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Memorial University - Electronic Theses and Dissertations 1
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Document Description
TitleClassroom control and reading achievement in grade two and grade five
AuthorBrooker, G. M.(Gwendolyn May), 1942-
DescriptionThesis (M.Ed.) -- Memorial University of Newfoundland, 1983. Education
Date1983
Paginationix, 121 leaves.
SubjectClassroom management; Reading (Elementary);
DegreeM.Ed.
Degree GrantorMemorial University of Newfoundland. Faculty of Education
DisciplineEducation
LanguageEng
NotesBibliography : leaves 111-121.
AbstractThis study is concerned with decisions the teacher makes in the classroom regarding classroom control, and the effects these decisions have on reading achievement. The teacher is seen as a manager, responsible for deciding how to control the transactions in the social system of the classroom so that learning tasks are accomplished efficiently and effectively. Data used to test the hypotheses in this study were gathered as part of a study of elementary classroom teaching entitled the Teaching Strategies Project, and conducted by the Institute for Educational Research and Development, Memorial University of Newfoundland. Classroom process data were collected during approximately thirty hours of observations in each of 75 classrooms. During this period the Gates-MacGinitie Reading Tests were also administered as pre-test and post-test. -- This study used the conception of classroom control developed by Morrison (1974) which defined control as consisting of three dimensions: warmth, boundary control and response to deviant behaviour. To determine if these dimensions are important predictors of reading achievement a two stage analysis was conducted. The first stage involved the association between the dependent and independent variables. A correlational analysis was first used to determine if a relationship exists between the independent variables (warmth, desk, task, talk, mild reprimand, severe reprimand, threat, punishment and other) and the three composites (boundary control, response to deviant behaviour and total control). Total control consisted of the composites of warmth, boundary control and response to deviant behaviour, and a regression analysis was used to determine the contribution of each of these composites to total control. -- The second stage of analysis examined the question of whether the independent variables have a linear or a nonlinear relationship to the dependent variables of reading. In order to test this, teachers were divided into groups on the basis of the independent variables. An analysis of variance was applied, followed by tests for linear and nonlinear trends. The computing procedure used was SPSS BREAKDOWN, using the ANOVA option with separation of trends for linear and nonlinear regression. The significance of the linear and nonlinear relationship was determined by the F test. All tests of significance used in this study were at the.05 level of probability. -- Based on these tests it was concluded that warmth was significantly associated with reading achievement in grades two and five and therefore the first hypothesis was accepted. A significant linear relationship was also found for warmth and reading achievement in grade two. The second hypothesis, that high boundary control is significantly associated with reading achievement was supported for grade five, but not for grade two. The test for linear relationships showed that only the task variable in grade five had a significant linear relationship. The third hypothesis, that low response to deviant behaviour is significantly correlated with reading achievement in grades two and five was rejected because of an insignificant correlation in grade two, although grade five was found to have a significant correlation. Also a significant linear correlation was found for mild reprimand in grade two. Hypothesis four involved a composite of the dimensions of warmth, boundary control and response to deviant behaviour. It was found that this composite was significantly related to reading achievement in both grades. -- This study shows that the dimensions of classroom control are important for reading achievement, particularly in grade five, and that there are important differences between grades with regard to control.
TypeText
Resource TypeElectronic thesis or dissertation
FormatImage/jpeg; Application/pdf
SourcePaper copy kept in the Centre for Newfoundland Studies, Memorial University Libraries
Local Identifier75272092
RightsThe author retains copyright ownership and moral rights in this thesis. Neither the thesis nor substantial extracts from it may be printed or otherwise reproduced without the author's permission.
CollectionElectronic Theses and Dissertations
Scanning StatusCompleted
PDF File(36.08 MB) -- http://collections.mun.ca/PDFs/theses/Brooker_GwendolynMay.pdf
CONTENTdm file name294959.cpd