Combined classes: better or worse? can teacher characteristics explain dfferences between combined and single-grade classroom structures?

Submitted by reedelderc on Thu, 05/23/2013 - 10:09

Description

Creator:

Hutton, Christine A

Responsibility:

Christine A Hutton

Start Date:

2002

End Date:

2002

Date Range:

2002 April 02

Physical Description:

937.2 KB of textual records (PDF)

Notes:

Audience: Undergraduate. -- Dissertation: Thesis (B. A.). -- Algoma University, 2002. -- Submitted in partial fulfillment of course requirements for PSYC 4105. -- Includes figures and tables. -- Contents: Thesis.

Bibliographic Information

Publication:

Sault, Ste. Marie, Ont.:

Standard No:

OSTMA-PSYC-Hutton-Christine-A-20020402

Physical Location

rec_shelfloc:

2013-064-001

Repository:

Algoma University Archive

Accession No:

Algoma University Theses collection

Container Number:

001

Conservation

Historical Context:

Examinations of student performance between single-grade and multi-grade classroom structures have yielded mixed results. Research has reported significant positive relationships between teacher motivation (TM), teacher job satisfaction (TJS) and student performance. Teacher creativity (TC) has not been examined in this context, but has been linked with motivation. This study examined three questions. Are there differences in student performance between classroom structures? Are there teacher differences between classroom structures? Can TJS, TM and TC predict student performance? Ten elementary school teachers completed anonymous testing packages. Student performance and teacher differences were found between class structures. Joint teacher characteristics can be used to predict student performance. Statistically significant results are consistent with the literature prompting future research in this area.

Language:

All material is in English.

GMD:

electronic

textual record

Description Level:

File

Document: