If a clear-cut relationship between weather phenomena and human behavior could be established, the case for controlled atmosphere in industry, commerce, and education would be strengthened. In the area of education, classroom procedures and learning tasks could be varied in accordance with the weather. This dimension could provide for insights into misbehavior and might enable school personnel to deal with such misbehavior more effectively.
The purpose of the present investigation was to gather information pertaining to the relationship of various weather phenomena and disruptive behavior in the classroom. It was intended that the present study differ from that reported by Dexter (1899) in these respects: (1) that behavior disturbances be objectively described; (2) that weather phenomena be recorded only for the time that school is in session; and (3) that specific probability levels for occurrence of behavior disturbances under certain weather conditions be recorded.
","abstract_html":"<p>If a clear-cut relationship between weather phenomena and human behavior could be established, the case for controlled atmosphere in industry, commerce, and education would be strengthened. In the area of education, classroom procedures and learning tasks could be varied in accordance with the weather. This dimension could provide for insights into misbehavior and might enable school personnel to deal with such misbehavior more effectively.</p> <p>The purpose of the present investigation was to gather information pertaining to the relationship of various weather phenomena and disruptive behavior in the classroom. It was intended that the present study differ from that reported by Dexter (1899) in these respects: (1) that behavior disturbances be objectively described; (2) that weather phenomena be recorded only for the time that school is in session; and (3) that specific probability levels for occurrence of behavior disturbances under certain weather conditions be recorded.</p>","abstract_has_math":false,"creators":["Ryno, Carol Bartlett"],"institution":null,"degree_name":"Master of Education (MEd)","degree_level":null,"degree_discipline":"Education","degree_department":null,"school":null,"contributors":["Hyrum S. Henderson","Darwin J. Goodey","Frank B. Nelson"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":1969,"date_issued":"1969-01-01T08:00:00Z","date_published":"1969-01-01T08:00:00Z","updated_at":"2026-07-24T01:37:48Z","subjects":["special education","weather","behavior","stimulation","Education","Educational Assessment, Evaluation, and Research","Educational Psychology","Special Education and Teaching"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.cwu.edu/etd/1405","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Hyrum S. Henderson","Darwin J. Goodey","Frank B. Nelson"]},{"key":"dc:creator","label":"Author","values":["Ryno, Carol Bartlett"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2020-09-22T07:00:00Z"]},{"key":"dc:type","label":"Dc Type","values":["Text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Education"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Education (MEd)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["special education","weather","behavior","stimulation","Education","Educational Assessment, Evaluation, and Research","Educational Psychology","Special Education and Teaching"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.cwu.edu/etd/1405"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["If a clear-cut relationship between weather phenomena and human behavior could be established, the case for controlled atmosphere in industry, commerce, and education would be strengthened. In the area of education, classroom procedures and learning tasks could be varied in accordance with the weather. This dimension could provide for insights into misbehavior and might enable school personnel to deal with such misbehavior more effectively.
The purpose of the present investigation was to gather information pertaining to the relationship of various weather phenomena and disruptive behavior in the classroom. It was intended that the present study differ from that reported by Dexter (1899) in these respects: (1) that behavior disturbances be objectively described; (2) that weather phenomena be recorded only for the time that school is in session; and (3) that specific probability levels for occurrence of behavior disturbances under certain weather conditions be recorded.
"]},{"key":"dc:title","label":"Title","values":["Relationship of Weather Phenomena and Disruptive Behavior in Special Education Classrooms"]}]}],"canonical_facts":{"dc:contributor":["Hyrum S. Henderson","Darwin J. Goodey","Frank B. Nelson"],"dc:creator":["Ryno, Carol Bartlett"],"dc:date.available":["2020-09-22T07:00:00Z"],"dc:description.abstract":["If a clear-cut relationship between weather phenomena and human behavior could be established, the case for controlled atmosphere in industry, commerce, and education would be strengthened. In the area of education, classroom procedures and learning tasks could be varied in accordance with the weather. This dimension could provide for insights into misbehavior and might enable school personnel to deal with such misbehavior more effectively.
The purpose of the present investigation was to gather information pertaining to the relationship of various weather phenomena and disruptive behavior in the classroom. It was intended that the present study differ from that reported by Dexter (1899) in these respects: (1) that behavior disturbances be objectively described; (2) that weather phenomena be recorded only for the time that school is in session; and (3) that specific probability levels for occurrence of behavior disturbances under certain weather conditions be recorded.
"],"dc:identifier":["https://digitalcommons.cwu.edu/etd/1405"],"dc:subject":["special education","weather","behavior","stimulation","Education","Educational Assessment, Evaluation, and Research","Educational Psychology","Special Education and Teaching"],"dc:title":["Relationship of Weather Phenomena and Disruptive Behavior in Special Education Classrooms"],"dc:type":["Text"],"thesis:degree_discipline":["Education"],"thesis:degree_name":["Master of Education (MEd)"]},"updated_at":"2026-07-24T01:37:48Z"}