Academic literature on the topic 'Teacher-to-student respect'
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Journal articles on the topic "Teacher-to-student respect"
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Messiou, Kyriaki, Mel Ainscow, Gerardo Echeita, Sue Goldrick, Max Hope, Isabel Paes, Marta Sandoval, Cecilia Simon, and Teresa Vitorino. "Learning from differences: a strategy for teacher development in respect to student diversity." School Effectiveness and School Improvement 27, no. 1 (January 2, 2016): 45–61. http://dx.doi.org/10.1080/09243453.2014.966726.
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De Moor, Lieven, and Lindsey Verschetze. "Student Teachers’ Capacity and Willingness to Teach Financial Literacy in Flanders." Journal of Financial Counseling and Planning 28, no. 2 (2017): 313–21. http://dx.doi.org/10.1891/1052-3073.28.2.313.
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The purpose of this article is to assess the student teachers’ capacity and willingness to teach financial literacy in Flanders via on-site paper surveys of 368 final-year teacher education students. We argue that the Flemish teacher education program needs to be revised to introduce financial education in secondary schools. We find that revisions to the program can improve student teachers’ capacity and increase their willingness to teach for financial literacy. Moreover, student teachers support such reforms. Thus, policymakers and researchers can use this article as a guideline for revising teacher education programs with respect to financial education.
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Papageorge, Nicholas W., Seth Gershenson, and Kyung Min Kang. "Teacher Expectations Matter." Review of Economics and Statistics 102, no. 2 (May 2020): 234–51. http://dx.doi.org/10.1162/rest_a_00838.
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We show that tenth-grade teacher expectations affect students' likelihood of college completion. Our approach leverages a unique feature of a nationally representative dataset: two teachers provided their educational expectations for each student. Identification exploits teacher disagreements about the same student, an idea we formalize using a measurement error model. We estimate an elasticity of college completion with respect to teachers' expectations of 0.12. On average, teachers are overly optimistic, though white teachers are less so with black students. More accurate beliefs are counterproductive if there are returns to optimism or sociodemographic gaps in optimism. We find evidence of both.
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Charoenkul, Nantarat. "APPROACHES TO DEVELOPING FUTURE TEACHER LEADERSHIP TO ENHANCE STUDENTS’ HUMAN VALUE CREATING GLOBAL CITIZENSHIP." Psychology and Education Journal 58, no. 1 (January 1, 2021): 5443–53. http://dx.doi.org/10.17762/pae.v58i1.1842.
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This research aims to: 1) study the present and desirable states and priority needs of future teacher leadership development; 2) propose approaches to developing future teacher leadership to enhance students’ characteristics based on the human value creating global citizenship concept. This study used a mixed-method approach. The sample population comprised 220 volunteer student teachers, 68 school administrators and teacher mentors, plus 16 experts, totally 304. The research instruments were questionnaires and interviews, plus an evaluation form. Data were analysed by frequency, percentage, mean, standard deviation, Modified Priority Needs Index (PNIModified) and content analysis. The research findings reveal that there are 4 future teacher development main approaches: 1. Develop student teachers’ personal growth to be the role models coaching students to conduct knowledge and wisdom-based lives and to respect human value in themselves and others; 2. Exalt student teachers’ leadership competency to be the role models having a service mind, equipping students with team working skills and social justice-based interaction capacity; 3. Cultivate a model teacher’s spirituality in student teachers to support students to conduct their lives based on sufficiency and sustainability; 4. Enhance student teachers’ potential to become the model researchers endowing students with dialectic critical thinking through proactively practical guidelines.
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Audley, Shannon. "Searching for the Golden Rule: A Case Study of Two White Novice Teachers’ Beliefs and Experiences of Respect in Urban Schools." Education and Urban Society 52, no. 6 (December 20, 2019): 872–903. http://dx.doi.org/10.1177/0013124519894984.
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Student respect toward teachers is traditionally considered in terms of behavior or authority. Yet, because of cultural differences and historic oppression of marginalized students in schools, not all students express respect in ways in which teachers are familiar. Because of structural inequalities and individual differences, standard behavioral definitions of respect are insufficient to address how students and teachers actually experience respect in the classroom. Using a comparative case study design, this study examined two female White novice teachers’ beliefs and experiences of student respect within a novel relational respect framework. Results identified that teachers’ respect beliefs were based on notions of authority, while respect experiences reflected authority and relationship-based respect. Importantly, these relationships were conceptualized as role model and friend-based respect. To help novice teachers balance their roles as both caring and authoritative figures, I propose that student respect should be thought of in relational, rather than behavioral, terms, and that teachers need to employ cultural competence when developing and maintaining their student–teacher relationships.
