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Bennett, Jan. "The Relationship Between Classroom Climate and Student Achievement". Thesis, University of North Texas, 2001. https://digital.library.unt.edu/ark:/67531/metadc3065/.
Pełny tekst źródłaWilliams, Heather Jeannine. "The principal's role in school climate". CSUSB ScholarWorks, 1991. https://scholarworks.lib.csusb.edu/etd-project/3031.
Pełny tekst źródłaLeone, Suzanna. "The Relationship between Classroom Climate Variables and Student Achievement". Bowling Green State University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1256594309.
Pełny tekst źródłaShimizu, Sunao. "Japanese University Students' L2 Communication Frequency in Positive Classroom Climate". Thesis, Temple University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10272334.
Pełny tekst źródłaThe primary purpose of study is to identify predictors of willingness to communicate (LTC) and of actual frequency of English communication at work inside and outside the foreign language classroom among 439 university students (male = 226, female = 213) learning English in Japan. Based on Wen and Clément’s (2003) theory of L2 LTC, I replicated Peng and Woodrow’s (2010) structural path model using the variables of state L2 communicative confidence, L2 learning motivation, positive classroom climate, L2 LTC, with the newly added variable of actual speaking frequency.
A hypothesized structural model was examined in two contexts, LTC inside the classroom and LTC outside the classroom. Inside the classroom, communicative confidence was the predictor of L2 LTC. L2 LTC and L2 learning motivation were predictors of actual frequency of L2 communication. Positive classroom climate was a mediating variable that indirectly predicted L2 LTC through state L2 communicative confidence and task motivation. In contrast, outside the classroom, state L2 communicative confidence, L2 learning motivation, and positive classroom climate were the predictors of L2 LTC. State L2 communicative confidence, task motivation, and positive classroom climate were the predictors of actual frequency of L2 communication. The results supported Wen and Clément’s (2003) model and Peng and Woodrow’s (2010) study.
Second, Dönyei and Kormos’ (2000) study was replicated to investigate a significant difference for the four types of the students’ speaking behavior between pretest and posttest. A repeated-measures ANOVA was performed for English turns, Japanese turns, English words, and interjections with 13 students (male = 8 and female = 5) aged 18-19. The 13 participants were part of those who completed the first questionnaire. There were no significant differences for the four dependent variables.
Finally, a qualitative content analysis was performed using transcribed interview data with nine university students (6 male and 3 female students), who completed the first questionnaire. Ten variables emerged from the interviews. Four variables—teacher support, group cohesiveness, L2 learning motivation, and perceived communicative competence—supported both quantitative (Peng & Woodrow, 2010) and qualitative studies (Cao, 2011; Peng, 2007, 2012). Four additional variables—security of speaking, interlocutors, small group, and topic familiarity—supported qualitative studies by Cao (2011) and Kang (2005). The other two variables—point system and tests—were new variables identified in this study.
Positive classroom climate and task motivation (Dönyei & Kormos, 2000) were key variables influencing state L2 communicative confidence, L2 LTC, and L2 Use. As a result, I propose that task motivation and positive classroom climate should be added into MacIntyre et al.’s (1998) L2 LTC model.
Coetzee, Mercia. "Klasklimaat vir die onderrig van liggaamlike opvoeding / Mercia Coetzee". Thesis, Potchefstroom University for Christian Higher Education, 1995. http://hdl.handle.net/10394/9356.
Pełny tekst źródłaProefskrif (PhD (Menslike Bewegingskunde))--PU vir CHO, 1995
Wolfe, Jenn. "Examining the intersection of ideology, classroom climate, and pedagogy in creating open-forum discussions in secondary English classrooms". Thesis, University of Southern California, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10195737.
Pełny tekst źródłaThe purpose of this study was to examine English teachers who were considered successful at encouraging the social exploration of literature. The rationale for this study was to gain a greater understanding of the beliefs and ideologies of English teachers who were able to create a classroom climate that support students open exploration and discussion of literature in order to better understand the teachers? beliefs and ideologies as well as the ways in which they constructed their classroom climate and selected pedagogical tools to facilitate students? participation in open-forum discussion. The following research questions informed my dissertation study: What are the underlying beliefs of teachers of who have been identified as successful at engaging students in the social exploration of literature for the purpose of making meaning? What features of classroom climate do teachers actively facilitate in order to encourage the social exploration of literature through inquiry and reflection? What are the pedagogical acts that the teachers engage in to create conditions for inquiry and reflection? This multi-case study examined two English teachers identified as successful at creating a classroom climates that supported the social construction of knowledge around literature for students of historically marginalized backgrounds. Classroom observations were conducted of each teacher in the study as well as two in-depth interviews of both teachers. Documents and artifacts that were available from the lessons were collected. The findings revealed that while both teachers held a reputation for successfully implementing the social exploration of literature with their students, one teacher was more successfully able to engage students in open forum discussions. The data also showed the significance of holding an asset mindset, authentic care, relations of reciprocity, assisted performance, and scaffolding in being able to successfully create a the conditions that supported the social exploration of literature.
