Date of Award

Spring 5-2012

Degree Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Curriculum, Instruction, and Special Education

Committee Chair

Dr. Rose Jones

Committee Chair Department

Curriculum, Instruction, and Special Education

Committee Member 2

Dr. Richard Mohn

Committee Member 2 Department

Educational Studies and Research

Committee Member 3

Dr. Ellen Ramp

Committee Member 3 Department

Curriculum, Instruction, and Special Education

Committee Member 4

Dr. MaryBeth Evans

Committee Member 4 Department

Curriculum, Instruction, and Special Education

Committee Member 5

Dr. 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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