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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.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Teaching with tables: A case study investigating affective and psychomotor responses in high school students and teachers./
Author:	Herndon, Johanna Wegner.
Description:	223 p.
Notes:	Source: Dissertation Abstracts International, Volume: 75-07(E), Section: A.
Contained By:	Dissertation Abstracts International75-07A(E).
Subject:	Educational psychology. -
Online resource:	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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020 $a 9781303788284
035 $a (MiAaPQ)AAI3614088
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100 1 $a Herndon, Johanna Wegner. $3 3176967
245 1 0 $a Teaching with tables: A case study investigating affective and psychomotor responses in high school students and teachers.
300 $a 223 p.
500 $a Source: Dissertation Abstracts International, Volume: 75-07(E), Section: A.
500 $a Adviser: Shante Moore-Austin.
502 $a Thesis (Ed.D.)--Liberty University, 2014.
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.
590 $a School code: 1052.
650 4 $a Educational psychology. $3 517650
650 4 $a Secondary education. $3 2122779
650 4 $a Instructional design. $3 3172279
690 $a 0525
690 $a 0533
690 $a 0447
710 2 $a Liberty University. $b School of Education. $3 1017771
773 0 $t Dissertation Abstracts International $g 75-07A(E).
790 $a 1052
791 $a Ed.D.
792 $a 2014
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3614088