Abdool, Andrew Dariús. "Didaktiese riglyne vir die skep van 'n positiewe klasklimaat aan 'n sekondêre skool / Andrew Dariús Abdool". Thesis, Potchefstroom University for Christian Higher Education, 2000. http://hdl.handle.net/10394/8602.
Pełny tekst źródłaThesis (M.Ed.)--Potchefstroom University for Christian Higher Education, 2000
Mackenzie, Muriel. "The promotion of resilience ad prevention of depression : impact of classroom climate". Thesis, University of Strathclyde, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.642845.
Pełny tekst źródłaCrayne, Jennifer. "Teaching Climate Change: Pressures and Practice in the Middle School Science Classroom". Thesis, University of Oregon, 2015. http://hdl.handle.net/1794/19302.
Pełny tekst źródłaGonçalves, Fernanda do Carmo, i Fleith Denise de Souza. "Creativity in the regular classroom: perceptions of gifted and non-gifted students". Pontificia Universidad Católica del Perú, 2013. http://repositorio.pucp.edu.pe/index/handle/123456789/99679.
Pełny tekst źródłaEl presente estudio compara la percepción de clima para la creatividad en el aula, en las clases de Matemáticas y Lengua Portuguesa, entre alumnos superdotados y no-superdotados, así como investiga la relación entre creatividad y percepción de clima para la creatividad. Participaron 21 alumnos superdotados y 27 no-superdotados del 6° año de enseñanza fundamental de una escuela fiscal de Brasil. Los resultados muestran que los alumnos superdotados evaluaron el apoyo del profesor hacia la expresión de ideas del alumno en el aula de Matemáticas de manera más positiva comparado a los no-superdotados. Asimismo, los alumnos superdotados presentaron mayor interés por el aprendizaje en esta asignatura en comparación a la de Lengua Portuguesa. Se encontró correlación positiva entre la creatividad y la percepción de clima en los alumnos superdotados y correlación negativa en los no-superdotados.
McCue, Paula Jean. "Making a Connection: A Case Study on the Qualities that Promote a Positive Classroom Climate in the Early Childhood Classroom". Miami University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=miami1561041685870905.
Pełny tekst źródłaLeake, Donald Oneal. "A comparative analysis of teachers' and administrators' perceptions of school climate and organizationl dimensions /". The Ohio State University, 1987. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487332636474632.
Pełny tekst źródłade, Feijter Chris. "Teacher Perceptions about Retention and Classroom Climate in Remote Schools in Western Canada". ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1438.
Pełny tekst źródłaHankey, Maria Stack. "The Association between Engineering Students' Perceptions of Classroom Climate and Fundamental Engineering Skills: A Comparison of Community College and University Students". Diss., Virginia Tech, 2016. http://hdl.handle.net/10919/80411.
Pełny tekst źródłaPh. D.
Watson, Veverlyn L. McCarthy John R. "Relationship between student perceptions of classroom climate and satisfaction in institutions of higher education". Normal, Ill. Illinois State University, 1998. http://wwwlib.umi.com/cr/ilstu/fullcit?p9835921.
Pełny tekst źródłaTitle from title page screen, viewed July 7, 2006. Dissertation Committee: John R. McCarthy (chair), Patricia H. Klass, Charles E. Morris, Sally B. Pancrazio, William L. Tolone. Includes bibliographical references (leaves 127-130) and abstract. Also available in print.
Howley, Brian, i Marc Fleischer. "Solar PV Powered Air Conditioner Analysis for an Office/Classroom in a Tropical Climate". Thesis, Högskolan Dalarna, Energiteknik, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:du-19038.
Pełny tekst źródłaOakley, Jennifer L. "Understanding emotional climate : interaction rituals and cogenerative dialogue in a beginning science teacher's classroom". Thesis, Queensland University of Technology, 2016. https://eprints.qut.edu.au/102493/1/Jennifer_Oakley_Thesis.pdf.
Pełny tekst źródłaPrice, Beverly Pearson Witte Maria Margarita. "Teacher perceptions of the impact of professional development and teacher-student relationships on school climate". Auburn, Ala, 2008. http://repo.lib.auburn.edu/EtdRoot/2008/SPRING/Educational_Foundations,_Leadership_and_Technology/Dissertation/Price_Beverly_52.pdf.
Pełny tekst źródłaTrulsson, Sara. "Active Learning : a Supportive Teaching Method to Address Climate Change in Higher Education". Thesis, KTH, Industriell ekologi, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-191308.
