Dissertation/Thesis Abstract

A secondary data analysis of students' tolerance, relatedness, and collaborative, creative thinking activities
by Ruiz, Rebeca, Ed.S., California State University, Long Beach, 2014, 81; 1526951
Abstract (Summary)

This study examined the relationship between Freedom Writers activities, teacher-student relatedness, peer relatedness, and tolerance utilizing secondary data analysis. Participants were the students of teachers who completed the Freedom Writers Institute, a professional development program intended to improve student engagement, literacy, and tolerance. Participants included 825 ethnically diverse high school students from across the United States. Analyses were based on self-report measures. Results of regression analyses found teacher-student relatedness and participation in Freedom Writers activities to be positively associated with student reported levels of tolerance of diversity. Peer relatedness was not found to be a significant predictor of tolerance. Implications for education and future research are discussed.

Indexing (document details)
Advisor: Powers, Kristin
Commitee: Chun, Chi-Ah, Morrison, James A.
School: California State University, Long Beach
Department: Advanced Studies in Education and Counseling
School Location: United States -- California
Source: MAI 53/06M(E), Masters Abstracts International
Subjects: Educational sociology, Instructional Design, Educational psychology
Keywords: Diversity, Freedom Writers Institute, Teacher-student relatedness, Tolerance
Publication Number: 1526951
ISBN: 978-1-321-27751-7
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