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|Title:||TESA: A study based on academic performance, sociometric status, and students' perceptions and expectations|
|Author(s):||Wojtena, Joseph Stanley|
|Doctoral Committee Chair(s):||McGreal, Thomas L.|
|Department / Program:||Education|
|Degree Granting Institution:||University of Illinois at Urbana-Champaign|
|Subject(s):||Education, Sociology of
Education, Teacher Training
|Abstract:||This study investigates the extent to which specific changes in teacher behavior and attitude influence pupil acceptance by peers, student perceptions of differential teacher treatment toward others, student perceptions of differential teacher treatment toward themselves, student concept of academic attainment, and academic achievement. Teachers trained with the TESA inservice model increased the quantity of 15 specific interactions with subjects in their experimental classes. This study examined the relationship between low-achieving, non-aggressive, rejected students who were the recipients of this increased teacher interaction and their academic achievement, self-concept of attainment, self-perception toward differential teacher treatment, and social status among their peers compared to a control group of similar subjects.
Eighteen certified teachers employed in grades 3-5 volunteered for this study. Nine teachers received the TESA inservice and participated in the experimental group. Nine additional teachers volunteered for the control group but did not receive the TESA training. In addition, the researcher identified twelve low-achieving, non-aggressive, rejected students in the experimental group and ten similar students in the control group.
All students in the study completed a series of questionnaires in order to ascertain sociometric status, differential teacher treatment, and self-concept of attainment. These students also completed a nationally normed test of academic achievement. The experimental design utilized a 2 x 2 analysis of variance with replicate to compare pretest/posttest results.
The results indicate that there was no significant difference between the TESA teachers positive interactions with the students they perceived as low achievers compared to the students they perceived as high achievers. TESA trained teachers did not significantly decrease differential teacher treatment in their classrooms as perceived by students in the experimental group compared to the control group. Low-achieving, non-aggressive, rejected students in TESA trained classrooms did not significantly improve their academic achievement, self-concept of attainment, self-perception toward differential teacher treatment or sociometric status compared to similar students in controlled classrooms.
Future research needs to study: (a) effects of TESA training a year after training is completed; (b) the relationship between observed interactions and perceived behaviour; (c) the link between teacher behavior (treatment) and students' perception; and (d) data collected and analyzed over a longer period of time, such as a three and five year study.
|Rights Information:||Copyright 1991 Wojtena, Joseph Stanley|
|Date Available in IDEALS:||2011-05-07|
|Identifier in Online Catalog:||AAI9136767|