Current Search: Interaction analysis in education. (x)
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- Title
- AN AWARENESS MODEL OF INTERPERSONAL BEHAVIOR IN EDUCATIONAL LEADERSHIP TRAINING.
- Creator
- BATTS, LESLIE DAVIS, Florida Atlantic University, Logsdon, James D.
- Abstract/Description
-
The problem of this study was threefold: (1) To explore the availability of instruments that will increase student awarenesses on interpersonal and intrapersonal behavior. (2) To design or modify an instrument to be used as part of an awareness model in educational leadership training. (3) To survey awareness changes in a sample of the student population when the model is used in educational leadership training. A pilot study was conducted on a group of students enrolled in a Middle School...
Show moreThe problem of this study was threefold: (1) To explore the availability of instruments that will increase student awarenesses on interpersonal and intrapersonal behavior. (2) To design or modify an instrument to be used as part of an awareness model in educational leadership training. (3) To survey awareness changes in a sample of the student population when the model is used in educational leadership training. A pilot study was conducted on a group of students enrolled in a Middle School Leadership Sequence during the summer of 1973. This initial effort resulted in several training instruments, among them the Personnel Relations Survey, that were effective in the area of behavioral awareness. Of the instruments used in the pilot study, The Personnel Relations Survey was selected and modified for use in educational leadership training. Since the survey was designed to be used originally by manager trainees in an industrial setting, the nonsignificant modification was, for the most part, the substitution of educational personnel for employees, managers, and supervisors. The survey instrument which was a part of the model was used with a sample of students in an experimental and a control group to measure the dependent variables of exposure and feedback in relationships with teachers, principals, and superintendents. The participant was provided with a graphic analysis of his interaction and awareness by using the Johari Window that was a part of the model. Results were treated statistically with multivariate analysis of variance. Of the three hypotheses treated, there was insufficient evidence to reject the two following: 1. There is no significant difference between the experimental and control treatment effect when one is considering the dependent measures of exposure and feedback relevant to feelings. 2. There is no significant difference among the interaction effect of treatment with personnel when one is con~idering the dependent measures of exposure and feedback relative to feelings. No significant difference was noted in the treatment main effect when comparing the performance of the experimental and control groups on the dependent measures. The interaction effect of treatment, personnel, and treatment with personnel was nonsignificant. was: One hypothesis that was rejected at the .05 level of significance There is no significant difference between the personnel relationships main effect when one is considering the dependent measures of exposure and feedback relevant to feelings. A significant difference in the main effect of personnel was investigated with a multiple comparison test and the results showed that relationships with superintendents were significantly different from the relationships with the two other groups of educational personnel when considering the dependent measure of exposure. The model was not designed to produce change but to produce an awareness of one's interaction style and more desirable styles to which the participant could change if he so desired. Recommendations were made for more effective use of awareness training in educational leadership.
Show less - Date Issued
- 1974
- PURL
- http://purl.flvc.org/fcla/dt/11632
- Subject Headings
- Interaction analysis in education, Interpersonal relations
- Format
- Document (PDF)
- Title
- The impact of parent communications and expectations on teacher practices in private Jewish day schools.
- Creator
- Solomon, Rebecca, Weber, Roberta K., College of Education, Department of Curriculum, Culture, and Educational Inquiry
- Abstract/Description
-
This mixed methods study investigated teacher, parent, and school leader perceptions of the impact of parent communications and expectation on teacher practices, focusing specifically on four categories: grading, communication, instructional, and curriculum practices. Quantitative data were collected through online surveys from 25 teachers in second through fifth grades, as well as 96 parents of second through fifthgraders, in five private Jewish day schools located in the Southeastern United...
