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Full-Text Articles in Education
It’S Really About Relationships: Perceptions Of Teacher Autonomy And It’S Influence On Instruction, Nancy Harmening
It’S Really About Relationships: Perceptions Of Teacher Autonomy And It’S Influence On Instruction, Nancy Harmening
College of Education Theses and Dissertations
There is growing concern over why so many U.S. teachers are leaving the profession before retirement. Researchers studying this phenomenon theorize how future attrition rates will be determined by working conditions that either foster or squelch teachers’ sense of professional autonomy. What is unclear from the literature is an understanding of specific intrinsic and extrinsic factors affecting this autonomy development during a critical period in teachers’ careers, years 5-15. This study highlights the specific factors that influence the professional autonomies of nine early childhood elementary public-school teachers’ and how their sense of their professional autonomies interact to affect their instructional …
The Case For Joy In Learning: Teacher And Students' Perceptions Of Flow Experiences In Upper Elementary Classrooms, Rhonda Stern
The Case For Joy In Learning: Teacher And Students' Perceptions Of Flow Experiences In Upper Elementary Classrooms, Rhonda Stern
College of Education Theses and Dissertations
This dissertation focused on intrinsic motivation in elementary schooling, with Csikszentmihalyi’s flow theory and the conditions and dimensions leading to optimal learning, serving as the theoretical framework. This qualitative case study investigated: 1.) How do teachers create flow-producing learning experiences for upper elementary students and 2.) How do upper elementary students experience flow in their daily school lives. Fieldwork included observation, collection of work product, and interviews of thirteen students and two exemplary teachers. Students were also asked to take digital photos of artifacts or spaces that related to their learning, and that they were proud of or found exciting. …
The Social Context Of Urban School Reform: Collective Efficacy And Student Achievement, Carla E. Ellis
The Social Context Of Urban School Reform: Collective Efficacy And Student Achievement, Carla E. Ellis
College of Education Theses and Dissertations
The purpose of this correlational study was to determine if between-school variance in school-level student achievement is related to collective teacher efficacy in 10 urban elementary schools in Chicago. It also examined the effects of teacher leaders’ implementation of a School-University partnership and the leadership characteristics of principals on school collective efficacy. Collective teacher efficacy was measured using Goddard’s (1998) 6-point 21-item Likert Collective Teacher Efficacy scale. There were 280 teachers and 53 teacher leaders who completed the scale. The Collective Teacher Efficacy scale results were analyzed and examined in relationship to school-level Iowa Test of Basic Skills (ITBS) test …
Effects Of Foreign Language Learning In Elementary School On Students' Future Educational And Career Choices, Amy Weiss Narea
Effects Of Foreign Language Learning In Elementary School On Students' Future Educational And Career Choices, Amy Weiss Narea
College of Education Theses and Dissertations
The purpose of this study was to examine the relationship between learning a foreign language in elementary school and students' future educational and career choices. Adult alumni of two urban public magnet schools were surveyed about Foreign Language in Elementary School (FLES) experiences, about high school and college foreign language learning experiences, and about their employment experience. The data from the alumni of a foreign language magnet school (FLES) were analyzed with respect to the relationship between the amount and types of elementary foreign language learning experiences on subsequent academic and occupational choices, as well as in comparison to respondents …
Repetition Of Retention Practices: Does Retention Improve Academic Achievement?, Brenda Demar-Williams
Repetition Of Retention Practices: Does Retention Improve Academic Achievement?, Brenda Demar-Williams
College of Education Theses and Dissertations
In 1996, the Chicago Board of Education adopted a new promotion policy to address the issue of low academic achievement and to hold schools accountable for the progress of its students. This policy led to many students being retained in grade, some are retained multiple times. Retention was supposed to offer remediation and bring students up to grade level criteria. This has not happened. Thus, the major purpose of this study was to determine if retention had a statistically significant effect on the reading and mathematics achievement scores of third grade students as measured by the Iowa Test of Basic …