Pełny tekst źródłaUniversitet världen över gör ansträngningar för att integrera undervisning av klimatförändringarna i sina utbildningsprogram, men klimatförändringarna är ett utmanande ämne: klimatsystemet är komplext, framtidsprognoser innefattar svårtolkade sannolikhetstermer och ämnet som sådant väcker många känslor. Simulationer och spel att en lärandemetod för att beröra ämnet, och samtidigt som det finns ett allt större utbud av undervisningsmaterial om klimatförändringarna på internet, sker en snabb förändring i hur online-material används för att förse studenter med information i den högre utbildningen. I vissa kurser flyttas en del av det informativa kursmaterialet till online-plattformar för att frigöra mer tid för aktivt lärande – lärande, i vilket studenten är mer aktiv än att enbart lyssna. I den här masteruppsatsen utreds huruvida aktivt lärande kan stödja studenter i lärandet om klimatförändringarna i högre teknisk utbildning. Data till studien samlades från tre studentgrupper som deltog i interaktiva klimatseminarier på Kungliga Tekniska Högskolan, KTH, och på Universitetet i Graz. För att uppnå aktivt lärande användes ett klimatbrädspel, med övningar i begrepp, vokabulär och diskussioner samt bearbetning av vetenskapliga förklaringar kring klimatförändringarna. En studentgrupp lyssnade till en föreläsningsserie före deltagandet i spelseminariet, de andra två grupperna deltog däremot enbart i ett seminarium med flipped classroom metoden: studenterna följde en instuderingsinstruktion med online-material och vetenskapliga skrifter innan de kom till spelseminariet. Analys av enkätsvar (n=102), mind-map-reflektioner (n=14) och intervjuer (n=5) ledde till tre huvudsakliga slutsatser: (1) studenternas attityder kring lärandet av klimatförändringarna påverkas av känslor, (2) studiens spelseminarier ökade studenternas förståelse av klimatförändringarna och (3) efter den aktiva lärandemetoden var studenterna mer bekväma med att förklara klimatförändringarna samt fick större förtroende till sin kunskap i ämnet. Vidare kan resultaten i den här studien tolkas som att klimatundervisning i högre utbildning kan utgöra en viktig roll för mottagandet av klimatkommunikation; om ett universitet förser studenter med en introduktion till vetenskap om klimatförändringarna kan studenterna ”tvingas över en tröskel”, så att framtida deltagande i diskussioner i ämnet kan bli mindre avlägsna. Studenterna i studien upplevde nämligen en brist på trovärdig information om klimatförändringarna i det dagliga nyhetsflödet, därför uppskattade de att ta del av vetenskaplig information och komplexa diskussioner under spelseminariet. Att använda utbildande brädspel som en aktivt-lärande-metod kan öka studenters självsäkerhet och förståelse av klimatförändringarna – på ett stödjande och glädjefyllt sätt.
Fleenor, Lesley. "The Relationship Between Student Perceptions of Classroom Climate and TVAAS Student Achievement Scores in Title I Schools". Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etd/2486.
Pełny tekst źródłaScheepers, Erremina Isabella. "Klasklimaat by Bybelonderrig in sekondêre skole / Erremina Isabella Scheepers". Thesis, Potchefstroom University for Christian Higher Education, 1995. http://hdl.handle.net/10394/8608.
Pełny tekst źródłaSkripsie (MEd (Didaktiese Opvoedkunde))--PU vir CHO, 1995
Johnson, Liz. "A Complexity Context to North Carolina Charter School Classroom Interactions and Climate| Achievement Gap Impacts". Thesis, The George Washington University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10099551.
Pełny tekst źródłaThis multimethod, multiphase study was designed to determine the impact of charter school reform on achievement in North Carolina. The study was designed to be an analysis of the relationship between classroom climate, interactions, and student achievement, through a complexity systems context. This methodology allowed for combined qualitative, quantitative, network analysis, and agent-based modeling to capture the simple, complicated, complex, and chaotic interactions in classrooms. The data for the study were drawn from eighth-grade mathematics teachers and students at four charter schools in a North Carolina urban area (n = 300). Through the analysis of data, a more detailed and nuanced picture of the relationship between classroom climate, interactions, and charter school achievement emerged. The findings suggest that teacher control and second-semester math grades are statistically significant; the higher the level of control teachers exercise, the higher students score on common core achievement. According to the findings of this study, North Carolina charter schools have served as a successful reform strategy to address the achievement gap problem in North Carolina, with school-specific strategies including high teacher support, students’ teaching students, IAP/tutoring/online supplemental program, and small classrooms. All schools, on average, scored 30.9% to 56.8% higher on grade-level proficiency (GLP) than the North Carolina 2014–2015 average. The network analysis showed how classrooms can be more or less complex in different ways with instructional, emotional support, and behavior management interactions that fit into network structures of teacher to one-student, teacher to whole class, whole class to teacher, and student to student or students. The predictive ABM, based on achievement scores over time, school achievement strategy, classroom climate, high teacher control, and second-semester math grades, demonstrated accuracy. The ABM captured macroclassroom and microstudent outcomes, along with climate changes based on interactions that either increased or reduced positive climate. This is important because a teacher has limited resources and must deal with uncontrollable influences from outside the classroom. Teachers have the power to create a positive or negative climate by their verbal and nonverbal interactions. Teachers’ interactions have consequences that impact students’ achievement and students’ lives. Consequently, every interaction matters.
