INSTRUCTIONAL MANAGEMENT, ENVIRONMENTAL VARIABLES AND STUDENT ACHIEVEMENT (PATH ANALYSIS).

Persistent Link:
http://hdl.handle.net/10150/187721
Title:
INSTRUCTIONAL MANAGEMENT, ENVIRONMENTAL VARIABLES AND STUDENT ACHIEVEMENT (PATH ANALYSIS).
Author:
DAVID, ELIZABETH LINDLEY.
Issue Date:
1984
Publisher:
The University of Arizona.
Rights:
Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
Abstract:
The ultimate goal of education is to facilitate student learning and achievement. Instructional management offers one means of evaluating the impact of various teaching behaviors on student learning. Environmental variables also interact with instructional management variables to influence teacher behavior and student learning. It was the purpose of this study to evaluate the influence of instructional management and environmental variables on student achievement utilizing a causal model. Subjects included 430 elementary and junior high school students in grades four through eight. Multiple regression was utilized in establishing the path coefficients and standard errors of the explanatory variables effect on student achievement. Results of this study suggest that teacher education, teacher knowledge, student grade, classroom complexity and classroom mobility account for a large proportion of the total variance in the path model. Master's level teachers significantly affect both the teacher's knowledge of the instructional content mastered by the student and the student's achievement. The grade level of the student significantly affects the student's achievement. The teacher's knowledge affects student achievement at the p < .001 level.
Type:
text; Dissertation-Reproduction (electronic)
Keywords:
Classroom management.; Classroom environment.
Degree Name:
Ph.D.
Degree Level:
doctoral
Degree Program:
Educational Psychology; Graduate College
Degree Grantor:
University of Arizona

Full metadata record

DC FieldValue Language
dc.language.isoenen_US
dc.titleINSTRUCTIONAL MANAGEMENT, ENVIRONMENTAL VARIABLES AND STUDENT ACHIEVEMENT (PATH ANALYSIS).en_US
dc.creatorDAVID, ELIZABETH LINDLEY.en_US
dc.contributor.authorDAVID, ELIZABETH LINDLEY.en_US
dc.date.issued1984en_US
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.description.abstractThe ultimate goal of education is to facilitate student learning and achievement. Instructional management offers one means of evaluating the impact of various teaching behaviors on student learning. Environmental variables also interact with instructional management variables to influence teacher behavior and student learning. It was the purpose of this study to evaluate the influence of instructional management and environmental variables on student achievement utilizing a causal model. Subjects included 430 elementary and junior high school students in grades four through eight. Multiple regression was utilized in establishing the path coefficients and standard errors of the explanatory variables effect on student achievement. Results of this study suggest that teacher education, teacher knowledge, student grade, classroom complexity and classroom mobility account for a large proportion of the total variance in the path model. Master's level teachers significantly affect both the teacher's knowledge of the instructional content mastered by the student and the student's achievement. The grade level of the student significantly affects the student's achievement. The teacher's knowledge affects student achievement at the p < .001 level.en_US
dc.typetexten_US
dc.typeDissertation-Reproduction (electronic)en_US
dc.subjectClassroom management.en_US
dc.subjectClassroom environment.en_US
thesis.degree.namePh.D.en_US
thesis.degree.leveldoctoralen_US
thesis.degree.disciplineEducational Psychologyen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.grantorUniversity of Arizonaen_US
dc.identifier.proquest8421969en_US
dc.identifier.oclc691272319en_US
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