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Educating minority boys: Examining t...

Mason, Erin Brown.

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Educating minority boys: Examining the differences in children's classroom experiences as a result of teacher-child relationships and a professional development intervention.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Educating minority boys: Examining the differences in children's classroom experiences as a result of teacher-child relationships and a professional development intervention./
Author:	Mason, Erin Brown.
Description:	129 p.
Notes:	Source: Masters Abstracts International, Volume: 48-06, page: 3281.
Contained By:	Masters Abstracts International48-06.
Subject:	Education, Multilingual. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1477547
ISBN:	9781124053691

Educating minority boys: Examining the differences in children's classroom experiences as a result of teacher-child relationships and a professional development intervention.
Mason, Erin Brown.

Educating minority boys: Examining the differences in children's classroom experiences as a result of teacher-child relationships and a professional development intervention. - 129 p.

Source: Masters Abstracts International, Volume: 48-06, page: 3281.

Thesis (M.A.)--The University of North Carolina at Chapel Hill, 2010.

This study examined differences in classroom experiences for minority boys as a result of their teacher-child relationships and a professional development intervention. The Student Teacher Relationship Scale was used to categorize boys in 23 prekindergarten through 3rd grade classrooms to relationships high in conflict or high in closeness. A time-sampling observation measure was used to observe the two boys with the highest conflictual and two boys with the highest in closeness relationships pre and post a professional development intervention. Independent samples t-tests and analysis of covariance tests were conducted to examine the differences in classroom experiences. Results indicate minority boys with conflictual relationships are less attentive than those with high in closeness relationships. Minority boys in the intervention group received more oral language development and scaffolding post intervention than those in the control group. The results have implications for school staff interested in bettering early school experiences for minority boys.

ISBN: 9781124053691Subjects--Topical Terms:

1669153
Education, Multilingual.

Educating minority boys: Examining the differences in children's classroom experiences as a result of teacher-child relationships and a professional development intervention.
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100 1 $a Mason, Erin Brown. $3 1671614
245 1 0 $a Educating minority boys: Examining the differences in children's classroom experiences as a result of teacher-child relationships and a professional development intervention.
300 $a 129 p.
500 $a Source: Masters Abstracts International, Volume: 48-06, page: 3281.
500 $a Advisers: Kathleen Gallagher; Sharon Ritchie.
502 $a Thesis (M.A.)--The University of North Carolina at Chapel Hill, 2010.
520 $a This study examined differences in classroom experiences for minority boys as a result of their teacher-child relationships and a professional development intervention. The Student Teacher Relationship Scale was used to categorize boys in 23 prekindergarten through 3rd grade classrooms to relationships high in conflict or high in closeness. A time-sampling observation measure was used to observe the two boys with the highest conflictual and two boys with the highest in closeness relationships pre and post a professional development intervention. Independent samples t-tests and analysis of covariance tests were conducted to examine the differences in classroom experiences. Results indicate minority boys with conflictual relationships are less attentive than those with high in closeness relationships. Minority boys in the intervention group received more oral language development and scaffolding post intervention than those in the control group. The results have implications for school staff interested in bettering early school experiences for minority boys.
590 $a School code: 0153.
650 4 $a Education, Multilingual. $3 1669153
650 4 $a Education, Early Childhood. $3 1017530
650 4 $a Education, Elementary. $3 516171
690 $a 0455
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710 2 $a The University of North Carolina at Chapel Hill. $b Education: Doctorate/Master's in Education. $3 1023301
773 0 $t Masters Abstracts International $g 48-06.
790 1 0 $a Gallagher, Kathleen, $e advisor
790 1 0 $a Ritchie, Sharon, $e advisor
790 1 0 $a Gallagher, Kathleen $e committee member
790 1 0 $a Ritchie, Sharon $e committee member
790 1 0 $a Palsha, Sharon $e committee member
790 $a 0153
791 $a M.A.
792 $a 2010
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1477547