Caccioppola, Federica. "Global Citizenship Education in the classroom : An exploratory study on teachers’ views". Phd thesis, Australian Catholic University, 2021. https://acuresearchbank.acu.edu.au/download/f9b12a16396833dc4dec24d06593e29017636cea7062a86b73dbac7efad00c12/6381593/Caccioppola_2021_Global_citizenship_education_in_the_classroom.pdf.
Pełny tekst źródłaSENIOR, Rosemary, i r. senior@curtin edu au. "The good language class: teacher perceptions". Edith Cowan University. Education And Arts: School Of Education And Arts, 1999. http://adt.ecu.edu.au/adt-public/adt-ECU2006.0002.html.
Pełny tekst źródłaKaufmann, Renee Monique. "THE DEVELOPMENT AND VALIDATION OF THE ONLINE LEARNING CLIMATE SCALE: A THREE-PHASE STUDY". UKnowledge, 2014. http://uknowledge.uky.edu/comm_etds/26.
Pełny tekst źródłaBudny, Kristy F. "A CASE STUDY OF STAKEHOLDERS’ PERCEPTIONS OF A PRINCIPAL’S BEHAVIORS THAT INFLUENCE SCHOOL CLIMATE, CLASSROOM PRACTICES, AND STUDENT ACHIEVEMENT IN A TITLE I SCHOOL". VCU Scholars Compass, 2019. https://scholarscompass.vcu.edu/etd/5733.
Pełny tekst źródłaVelez, Jonathan J. "Instructor Communication Behaviors and Classroom Climate: Exploring Relationships with Student Self-Efficacy and Task Value Motivation". Columbus, Ohio : Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1211151901.
Pełny tekst źródłaAl-Naeem, Abdulhamid A. A. "An investigation of the classroom climate in the College of Education, King Faisal University, Saudi Arabia". Thesis, University of Reading, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.250611.
Pełny tekst źródłaTrivette, Carol M., i Hongxia Zhao. "Great Recipe to Create Engaged Preschoolers: Classroom Climate, Physical Environment, Positive Interaction, and Children’s Self-Control". Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/4425.
Pełny tekst źródłaFairhurst, Nicole. "The Effect of Student Perceptions of Teacher-Student Relationships and Classroom Emotional Climate on STEM Education". Thesis, Curtin University, 2022. http://hdl.handle.net/20.500.11937/88094.
Pełny tekst źródłaSagett, Beth Baker Paul J. "Relationships between the positive behavior interventions and supports approach and school climate". Normal, Ill. Illinois State University, 2004. http://wwwlib.umi.com/cr/ilstu/fullcit?p3128287.
Pełny tekst źródłaTitle from title page screen, viewed March 21, 2005. Dissertation Committee: Paul Baker (chair), Mary O'Brian, Lucille Eckrich, Joseph Pacha. Includes bibliographical references (leaves 157-161) and abstract. Also available in print.
Liu, Woon Chia. "A longitudinal study of academic self-concept in a streamed setting : home environment and classroom climate factors". Thesis, University of Nottingham, 2000. http://eprints.nottingham.ac.uk/11238/.
Pełny tekst źródłaHinman, Georgia L. "Effects of classroom meetings on psychological safety and classroom climate". 1993. http://catalog.hathitrust.org/api/volumes/oclc/28647367.html.
Pełny tekst źródłaTypescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 50-57).
Huang, Su-Chiu, i 黃素秋. "Classroom Climate and Students'''''''' Sience CCreative Performance". Thesis, 1998. http://ndltd.ncl.edu.tw/handle/48874488164367558458.
Pełny tekst źródła國立台南師範學院
國民教育研究所
86
The main purpose of this study was to investigate the relationship between classroom climate and students'''''''' creative performance on natural science. The subjects were 41 fourth grade students of an elementary school in Tainan. In order to collect data about students'''''''' perception of calssroom climate, the Science Classroom Creative Climate Inventory was performed, and classroom observation and interviews with the students were conducted. The Creative Science Problem Solving Test , the Creative Science Problem Work Sheets, and the Learning Reflection Record Sheets were administered to collect students'''''''' data for portfolio assessment on creative performance. The main findings were as follows: 1.Students tended to have a positive. classroom climate perception on Safety, Freedom,Diversity, Intrinsic Motivation, Cohesiveness, Positive Material Environment, and Students'''''''' Creative Behavior. 2.Students tended to have a negative. classroom climate perception on Individualization. 3.Students tended to have a positive. classroom climate perception on Threat, Restriction, Unification, Monotony, and Extrinsic Motivation. 4.Students tended to have a negative. classroom climate perception on Alienation, and Negative Material Environment. 5.Students tended to have low scres of fluency, flexibility, originality, and evaluation in Creative Science Problem Solving Test. 6.Students tended to produce reproductive and inappropriate works on the Creative Science Problem work sheets. 7.Students'''''''' perception on Diversity and Positive Material Environment were negatively and significantly correlated with scores of fluency and flexibility in the Creative Science Problem Solving Test. 8.Students'''''''' perception on Extrinsic Motivation, Alienation, and Negative Material Environment were negatively and significantly correlated with score of the originality on Creative Science Problem Work Sheets. 9.There was no significant difference in perceptions of positive and negative classroom climate between high creative students and low creative students. 10.There were significant differences in perceptions of extrinsic motivation and intrisnic motivation between high creative students and low creative students.
