Education Commons^™

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 …

Disability And Power: A Charter School Case Study Investigating Grade-Level Retention Of Students With Learning Disabilities, Esther Lorraine Perez

LMU/LLS Theses and Dissertations

Students attending charter schools, including those with learning disabilities, are subject to policies set by individual charter management organizations. One practice used within some charter schools is grade-level retention, or having students repeat a grade level. Literature overwhelmingly indicates that retention is associated with negative outcomes, yet the practice continues to be used. One particular charter school that uses a strict retention policy and retains students with learning disabilities was studied to understand how the process unfolds. Using the conceptual frameworks of critical disability theory and critical pedagogy, the study draws inferences regarding how this phenomenon blends with ableism and …

Teachers At Work: Factors Influencing Satisfaction, Retention And The Professional Well-Being Of Elementary And Secondary Educators, Patrick Edward O'Reilly

Dissertations, Theses, and Capstone Projects

The purpose of this study has been to explore the question of how factors in the work lives of teachers influence their experience of workplace satisfaction, and how satisfaction influences retention in the teaching profession. This study had three specific goals: (1) to examine whether five specified factors that teachers' encounter as workers influence their professional satisfaction, (2) to explore whether teacher satisfaction influences retention in the profession and (3) to determine whether school level taught plays a role in degrees of satisfaction a teacher experiences.

Data was collected over a period of five months, using a survey administered to …

Social Cognitive Theory, Isalt Team

iSALT Resources: Theories, Concepts, and Measures

No abstract provided.

The Retention, Revival, And Subjugation Of Indigenous Fire Knowledge Through Agency Fire Fighting In Eastern Australia And California, Christine Eriksen, Don L. Hankins

Faculty of Social Sciences - Papers (Archive)

This article explores the potential impact of training and employment with wildfire management agencies on the retention of Indigenous fire knowledge. It focuses on the comparative knowledge and experiences of Indigenous Elders, cultural practitioners, and land stewards in connection with ''modern'' political constructs of fire in New South Wales and Queensland, Australia, and California in the United States of America. This article emphasises the close link between cross-cultural acceptance, integration of Indigenous and agency fire cultures, and the ways in which knowledge types are shared or withheld. While agency fire fighting provides an opportunity for Indigenous people to connect and …