Dissertations / Theses on the topic 'Classroom outcomes'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 dissertations / theses for your research on the topic 'Classroom outcomes.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.
Rawnsley, David G. "Associations between classroom learning environments, teacher interpersonal behaviour and student outcomes in secondary mathematics classrooms." Thesis, Curtin University, 1997. http://hdl.handle.net/20.500.11937/1950.
Full textRawnsley, David G. "Associations between classroom learning environments, teacher interpersonal behaviour and student outcomes in secondary mathematics classrooms." Curtin University of Technology, Science and Mathematics Education Centre, 1997. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=10959.
Full textin terms of predicting outcome variance were established, as were associations between the perceptions of students in these two areas.
Allspaw, Kathleen M. "Secondary science classroom dissections forming policy by evaluating cognitive outcomes and exploring affective outcomes /." [Bloomington, Ind.] : Indiana University, 2008. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3344557.
Full textTitle from home page (viewed on Oct. 5, 2009). Source: Dissertation Abstracts International, Volume: 70-02, Section: A, page: 0517. Adviser: Charles Barman.
Arentsen, Linda. "Pharmacology course outcomes Internet delivery versus traditional classroom delivery /." Online version, 2001. http://www.uwstout.edu/lib/thesis/2001/2001arentsenl.pdf.
Full textToste, Jessica. "Classroom working alliance: teacher-student relationship and students' school outcomes." Thesis, McGill University, 2008. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=18706.
Full textLes articles présentés dans cette thèse ont examiné l'alliance de travail et les résultats scolaires des élèves. Dans l'article 1, l'association entre la performance des élèves et les perceptions de l'alliance de travail a été explorée dans un échantillon de 53 élèves de l'école primaire (28 garçons, 25 filles). Les résultats soutiennent la valeur de prédiction de l'Inventaire de l'alliance de travail en salle de classe (Classroom Working Alliance Inventory) pour la performance des élèves. De plus, les résultats ont révélé une interaction complexe entre les composantes de l'alliance: la tâche, le lien et le but. L'article 2 a investigué la relation entre la satisfaction scolaire et l'alliance de travail parmi 50 élèves d'école primaire (33 garçons, 17 filles). Tandis que les cotes d'alliance des élèves ont grandement prédit leur satisfaction scolaire, la contribution des cotes des professeurs a été moins importante. La discussion finale porte sur la contribution de ce programme de recherche à la compréhension de l'alliance de travail en salle de classe et les interactions uniques qui définissent les relations entre les professeurs et les élèves. Les implications pour la formation de l'alliance et la promotion du succès des élèves seront présentées.
Williams, Chloe Elizabeth. "The Effects of Classroom and Informal-Interactional Diversity on Learning and Democracy Outcomes." TopSCHOLAR®, 2015. http://digitalcommons.wku.edu/theses/1487.
Full textThomas, Krystal R. "Ethnic Racial Identity, Social Transactions in the Classroom, and Academic Outcomes." VCU Scholars Compass, 2017. http://scholarscompass.vcu.edu/etd/4772.
Full textMadu, Nneka Eunice. "Associations between teachers’ interpersonal behaviour, classroom learning environment and students’ outcomes." Thesis, Curtin University, 2010. http://hdl.handle.net/20.500.11937/2200.
Full textSong, Yu. "An investigation of the relationships between thinking style, participation in classroom dialogue and learning outcomes : a study based in mainland China." Thesis, University of Cambridge, 2018. https://www.repository.cam.ac.uk/handle/1810/270630.
Full textLightburn, Millard E. "Evaluation of anthropometry activities for high school science: student outcomes and classroom environment." Thesis, Curtin University, 2002. http://hdl.handle.net/20.500.11937/2494.
Full textLightburn, Millard E. "Evaluation of anthropometry activities for high school science : student outcomes and classroom environment /." Curtin University of Technology, Science and Mathematics Education Centre, 2002. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=14071.
