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Teaching with tables: A case study i...

Herndon, Johanna Wegner.

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Teaching with tables: A case study investigating affective and psychomotor responses in high school students and teachers.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Teaching with tables: A case study investigating affective and psychomotor responses in high school students and teachers./
作者:	Herndon, Johanna Wegner.
面頁冊數:	223 p.
附註:	Source: Dissertation Abstracts International, Volume: 75-07(E), Section: A.
Contained By:	Dissertation Abstracts International75-07A(E).
標題:	Educational psychology. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3614088
ISBN:	9781303788284

Teaching with tables: A case study investigating affective and psychomotor responses in high school students and teachers.
Herndon, Johanna Wegner.

Teaching with tables: A case study investigating affective and psychomotor responses in high school students and teachers. - 223 p.

Source: Dissertation Abstracts International, Volume: 75-07(E), Section: A.

Thesis (Ed.D.)--Liberty University, 2014.

This item must not be sold to any third party vendors.

This exploratory, collective case study investigated the affective and psychomotor conditions in high school students and teachers when tables and chairs were used in classrooms instead of traditional desks. The experiences of students, teachers, and administrators were examined by investigating attitudes toward the educational process, student and teacher self-efficacy, community-building, and classroom environmental dynamics. Students (n=59) and teachers (n=3) from three classrooms (language arts, math, and social studies) in a Southeastern public high school served as participants. Administrators (n=3) also participated to provide additional perspectives to the study. Data was collected using documents, archival records, interviews, direct and participant observations, and physical artifacts. All data was analyzed in relation to the constructs previously mentioned. Data analysis procedures included pattern matching, explanation building, time-series analysis, logic models, and cross case synthesis. It was found that the decision to use tables exclusively in core classrooms was primarily based on teacher preference and teaching style. Positive implications for table use included increased student self-efficacy, the creation of table communities, and a more pleasing classroom environment; however, detrimental issues related to using tables also arose. A narrative analysis is offered to present additional findings and discuss the results of the study.

ISBN: 9781303788284Subjects--Topical Terms:

517650
Educational psychology.

Teaching with tables: A case study investigating affective and psychomotor responses in high school students and teachers.
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500 $a Adviser: Shante Moore-Austin.
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506 $a This item must not be sold to any third party vendors.
520 $a This exploratory, collective case study investigated the affective and psychomotor conditions in high school students and teachers when tables and chairs were used in classrooms instead of traditional desks. The experiences of students, teachers, and administrators were examined by investigating attitudes toward the educational process, student and teacher self-efficacy, community-building, and classroom environmental dynamics. Students (n=59) and teachers (n=3) from three classrooms (language arts, math, and social studies) in a Southeastern public high school served as participants. Administrators (n=3) also participated to provide additional perspectives to the study. Data was collected using documents, archival records, interviews, direct and participant observations, and physical artifacts. All data was analyzed in relation to the constructs previously mentioned. Data analysis procedures included pattern matching, explanation building, time-series analysis, logic models, and cross case synthesis. It was found that the decision to use tables exclusively in core classrooms was primarily based on teacher preference and teaching style. Positive implications for table use included increased student self-efficacy, the creation of table communities, and a more pleasing classroom environment; however, detrimental issues related to using tables also arose. A narrative analysis is offered to present additional findings and discuss the results of the study.
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