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.

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.

No description available.

Thesis (Ed.D.)--University of Tulsa, 1972. / Bibliography: leaves 70-74.

Thesis (Ed.D.)--Liberty University, 2008. / Includes bibliographical references.

Thesis (Ed.D.)--Liberty University, 2008. / Includes bibliographical references.

Thesis (Ph. D.)--University of Washington, 1999. / Vita. Includes bibliographical references (leaves [191]-201).

Thesis (Ed. D.)--Illinois State University, 1971. / Title from title page screen, viewed Sept. 10, 2004. Dissertation Committee: J.H. McGrath (chair), Elwood Egelston, Vernon Pohlmann, Frank Holmes, Dean Hage. Includes bibliographical references (leaves 90-95) and abstract. Also available in print.

Thesis (M.S.)--University of Wisconsin--Madison, 1973. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.