Full textSome of the important findings of this study included: 1. In reference to the survey instruments, the item analyses supported the internal consistency reliability and ability to differentiate between classrooms of the learning environment questionnaire and the analyses of attitude data supported the factorial validity, internal consistency reliability and discriminant validity of the attitude questionnaire. 2. Substantial differences between the pretest and posttest scores for the achievement measures in Biology and anthropometric activities were found. These findings were supported by statistically significant t-test scores and effect sizes. 3. There was a positive influence of using anthropometric activities on both students' attitudes and their perceptions of the classroom learning environment. The findings based on qualitative information (interviews, which involved twenty-four students) were consistent with patterns emerging from our quantitative information (surveys, which involved 760 students) and they supported the effectiveness of the anthropometric activities. 4. The analysis of gender differences in students' achievement, attitudes and perceptions of classroom environment revealed that boys have more positive attitudes to science than girls do and is in agreement with past studies. However, females' students demonstrated more favorable perceptions of the learning environment than mates, primarily with Student Cohesiveness and Rule Clarity. 5. The association between student attitudes and their perception of the leaming environment indicated that students' attitudes to science are most likely to be positive in laboratory classes where student perceive a strong integration between the concepts and principles covered in theory classes and in laboratory classes. These findings are consistent with results in other countries.
6. The association between achievement and student perceptions of their learning environment, suggest that integration of theoretical concepts with laboratory activities (Integration), a cohesive student group (Student Cohesiveness) and using appropriate laboratory materials and equipment (Material Environment) are likely to lead to student achievement. This finding replicates the results of previous studies. 7. I found stronger outcome-environment associations for attitudes than for achievement. This finding is consistent with results from past research. The contributions and significance of this study can be summarized as follows: 1. One of the key components of this study was the development and implementation of the innovative anthropometric laboratory activity, which was especially designed for this research. 2. Another contribution of this study is to the field of integrated curriculum instruction. While most instructional curricular activities are subject specific, this study is interdisciplinary in nature because it effectively links concepts and skills from science, mathematics, statistics, and technology (graphing calculators and computers). 3. A unique feature of this research is that it had an evaluation component involving student performance, student attitudes, and the nature of the classroom learning environment. Therefore, the study contributes to the field of learning environment research by adding another study to the limited research that has employed the classroom environment as a criterion of effectiveness in evaluating educational innovations. The study has the potential to help other science teachers to apply these ideas in their classrooms.
Davis, Robert Scott. "Investigation of design technology issues in the primary classroom." Thesis, Queensland University of Technology, 2005. https://eprints.qut.edu.au/16004/1/Robert_Davis_Thesis.pdf.
Full textDavis, Robert Scott. "Investigation of design technology issues in the primary classroom." Queensland University of Technology, 2005. http://eprints.qut.edu.au/16004/.
Full textCarson, Karyn Louise. "Efficient and Effective Classroom Phonological Awareness Practices to Improve Reading Achievement." Thesis, University of Canterbury. School of Literacies and Arts, 2012. http://hdl.handle.net/10092/6683.
Full textZweers, Liezell. "The use of assessment outcomes to inform the teaching of mathematics." Diss., University of Pretoria, 2017. http://hdl.handle.net/2263/65479.
Full textDissertation (MEd)--University of Pretoria, 2017.
Science, Mathematics and Technology Education
MEd
Unrestricted
Coberly, David L. "Time-of-day and method of instruction : outcomes in the community college spanish classroom /." free to MU campus, to others for purchase, 2002. http://wwwlib.umi.com/cr/mo/fullcit?p3074390.
Full textAhn, Soonja. "Cognitive-affective outcomes of classroom writing activities in Korean English as a foreign language." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2434.
Full textPascoe, Beverley J. "The measurement of classroom music learning using an outcomes framework in Western Australian schools." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1999. https://ro.ecu.edu.au/theses/1233.
