2026-09-18T22:58:32Z https://www.ideals.illinois.edu/oai-pmh

oai:www.ideals.illinois.edu:2142/22039 2023-07-10 col_2142_5131 col_2142_8800 com_2142_5130 com_2142_5132

Murphy, Joseph Gilmore, Michael John 2011-05-07T13:27:00Z 2011-05-07T13:27:00Z 10000-01-01 1990 There has been a call from quantitative and qualitative researchers to study classroom environments. Causal mapping offers a new methodological approach to understanding what might be occurring in classrooms in terms of student attitudes and beliefs. Ten students were randomly selected from two different fifth-grade classrooms. Students were interviewed to determine cognitive concept structures that they use to describe their classroom environments. Causal relationships were determined for variables identified. The primary focus of this study was to determine the efficacy of causal mapping in describing classroom environments. The data support the findings of researchers from political science and business that cognitive mapping is a method which can graphically represent an individual's assertion of causality among a set of variables. Made available in DSpace on 2011-05-07T13:27:00Z (GMT). No. of bitstreams: 2 license.txt: 4922 bytes, checksum: 910b249b4beec47e7ab768910c8f966f (MD5) 9021686.pdf: 3396898 bytes, checksum: f794a0e398933ad1f2021d6bb644ca7e (MD5) Previous issue date: 1990 Item marked as restricted to the 'UIUC Users [automated]' Group (id=2) by Howard Ding (hding2@illinois.edu) on 2011-05-07T14:54:54Z Item is restricted indefinitely. Restriction data tranferred 2014-07-01T11:25:33-05:00 Original Data Group with Access UIUC Users [automated] Release Date: none Reason: ETDs are only available to UIUC Users without author permission ETDs are only available to UIUC Users without author permission U of I Only AAI9021686 (UMI)AAI9021686 http://hdl.handle.net/2142/22039 eng Copyright 1990 Gilmore, Michael John Education, General Education, Elementary Education, Educational Psychology Understanding classroom environments: An organizational sensemaking approach text Education Education University of Illinois at Urbana-Champaign Dissertation Ed.D.