Show moreThis mixed methods study investigated teacher, parent, and school leader perceptions of the impact of parent communications and expectation on teacher practices, focusing specifically on four categories: grading, communication, instructional, and curriculum practices. Quantitative data were collected through online surveys from 25 teachers in second through fifth grades, as well as 96 parents of second through fifthgraders, in five private Jewish day schools located in the Southeastern United States. Qualitative data were collected from ten teachers, ten parents, and three school leaders who provided interviews, where they elaborated on the nature of parental communications and expectations at their own schools and their perceptions of their impact on teacher practices. The findings indicated that parent communications take place with high frequency, and are initiated fairly evenly between parents and teachers. Parents and teachers differ on their perceptions of negativity of communications, with teachers reporting more negative communications than parents. A t-test was conducted on the survey items that corresponded with the four categories to compare parent and teacher responses. There were some statistically significant differences in the perceptions of parents and teachers of the impact of particular types of parent communications on teacher practices in private Jewish day schools. These included requests for reviews of a child's grade or a grade change, as well as requests for changes in the content of homework. However, the qualitative data overwhelmingly indicated that parents and teachers have similar perceptions of the impact of parents communications and. They felt that parents occasionally request certain changes, but that these changes have minimal impact in the classroom, outside of isolated, individual events. expectations The school leaders who participated in the study agreed that, for the most part, the dayto- day practices of teachers were not greatly impacted by parent communications.
Show less - Date Issued
- 2013
- PURL
- http://purl.flvc.org/fau/fd/FA0004063
- Subject Headings
- Communication in education, Interaction analysis in education, Parent participation
- Format
- Document (PDF)
- Title
- THE EFFECT OF CONGRUENCE BETWEEN LEARNING/TEACHING STYLES ON STUDENT RETENTION AT BROWARD COMMUNITY COLLEGE (FLORIDA).
- Creator
- LIBERMAN, LINDA GRETA., Florida Atlantic University
- Abstract/Description
-
This study was designed to determine whether students' grades and retention in a community college are affected by the degree of congruence between their learning styles and their respective teachers' teaching styles. Using two instruments to identify learning style and degree of self-directed learning, 452 students and twenty-two instructors were tested. A multiple regression analysis, F-tests, T-tests, and cross-tabulation tables were the statistical procedures used to determine the...
Show moreThis study was designed to determine whether students' grades and retention in a community college are affected by the degree of congruence between their learning styles and their respective teachers' teaching styles. Using two instruments to identify learning style and degree of self-directed learning, 452 students and twenty-two instructors were tested. A multiple regression analysis, F-tests, T-tests, and cross-tabulation tables were the statistical procedures used to determine the predictive values of the congruence between learning and teaching styles and self-directed learning on retention and grades. The study's findings suggested that an instructor's age and teaching style and a student's degree of self-directed learning have a stronger relationship to academic achievement and retention in class than does congruence between learning and teaching styles, which is also statistically significant. Learning and academic achievement are very complex interactions and are influenced by a variety of factors. Understanding of congruence of learning and teaching styles is a crucial concept in terms of an overall view of student achievement in the academic environment. However, it cannot be used as an isolated factor in predicting a student's academic potential. Rather, it is one of many inter-dependent aspects of learning which includes teaching style, learning style, degree of self-directed learning, instructor age and sex, and type of class taken as well as level of cognitive development. These are the variables that students, instructors, and school adminstrators must understand and take into consideration in building and developing curriculum that encourages students to reach their academic potential. Further research into student learning style flexibility to determine if students adjust learning strategies to teaching styles at odds with their learning style is warranted. Another follow-up study would be to replicate this study with graduates to ascertain which styles are found among graduates and to determine the percentage of style changes between freshmen and graduates.
Show less - Date Issued
- 1986
- PURL
- http://purl.flvc.org/fcla/dt/11890
- Subject Headings
- Interaction analysis in education, Teacher-student relationships, Memory
- Format
- Document (PDF)
- Title
- A Longitudinal Investigation ofFriendship Similarity: Selection and Socialization in Adolescent Behavior.
- Creator
- Hafen, Christopher A., Laursen, Brett, Florida Atlantic University
- Abstract/Description
-
The current study examined the homophilic processes of selection and socialization in same-sex adolescent friendships across a 3-year period. The framework of the actor-partner interdependence model for distinguishable dyads was the main analytic technique, an improvement over previous analysis methods which often did not allow for simultaneous exploration of selection and socialization. Within the friendships, adolescents were distinguished based on their general peer acceptance levels, and...