Full textMaybee, Clarence Dale. "Informed learning in the undergraduate classroom: The role of information experiences in shaping outcomes." Thesis, Queensland University of Technology, 2015. https://eprints.qut.edu.au/89685/4/Clarence_Maybee_Thesis.pdf.
Full textMoss, Cindy Hoffner. "Improving learning environment and student outcomes in biology in North Carolina." Thesis, Curtin University, 2003. http://hdl.handle.net/20.500.11937/600.
Full textAkins, Jerry G. "High school block scheduling and selected student outcomes : a longitudinal approach /." free to MU campus, to others for purchase, 2000. http://wwwlib.umi.com/cr/mo/fullcit?p9974605.
Full textTimmins, Stacey Lee. "A Study of the Outcomes of a Teacher's Attempt to Individualise Assessment and Intervention in a Busy Classroom." Thesis, University of Canterbury. Education and Human Development, 2009. http://hdl.handle.net/10092/4464.
Full textPitsoe, Victor Justice. "A conceptual analysis of constructivist classroom management." Thesis, Pretoria : [s. n.], 2008. http://upetd.up.ac.za/thesis/available/etd-05202008-171501.
Full textJuhlin, Jenny. "The Role of Swedish in Forming Social Relations Beneficial to Learning Outcomes in the English Classroom." Thesis, Linnéuniversitetet, Institutionen för utbildningsvetenskap (UV), 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-31822.
Full textBohach, Adam W. "The social outcomes of whole class inquiry on students in a high school biology classroom." Montana State University, 2012. http://etd.lib.montana.edu/etd/2012/bohach/BohachA0812.pdf.
Full textWhite, Elaine Karyn. "Understanding the dynamic nature of teacher/classroom effects on educational outcomes : a cross-cultural investigation." Thesis, Goldsmiths College (University of London), 2017. http://research.gold.ac.uk/22031/.
Full textWestphal, Vivian. "The dynamics of an emerging outcomes-based educational approach in a second language English classroom." Thesis, Rhodes University, 2000. http://hdl.handle.net/10962/d1003384.
Full textAtkins, Jennifer M. "Encouraging pro social behavior in the kindergarten classroom to foster positive social and reading outcomes /." View abstract, 2001. http://library.ccsu.edu/ccsu%5Ftheses/showit.php3?id=1625.
Full textThesis advisor: Patti Lynn O'Brien. " ... in partial fulfillment of the requirements for the degree of Master of Arts in Reading." Includes bibliographical references (leaves 43-46).
Moss, Cindy Hoffner. "Improving learning environment and student outcomes in biology in North Carolina." Curtin University of Technology, Science and Mathematics Education Centre, 2003. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=15282.
Full textVarious analyses of outcome-environment relationships suggested that student achievement is higher in more cohesive classes, whereas student attitudes to science are particularly favourable in investigative, task-oriented and equitable classes. Part 2 involved one class in intervention aimed at improving both classroom environment and student achievement by giving greater emphasis to those features of the learning environment found to be empirically linked to achievement in Part 1. The students involved in the intervention were chosen because they were `at risk' of failing at school. It was found that this intervention involving a cooperative action research plan led to improvement in both classroom environment and achievement for these `at risk' students. Because the methods used in the intervention are lowcost and available to most teachers, they are of wide potential interest to others.
Fisher, Ellen Suzanne. "The effect of the physical classroom environment on literacy outcomes how 3rd grade teachers use the physical classroom to implement a balanced literacy curriculum /." Diss., Columbia, Mo. : University of Missouri-Columbia, 2008. http://hdl.handle.net/10355/5699.
Full textThe entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on August 12, 2009) Vita. Includes bibliographical references.
Fedeli, Emanuele. "The classroom as a sorting machine: The influence of teachers, friends, and peers on students’ outcomes." Doctoral thesis, Università degli studi di Trento, 2020. http://hdl.handle.net/11572/273813.
Full textLumby, Gail. "Teaching towards outcomes and its effect on assessment practices in a language, literacy and communications classroom." Pretoria : [s.n.], 2006. http://upetd.up.ac.za/thesis/available/etd-02072007-235439.
