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dc.contributor.advisorSmith, William R.
dc.creatorDenham, Alice McCreary
dc.date.accessioned2020-01-08T17:45:07Z
dc.date.available2020-01-08T17:45:07Z
dc.date.created1974
dc.date.issued1971
dc.identifier.urihttps://hdl.handle.net/1969.1/DISSERTATIONS-170233
dc.description.abstractThe problem. Much recent research on teaching has emphasized classroom climate, classroom focus (on the student as an active participant in instruction or on the instructor as an information giver), patterns of teacher-student verbal interaction, and cognitive levels of learning tasks. Though these are clearly relevant dimensions of instruction, their relationships to student learning have not been demonstrated definitively enough to provide a firm basis for the improvement of instruction. The unique contribution of this study to educational research literature was the analysis of instructional conditions (above) according to the degree of congruence between instructor and student assessment of their emphases in class. Procedures. Fourteen instructors in second semester freshman English at Texas A&M University comprised the teacher sample. One class of each instructor was randomly selected for this study. Since classes were computer-scheduled without regard to student characteristics, the 348 students are believed to be representative of the whole university's freshman population. The Class Activities Questionaire (CAQ) was administered to classes during the fourteenth week of the semester. Parallel Class Activities Questionnaire (PCAQ) forms were given to instructors two weeks later. The CAQ assessed cognitive levels and affective conditions receiving emphasis in class by relatively low-inference student judgments. By the PCAQ, instructors assessed each individual student along the same dimensions as those of the CAQ, with parallel items, thus providing the basis for comparing instructor and student perceptions of emphases. ...en
dc.format.extent111 leavesen
dc.format.mediumelectronicen
dc.format.mimetypeapplication/pdf
dc.language.isoeng
dc.rightsThis thesis was part of a retrospective digitization project authorized by the Texas A&M University Libraries. Copyright remains vested with the author(s). It is the user's responsibility to secure permission from the copyright holder(s) for re-use of the work beyond the provision of Fair Use.en
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/
dc.titleEffects of congruent perceptions on student achievement in freshman English classesen
dc.typeThesisen
thesis.degree.disciplineCurriculum and Instructionen
thesis.degree.grantorTexas A&M Universityen
thesis.degree.nameDoctor of Philosophyen
thesis.degree.levelDoctoralen
dc.contributor.committeeMemberBarker, Donald G.
dc.contributor.committeeMemberCasey, Albert
dc.contributor.committeeMemberHope, Lannes
dc.contributor.committeeMemberVarvel, Walter A.
dc.type.genredissertationsen
dc.type.materialtexten
dc.format.digitalOriginreformatted digitalen
dc.publisher.digitalTexas A&M University. Libraries


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