Show moreThe current study examined the homophilic processes of selection and socialization in same-sex adolescent friendships across a 3-year period. The framework of the actor-partner interdependence model for distinguishable dyads was the main analytic technique, an improvement over previous analysis methods which often did not allow for simultaneous exploration of selection and socialization. Within the friendships, adolescents were distinguished based on their general peer acceptance levels, and similarity was assessed for three behaviors: deviant behavior, depression, and achievement motivation. Results showed evidence of both selection and socialization for deviant behavior and achievement motivation, but not for depression. Furthermore, partner influence paths suggested that more accepted friends typically exerted more influence on less accepted friends. Gender also moderated results, with girls tending to have stronger effects than boys.
Show less - Date Issued
- 2008
- PURL
- http://purl.flvc.org/fau/fd/FA00000756, http://purl.flvc.org/fau/fd/FA00000756
- Subject Headings
- Interaction analysis in education, Interpersonal relations, Adolescent psychology, Adolescence and society, Social interaction in adolescence
- Format
- Document (PDF)
- Title
- Attachment styles and aggressor-victim relationships in preadolescence.
- Creator
- Miller, Ashley M., Charles E. Schmidt College of Science, Department of Psychology
- Abstract/Description
-
The current study investigated the change in relationship between an aggressor's attachment style (avoidant or preoccupied) and a series of characteristics in their victims' over a school year. Once a semester, participants rated themselves and their classmates on 16 personality characteristics and their aggression levels against other students. Only avoidant girls significantly refined their targets over the course of a school year. They increased their aggression towards girls with low...
Show moreThe current study investigated the change in relationship between an aggressor's attachment style (avoidant or preoccupied) and a series of characteristics in their victims' over a school year. Once a semester, participants rated themselves and their classmates on 16 personality characteristics and their aggression levels against other students. Only avoidant girls significantly refined their targets over the course of a school year. They increased their aggression towards girls with low appearance self-efficacy, a high avoidance attachment, high depression, high cross-gender typed behavior, high internalizing behavior, and low global self-worth.
Show less - Date Issued
- 2012
- PURL
- http://purl.flvc.org/FAU/3358753
- Subject Headings
- Bullying in schools, Aggressiveness in children, Interpersonal conflict in children, Social interaction in children, Interaction analysis in education
- Format
- Document (PDF)
- Title
- Leading the way: the relationships between effective teachers' interactions with their students and their students' interactions with each other in two multi-grade parochial classrooms.
- Creator
- Stephens, Eudora A., College of Education, Department of Curriculum, Culture, and Educational Inquiry
- Abstract/Description
-
The qualitative research study examined the teacher-student and student-student interactions that took place in two elementary parochial classrooms staffed by teachers nominated as effective by their supervisors. The study also examined relationships, similarities and differences between the teacher-student and student-student interactions. Qualitative data were collected including classroom observations, interviews with teachers, and focus group interviews with students. Results indicated...
Show moreThe qualitative research study examined the teacher-student and student-student interactions that took place in two elementary parochial classrooms staffed by teachers nominated as effective by their supervisors. The study also examined relationships, similarities and differences between the teacher-student and student-student interactions. Qualitative data were collected including classroom observations, interviews with teachers, and focus group interviews with students. Results indicated that effective teachers supported their students organizationally through well-organized learning environments ; instructionally by using a variety of instructional scaffolds, strategies and materials while holding students accountable for their learning ; and emotionally by meeting students' needs for belonging and safety. Student-student instructinal and emotional supports reflected most of the elements of teacher-student organizational, instructional and emotional supports but also included some negative interactions not present in teacher-student interactions. Implications for classroom practice, public policy and further research in classroom interactions are given.
Show less - Date Issued
- 2012
- PURL
- http://purl.flvc.org/FAU/3359155
- Subject Headings
- Classroom environment, Effective teaching, Communication in education, Teacher-student relationships, Interaction analysis in education, Social interaction in children
- Format
- Document (PDF)
- Title
- Exploring Culturally and Linguistically Diverse Voices: A Critical Case Study With Middle School Students.