Antosca, Deborah Ann. "Classroom climate in middle school eighth grades". 1997. https://scholarworks.umass.edu/dissertations/AAI9721428.
Pełny tekst źródłaZhen-Cheng, Liao, i 廖振成. "A Study of Interpersonal Network, Classroom Management,Classroom Climate and Teaching Effectiveness". Thesis, 2011. http://ndltd.ncl.edu.tw/handle/34714971606391704434.
Pełny tekst źródła亞洲大學
國際企業學系碩士在職專班
99
This study aims to explore the Interpersonal network of teachers, classroom management and classroom climate on the teaching effectiveness. The subjects are elementary school teachers from Yunlin County actually engaged in teaching, and a total of 53 valid samples.This study used “Social Network Analysis” to analyse all respondents’network degree and network betweenness of interpersonal network. The statistical methods used to analyze the data were descriptive statistics, factor analysis, Pearson’s product-moment correlation, and regression analysis. The results mainly show that:Respondents’ network degree and network betweenness of interpersonal network have no effects on teaching effectiveness.Classroom management have positive effects on teaching effectiveness. Most respondents agree that teaching environment management have significant help on enhancement of teaching effectiveness.Classroom climate have disturbance effects on teachers’ interpersonal network and teaching effects; Especially, teacher with high network degree of interpersonal network have more teaching information to promote the student to teachers trust and enhance teaching effectiveness.Classroom climate have disturbance effects on classroom management and teaching effectiveness.According to these findings, the researcher offers some suggestions.
LIN, JIA-WEN, i 林嘉汶. "A Study of the Classroom Climate Shaping Process". Thesis, 2019. http://ndltd.ncl.edu.tw/handle/7npqxk.
Pełny tekst źródłaMartinez, Susan E. "Positive reinforcements impact on classroom climate in middle school". 1999. http://www.library.cnd.edu.
Pełny tekst źródła"In partial fulfillment of the requirements for the degree of Master of Arts in Counseling Psychology; Marriage, Family, and Child Counseling Emphasis."
Chiu-Shun, Liu, i 劉秋霞. "Classroom Climate and Political Socializatio in Junior high school". Thesis, 1998. http://ndltd.ncl.edu.tw/handle/78473725673416864883.
Pełny tekst źródłaChen, Yu-Chen, i 陳俞臻. "The CSF of Influencing Classroom Climate: A Meta-Analysis Research". Thesis, 2017. http://ndltd.ncl.edu.tw/handle/522e77.
Pełny tekst źródła國立彰化師範大學
工業教育與技術學系
105
The purpose of this study probed into the critical factors for classroom climate. The research method was Meta-analysis Method which could get an appropriate study framework through a great deal of literature review. This study integrated domestic relative references which ranged from 2001 to 2015. It adopted 41 pieces as coding sample, including domestic journals, thesis, and dissertations. In order to analyze the critical factors for classroom climate, statistic value of each various effect value was first transformed into γ and then Fail Safe N was calculated. In addition, Heterogeneity Test, True Population Effect Size, 95% Confidence Interval, and Explained Variance are applied to test and verify in this study. Base on the results of study, the researchers also provided a discussion and made some recommendations to upgrade the efficiency of classroom climate.
Hsu, ShuHua, i 許淑華. "A STUDY OF RELATIONSHIP BETWEEN TEACHERS’ TEACHING STYLES AND CLASSROOM CLIMATE". Thesis, 2002. http://ndltd.ncl.edu.tw/handle/78987259280318217409.
