TESA: A study based on academic performance, sociometric status, and students' perceptions and expectations

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.

Name thesis:degree_name

Ed.D.

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Education

Grantor

University of Illinois at Urbana-Champaign

Year dc:date

2011

Author dc:creator

• Wojtena, Joseph Stanley

Contributors dc:contributor

• McGreal, Thomas L.

• Education, Sociology of
• Education, Teacher Training
• Education, Secondary

Statement dc:rights

• Copyright 1991 Wojtena, Joseph Stanley

Language dc:language

eng

Identifier

AAI9136767
(UMI)AAI9136767

OAI identifier oai:identifier

oai:www.ideals.illinois.edu:2142/21700