- Creator
- Tuinhof de moed, Simone, Burnaford, Gail, Florida Atlantic University, College of Education, Department of Curriculum, Culture, and Educational Inquiry
- Abstract/Description
-
This dissertation explores the perspectives of culturally and linguistically diverse learners and English learners on school conditions that enable them to share their heritage languages and cultures, as well as the ways that these learners propose that their heritage languages and cultures could be more recognized in an English-only middle school setting. This study focused specifically on the role that culturally and linguistically diverse learners and English learners perceived that they...
Show moreThis dissertation explores the perspectives of culturally and linguistically diverse learners and English learners on school conditions that enable them to share their heritage languages and cultures, as well as the ways that these learners propose that their heritage languages and cultures could be more recognized in an English-only middle school setting. This study focused specifically on the role that culturally and linguistically diverse learners and English learners perceived that they played in the process of their own social empowerment, a role that could be achieved through the development of their voices by becoming critically involved in creating spaces for their heritage languages and cultures in English-only settings. In this study, student voice is the means for the culturally and linguistically diverse and English learners' voices to emerge: the voices that are frequently oppressed because of the lack of power. This framework provides guidance to integrate the excluded learners' voices in a school milieu that habitually muffles these voices. Listening to the bicultural and bilingual voices is important but not sufficient to challenge the power structure of U.S. schools. In this study, culturally and linguistically diverse learners and English learners conceptualized ways that their heritage languages and cultures could be (more) recognized in their school settings. The voices of the students are important; they should be respected and valued. Hearing the students in this study reminds us and validates the assertion that students from diverse languages and cultures are not monolith. They have different and unique experiences and this study gave voice to some of those. Leaders from state level, district level, and school level could open the doors for students to share their experiences in the schools; in the case of this study, to learn from these students what a school milieu that authentically recognizes their cultures and languages is.
Show less - Date Issued
- 2015
- PURL
- http://purl.flvc.org/fau/fd/FA00004553, http://purl.flvc.org/fau/fd/FA00004553
- Subject Headings
- Children of immigrants -- Education -- Social aspects, Educational equalization, Interaction analysis in education, Multiculturalism, Multilingualism, Psycholinguistics
- Format
- Document (PDF)
- Title
- Relations between Home Language Exposure and Vocabulary Development in Bilingual Toddlers.
- Creator
- Bridges, Kelly, Hoff, Erika, Florida Atlantic University
- Abstract/Description
-
This study examined the relation between home language exposure from different household members, specifically older siblings, and English and Spanish vocabulary development in bilingual toddlers. The English and Spanish vocabularies of 38 toddlers (19 boys and 19 girls; Mage = 2.14 years, SD = .14) were measured. Parental EI?-glish use was found to be the strongest predictor of English and Spanish proficiencies. Among households in which the parents use less than 10% English, having older...
Show moreThis study examined the relation between home language exposure from different household members, specifically older siblings, and English and Spanish vocabulary development in bilingual toddlers. The English and Spanish vocabularies of 38 toddlers (19 boys and 19 girls; Mage = 2.14 years, SD = .14) were measured. Parental EI?-glish use was found to be the strongest predictor of English and Spanish proficiencies. Among households in which the parents use less than 10% English, having older siblings had no effect on English language proficiency but was associated with lower levels of Spanish proficiency.
Show less - Date Issued
- 2008
- PURL
- http://purl.flvc.org/fau/fd/FA00000728
- Subject Headings
- Bilingualism in children, Second language acquisition, Sociolinguistics, Interaction analysis in education, Language and culture
- Format
- Document (PDF)
- Title
- Elementary Teachers' Perceptions of Gender Bias.
- Creator
- Barrows, Joyce A., McLaughlin, H. James, Florida Atlantic University
- Abstract/Description
-
The purpose of this study was to determine elementary teachers' perceptions of gender bias and further, to determine if additional information on gender bias might have an effect on how elementary teachers interact with their students. This study is valuable because gender bias situations can have a profound influence on how boys and girls view themselves in the world. Additionally, gender bias has been linked to a technological gap between males and females. The subjects for this study were...
