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WHICH GRAIN WILL GROW?
CASE STUDIES OF THE IMPACT OF TEACHER BELIEFS ON CLASSROOM
CLIMATE THROUGH CARING AND RIGOR
by
Jeanne Chun-Pei Loh
A Dissertation Presented to the
FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION
August 2012
Copyright 2012 Jeanne Chun-Pei Loh
Object Description
| Title | Which grain will grow? Case studies of the impact of teacher beliefs on classroom climate through caring and rigor |
| Author | Loh, Jeanne Chun-Pei |
| Author email | jloh@usc.edu;yomsloh@gmail.com |
| Degree | Doctor of Education |
| Document type | Dissertation |
| Degree program | Education |
| School | Rossier School of Education |
| Date defended/completed | 2012-05-15 |
| Date submitted | 2012-07-25 |
| Date approved | 2012-07-26 |
| Restricted until | 2012-07-26 |
| Date published | 2012-07-26 |
| Advisor (committee chair) | Slayton, Julie |
| Advisor (committee member) |
Anderson, Lauren Valdes, Rosa |
| Abstract | Current educational research contains a dearth of studies that examine the relationship between teacher beliefs and teacher practice. This present dissertation addresses this lack by bridging teacher beliefs, teacher behavior, and the classroom climates that teachers build through their interactions and relationships with students. Teacher ideology – teachers’ rationalization of educational circumstances and student outcomes – and beliefs about students shape teacher behavior and interactions with students. These interactions establish the classroom climate, which in turn affects opportunities for learning. The interviews and observations presented here of three high school English teachers yield qualitative data that uncover the impact of teacher beliefs about students’ capacity as learners in the English Language Arts as they relate to two particular components of classroom climate: rigor of instruction and teacher caring. Overall, teachers’ espoused and enacted beliefs are observable factors that shape conditions for learning. This study finds that, in addition to teacher ideology and beliefs, previous teacher training, which establishes teachers’ content and pedagogical knowledge, and teachers’ view of their role in the classroom affect their behavior toward students, the rigor of their instruction, exhibitions of caring, and their curricular and pedagogical decisions. Furthermore, using Valenzuela’s (1999) categories of caring, this dissertation posits that because rigorous instruction is a crucial element of authentic caring, content and pedagogical knowledge is a necessary attribute of authentically caring teachers. This dissertation emphasizes the need for observational data in educational research about improving teacher practice and offers implications for teacher education. |
| Keyword | teacher beliefs; teacher behavior; caring; authentic caring; aesthetic caring; rigor of instruction; instruction; classroom climate; interviews; classroom observations; teacher-student relationships; espoused beliefs; enacted beliefs; implicit behavior; explicit behavior; teacher practice |
| Language | English |
| Part of collection | University of Southern California dissertations and theses |
| Publisher (of the original version) | University of Southern California |
| Place of publication (of the original version) | Los Angeles, California |
| Publisher (of the digital version) | University of Southern California. Libraries |
| Provenance | Electronically uploaded by the author |
| Type | texts |
| Legacy record ID | usctheses-m |
| Rights | Loh, Jeanne Chun-Pei |
| Access conditions | The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the author, as the original true and official version of the work, but does not grant the reader permission to use the work if the desired use is covered by copyright. It is the author, as rights holder, who must provide use permission if such use is covered by copyright. The original signature page accompanying the original submission of the work to the USC Libraries is retained by the USC Libraries and a copy of it may be obtained by authorized requesters contacting the repository e-mail address given. |
| Repository name | University of Southern California Digital Library |
| Repository address | USC Digital Library, University of Southern California, University Park Campus MC 7002, 106 University Village, Los Angeles, California 90089-7002, USA |
| Repository email | cisadmin@usc.edu |
| Archival file | uscthesesreloadpub_Volume4/etd-LohJeanneC-1008.pdf |
Description
| Title | Page 1 |
| Full text | WHICH GRAIN WILL GROW? CASE STUDIES OF THE IMPACT OF TEACHER BELIEFS ON CLASSROOM CLIMATE THROUGH CARING AND RIGOR by Jeanne Chun-Pei Loh A Dissertation Presented to the FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION UNIVERSITY OF SOUTHERN CALIFORNIA In Partial Fulfillment of the Requirements for the Degree DOCTOR OF EDUCATION August 2012 Copyright 2012 Jeanne Chun-Pei Loh |
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