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Relationship between student teacher perceptions of effective classroom situations and selected personality characteristicsBoldt, Carole Sickafoose, 1941- January 1972 (has links)
No description available.
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Gender differences in teachers' interactions with students from disrupted families : a case study of language arts and mathematics teachers in an urban high schoolLo, Elsa January 1993 (has links)
This study explores gender differences in the ways teachers interact with high school students from disrupted families. Four language arts teachers and five mathematics teachers from an urban high school in Montreal, Quebec were interviewed and observed in their classroom interactions with students. The findings revealed that gender differences were related to the teachers' perceptions of professional roles, and were reinforced by the segmentation of teaching and guidance responsibilities in urban schools. Female teachers were inclined to consider teaching as related to the upbringing of youths, and perceived themselves as responsible for the academic and social-emotional development of their students. Male teachers, in contrast, viewed their role as subject-specialists to disseminate knowledge. These role perceptions strongly influenced teachers' classroom interactions with students from disrupted families.
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Tales from the edge : perspectives on "at-risk" teachingFukui, Leanne Kazumi 11 1900 (has links)
This qualitative study provides entrance into the everyday experiences of a team
of teachers working in an alternate program. The teachers' personal narratives of the
daily, intimate and complex interactions between teachers and students are presented and
probed for possible interpretations. Their anecdotes reveal that these teachers do not
experience students' risk, in the usual negative sense of the word, but instead as hope for
that which is not yet, and for that which might be possible. This hope is shown, for
example, through teacher care and commitment to individual students, as well as through
high teacher expectations and clearly articulated standards which the students must work
hard to achieve. This study suggests that understanding what it is to teach well in a so-called
"at-risk" setting is to increase our understanding of the greater question of what it
is to teach.
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Teacher/student interactions and student learning outcomesSommer, Paul A. 09 July 2011 (has links)
Access to abstract permanently restricted to Ball State community only / Access to thesis permanently restricted to Ball State community only / Department of Communication Studies
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The effects of teacher learning modality and student learning modality upon achievement for first gradersPalacios, Donna Marie January 1985 (has links)
The three purposes of this study were:1. To identify the predominant perceptual modalities from among visual, auditory, kinesthetic, and mixed modalities for first graders;2. To ascertain differences, if any, in cognitive ability levels among the four perceptual modality groups;3. With cognitive ability controlled, to determine the achievement levels in reading, language, and mathematics among the visual, auditory, and mixed modality groups and among students assigned to the teacher modality groups; and to determine the effects on student achievement when student and teacher modalities matched.Perceptual modality, cognitive ability, and achievement data were collected for 165 students in 12 classrooms. Statistical analyses including Chi-square, analysis of variance, and multivariate analysis of covariance were utilized to test five hypotheses. The .05 Alpha level was established to test the statistical significance of the hypotheses.Findings1. Significant differences were found in the percentages of first graders preferring different modalities. The largest percentage of students preferred the visual modalitywhile the smallest percentage preferred the kinesthestic modality.2. Differences in cognitive ability levels among the four perceptual modality groups were not significant.3. With cognitive ability controlled, achievement was not enhanced when student and teacher modality preferences matched. Also, no significant differences in achievement among the student modality groups or among the students assigned to the different teacher modality groups were found.Conclusions1. Differences in preferred perceptual modalities among first graders were identified. The largest group of students preferred the visual modality.2. Significant differences in cognitive ability levels among modality groups did not exist.3. Matching student and teacher modality groups did not enhance achievement.
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The effect of extra-classroom activities on student teacher satisfactionSatterlee, Dale L. January 1972 (has links)
Education writers and authorities have suggested that student teaching experiences include activities in the extra-classroom environment. No research was found which indicated what effect inclusion of extra-classroom activities has on student teacher satisfaction with student teaching. The major purpose of the study was to determine if a program of selected extra-classroom activities could affect the satisfaction of student teachers.The review of literature emphasized three major areas:1. The value of the student teaching experience in teacher education programs2. The student teacher attitude changes which have resulted from the student teaching experience3. The value of extra-classroom activities in the student teaching experience.
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Child maltreatment : teachers' knowledge of risk, procedures and reportingFleisher, Raphaela L. January 2000 (has links)
Sixty teachers from the Ottawa-Carleton region of Canada were surveyed to measure their knowledge of child maltreatment risk indicators, knowledge of reporting procedures, and the frequency of reporting sexual abuse, physical abuse, and neglect. Correlations did not support the hypothesis of a significant relationship between knowledge and actual reporting frequency. Multiple Regression analyses demonstrated that the knowledge of child maltreatment risk factors and the knowledge of reporting procedures were not predictive of reporting. It was found that the teachers sampled were very knowledgeable of the basic risk indicators of child maltreatment and reporting procedures and policy. However, the findings did not support the hypotheses of a significant relationship between knowledge of child maltreatment risk factors and of reporting procedures and actual reporting frequency. These findings are discussed in consideration of the limitations of the current study, the implications for practice and the possibilities for further research.
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An examination of teacher workplace satisfaction and student achievementPatrick, Angela Scott. January 2007 (has links) (PDF)
Thesis (Ed.D.)--Georgia Southern University, 2007. / "A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education." Education Administration, under the direction of Barbara Mallory. ETD. Electronic version approved: December 2007. Includes bibliographical references (p. 139-154) and appendices.
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Negotiating academic discourse : a study examining students' understanding and approach /Greco, Carolyn Clarissa. January 2005 (has links)
Thesis (M.A.)--York University, 2005. Graduate Programme in Interdisciplinary Studies. / Typescript. Includes bibliographical references (leaves 208-214). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://proquest.umi.com/pqdweb?index=0&did=1240682891&SrchMode=1&sid=6&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1195583704&clientId=5220
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Making "magic" an exploration of the relationship between teacher leadership and boys' academic motivation in the Year 8 classroom at a Catholic school /McGoran, Neil Alexander. January 2005 (has links)
Thesis (EdD ) -- Australian Catholic University, 2005. / Submitted in partial fulfilment of the requirements of the degree of Doctor of Education. Bibliography: p. 242-259. Also available in an electronic version via the internet.
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