Show moreThe purpose of this study was to determine elementary teachers' perceptions of gender bias and further, to determine if additional information on gender bias might have an effect on how elementary teachers interact with their students. This study is valuable because gender bias situations can have a profound influence on how boys and girls view themselves in the world. Additionally, gender bias has been linked to a technological gap between males and females. The subjects for this study were 12 elementary teachers from a large metropolitan school district who participated in three different activities. The purpose of these activities was to determine the teachers' general perceptions of gender bias, their perceptions of gender bias related to curriculum, the origins of these perceptions, and finally, how this process might affect their current educational practices. The results of this study indicate that these elementary teachers placed a low priority on gender bias as a consideration for evaluating software or as an educational issue. The participants felt that their parents, their upbringing, and their environment were responsible for their perceptions of gender bias. Also, while the participants expressed a belief that the activities involved in the study would cause them to scrutinize software and other materials more carefully, they would not necessarily focus on gender issues. They also believed that these activities would have a limited influence on their current teaching practices. As a result of the study, I feel there is a need for pre-service teacher education and professional development for current teachers regarding what constitutes gender bias and the difference between bias and stereotypes. l also would recommend training to assist teachers in treating both male and female students equitably. Finally, since this study only involved three software titles, I would recommend additional research on the amount of gender bias content in educational software.
Show less - Date Issued
- 2007
- PURL
- http://purl.flvc.org/fau/fd/FA00000648
- Subject Headings
- Early childhood education--Social aspects, Educational equalization--United States, Sex differences in education, Interaction analysis in education
- Format
- Document (PDF)
- Title
- Improving college professors' communication skills inside the classroom: an exploratory study.
- Creator
- Van Allan, James., Dorothy F. Schmidt College of Arts and Letters, School of Communication and Multimedia Studies
- Abstract/Description
-
This thesis examines how college professors can improve their communication skills inside the classroom by testing pedagogical issues identified in previous scholarship against current teaching practices. This thesis addresses four main areas related to classroom communication skills that reflect how to build a classroom into a community of equality, open dialogue, and deep learning. The importance of classroom communities and of professors developing engaging deliveries to create compelling...
Show moreThis thesis examines how college professors can improve their communication skills inside the classroom by testing pedagogical issues identified in previous scholarship against current teaching practices. This thesis addresses four main areas related to classroom communication skills that reflect how to build a classroom into a community of equality, open dialogue, and deep learning. The importance of classroom communities and of professors developing engaging deliveries to create compelling oral performances is described as well as issues of active listening and various models and techniques to help facilitate communication better in the classroom. A qualitative study analyzing written interviews completed by 19 college professors in Florida is conducted. Interview responses are then compared to pedagogical issues identified in previous literature to determine if there are similarities or gaps in current research. The interview determined that an interactive classroom with a professor who is consciously aware of their communication skills can help foster deeper learning with students. This research can help to develop best teaching practices for college professors.
Show less - Date Issued
- 2011
- PURL
- http://purl.flvc.org/FAU/3174312
- Subject Headings
- Oral communication, Interaction analysis in education, Teacher-student relationships.-, Teacher effectiveness
- Format
- Document (PDF)
- Title
- Comparing the use of second language communication strategies in oral interaction and synchronous computer-mediated communication.
- Creator
- Knierim, Markus., Florida Atlantic University, DuBravac, Stayc
- Abstract/Description
-
This study investigates whether synchronous computer-mediated communication (CMC) has the potential to foster second language learners' strategic competence (as a component of communicative competence). For this purpose, the use of communication strategies (CSs) by 15 fourth-semester students of German during four computer-mediated and four oral "jigsaw" tasks is compared. The students used more CSs in oral interaction, which is attributed to a lesser degree of utterance planning in oral...