Pełny tekst źródła臺中師範學院
國民教育研究所
90
The main purpose of this study was to identify the relationship between teachers'''' teaching styles and classroom climate. The study was employed by questionnaire survey method. The questionnaire was included two main part :one was to inquire the teachers'''' teaching styles ; the other was to inquire the classroom climate. The groups of subjects were arranged : including 296 elementary school teachers, and their 2960 students in Nantou . Data were analyzed using item analysis, factor analysis, mean, standard deviation, t-test, one-way ANOVA, and canonical correlation. The major conclusion were: 1.The type of teachers’ teaching styles in Nantou used frequently by teachers was between “teacher-centered “ and “learner-centered”. Classroom climate was good. 2.There was significant difference in teacher''''s styles between male and female teachers. 3.There were significant differences in teachers'''' styles among the years of teaching experience. 4.There were no significant differences in teachers'''' styles among the years of teaching experience. 5.There was no significant difference in classroom climate between male and female teachers. 6.There were significant differences in classroom climate among the years of teaching experience. 7.There were significant differences in classroom climate among the different level of teachers'''' education. 8.There were significant differences in classroom climate among the different area. 9.There were significant differences in classroom climate among the different teachers'''' styles. 10.There was a significant relationship between teachers'''' styles and classroom climate. Keyword: teachers'''' styles, classroom climate, teacher-centered, learner-centered
Chen, Yi-Ju, i 陳怡如. "Study on Classroom Climate and Learning Effectiveness in Blended Learning Environment". Thesis, 2006. http://ndltd.ncl.edu.tw/handle/06149276566372815979.
Pełny tekst źródła國立中山大學
資訊管理學系研究所
94
In recent years, Blended Learning becomes more and more popular in business and educational fields. It is regarded as an important research topic in e-Learning because it’s potential to enhance and improve students’ learning effectiveness. Though the concept of blended learning has been existing in traditional learning for several years; with the development of information technology, it drives a new emerging blended learning model. By combining cyber-asynchronous and cyber-asynchronous becomes the new Emerging Blended Learning (EBL) in contrast to the physical-synchronous and cyber-asynchronous that is considered as the Traditional Blended Learning (TBL). Besides, interaction is a vital factor in blended learning and learning effectiveness is an urge question that all researchers want to study in e-Learning. And the classroom climate, which comes from the interaction among all members and the environment in the class, has a vital influence on students learning outcome in traditional learning. According to our survey, the conclusion of the relationship between classroom climate and learning effectiveness in e-Learning is not yet confirmed from the literature. By analyzing these two different blended learning models (EBL and TBL), the aims of our study are to explore if the learning effects of EBL is the same as that of TBL and to investigate the relationship between classroom climate and learning effectiveness in e-Learning. The methods combine questionnaire, interview and LMS system logs for applying data triangulation validation. The procedure are collecting the questionnaire data at midterm and final examinations and then interviewing some students to get their thoughts and finally analyzing the system logs to help explanation of the quantity results. The results show that the learning effect of EBL is the same as that of TBL and the changes of classroom climate and learning effectiveness in EBL are more significant than in TBL. The results also show that the correlation of classroom climate and learning satisfactory is significant. Finally, we provide some suggestions and future research directions for educators and researchers.
Santos, Lilia Fátima de Sa Pereira. "Bringing the Climate Crisis into the Classroom through Dystopian Cli-fi". Master's thesis, 2021. https://hdl.handle.net/10216/137877.
Pełny tekst źródłaHSU, Chi-Hsiang, i 許基祥. "The Relationships of Teachers' Classroom Management Style and Students' Classroom Climate on Vocational Fisheries and Marine High Schools". Thesis, 2007. http://ndltd.ncl.edu.tw/handle/79351315826500622383.
Pełny tekst źródła國立臺灣師範大學
工業教育學系在職進修碩士班
96
The purposes of this study were to explore the relationship between classroom management style and classroom climate in vocational fisheries and marine high schools. To fulfill the research purposes, the study reviewed literatures about theories of classroom management style and classroom climate was adopted to form the basis of this study. A questionnaire survey was also used to collect the empirical data of this study. There were 59 teachers and 1013 students sampled from 5 vocational fisheries of marine high schools and 2 comprehensive high schools, who responded on two instruments, "Inventory of Classroom Management Style ", "Classroom Climate Scale". The statistics procedures employed for the results of the survey about the distribution of the basic data were the Frequency Distribution, Percentage, Means, Standard Deviation, t-test, one-way ANOVA, Scheffe Method, Pearson's Product-Moment Correlations. The conclusions of this research were as follows: 1.The Vocational Fisheries and Marine High School teachers’ classroom management style, “Interactionalists Style,” the largest number, followed “Interventionists Style,” “Non-Interventionists Style,” are least. 2.The Vocational Fisheries and Marine High School students’ classroom climate grade is on the degree, among “Democratic Levels” highest “Order Levels,” the lowest. 3.There were significant differences in the variables of teachers’ gender, service duration, and the duty of class teachers’ time for this class on teachers’ classroom management style. 4.There were significant differences in the variables of students’ gender, departments, and schools on students’ classroom climate. 5.There were significant differences in the type of teachers’ classroom management styles on the “Order” of students’ classroom climate. 6.There were significant correlation between teachers’ classroom management style and students’ classroom climate. The suggestions of this research were as follows: 1.Teachers should be more exchange of experience in classroom management, classroom management on the right track. 2.Teacher should care about students, encouraging participation in activities, so as to reduce the formation of undesirable classroom climate. 3.Schools should organize regular training activities to enhance professional competency of teachers. 4.School activities for more than provide a common learning platform for students to form a virtuous interaction. 5.School education and counseling for various activities to promote the healthy development of students. 6.Students should be accepted pluralistic culture values and respect for other people's accomplishments. 7.Students should be actively involved in various activities to upgrade the class cohesion and foster a positive outlook on life. Key words: the Vocational Fisheries and Marine High School teachers’, the fisheries and marine class branch, classroom management style, classroom climate.
