Author: Lynda Reeves Markham
Publisher:
ISBN:
Category : Teachers
Languages : en
Pages : 510
Book Description
An exploratory study of the relationships between teacher attitudes and verbal interaction during reading instruction
Author: Lynda Reeves Markham
Publisher:
ISBN:
Category : Teachers
Languages : en
Pages : 510
Book Description
Publisher:
ISBN:
Category : Teachers
Languages : en
Pages : 510
Book Description
A Descriptive Study of the Relationships Between Classroom Verbal Interaction and Students' School-related Attitudes
Author: Gary Brent Welander
Publisher:
ISBN:
Category : Classroom management
Languages : en
Pages : 222
Book Description
The Purpose of the Study The purpose of the study was to gain a better understanding of the classroom environment by determining if student attitudes are significantly related to the quantity and characteristics of verbal interaction. A second concern was to determine if such verbal interaction could be effectively examined through a student-perception, self-report questionnaire. If student attitudes were found to be related to verbal interaction, and if verbal interaction could be accurately assessed with a self-report questionnaire, then a third purpose of the study would identify the means for an educator to evaluate one aspect of the classroom climate, verbal interaction, that has been shown to effect students. Procedures A self-report questionnaire was designed to accurately reflect sixth grade students' perceptions of classroom verbal interaction and their expressed attitudes toward school, teachers, classmates, and themselves. Students in self-contained classrooms from schools within the Central Oregon Willamette Valley comprised the population from which a random sample was drawn for inclusion in this study. A questionnaire was administered to 33 classrooms and the resulting data were analyzed based on classroom mean scores. The correlational research method was used to determine the strength of 12 hypothesized relationships. Findings For the purpose of this study, 12 hypotheses were tested to determine if there exists a significant correlation between students' perceptions of the verbal interaction found in sixth grade classrooms and their expressed attitudes toward school, their teachers, their classmates, and themselves. Each of the three verbal interaction scales (quantity, receptiveness, and openness) was correlated with each of the four student attitudinal scales (teacher, school, classmates, and self). These 12 hypotheses were statistically tested using the correlational method to determine if significant coefficients existed. The level of confidence was set at .05. Seven hypotheses were found to have from moderate to very close relationships that were statistically significant at the .05 level of confidence. The results of this study indicate that classrooms where teachers encourage student verbal interaction and are receptive of student ideas and feelings, and where students feel safe when disclosing their personal ideas and feelings, are also classrooms where their expressed attitudes toward school, teachers, classmates, and themselves. Students in self-contained classrooms from schools within the Central Oregon Willamette Valley comprised the population from which a random sample was drawn for inclusion in this study. A questionnaire was administered to 33 classrooms and the resulting data were analyzed based on classroom mean scores. The correlational research method was used to determine the strength of 12 hypothesized relationships. Findings For the purpose of this study, 12 hypotheses were tested to determine if there exists a significant correlation between students' perceptions of the verbal interaction found in sixth grade classrooms and their expressed attitudes toward school, their teachers, their classmates, and themselves. Each of the three verbal interaction scales (quantity, receptiveness, and openness) was correlated with each of the four student attitudinal scales (teacher, school, classmates, and self). These 12 hypotheses were statistically tested using the correlational method to determine if significant coefficients existed. The level of confidence was set at .05. Seven hypotheses were found to have from moderate to very close relationships that were statistically significant at the .05 level of confidence. The results of this study indicate that classrooms where teachers encourage student verbal interaction and are receptive of student ideas and feelings, and where students feel safe when disclosing their personal ideas and feelings, are also classrooms where students express strong positive attitudes toward school, their teacher, and themselves. The five remaining hypotheses tested were found to have slight relationships that were not statistically significant at the .05 level of confidence. Recommendations In view of the findings, it is recommended that teacher-education programs and educators concerned with teacher effectiveness consider competencies in the areas of personal communication, active listening, values clarification, questioning techniques, and increased group discussion in open, relaxed, trusted environments. It is also recommended that teachers create classroom environments where students feel safe to disclose their personal feelings and ideas, and where ample opportunities are available for discussion and the sharing of ideas. Educators seeking to improve student attitudes should include in their efforts activities and skill building techniques that promote teacher receptiveness and safe, open classroom environments.
