Education Commons^™

Why Teachers Stay: Elementary Teachers Share Perceptions Of The Job Since Legislative Reforms In Wisconsin, Catherine Marie Clarksen

Theses and Dissertations

ABSTRACT

WHY TEACHERS STAY: ELEMENTARY TEACHERS SHARE PERCEPTIONS OF THE JOB SINCE LEGISLATIVE REFORMS IN WISCONSIN

by

Catherine M. Clarksen

The University of Wisconsin-Milwaukee, 2014

Under the Supervision of Dr. Leigh Wallace and Dr. Latish Reed

The purpose of this study was to describe the perceptions of elementary public school classroom teachers who remain in the teaching profession amidst legislative reforms that impacted their wages, benefits and working conditions. The study involved ten teachers who were perceived by their building principals as having a direct impact on positive student achievement. Additionally, each participant was required to have taught for a …

Student's Perception Of Teacher Immediacy Behaviors On Student Success And Retention, Rebecca Rae Mullane

Theses and Dissertations

This investigation tested the relationship and the fit for a causal model between both verbal and nonverbal teacher immediacy behaviors in the classroom and affective learning, cognitive learning, and student success and retention. Data was collected from two distinct populations, a large Midwestern university and a Midwestern community college. Results indicate that both verbal and nonverbal teacher immediacy behaviors independently predict or cause a level of affective learning and cognitive learning, and affective learning predicts or causes cognitive learning, further supporting that path model. Practical implications of these findings are discussed and recommendations for areas of future research development are …