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An investigation of the interaction ...

Talbot, JenneLyn.

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An investigation of the interaction of beliefs and behaviors in the classroom.

Record Type:	Electronic resources : Monograph/item
Title/Author:	An investigation of the interaction of beliefs and behaviors in the classroom./
Author:	Talbot, JenneLyn.
Description:	168 p.
Notes:	Source: Dissertation Abstracts International, Volume: 76-07(E), Section: A.
Contained By:	Dissertation Abstracts International76-07A(E).
Subject:	Educational technology. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3683609
ISBN:	9781321580792

An investigation of the interaction of beliefs and behaviors in the classroom.
Talbot, JenneLyn.

An investigation of the interaction of beliefs and behaviors in the classroom. - 168 p.

Source: Dissertation Abstracts International, Volume: 76-07(E), Section: A.

Thesis (Ph.D.)--Utah State University, 2014.

Previous researchers state connections exist between teacher beliefs and behaviors. However, broad, general constructs collected through surveys and observations lacked clarity and explanatory power between connected or disparate beliefs. This research examined teacher beliefs from researcher Speer's "collection of beliefs" perspective that acknowledged a multitude of beliefs coalesce together to shape behaviors. This study utilized qualitative research methods, including interviews and classroom observations, to examine a teacher's navigation through a variety of situations and gain understanding on beliefs and behaviors. Based on the methods employed, three findings emerge about the nature of beliefs. First, past experiences influence beliefs. In particular, the subject's nontraditional background influenced her experiences and behaviors in the class. Second, beliefs manifest themselves as multidimensional as clusters of beliefs interacting with varying levels of strengths and dominance. Finally, within reforms, dominant beliefs emerge influential when the individual experiences disequilibrium. When generalizing the results, broad categories of beliefs failed to provide insight into connections between beliefs and behaviors. Instead, small-grained analysis and the construct "collection of beliefs" provided a useful unit of analysis in understanding the nature between beliefs and behaviors. Analysis of consistent and inconsistent behaviors provided greater understanding into specific behaviors and trends. Instead of extending the findings beyond this teacher, emphasis remained on the ability to gain understanding on the influence of beliefs on praxis of a single teacher, as well as how beliefs supported or competed in the teacher's instruction.

ISBN: 9781321580792Subjects--Topical Terms:

517670
Educational technology.

An investigation of the interaction of beliefs and behaviors in the classroom.
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020 $a 9781321580792
035 $a (MiAaPQ)AAI3683609
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100 1 $a Talbot, JenneLyn. $3 3181094
245 1 3 $a An investigation of the interaction of beliefs and behaviors in the classroom.
300 $a 168 p.
500 $a Source: Dissertation Abstracts International, Volume: 76-07(E), Section: A.
500 $a Adviser: J. Spencer Clark.
502 $a Thesis (Ph.D.)--Utah State University, 2014.
520 $a Previous researchers state connections exist between teacher beliefs and behaviors. However, broad, general constructs collected through surveys and observations lacked clarity and explanatory power between connected or disparate beliefs. This research examined teacher beliefs from researcher Speer's "collection of beliefs" perspective that acknowledged a multitude of beliefs coalesce together to shape behaviors. This study utilized qualitative research methods, including interviews and classroom observations, to examine a teacher's navigation through a variety of situations and gain understanding on beliefs and behaviors. Based on the methods employed, three findings emerge about the nature of beliefs. First, past experiences influence beliefs. In particular, the subject's nontraditional background influenced her experiences and behaviors in the class. Second, beliefs manifest themselves as multidimensional as clusters of beliefs interacting with varying levels of strengths and dominance. Finally, within reforms, dominant beliefs emerge influential when the individual experiences disequilibrium. When generalizing the results, broad categories of beliefs failed to provide insight into connections between beliefs and behaviors. Instead, small-grained analysis and the construct "collection of beliefs" provided a useful unit of analysis in understanding the nature between beliefs and behaviors. Analysis of consistent and inconsistent behaviors provided greater understanding into specific behaviors and trends. Instead of extending the findings beyond this teacher, emphasis remained on the ability to gain understanding on the influence of beliefs on praxis of a single teacher, as well as how beliefs supported or competed in the teacher's instruction.
590 $a School code: 0241.
650 4 $a Educational technology. $3 517670
650 4 $a Teacher education. $3 3172312
650 4 $a Social sciences education. $3 2144735
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710 2 $a Utah State University. $b Education and Human Services. $3 1026542
773 0 $t Dissertation Abstracts International $g 76-07A(E).
790 $a 0241
791 $a Ph.D.
792 $a 2014
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3683609