Publisher:
ISBN:
Category : Classroom management
Languages : en
Pages : 222
Book Description
The Purpose of the Study The purpose of the study was to gain a better understanding of the classroom environment by determining if student attitudes are significantly related to the quantity and characteristics of verbal interaction. A second concern was to determine if such verbal interaction could be effectively examined through a student-perception, self-report questionnaire. If student attitudes were found to be related to verbal interaction, and if verbal interaction could be accurately assessed with a self-report questionnaire, then a third purpose of the study would identify the means for an educator to evaluate one aspect of the classroom climate, verbal interaction, that has been shown to effect students. Procedures A self-report questionnaire was designed to accurately reflect sixth grade students' perceptions of classroom verbal interaction and their expressed attitudes toward school, teachers, classmates, and themselves. Students in self-contained classrooms from schools within the Central Oregon Willamette Valley comprised the population from which a random sample was drawn for inclusion in this study. A questionnaire was administered to 33 classrooms and the resulting data were analyzed based on classroom mean scores. The correlational research method was used to determine the strength of 12 hypothesized relationships. Findings For the purpose of this study, 12 hypotheses were tested to determine if there exists a significant correlation between students' perceptions of the verbal interaction found in sixth grade classrooms and their expressed attitudes toward school, their teachers, their classmates, and themselves. Each of the three verbal interaction scales (quantity, receptiveness, and openness) was correlated with each of the four student attitudinal scales (teacher, school, classmates, and self). These 12 hypotheses were statistically tested using the correlational method to determine if significant coefficients existed. The level of confidence was set at .05. Seven hypotheses were found to have from moderate to very close relationships that were statistically significant at the .05 level of confidence. The results of this study indicate that classrooms where teachers encourage student verbal interaction and are receptive of student ideas and feelings, and where students feel safe when disclosing their personal ideas and feelings, are also classrooms where their expressed attitudes toward school, teachers, classmates, and themselves. Students in self-contained classrooms from schools within the Central Oregon Willamette Valley comprised the population from which a random sample was drawn for inclusion in this study. A questionnaire was administered to 33 classrooms and the resulting data were analyzed based on classroom mean scores. The correlational research method was used to determine the strength of 12 hypothesized relationships. Findings For the purpose of this study, 12 hypotheses were tested to determine if there exists a significant correlation between students' perceptions of the verbal interaction found in sixth grade classrooms and their expressed attitudes toward school, their teachers, their classmates, and themselves. Each of the three verbal interaction scales (quantity, receptiveness, and openness) was correlated with each of the four student attitudinal scales (teacher, school, classmates, and self). These 12 hypotheses were statistically tested using the correlational method to determine if significant coefficients existed. The level of confidence was set at .05. Seven hypotheses were found to have from moderate to very close relationships that were statistically significant at the .05 level of confidence. The results of this study indicate that classrooms where teachers encourage student verbal interaction and are receptive of student ideas and feelings, and where students feel safe when disclosing their personal ideas and feelings, are also classrooms where students express strong positive attitudes toward school, their teacher, and themselves. The five remaining hypotheses tested were found to have slight relationships that were not statistically significant at the .05 level of confidence. Recommendations In view of the findings, it is recommended that teacher-education programs and educators concerned with teacher effectiveness consider competencies in the areas of personal communication, active listening, values clarification, questioning techniques, and increased group discussion in open, relaxed, trusted environments. It is also recommended that teachers create classroom environments where students feel safe to disclose their personal feelings and ideas, and where ample opportunities are available for discussion and the sharing of ideas. Educators seeking to improve student attitudes should include in their efforts activities and skill building techniques that promote teacher receptiveness and safe, open classroom environments.
Dissertation Abstracts International
Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 452
Book Description
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 452
Book Description
Research in Education
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 1006
Book Description
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 1006
Book Description
American Doctoral Dissertations
Author:
Publisher:
ISBN:
Category : Dissertation abstracts
Languages : en
Pages : 728
Book Description
Publisher:
ISBN:
Category : Dissertation abstracts
Languages : en
Pages : 728
Book Description
An Exploratory Study of the Relationship Between Teacher Knowledge and Student Achievement and Attitude Toward Reading
Author: Sherry Kay Gable
Publisher:
ISBN:
Category : Reading
Languages : en
Pages : 208
Book Description
Publisher:
ISBN:
Category : Reading
Languages : en
Pages : 208
Book Description
Bibliography on Racism
Author: Center for Minority Group Mental Health Programs (U.S.)
Publisher:
ISBN:
Category : Mental health
Languages : en
Pages : 918
Book Description
Publisher:
ISBN:
Category : Mental health
Languages : en
Pages : 918
Book Description
Bibliography on Racism, 1972-1975
Author: Center for Minority Group Mental Health Programs (U.S.)
Publisher:
ISBN:
Category : Mental health
Languages : en
Pages : 706
Book Description
Publisher:
ISBN:
Category : Mental health
Languages : en
Pages : 706
Book Description
Resources in Education
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 1032
Book Description
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 1032
Book Description
Student-teacher Verbal Interaction and Its Relationship to Classroom Group Achievement in the Teaching of Secondary School Mathematics
Author: Aloysius Hoff-Farrah
Publisher:
ISBN:
Category : Mathematics
Languages : en
Pages : 132
Book Description
Publisher:
ISBN:
Category : Mathematics
Languages : en
Pages : 132
Book Description