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The use of icebreakers to enhance cohesiveness in the high school classroom.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The use of icebreakers to enhance cohesiveness in the high school classroom./
Author:	Condon, Margot Taxe.
Description:	1 online resource (191 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 53-07, Section: A.
Contained By:	Dissertations Abstracts International53-07A.
Subject:	Secondary education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9136816click for full text (PQDT)
ISBN:	9798208194119

The use of icebreakers to enhance cohesiveness in the high school classroom.
Condon, Margot Taxe.

The use of icebreakers to enhance cohesiveness in the high school classroom. - 1 online resource (191 pages)

Source: Dissertations Abstracts International, Volume: 53-07, Section: A.

Thesis (Ed.D.)--Pepperdine University, 1991.

Includes bibliographical references

The recent literature of the use of icebreakers in the classroom was reviewed. Also reviewed was the relevant literature in the area of psychology as it relates to the need of students in high school associated with cohesiveness in the classroom. From this literature it was hypothesized that there would be no significant differences between a control and an experimental group in relation to task influence (icebreakers), cooperation, and expectational control (interpersonal relationships). The hypotheses were tested by way of questionnaire. This questionnaire was given to two high school classes at the beginning of the school year. The experimental group participated in Operation Network, an icebreaker program. The control group did not participate in the program, but was presented with the planned curriculum. Following the completion of the program a posttest was given using the same questionnaire. The hypotheses of this study were all rejected. During the presentation of the icebreakers sixteen randomly selected students were observed and following the program the eight students in the experimental group were interviewed. Data was collected and analyzed for results. There was a general consensus from these observations and interviews that cohesiveness was perceived by the students to have been enhanced in the experimental group. This study concludes with recommendations for further studies on the use of icebreakers.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9798208194119Subjects--Topical Terms:

2122779
Secondary education.
Subjects--Index Terms:

classroom cohesivenessIndex Terms--Genre/Form:

542853
Electronic books.

The use of icebreakers to enhance cohesiveness in the high school classroom.
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100 1 $a Condon, Margot Taxe. $3 3700973
245 1 4 $a The use of icebreakers to enhance cohesiveness in the high school classroom.
264 0 $c 1991
300 $a 1 online resource (191 pages)
336 $a text $b txt $2 rdacontent
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500 $a Source: Dissertations Abstracts International, Volume: 53-07, Section: A.
500 $a Publisher info.: Dissertation/Thesis.
500 $a Advisor: Davis, Jennings.
502 $a Thesis (Ed.D.)--Pepperdine University, 1991.
504 $a Includes bibliographical references
520 $a The recent literature of the use of icebreakers in the classroom was reviewed. Also reviewed was the relevant literature in the area of psychology as it relates to the need of students in high school associated with cohesiveness in the classroom. From this literature it was hypothesized that there would be no significant differences between a control and an experimental group in relation to task influence (icebreakers), cooperation, and expectational control (interpersonal relationships). The hypotheses were tested by way of questionnaire. This questionnaire was given to two high school classes at the beginning of the school year. The experimental group participated in Operation Network, an icebreaker program. The control group did not participate in the program, but was presented with the planned curriculum. Following the completion of the program a posttest was given using the same questionnaire. The hypotheses of this study were all rejected. During the presentation of the icebreakers sixteen randomly selected students were observed and following the program the eight students in the experimental group were interviewed. Data was collected and analyzed for results. There was a general consensus from these observations and interviews that cohesiveness was perceived by the students to have been enhanced in the experimental group. This study concludes with recommendations for further studies on the use of icebreakers.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2023
538 $a Mode of access: World Wide Web
650 4 $a Secondary education. $3 2122779
650 4 $a Curricula. $3 3422445
650 4 $a Teaching. $3 517098
650 4 $a Curriculum development. $3 684418
653 $a classroom cohesiveness
655 7 $a Electronic books. $2 lcsh $3 542853
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710 2 $a ProQuest Information and Learning Co. $3 783688
710 2 $a Pepperdine University. $3 1020164
773 0 $t Dissertations Abstracts International $g 53-07A.
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9136816 $z click for full text (PQDT)