Show moreThis study investigates whether synchronous computer-mediated communication (CMC) has the potential to foster second language learners' strategic competence (as a component of communicative competence). For this purpose, the use of communication strategies (CSs) by 15 fourth-semester students of German during four computer-mediated and four oral "jigsaw" tasks is compared. The students used more CSs in oral interaction, which is attributed to a lesser degree of utterance planning in oral interaction and stronger time constraints in synchronous CMC. However, this quantitative difference is due to only five students' use of significantly more CSs in oral interaction. The distribution of the various CS types was similar in both communication modes; only code-switching occurred much more frequently in synchronous CMC, which is attributed to stronger time constraints in this medium and less monitoring by the instructor. Hence, synchronous CMC is not superior to oral interaction as far as promoting CS use is concerned.
Show less - Date Issued
- 2001
- PURL
- http://purl.flvc.org/fcla/dt/12814
- Subject Headings
- Telematics, Interaction analysis in education, Second language acquisition--Data processing
- Format
- Document (PDF)
- Title
- The Impact of iCoaching on Teacher-delivered Opportunities to Respond.
- Creator
- Randolph, Kathleen M., Duffy, Mary L., Florida Atlantic University, College of Education, Department of Exceptional Student Education
- Abstract/Description
-
Employment coaching is essential for performing job duties and for developing and enhancing skills. Coaching in the school setting typically follows the traditional format of pre-conference, observe, and post-conference, where feedback on teaching performance is shared but often delayed. Professional development provides teachers with skills to enhance their teaching practice with little to no follow-up or support. The most effective way to produce change in the school setting is to show the...
Show moreEmployment coaching is essential for performing job duties and for developing and enhancing skills. Coaching in the school setting typically follows the traditional format of pre-conference, observe, and post-conference, where feedback on teaching performance is shared but often delayed. Professional development provides teachers with skills to enhance their teaching practice with little to no follow-up or support. The most effective way to produce change in the school setting is to show the connection between professional development and student performance, and iCoaching can help to bridge the gap. Research shows that effective feedback is immediate, systematic, positive, constructive, and detailed (Scheeler & Lee, 2002). Bug-in-ear (BIE) coaching is a way to provide immediate feedback so correction can be made live, and errors are reduced. iCoaching uses iPods as a BIE device with a coach serving as a remote observer providing coaching prompts or immediate feedback to the teacher to allow the teacher to implement ideas or make corrections immediately. Increasing opportunities to respond (“Increasing Opportunities to Respond,” 2015) is a way to increase academic achievement and on task behavior (Sutherland, Alder, & Gunter, 2003). This study utilized a multiple probe across participants design to investigate the effect of iCoaching on teacher-delivered OTR. Four teacher participants and their students participated in the study, where the teachers completed a teacher preparation session and live iCoaching sessions to increase their OTR. Data were collected on OTR (including the type of OTR), coaching comments, student responses, and student curricular performance. The results indicate that iCoaching was effective in increasing teacher-delivered OTR and increasing student responses and academic performance. Implications for future research are discussed.
Show less - Date Issued
- 2017
- PURL
- http://purl.flvc.org/fau/fd/FA00004881, http://purl.flvc.org/fau/fd/FA00004881
- Subject Headings
- Teachers--Training of., Teacher effectiveness., Feedback (Psychology), Interaction analysis in education., Behavior modification., Communication in education., Bluetooth technology.
- Format
- Document (PDF)
- Title
- How race, gender and Pell status affect the persistence and degree attainment rates of dual enrollment students.
- Creator
- Prophete, Karline S., College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
-
Florida has been a leader in the K-20 educational reform in an effort to ensure the seamless transition into postsecondary education for all students, but specifically improving preparation for, and access to, higher education for populations traditionally marginalized and underrepresented in higher education. The purpose of this study was to examine the demographic composition of students participating in dual enrollment programs in Florida, and the relationship between dual enrollment...
Show moreFlorida has been a leader in the K-20 educational reform in an effort to ensure the seamless transition into postsecondary education for all students, but specifically improving preparation for, and access to, higher education for populations traditionally marginalized and underrepresented in higher education. The purpose of this study was to examine the demographic composition of students participating in dual enrollment programs in Florida, and the relationship between dual enrollment participation and postsecondary success, as measured by student persistence and degree attainment, moderated by race, gender, and Pell status. Alexander Astin's (1993) I-E-O student involvement theory was chosen as the theoretical lens with which to guide the design and analysis of the study. A quantitative analysis of archived student records retrieved from the Office of Institutional Research and Effectiveness at a large urban state college in Florida was used in this study. ... The analysis revealed that students who were dual enrolled were more likely to persist in college and more likely to earn a degree than their non-dual enrolled peers.
