Date of Award:

5-2016

Document Type:

Thesis

Degree Name:

Master of Science (MS)

Department:

Sociology and Anthropology

Department name when degree awarded

Sociology, Social Work, and Anthropology

Committee Chair(s)

E. Helen Berry

Committee

E. Helen Berry

Committee

James Dorward

Committee

Erin Hofmann

Abstract

Previously collected data from the Teaching and Learning International Study (TALIS 2013) is utilized to examine two hypotheses. First, I investigated whether teachers who perform well in their jobs also tend to be popular friend choices among colleagues and administrators. Second, if there were evidence to support the first hypothesis, I examined whether these popular teachers also had a particular style of managing their classrooms.

While popular opinion often suggests that education is a one-size-fits-all method of sharing knowledge, actual educational methods actually change from place to place and country to country (Ho and Hau, 2004; Malinen et al, 2013). By studying the aforementioned popular teachers in eight different countries (Australia, The Czech Republic, France, Japan, Latvia, Mexico, Singapore, and The United States), I was able to discover patterns in their classroom management styles that were different from country to country (See Chapter Four). Migration often displaces students from one country into another with differing results - students who were thriving in one country may fail in the next, while students who were failing in the previous country may succeed in a new one. By comparing the preferred teaching styles in these countries, we may be able to find patterns that we could use to ease the transition for all student migrants in the future. While examining such patterns is beyond the scope of the current research, my research lays additional groundwork for future research that can discover methods to accomplish simpler transitions for migrating students.

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