Teacher participation roles in British primary classrooms
- UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
- Joyce Mae Conover (Creator)
- Institution
- The University of North Carolina at Greensboro (UNCG )
- Web Site: http://library.uncg.edu/
- Advisor
- Mary Elizabeth Keister
Abstract: The purpose of this study was to observe British Primary classrooms representative of the new informal British approach, specifically with regard to 1) the teacher participation roles in defined areas of Provisioning, Facilitation, Flexibility/Mobility Tolerance, and Open Stances, and 2) the Student Engagement and Traditional/Non-Traditional Activity Focus present there. Seven hypotheses were generated: 1) Student Engagement percentages will be high. 2) No significant differences in Activity Focus (between Traditional and Non-Traditional Activities) will be found. 3) High levels of Provisioning, Facilitation, Flexibility/Mobility Tolerance, and Open Stances will be found. 4) Provisioning, Facilitation, Flexibility/Mobility Tolerance and Open Stances will be highly interactive and show high correlations. 5) Provisioning alone will not show a significant correlation with Student Engagement. 6) Facilitation and Flexibility/Mobility Tolerance, in that order, will correlate significantly with Student Engagement. 7) The higher the correlation between Provisioning, Facilitation, Flexibility/Mobility Tolerance, and Open Stances and the greater the incidence level of these variables, the higher the Student Engagement level will be.
Teacher participation roles in British primary classrooms
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Created on 1/1/1975
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Additional Information
- Publication
- Thesis
- Language: English
- Date: 1975
- Subjects
- Schools $z Great Britain
- Education $z Great Britain
- Teacher-student relationships
- Open plan schools $z Great Britain