Erasmus, Sasha. "The relationship between school climate, classroom climate, and emotional intelligence in primary school learners from Durban, KwaZulu-Natal". Diss., 2019. http://hdl.handle.net/10500/26600.
Pełny tekst źródłaAbstract in English and Afrikaans
This study aimed to determine whether classroom climate or school climate is a greater predictor of emotional intelligence in South African primary school learners from Durban, KwaZulu-Natal, as well as which factors promote and which inhibit its development. A purposive sample of 119 primary school learners from six classes in two government schools in Durban was obtained. The learners assessed their classroom climate with the My Class Inventory (short form) (MCI-SF), and their emotional intelligence with the Trait Emotional Intelligence Questionnaire (Child Short Form) (TEIQue-CSF). The six teachers assessed the school climate with the School Level Environment Questionnaire (SLEQ). Results suggest that classroom climate is a predictor of emotional intelligence while school climate is not; that satisfaction and cohesiveness positively correlate with emotional intelligence levels, and friction, competitiveness, and difficulty negatively correlate with emotional intelligence levels. The identified relationship between classroom climate factors and emotional intelligence warrants further research into the topic.
M.A. (Psychology)
Hierdie studie het ten doel gehad om te bepaal of klaskamerklimaat of skoolklimaat 'n groter voorspeller van emosionele intelligensie by Suid-Afrikaanse laerskool leerlinge van Durban, Kwazulu-Natal is, asook watter faktore die ontwikkeling bevorder en watter die ontwikkeling daarvan belemmer. 'n Doelgerigte steekproef van 119 laerskool leerlinge van ses klasse in twee regering skole in Durban is verkry. Die leerlinge het hulle klasklimaat beoordeel met behulp van die ‘My Class Inventory (short form) (MCI-SF)’, en hulle emosionele intelligensie met die ‘Trait Emotional Intelligence Questionnaire (Child Short Form) (TEIQue-CSF)’. Die ses onderwysers het die skoolklimaat beoordeel met die ‘School Level Environment Questionnaire (SLEQ)’.. Resultate dui daarop dat klasklimaat 'n voorspeller van emosionele intelligensie is terwyl skoolklimaat nie is nie; dat tevredenheid en samehorigheid positief korreleer met emosionele intelligensievlakke, en wrywing, mededingendheid en probleme negatief korreleer met emosionele intelligensievlakke. Die geïdentifiseerde verwantskap tussen klimaatfaktore in die klaskamer en emosionele intelligensie regverdig verdere navorsing oor die onderwerp.
Psychology
"Examining the effects of classroom climate on aggression and victimization in low income, ethnically diverse preschoolers". Tulane University, 2018.
Znajdź pełny tekst źródłaChrisenduth, Jayshree. "Infuence of classroom climate on academic achievement of learners in secondary schools". Thesis, 2006. http://hdl.handle.net/10530/735.
Pełny tekst źródłaThis research was conducted to determine whether classroom climate influences academic achievement of secondary school learners. The literature study indicates that the classroom climate factors such as organization of learning space, learner involvement and discipline have a direct influence on academic achievement. To confirm the influence of the above factors, the research was conducted at four secondary schools in the Amajuba District of Newcastle. The research revealed that a significant positive correlation exists between classroom climate and academic achievement of learners in secondary schools. The research further confirmed that the lack of organization of learning space, lack of learner involvement in lessons and lack of classroom discipline contributes to poor academic achievement in secondary schools. A positive classroom climate is facilitated by educators being given maximum opportunity to teach and learners being given maximum opportunity to learn. The benefit of a positive classroom climate is that the joy of learning is unfolded in an environment that enables each learner to thrive and to soar to greatness by achieving academic success. Ultimately the positive transformation of our society lies within the domain of our emerging generation. Thus positive classroom climate is necessary to raise matric the pass rate of 70% in the Kwa-Zulu Natal Province.
Lee, Kuo-Sheng, i 李國勝. "A Study on the Relationship among Advisors' Leadership Behavior, Classroom Climate, and Classroom Management Efficacy of Junior High Schools". Thesis, 2005. http://ndltd.ncl.edu.tw/handle/10723133907272201901.