Show less - Date Issued
- 2013
- PURL
- http://purl.flvc.org/fcla/dt/3362570
- Subject Headings
- Achievement in education, Dual enrollment, Advanced placement programs (Education), Prediction of scholastic success, Federal aid to education, Interaction analysis in education, Expectation (Psychology)
- Format
- Document (PDF)
- Title
- THE ENGAGEMENT PRACTICES OF TEACHERS IN A SELECT ELEMENTARY SCHOOL OF PALM BEACH COUNTY: QUALITATIVE STUDY.
- Creator
- Hirmina, Amgad, Bryan, Valerie C., Florida Atlantic University, Department of Educational Leadership and Research Methodology, College of Education
- Abstract/Description
-
The purpose of this qualitative case study was to describe the interactive teaching methods of full-time elementary school teachers who worked in a highly ranked public elementary school located in Palm Beach County in South Florida, United States (the School District of Palm Beach County, 2019). The dissertation identified methods used by these teachers to enhance interaction between themselves and students in their classes. Objectives of the study were to explore: (1) the verbal and non...
Show moreThe purpose of this qualitative case study was to describe the interactive teaching methods of full-time elementary school teachers who worked in a highly ranked public elementary school located in Palm Beach County in South Florida, United States (the School District of Palm Beach County, 2019). The dissertation identified methods used by these teachers to enhance interaction between themselves and students in their classes. Objectives of the study were to explore: (1) the verbal and non-verbal activities used by the teachers to engage their students in the learning process in their classes; (2) the creative thinking process of the teachers; (3) the classroom settings that enhanced the interaction between teachers and students; (4) the transdisciplinary skills of the teachers; and (5) the relation between transformational leadership criteria of teachers and their effective engagement with students in classrooms.
Show less - Date Issued
- 2019
- PURL
- http://purl.flvc.org/fau/fd/FA00013380
- Subject Headings
- Elementary school teaching, Elementary school teachers, Palm Beach County (Fla), Engagement, Qualitative research, Interaction analysis in education
- Format
- Document (PDF)
- Title
- Aggression and prosocial behavior predict changes in perceptions of friendship quality in primary and middle school students.
- Creator
- Shawcross, Lauren, Laursen, Brett, Florida Atlantic University, Charles E. Schmidt College of Science, Department of Psychology
- Abstract/Description
-
This study examines whether aggression and prosocial behavior shape changes in perceptions of friendship quality within stable reciprocal best friend dyads. A longitudinal Actor-Partner Interdependence Model was used to investigate whether individual characteristics predict changes 6 to 12 weeks later in perceptions of relationship support and negativity. The sample included 76 same-sex dyads drawn from classrooms in grades 4 (M = 9.48 years) through 6 (M= 11.43 years) in two public schools...
Show moreThis study examines whether aggression and prosocial behavior shape changes in perceptions of friendship quality within stable reciprocal best friend dyads. A longitudinal Actor-Partner Interdependence Model was used to investigate whether individual characteristics predict changes 6 to 12 weeks later in perceptions of relationship support and negativity. The sample included 76 same-sex dyads drawn from classrooms in grades 4 (M = 9.48 years) through 6 (M= 11.43 years) in two public schools in the United States.
Show less - Date Issued
- 2015
- PURL
- http://purl.flvc.org/fau/fd/FA00004408, http://purl.flvc.org/fau/fd/FA00004408
- Subject Headings
- Friendship in adolescence, Friendship in children, Interaction analysis in education, Interpersonal relations in adolescence, Interpersonal relations in children, Social perceptions in adolescence, Social perceptions in children, Social psychology, Social skills -- Study and teaching (Elementary), Social skills -- Study and teaching (Middle school)
- Format
- Document (PDF)