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dc.contributor.authorBatchelder, Annen_US
dc.date.accessioned2018-12-04T14:07:34Z
dc.date.issued1975
dc.date.submitted1975
dc.identifier.otherb1460789x
dc.identifier.urihttps://hdl.handle.net/2144/32739
dc.descriptionThesis (Ed.D.)--Boston Universityen_US
dc.descriptionPLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.en_US
dc.description.abstractThe purpose of this study was to describe and compare the process objectives of elementary school teachers and their implementation in math, english, and physical education classes, CAFIAS, a valid and reliable instrument, was used for the classroom observations. The Teacher Questionnaire on Objectives was developed around seventeen CAFIAS parameters of teacher-pupil interaction, class structure, and variety of teaching agency. Twenty-five elementary school teachers from Southern Maine who taught math, english, and physical education were the subjects in this study. Each teacher filled out the Teacher Questionnaire on Objectives for the three subject areas prior to being observed in class. Two reliable observers then coded the classroom interaction, class structure, and variety of teaching agency in a math, english, and physical education class for each subject. A one way analysis of variance was used to compare the teachers' objectives in math, english, and physical education using the seventeen parameters derived from CAFIAS for the comparisons. Whenever a significant F ratio (p < .01) was found, the Scheffe test of multiple comparisons was used to identify the location of the difference. A one way analysis of variance was used to compare the observed classroom interaction in math, english, and physical education, using the seventeen parameters derived from CAFIAS for the comparisons, Whenever a significant F ratio (p < .01) was found, the Scheffe test of multiple comparisons was used to locate the difference. T tests for dependent samples were used to compare the teachers' objectives and the observed behavior for the seventeen parameters derived from CAFIAS in elementary math, english, and physical eDucation classes. An analysis was made of the interaction matrices produced from the CAFIAS observations, which provided a description of the process observed in elementary math, english, and physical education classes. Based on the results provided by this study, the following conclusions were reached: 1. There are similarities and differences in the observed interaction patterns in elementary math, english, and physical education classes. These include: a. Extended teacher lecturing is the most frequent behavior observed in math and english, and the second most frequent cell in physical education. b. Elementary teachers are most direct in their behaviors in physical education, most indirect in their behaviors in math, and most varied in their behaviors in english. c. Nonverbal communication is an important aspect of elementary math, english, and physical education classes, although it is emphasized most in physical education. d. The teacher is the teaching agency for more than 90% of the time in all three classes. 2. Teachers' process objectives for math, english, and physical education are not significantly-different for approximately 60% of the variables measured in this study. In each case where there is a significant difference, physical education is different from either math or english. 3. The observed classroom behavior in math, english, and physical education is not significantly different for approximately 60% of the variables measured by this study. In each case where there is a significant difference, physical education is different from either math or english. 4. Most of the teachers' process objectives are significantly different from the observed classroom behavior in elementary math, english, and physical education.en_US
dc.language.isoen_US
dc.publisherBoston Universityen_US
dc.subjectElementary schoolen_US
dc.subjectCurriculumen_US
dc.subjectEducationen_US
dc.titleProcess objectives, observed behaviors, and teaching patterns in elementary math, English and physical education classesen_US
dc.typeThesis/Dissertationen_US
dc.description.embargo2031-01-01
etd.degree.nameDoctor of Educationen_US
etd.degree.leveldoctoralen_US
etd.degree.disciplineEducationen_US
etd.degree.grantorBoston Universityen_US
dc.identifier.barcode11719022070389
dc.identifier.mmsid99182186970001161


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