Full textCrouse, Tricia Lynn. "Comparisons of the Educational Outcomes from Distance Delivered versus Traditional Classroom Instruction in Principles of Microeconomics." Thesis, Virginia Tech, 2002. http://hdl.handle.net/10919/10138.
Full textMaster of Science
Biales, Carrie P. "Profiles of Head Start Classroom Quality and their Relationship to Children’s Reading and Social-Emotional Outcomes." University of Cincinnati / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1522400000878086.
Full textJohnson, Brenda Ineca. "Teachers' Characteristic and Exceptional Student Academic Learning Outcomes in Middle School." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7480.
Full textMassar, Michelle. "Effects of Coach-delivered Prompting and Performance Feedback on Teacher Use of Evidence-based Classroom Management Practices and Student Behavior Outcomes." Thesis, University of Oregon, 2018. http://hdl.handle.net/1794/23123.
Full textHull, Jennifer Ruhl. "General classroom and special education teachers' attitudes toward and perceptions of inclusion in relation to student outcomes." [Pensacola, Fla.] : University of West Florida, 2005. http://purl.fcla.edu/fcla/etd/WFE0000046.
Full textRamoroka, Noko Jones. "Educators' understanding of the premises underpinning outcomes-based education and its impact on their classroom assessment practices." Pretoria : [s.n.], 2006. http://upetd.up.ac.za/thesis/available/etd-04052007-185249/.
Full textTopp, Amanda. "Teaching practices, influences and outcomes in the adult ICT user classroom : more than an input/output approach?" Thesis, University of Sunderland, 2010. http://sure.sunderland.ac.uk/4585/.
Full textCouling, Joanne. "Scaffolding for Success| When High School Science Teachers Scaffold Their Summative Classroom Assessments| Opportunities, Observations, and Outcomes." Thesis, University of California, Santa Cruz, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10826901.
Full textThe adoption of the Next Generation Science Standards (NGSS) has brought with it a need for classroom assessments that measure students’ ability to make sense of, explain, and use science, with many of the performance expectations asking students to apply scientific principles and evidence to produce an explanation. But creating coherent written scientific explanations that demonstrate understanding of scientific principles is not an easy task for students and selecting or creating classroom assessments to properly evaluate this skill is not an easy task for teachers. This study serves to incorporate both of these problems by exploring what happens when scaffolds are included in the assessment process for the students of a group of science teachers at an urban high school in Northern California who were receiving coaching in scaffolding assessments. Presented as three distinct but related chapters I examine how the scientific explanations of students changed when a detailed graphic organizer/rubric scaffold, called SET4CER, was provided; I explore coaching as a conveyor of professional development for high school science teachers to incorporate scaffolding techniques into their classroom assessments; and I document how students in a kinesiology class interact with teacher designed checklist scaffolds to support a summative quiz taken under test conditions. The findings illuminate the difficulties facing teachers in both assessment and scaffold design and indicate that well-designed scaffolds add value to assessments by supporting students to give their best performance and ensuring that assessments evaluate students’ conceptual understanding rather than their memorization or organizational skills. Analysis of the coaching cycles revealed that although the coaching process is not always straightforward, it has potential as a method of professional development delivery that facilitates adoption of the techniques being introduced.
Rooks, Deborah Lynn. "Science for All: Experiences and Outcomes of Students with Visual Impairment in a Guided Inquiry-based Classroom." Diss., The University of Arizona, 2009. http://hdl.handle.net/10150/194503.
Full textSykes, Richard. "The Impact on Student Learning Outcomes of Video When Used as a Primary Teaching Tool in the Internet Hybrid Classroom." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etd/1517.
Full textScruggs, Bernadette Butler. "Learning outcomes in two divergent middle school string orchestra classroom environments a comparison of a learner-centered and a teacher-centered approach /." unrestricted, 2008. http://etd.gsu.edu/theses/available/etd-11242008-152649/.
