semester. The Likert Method of scoring responses was used in conjunction with a one-tailed t test of significance at the .05 and .01 levels to determine if any significant difference between the mean scores for each group had resulted.All five null hypotheses were accepted. No significant relationship existed between an increase in the number of school days spent in pre student teaching observation/participation during the professional semester, and the (1) stability of emotional self-concepts of student teachers, (2) social self-concepts of student teachers, (3) level of professional satisfaction of the student teachers, (4) confidence of the student teachers to begin teaching, and (5) satisfaction of the student teachers and cooperating teachers with the organizational structure of each professional semester at Butler University as measured by the instruments utilized.Data relative to the following variables: (1) knowledge of students by the student teachers, (2) substantial professional involvement of the student teachers, and (3) continuity of school and college experiences, as provided by the Student Teacher Opinionnaire suggest that the experimental design of the professional semester did make a significant difference in the responses of the participants.In spite of the acceptance of the null hypotheses of the study, subjective evidence indicated that the experimental professional semester better met the needs of teacher education at Butler University than did the existing professional semester. More detailed guidelines concerning pre student teaching visitation objectives should be created for student teachers and cooperating teachers. Pre professional semester meetings should occur between the cooperating teachers and the designated college supervisor. Continued effort should be made to relate the general methods classwork to actual problems encountered in teaching.

The purpose of this study was to make an in-depth study of a particular class as it developed a relationship with the teacher of that class, and to devise a conceptual model of the student-teacher relationship from the data gained. The information was gained from three basic sources: the students, the teacher, and two observers who attended every class session. The interpretations and perceptions of both the students and the teacher were collected by utilizing eight questionnaire forms which were interspersed between four distinct administrations of Barrett-Lennard's Relationship Inventory. This Inventory was used to measure the nature of the relationship at various points and to determine any significant changes in its nature. The insights and perceptions of the two observers were recorded each day that the class met on special forms devised for that purpose.The class studied was comprised of twenty-six elementary education majors enrolled in the course entitled "The Teaching of Language Arts in the Lower Elementary Grades." Four of the twenty-six students were males, and the instructor was a male. All but two of the students were college juniors. One observer was male, the other female, and both were Doctoral Fellows at Ball State University.The eight questionnaire forms devised were all basically openended, requiring original answers from the participants, thus avoiding the danger of suggestion. Consequently, the results were subject to the interpretive ability of the researcher.It was discovered that the student-teacher relationship started with very limited and somewhat neutral or negative expectations on the part of the students, but with more positive expectations on the part of the teacher. The relationship gradually became more positive in the perceptions of both teacher and students as the course progressed, but the students reported a slight retrenchment during the last two weeks of the course.Overall, the students perceived the relationship in the class being studied to be better than that which existed in most of their other classes, but, even so, as a class they were not strongly positive in their responses. The greatest agreement between class members with respect to the student-teacher relationship was found to occur on the responses to the second administration of the Inventory. After that, the agreement tended to dissipate gradually until on the fourth administration of the Inventory it became less than it had been on the first administration. The students viewed the teacher as a warm, friendly, sincere, and honest human being. However, neither the students nor the teacher were at all sure that the teacher really understood students on anything other than a superficial level. The traditional roles of teacher and student seemed to be somewhat inhibiting in the development of any very personal relationship.Based on the data from the study, the following conclusions seem warranted: (1) It is important for the teacher to learn the names of his students; (2) The use of personal anecdotes and experiences by the teacher, when appropriate, is an excellent way for him to reveal himself to his students; (3) The degree of congruence between students and teacher on role expectations has a definite effect on the student-teacher relationship; (4) The student- teacher relationship is dependent on the ability of the participants: to communicate with each other, both verbally and non-verbally; (5) An informal, non-threatening tone is very helpful in developing the student-teacher relationship; (6) It is important to differentiate between the individual worth of the student and his academic prowess of achievement; (7) The degree of congruence between the value systems of teacher and student affect the student-teacher relationship possibilities; (6) A good relationship depends on direct participation in the relationship by both parties; (9) A positive self-concept on the part of the teacher contributes greatly toward the development of a warm, empathic student-teacher relationship, provided it does not have pompous or egotistical overtones; (10) There is a tendency for continued exposure in the classroom to lead to some disenchantment on the part of students.

The purpose of the study was to determine the effect of videotaping experiences as an instructional aid for participating students in the development of teaching behavior. Criteria for effectiveness were derived from research by Ryans indicating that supportive (Xo), businesslike (Yo), and stimulating (Z0) patterns of action were positive factors, and by Flanders which indicated that indirect teaching behavior was a positive factor.The Cattell Sixteen Personality Factor Questionnaire and the Self-Evaluation of My Teaching Scale (devised by the researcher) were administered at the beginning and end of the six-week period. Mean changes in responses reflecting patterns of indirect teaching, readiness to teach, and Ryans' TCS Patterns Xo, Yo, and Zo were compared.Forty-eight Ball State University students enrolled in Participation classes at the Burris Laboratory School were randomly divided into four groups of twelve each. All of the students received the same or comparable experience in methods of teaching and in the supervision of their classroom participation. Three of the four groups were assigned a series of three microlessons to prepare and teach to a micro class.The Experimental group was given one hour of instruction on Flanders' system of interaction analysis. After each microteaching lesson, instructional feedback was received from a tally of the classroom interaction provided by the researcher and from viewing the videotape replay.A second group was given the same instruction in interaction analysis and feedback from the interaction analysis tally. A third group received no information on interaction analysis and was given feedback from the videotape replay. The fourth group received only the usual experiences of the Participation course with none of the above instructional aids.The resulting data were analyzed using analysis of covariance to adjust post-test mean scores for each group. Analysis of variance was used to compute F-ratios for each variable in the study.No statistically significant differences between the groups were found for any of the variables used. The procedures of videotaping as used and measured in the study did not show a relationship between videotape feedback and increased positive responses on either of the two measurements used.All of the groups showed some gain on items of indirect teaching. This gain may have resulted from the influence of the teachers and supervisors with whom they worked. Although not significant, the direction of the changes suggested that the videotaped groups were slightly more serious and somewhat more inclined to report themselves as ready to teach than the groups not videotaped. Other changes seemed to indicate the possibility that the videotape procedure may have mitigated against the tendency toward increased rigidity typically found in the research of initial teaching experiences. Evaluations at the conclusion of the study showed that student opinions favored the use of the videotape and interaction analysis procedures as feedback.The lack of conclusive results was postulated as being caused by multiple factors. A longer period of time and larger sample population were suggested. The instruments may have been inadequate to measure changes which may have occurred. Individual changes may have been negated in the compilation of mean scores. The individual instructional possibilities of videotaping may not have been completely revealed in this study. Further research of the instructional use of videotape seems to be warranted.