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Teacher strategies for student trans...

Fox, Sally A.

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Teacher strategies for student transitioning in high school during the first 15 minutes of class.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Teacher strategies for student transitioning in high school during the first 15 minutes of class./
Author:	Fox, Sally A.
Description:	372 p.
Notes:	Source: Dissertation Abstracts International, Volume: 73-01, Section: A, page: 1100.
Contained By:	Dissertation Abstracts International73-01A.
Subject:	Education, Leadership. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3480386
ISBN:	9781124945569

Teacher strategies for student transitioning in high school during the first 15 minutes of class.
Fox, Sally A.

Teacher strategies for student transitioning in high school during the first 15 minutes of class. - 372 p.

Source: Dissertation Abstracts International, Volume: 73-01, Section: A, page: 1100.

Thesis (Ed.D.)--University of Phoenix, 2011.

At-risk students for preparedness may depend on faculty-developed strategies to recognize pace, tempo, work ethic, and expectation. Thirty-eight faculty members from a California high school documented impediments to students transitioning during the first 15 minutes of class. Thirty-eight faculty documented a mean of 4.5371 minutes for students to transition at the beginning of class. Thirty-seven faculty enunciated interventions hastening students' low-level cognitive performance. One faculty documented an undefined strategy. Faculty members' generated strategies or interventions from a questionnaire were examined using phenomenological methods. The interventions were divided into 12 categories, three of which contained the highest frequencies: instructional class routines, consequences, and faculty proximity within the classroom. A complementary Z-test permitted segmenting faculty characteristics. Results demonstrated faculty with MAs, those who taught a total of 11 to 20 years; and faculty working .3 to 5 years at the current high school site supported claims with the highest frequencies of alternative hypotheses: the probability of respective faculty characteristics positively influencing the success of an intervention. Female faculty had a higher frequency of significance rate than male faculty. Realizing the implementation of time designated policies, such as California Education (Ed) Code 46201 (California Department of Education, 2006), valuing 64,800 minutes of instructional time at the high school can demonstrate less (non) instructional time leaves more instructional learning time.

ISBN: 9781124945569Subjects--Topical Terms:

1035576
Education, Leadership.

Teacher strategies for student transitioning in high school during the first 15 minutes of class.
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245 1 0 $a Teacher strategies for student transitioning in high school during the first 15 minutes of class.
300 $a 372 p.
500 $a Source: Dissertation Abstracts International, Volume: 73-01, Section: A, page: 1100.
500 $a Adviser: Carmen James Ramere.
502 $a Thesis (Ed.D.)--University of Phoenix, 2011.
520 $a At-risk students for preparedness may depend on faculty-developed strategies to recognize pace, tempo, work ethic, and expectation. Thirty-eight faculty members from a California high school documented impediments to students transitioning during the first 15 minutes of class. Thirty-eight faculty documented a mean of 4.5371 minutes for students to transition at the beginning of class. Thirty-seven faculty enunciated interventions hastening students' low-level cognitive performance. One faculty documented an undefined strategy. Faculty members' generated strategies or interventions from a questionnaire were examined using phenomenological methods. The interventions were divided into 12 categories, three of which contained the highest frequencies: instructional class routines, consequences, and faculty proximity within the classroom. A complementary Z-test permitted segmenting faculty characteristics. Results demonstrated faculty with MAs, those who taught a total of 11 to 20 years; and faculty working .3 to 5 years at the current high school site supported claims with the highest frequencies of alternative hypotheses: the probability of respective faculty characteristics positively influencing the success of an intervention. Female faculty had a higher frequency of significance rate than male faculty. Realizing the implementation of time designated policies, such as California Education (Ed) Code 46201 (California Department of Education, 2006), valuing 64,800 minutes of instructional time at the high school can demonstrate less (non) instructional time leaves more instructional learning time.
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