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Mubarok, Achmat, and Asrul Anan. "ANALISIS NILAI-NILAI EDUKATIF DALAM NOVEL “LOVE IN PESANTREN” SEBAGAI REFORMULASI POLA INTERAKSI GURU DAN MURID DI PESANTREN." AL MURABBI 4, no. 2 (May 23, 2019): 217–38. http://dx.doi.org/10.35891/amb.v4i2.1443.
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Teacher and student interaction is very important in supporting educational success. A good pattern of interaction between teacher and student will create an educational and enjoyable atmosphere. One of the novels by Shachree M. Daroini entitled "Love In Pesantren" is a story of life in pesantren with various patterns of interaction between teacher and student. The educational values contained in the novel "Love In Pesantren" are: the value of faith and devotion, help, enthusiasm to carry out religious rituals, realize self-limitation, be able to accept change, amuse you, self-reliance, the principle of justice, respect and respect fellow human beings, think critically about life, forgive. Things that are less relevant in the pattern of interaction between teachers and students in the pesantren in the novel "Love In Pesantren", among others: giving physical punishment beyond the level of ability, attitude that is not loving, does not respect students, treats students as they wish, does not give opportunity for students to defend themselves, not humanize students, authoritarian attitudes, rely on critical reasoning on the basis of keta'dziman. While the pattern of interaction between teachers and students as a reformulation of interaction in Islamic boarding schools by increasing faith and devotion, gives a great deal of ritual diversity, mutual respect between teachers and students, respect for differences, principles of justice, forgiveness, not feeling right, and mutually open.
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Almusharraf, Asma Mansour. "Effect of E-Portfolio-Based Reflection-Enhancing Tasks on Female Saudi Student Teachers’ Development of Reflective Practice With Respect to Lesson Planning and Teacher Research." International Journal of Linguistics 11, no. 4 (August 7, 2019): 150. http://dx.doi.org/10.5296/ijl.v11i4.15342.
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This study was an attempt to develop student teachers’ level of reflection as a result of having a blended teaching practice course. More specifically, its aim was to develop their reflection and performance by having them engage in certain reflection-enhancing tasks in an online e-portfolio during the practicum. To achieve this goal, the study was conducted using 8 student teachers in a practicum course offered at Imam Mohammed ibn Saud Islamic University. This study addressed the research question: How does engaging EFL student teachers in e-portfolio-based reflection-enhancing tasks affect their level of reflection as it pertains to lesson planning and teacher research? El-Okda’s (2009) rubric for assessing reflection was used to evaluate the participants’ reflection-enhancing tasks using descriptive statistics. The findings of this study suggest that the participants understood and learned to reflect through participation in reflection-enhancing tasks with respect to lesson planning and teacher research. The recommendation that a reflection component with a framework of assessment should be incorporated into teaching methods courses and teacher preparation programs is presented.
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Krulatz, Anna, Tove Steen-Olsen, and Eivind Torgersen. "Towards critical cultural and linguistic awareness in language classrooms in Norway: Fostering respect for diversity through identity texts." Language Teaching Research 22, no. 5 (July 12, 2017): 552–69. http://dx.doi.org/10.1177/1362168817718572.
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This article reports the results of a school-based curriculum development project that aimed to support language teachers working with culturally and linguistically diverse student populations in Norway to develop teaching strategies that foster intercultural citizenship and multilingual competence. Three university researchers collaborated with two schools to increase mutual respect and tolerance for cultural and linguistic diversity in language classrooms, to increase awareness of the positive impact of home language maintenance on academic performance, and to improve the engagement of multilingual literacy and student identity in the classroom. Data were collected during teacher workshops and while following the delivery of the project, and consist of lesson planning materials, texts produced by students, and a follow-up teacher survey. The article presents examples of activities and materials the teachers at the cooperating schools designed and implemented, samples of student work, as well as teacher reflections on the extent to which the project promoted multiliteracy and intercultural citizenship. The findings suggest that while the project helped strengthen awareness of cultural and linguistic diversity at the schools, understanding of the relevance of the home language to literacy development and academic success and multiliteracy were not adequately supported. Implications for future work to promote language classrooms that foster linguistic and cultural diversity and multiliteracy are discussed.
