PATTERNS OF PERSONAL RELATIONSHIPS IN INVESTIGATIONS WITH DEMOCRATIC PROCESSES IN CLASSROOMS (LEARNING, TEACHING).

Persistent Link:
http://hdl.handle.net/10150/187900
Title:
PATTERNS OF PERSONAL RELATIONSHIPS IN INVESTIGATIONS WITH DEMOCRATIC PROCESSES IN CLASSROOMS (LEARNING, TEACHING).
Author:
WILDE, LOIS VICTORIA.
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:
This study focused on the identification of patterns of personal relationships that were documented in a series of thirteen investigations involving a Theory of Democratic Processes in Classrooms. Descriptive summaries and analyses of the various investigations were sought with the intent of identifying additional concepts and insights which might contribute to the theory. The investigator sought answers to the following questions: (1) What investigations were undertaken? (2) How were the investigations conducted? (3) What were the major findings of the investigations? (4) What patterns of personal relationships were reported? (5) What implications for the theory have occurred as a consequence of the investigations? A review of related literature dealt with descriptions of personal relationships in classrooms which tended to foster democracy in education. Literary references for such descriptions included the thirteen investigations identified and used in this study. Literary considerations regarding the Theory of Democratic Processes in Classrooms were evolved regarding each of the categories employed as an analytical framework. One chapter of this study was devoted to detailing information regarding the date, author, title, problem statement, assumptions, methods, and findings of each of the thirteen investigations. The data chapters presented the findings of the coded results of the various investigations. In the final chapter, patterns of personal relationships concerning concepts and insights derived from the investigations were reported. Among the concepts and insights concerned with these patterns, the following seemed most heuristic: (1) Democratic processes tend to be experienced in an environment where there is daily interaction; where individuals seem to be in charge of their own choices; and where persons seem to accompany each other in a supportive manner, and (2) When democratic processes are experienced, persons tend to develop their maximum potential; learning appears to involve intrapersonal explorations of interests; and an atmosphere of freedom and trust tends to allow for mutual respect and concern.
Type:
text; Dissertation-Reproduction (electronic)
Keywords:
Classroom management.; School environment.; Students -- Psychology.
Degree Name:
Ph.D.
Degree Level:
doctoral
Degree Program:
Secondary Education; Graduate College
Degree Grantor:
University of Arizona
Advisor:
Barnes, William D.

Full metadata record

DC FieldValue Language
dc.language.isoenen_US
dc.titlePATTERNS OF PERSONAL RELATIONSHIPS IN INVESTIGATIONS WITH DEMOCRATIC PROCESSES IN CLASSROOMS (LEARNING, TEACHING).en_US
dc.creatorWILDE, LOIS VICTORIA.en_US
dc.contributor.authorWILDE, LOIS VICTORIA.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.abstractThis study focused on the identification of patterns of personal relationships that were documented in a series of thirteen investigations involving a Theory of Democratic Processes in Classrooms. Descriptive summaries and analyses of the various investigations were sought with the intent of identifying additional concepts and insights which might contribute to the theory. The investigator sought answers to the following questions: (1) What investigations were undertaken? (2) How were the investigations conducted? (3) What were the major findings of the investigations? (4) What patterns of personal relationships were reported? (5) What implications for the theory have occurred as a consequence of the investigations? A review of related literature dealt with descriptions of personal relationships in classrooms which tended to foster democracy in education. Literary references for such descriptions included the thirteen investigations identified and used in this study. Literary considerations regarding the Theory of Democratic Processes in Classrooms were evolved regarding each of the categories employed as an analytical framework. One chapter of this study was devoted to detailing information regarding the date, author, title, problem statement, assumptions, methods, and findings of each of the thirteen investigations. The data chapters presented the findings of the coded results of the various investigations. In the final chapter, patterns of personal relationships concerning concepts and insights derived from the investigations were reported. Among the concepts and insights concerned with these patterns, the following seemed most heuristic: (1) Democratic processes tend to be experienced in an environment where there is daily interaction; where individuals seem to be in charge of their own choices; and where persons seem to accompany each other in a supportive manner, and (2) When democratic processes are experienced, persons tend to develop their maximum potential; learning appears to involve intrapersonal explorations of interests; and an atmosphere of freedom and trust tends to allow for mutual respect and concern.en_US
dc.typetexten_US
dc.typeDissertation-Reproduction (electronic)en_US
dc.subjectClassroom management.en_US
dc.subjectSchool environment.en_US
dc.subjectStudents -- Psychology.en_US
thesis.degree.namePh.D.en_US
thesis.degree.leveldoctoralen_US
thesis.degree.disciplineSecondary Educationen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.grantorUniversity of Arizonaen_US
dc.contributor.advisorBarnes, William D.en_US
dc.contributor.committeememberLetson, Robert J.en_US
dc.contributor.committeememberClark, Donald C.en_US
dc.contributor.committeememberGrant, Robert T.en_US
dc.contributor.committeememberDroegemueller, Lee A.en_US
dc.identifier.proquest8506963en_US
dc.identifier.oclc693591518en_US
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