Classroom environment

An oration delivered before the literary societies of Lafayette College by Charles Murray Nairne, M.A. prof. of int. & moral philosophy, Columbia College, N.Y. Lafayette College (Easton, Northampton County, Pa.) Franklin Literary Society. Lafayette College (Easton, Northampton County, Pa.) Washington Literary Society

This qualitative case study investigated how six National Board Certified secondary mathematics teachers integrate knowledge of students into their practice to create socio- academic spaces for learning. Individual audiotaped interviews were utilized to generate data about what knowledge these teachers had of their students, how they gathered this knowledge, and how this knowledge of students influenced their decisions related to curriculum and instruction. The data were used to form an understanding of the nature and function of the socio- academic spaces that teachers create in planning for and delivering instruction. The study revealed that as teachers interact independently with the curriculum, they create spaces for analysis and reflection. In addition, as they interact with their students around the curriculum, they create spaces for their students to practice, to make connections, to communicate, and to apply and experience math.

This research study investigated the relationship between a conflict resolution/peer mediation program and school climate as evidenced by selected critical disciplinary incidents and climate surveys. Variables investigated were survey participants' status: faculty or student. The subjects of this study were 225 students and 129 faculty members of Port St. Lucie High School in St. Lucie County, Florida. The critical incidents were compared between Port St. Lucie High School which implemented the program and another comprehensive high school in St. Lucie County. The findings showed two major results: (a) although there was some increase in positive perception about school climate after the implementation of the conflict resolution/peer mediation program, it was not significant and (b) there was a decline in the rate of three of the disciplinary incidents measured, attempting to fight, fighting and striking another student were less than expected. Disrespect for others, however, was not decreased.

The qualitative research study examined the teacher-student and student-student interactions that took place in two elementary parochial classrooms staffed by teachers nominated as effective by their supervisors. The study also examined relationships, similarities and differences between the teacher-student and student-student interactions. Qualitative data were collected including classroom observations, interviews with teachers, and focus group interviews with students. Results indicated that effective teachers supported their students organizationally through well-organized learning environments ; instructionally by using a variety of instructional scaffolds, strategies and materials while holding students accountable for their learning ; and emotionally by meeting students' needs for belonging and safety. Student-student instructinal and emotional supports reflected most of the elements of teacher-student organizational, instructional and emotional supports but also included some negative interactions not present in teacher-student interactions. Implications for classroom practice, public policy and further research in classroom interactions are given.

The purpose of this study was to examine the persistence of English for Academic Purposes (EAP) students at a large multi-campus community college/baccalaureate degree-granting institution in South Florida. The study aimed to determine whether there was a relationship among a specific set of independent variables, background and defining variables (age, enrollment status, prior college education, gender, race, ethnicity, and marital status), academic integration variables (academic goal and first semester GPA), social integration variables (faculty interaction, college facilities and grounds, sense of community, college services, and student life), and environmental variables (family responsibilities, employment status, outside encouragement, and financial aid) and the dependent variable, EAP student persistence. The variables were extrapolated both from student academic transcripts and from an adapted version of the State University of New York (SUNY) Student Opinion Survey-Form A (ACT, 2006). T test and chi square analyses were performed. No relationship was found between any of the independent variables and the dependent variable. The thirteen respondents had high first semester GPA, favorable environmental support, and were socially integrated into the institution.