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Mukhopadhyay, Aashijit, Sneharshi Sur, Akash Ghosal, and Anal Acharya. "A New Score Generation Algorithm for Student Concept Map Evaluation." Journal of Educational Technology Systems 47, no. 2 (August 8, 2018): 267–86. http://dx.doi.org/10.1177/0047239518791256.
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This article presents a new score generation algorithm to compute the accuracy of student concept maps in comparison to teacher maps. The algorithm follows a compare and remove method to remove the extra vertices and wrong edges of student concept map with respect to teacher map. A group of 230 students were taken to generate student maps on a pretaught chapter for finding multivariate regression coefficients for different independent factors incorporated in the study. It was found that there exists a positive correlation between the score obtained by the students and the degree of knowledge acquired by him while constructing concept maps.
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Tran, Henry, and Doug Smith. "Insufficient money and inadequate respect." Journal of Educational Administration 57, no. 2 (April 8, 2019): 152–66. http://dx.doi.org/10.1108/jea-07-2018-0129.
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Purpose The purpose of this paper is to examine the influence of financial factors on motivating college students to consider teaching in hard-to-staff rural schools. The role of perceived respectability of the profession was also explored. Design/methodology/approach This work relies on an explanatory sequential mixed-method design, that surveyed college students across all majors at a regional public university, then interviewed a subset of participants to improve understanding. Quantitative and qualitative results were compared and synthesized. Findings Results from an ordinal logistic regression demonstrate the importance of base salary, retirement benefits and respondents’ view of the respectability of the teaching profession as influential for their willingness to teach in the rural target school district. These findings were validated by the qualitative results that found perceptions of respectability had both a joint and separate influence with salaries. Results also demonstrate that most students were amenable to rural teaching and to lower starting salaries than their current chosen occupation, provided their individual minimum salary threshold was met ( x ¯ = 36 percent above the state average beginning teacher salary). Originality/value Few empirical studies exist that examine college student recruitment into rural hard-to-staff districts via a multimodal narrative. This study addresses this, focusing on college students across majors to explore both recruitment into the district and into the profession. This work is relevant considering the financial disinvestment in traditional public education and the de-professionalization of the teaching profession that has led to the recent season of teacher strikes in the USA.
Dissertations / Theses on the topic "Teacher-to-student respect"
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Engerer, Pamela J. "Teacher Actions Secondary Science Students Reckon as Teacher-to-Student Classroom Respect." University of Akron / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=akron1477679722661839.
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Hennings, Sandra Audrey. "A psycho-educational approach to facilitate synergy with respect to teaching and learning in a secondary school." Thesis, 2008. http://hdl.handle.net/10210/900.
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The goal of this research study was to provide psycho-educational guidelines that will facilitate synergy between the stakeholders involved with the teaching and learning of mathematics at a school. The stakeholders in this research study are members of the management team, the educators and the learners. Synergy simply defined means that the whole is greater than the sum of its parts. Covey (in Moore, 2003:1) states that synergy is the fruit of mutual respect, of understanding and valuing the differences in one another as well as different approaches to problem solving. I believe that when one creates an environment that is more open, more trusting, less judgemental, more loving and more caring in the classroom synergy will occur. This environment will produce learning outcomes beyond expectation. In other words, when the members of the groups of stakeholders at a school participate synergistically the results that are produced and outcomes that are achieved will be much higher then the total results of the inputs of their individual efforts. It is evident from the description, evaluation and interpretation of the collected data that learners and educators do not experience their interactions as situations where their potential is acknowledged and improved. Once again: if there is no effective interaction and appreciative understanding between the different stakeholders, successful integration cannot take place. There is almost no indication of any collaboration between the participants in the teaching and learning situation. In fact, the analysis of the data show that educators and learners experience the teaching and learning process as a process of disempowerment, which is Theme One of the analysed data. Almost all the sub-categories under Theme One provide evidence that the input of the different role players in the teaching and learning environment is not considered. These categories are: • learners experience that they have to do activities without the necessary pre-knowledge; • learners experience the teaching and learning of Mathematics as a process of victimization; • learners experience that educators ignore their learning needs; • learners experience inadequate communication and inappropriate guidance in the classroom; • educators portray an uncaring attitude; • learners do not portray a positive attitude towards the teaching and learning of mathematics; • educators do not experience job satisfaction; and • educators do not experience support from the parents. However, all the stakeholders that participated in this research study made recommendations that could contribute to a constructive teaching and learning climate. These recommendations were: • educators should play a supportive role; • learners and educators must be motivated; • learners should participate in the teaching and learning situation; o educators should implement new teaching strategies; o educators and learners should value co-operative learning and group work; and • team work between educators and learners should be enhanced; These recommendations indicate that the stakeholders would like the teaching and learning situation to become more constructive and meaningful through active participation. These are essential ingredients for synergy to take place. Educators and learners also indicated that they experience frustrations due to the socio-economic situation of the learners that impact negatively on the teaching and learning of mathematics and contribute to disempowerment of these stakeholders. It seems therefore that the community as well as the parents of these learners are stakeholders that should be considered when the guidelines are formulated. I experienced this research study as an eye-opener with regard to the development of the teaching and learning process into a constructive and meaningful activity. I realised that for sustainable development it is essential to develop all the stakeholders and not only the educators.Prof. C.P.H. Myburgh
Books on the topic "Teacher-to-student respect"
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1953-, Kennedy Harry, and MacGrath Michelle, eds. Get their attention: How to gain pupils' respect and thrive as a teacher. London: David Fulton, 2003.
