Date of Award
1-17-2013
Document Type
Dissertation
Degree Name
Educational Leadership, Ed.D.
First Advisor
David Holman
Committee Members
Amany Saleh; Gwendolyn Neal; John Beineke; Roy Aldridge
Call Number
LD 251 .A566d 2012 D33
Abstract
This study investigated middle school students' perceptions of their classroom learning environment in National Board Certified Teachers' and Non-National Board Certified Teachers' classrooms. The instrument chosen to conduct this study was a questionnaire inventory, What is Happening in this Class. The participants were selected from rural middle schools in north Mississippi. National and Non-National Board Certified Teachers' were matched at every school by grade level. The teachers' students were asked to respond to a 56 question survey utilizing a Likert scale. There were seven subscales embedded in the survey. The results suggest that means for National Board Certified Teachers' students' perceptions were higher than students of Non-National Board Certified Teachers within the Student Cohesiveness subscale. The research also revealed that there were many interactions between Gender and Grade Level in most of the subscales, which are important factors to determine whether National Board Certified Teachers were rated higher or lower on the classroom climate . Male students perceived their classroom learning environment lower from female students in many of the classroom learning environment subscales, while female students rated their classroom learning environments higher than males, in all but two subscales.
Rights Management
This work is licensed under a Creative Commons Attribution 4.0 International License.
Recommended Citation
Danley, Charlotte D., "A Comparison of Classroom Learning Environments of National and Non-National Board Certified Teachers in Middle School Classrooms in Selected Rural Mississippi Counties" (2013). Student Theses and Dissertations. 851.
https://arch.astate.edu/all-etd/851