Pełny tekst źródła國立彰化師範大學
教育研究所
93
A Study on the Relationship among Advisors' Leadership Behavior, Classroom Climate, and Classroom Management Efficacy of Junior High Schools Advisor: Chu-Hsun Kuo, Ph. D. Author: Kuo-Sheng Lee Abstract The main purpose of this study was to identify the relationship among advisors' leadership behavior, classroom climate and classroom management efficacy. In order to achieve research objectives, the study employed questionnaire survey method to gather the research data. Samples, drawn from central of Taiwan, included 328 advisors and 1888 students of junior high schools. Acquired data were analyzed by descriptive statistics, t-test, one-way ANOVA, Scheffé method, Pearson's product-moment correlation, and multiple regression analysis methods. Some conclusions of this thesis are found as follows: 1. The junior high school advisors' leadership behavior is above average. Advisors of junior high schools often operate management by exception and contingent reward in leadership behavior aspect, seldom charisma. 2. The junior high schools' classroom climate is above average. It performed well at the democracy of classroom climate, but poorly at the order of classroom climate. 3. The junior high schools advisors' classroom management efficacy is above average. It performed well at the teacher-parent relationship, but poorly at class rules. 4. There are existed significant differences within gender, education degree, and class numbers of school in the junior high schools advisors' leadership behavior aspects. 5. There are existed significant differences within years-of-teaching, class numbers of school, and school location in the junior high schools' classroom climate aspects. 6. There are existed significant differences within gender, years-of-teaching, and class numbers of school in the junior high school advisor's classroom management efficacy aspects. 7. There is a positive correlation between the junior high schools advisors' leadership behavior and classroom climate. 8. There is a positive correlation between the junior high school advisor's leadership behavior and classroom management efficacy. 9. There is a positive correlation between the junior high school classroom climate and classroom management efficacy. 10.The junior high schools advisors' leadership behavior and classroom climate are good predictors for predicting classroom management efficacy. Based on above findings, this study proposed some concrete suggestions to the junior high schools' advisor and educational authorities. Keywords: Leadership Behavior, Transformational Leadership, Transactional Leadership, Classroom Climate, Classroom Management Efficacy
Chang, Huey-Juh, i 張惠祝. "The evolution of the Classroom Climate and its relevant factor: A case". Thesis, 1999. http://ndltd.ncl.edu.tw/handle/61009402223932631529.
Pełny tekst źródła國立中正大學
教育研究所
87
The evolution of the Classroom Climate and its relevant factor: A case study in a high school A Thesis for the Master Degree of Education Chang, Huey Juh National Chung Cheng University , Institute of Education Abstract The purposes of this study are to explore the classroom climate evolution ; teacher and students'' classroom climate perception under relevant factors of the teacher roles, teacher leadership, teacher-student interaction and students interaction, and what''s characteristic of the classroom climate? In This study , a sample of a class(n=39) was drawn on purpose and data was gathered from classroom observations , interviews, and three questionnaires for assist. The main findings of this research are as follows: 1.The evolution of classroom climate has the stages. (1) The classroom climate is affected by some relevant factors such as campus violence, the misunderstanding of students think to the communication of teachers and parents, and students reject to join the practice of the healthy dancing. Therefore the classroom climate can differentiate from three stages six periods by the time. The sequence is: The first stage is exploratory which can divide into (the period of embarrassment and adjustment) and (the period of cadres and students'' conflict ). The second stage is fighting and trying which can divide into (the period of teachers and students'' conflict) and (the period of students'' conflict). The third stage is cold which can divide into (the period of cadres and teachers'' sense of weakness) and (the period of students'' autonomy). (2)The classroom climate has three phenomenon such as stages, fluctuation and life which are founded from classroom climate characteristics. 2.Teacher leadership is the relevant factor of the evolution of the classroom climate (1)The establishment of classroom order, re-establishment and educate is the key point of leadership which affect the development of classroom climate. (2)Authoritative leadership can raise the obedience of students, and likely to correspond to teacher''s ideal classroom climate. (3)Teachers'' communication skill and attitude affect the development of teachers-parents and teachers-students'' friendly and trustful relation, and which affect the positive interaction of classroom climate. 3.Teacher role and subjects are the relevant factors of the evolution of the classroom climate When teacher roles, subjects and teaching plan are different, there will be different classroom climate characteristics in the order ,stability and liveliness. 4. Students'' characteristics and interaction are the relevant factors of the evolution of the classroom climate Cadre''s personality, deportment and behavior affect the obedience of students , and cadres'' violent personality will affect the classroom climate of stability deeply . 5.Teachers and students'' perception of classroom climate is different according to the evolution of different stages (1)There are different perception of teachers and students in terms of different subjects, favorite, reality and entire classroom climate. (2)There are some difference between teachers and students'' perception, which is owing to teachers have whole, corrective perception , however students have affair and emotional perception. (3)The different perception of teachers and students will readjust the classroom climate by conflict or impression. According to the results of the study, several suggestions are finally proposed to teacher training, schools and teachers. Key words: classroom climate, teacher leadership, teacher belief, teacher-student interaction.
Carlisle, J. Katherine. "A study of social-emotional climate within secondary school music classroom settings". 2008. http://link.library.utoronto.ca/eir/EIRdetail.cfm?Resources__ID=742265&T=F.
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