Full textTitle from file title page. David E. Myers, Dana L. Fox, committee co-chairs; Marilyn Seelman, Carolyn Furlow, Phillip Gagne, Patrick K. Freer, committee members. Description based on contents viewed Aug. 6, 2009. Includes bibliographical references (p. 188-200).
Mortensen, Mark H. "An Assessment of Learning Outcomes of Students Taught a Competency-Based Computer Course in an Electronically-Expanded Classroom." Thesis, University of North Texas, 1995. https://digital.library.unt.edu/ark:/67531/metadc277899/.
Full textTrendell, Nation Molly. "How Teachers’ Beliefs About Climate Change Influence Their Instruction, Student Understanding, and Willingness to Take Action." Scholar Commons, 2017. http://scholarcommons.usf.edu/etd/6968.
Full textMarin, Maria M. "The Effects of Classroom Environmental Quality on the Early Literacy Outcomes of a Regionally Heterogeneous Population of Latino Children." FIU Digital Commons, 2010. http://digitalcommons.fiu.edu/etd/162.
Full textSaid, Lara. "An examination of the pupil, classroom and school characteristics influencing the progress outcomes of young Maltese pupils for mathematics." Thesis, University College London (University of London), 2013. http://discovery.ucl.ac.uk/10018064/.
Full textGaines, Scott Edward. "A Flipped Classroom Approach in Undergraduate Anatomy and Physiology: A Mixed Methods Study Evaluating Learning Environment and Student Outcomes." Thesis, Curtin University, 2021. http://hdl.handle.net/20.500.11937/86773.
Full textScruggs, Bernadette Butler. "Learning Outcomes in Two Divergent Middle School String Orchestra Classroom Environments: A Comparison of a Learner-Centered and a Teacher-Centered Approach." Digital Archive @ GSU, 2009. http://digitalarchive.gsu.edu/music_diss/1.
Full textLemay, David. "The effect of lesson characteristics on dialogue duration in classroom discourse and class content learning outcomes on multiple-choice tests." Thesis, McGill University, 2010. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=95180.
Full textIl a été proposé que les formes de dialogues (Keegan, 1993) correspondent différentiellement à la connaissance de la matière possédé par l'étudiant, et aux rôles assumés par l'enseignant et les étudiants dans ces dialogues. Une lecture de la littérature socio-constructiviste propose qu'un apprentissage maximal se produit dans des situations d'apprentissage qui sont authentiques, significatives, et qui impliquent activement les étudiants dans la construction de leurs savoirs (Loyens & Gijbels, 2008). Il a été démontré (Alexander, et al., 1994) que l'intérêt et la connaissance antérieure interagissent avec la maîtrise d'une matière. Ainsi, l'hypothèse était que des formes différentes de dialogue produisent des résultats d'apprentissage variables pour la classe (comprise dans son ensemble) parce que l'intérêt et la connaissance antérieure influent sur les occasions pour l'approfondissement de l'encodage (Bradshaw & Anderson, 1982). Cette étude est basée sur un cours d'introduction à la psychologie de l'éducation pour des étudiants en formation professionnelle d'enseignement. Le cours était basé sur des principes socio-constructivistes de l'apprentissage. Cette étude exploratoire et séquentielle de méthodologie mixte (Creswell, 2007) comptait un modèle de l'analyse du discours (1998, 2002) pour explorer les effets du topique et des formes de dialogue sur la durée des dialogues et les résultats d'apprentissage par topique. Un effet multivariable pour les formes de dialogue ainsi qu'une interaction fut identifiés entre les formes de dialogues et la durée des dialogues. L'analyse qualitative introduit deux nouveaux variables, le Topique curriculaire, et la Responsabilité pour le dialogue. La deuxième analyse quantitative identifia des différences significatives entre les topiques curriculaires et la responsabilité pour le dialogue sur les résultats d'apprentissage pour la classe. Ces résultats indiquent qu'une analyse i