Date of Award

Spring 5-2012

Degree Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Curriculum, Instruction, and Special Education

Committee Chair

Rose Jones

Committee Chair Department

Curriculum, Instruction, and Special Education

Committee Member 2

Richard Mohn

Committee Member 2 Department

Educational Studies and Research

Committee Member 3

Ellen Ramp

Committee Member 3 Department

Curriculum, Instruction, and Special Education

Committee Member 4

MaryBeth Evans

Committee Member 4 Department

Curriculum, Instruction, and Special Education

Committee Member 5

Elgen Hillman

Committee Member 5 Department

Curriculum, Instruction, and Special Education

Abstract

A study of the relationship between mediated learning experiences (MLE), social and emotional development, student-teacher relationships, and overall development using structural equation modeling was conducted. With attachment theory as the theoretical base, the current study proposed that the educational constructs have a direct effect on the overall development of young students and the relationships between the constructs have an indirect effect on overall development. This research suggests that through positive student-teacher relationships, teachers engage students in mediated learning experiences which promotes social and emotional development and effects the students’ overall development.

Data collected from 118 pre-primary teachers and students were analyzed to confirm the relationship among the educational constructs. Four self-administered questionnaires were used to assess pre-primary teachers’ attitude toward MLE, students’ social and emotional development, and pre-primary teachers’ perceptions of student-teacher relationships. The current study resulted in a significant model that explains the relationship between social and emotional development and student-teacher relationships on the overall development of young students.

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