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Smith, Kathleen Fay. A comparison of command style teaching and movement education with respect to teacher behavior and student involvement. 1985.
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Smith, Kathleen Fay. A comparison of command style teaching and movement education with respect to teacher behavior and student involvement. 1985.
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M, Ondine Gross Ed. Restore the Respect: How to Mediate School Conflicts and Keep Students Learning. Brookes Publishing, 2016.
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Safe Healthy Secondary Schools Strategies To Build Relationships Teach Respect And Deliver Meaningful Behavioral Support To Students. Boys Town Press, 2009.
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Rockman, Deborah A. The Art of Teaching Art. Oxford University Press, 2000. http://dx.doi.org/10.1093/oso/9780195130799.001.0001.
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Often the finest artists do not make the best teachers. Many frustrated college students of art know this all too well as they suffer through unstructured classes with inexperienced teachers or graduate student instructors. In these situations, it is easy to blame the teachers. But the problem is largely institutional: most students graduating with MFAs from art schools receive little if any instruction in teaching art. If you find yourself in this predicament as teacher or student, this book is for you. The first book to provide a comprehensive guide for teaching college-level art, The Art of Teaching Art is the culmination of respected artist and instructor Deborah Rockman's two decades of teaching experience. Believing that drawing is the backbone of all of the visual arts, she begins with a complete explanation of drawing concepts that apply to any subject matter, e.g., composition, sighting processes, scaling techniques, and methods for linear and tonal development. She then illustrates these concepts with step-by-step methods that easily translate to classroom exercises. Next, she applies the drawing principles to every artist's most important and challenging subject, the human figure. After an extended section on understanding and teaching perspective that explores illusionistic form and space, the focus of the book shifts to the studio classroom itself and the essential elements that go into making an effective learning environment and curriculum. From preparing materials lists and syllabi, to setting up still-lifes, handling difficult classroom situations, critiquing and grading student artworks, and shooting slides of student artworks, she leaves no stone unturned.
Book chapters on the topic "Teacher-to-student respect"
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Akyeampong, Albert, Teresa Franklin, and Jared Keengwe. "Technology and Teacher Education." In Advancing Education with Information Communication Technologies, 102–11. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-61350-468-0.ch009.
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This study explored one primary question: To what extent do student perceptions of various forms of instructional technology tools predict instructional quality? Participants for the study were drawn from a teacher education program in a large Midwest public university. Data were collected using a web-based survey with a total of 121 responses used in the final analysis. A multiple regression analysis was conducted to evaluate how well Productivity Tools, Presentation Tools, Communication Tools, and World Wide Web Tools predict Student Evaluation of Faculty Instructional Quality. The overall significant results of the regression model and the subsequent significant results of the t-test for Presentation Tools and Productivity Tools is an indication that Presentation and Productivity tools can be used by faculty to facilitate student and faculty interaction, promote cooperation among students, promote active learning techniques, give prompt feedback, emphasize time on task, communicate high expectation and respect diverse talents and ways of learning.
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Breen, Paul. "An Intramuscular Approach to Teacher Development in International Collaborative Higher Education." In Handbook of Research on Transnational Higher Education, 368–90. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-4458-8.ch019.
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This chapter looks at a practical example of staff development and considers how professional development of teachers should be an essential component of enhancing provision within higher educational institutions not just in terms of pedagogy but also in respect of developing programmes and marketing those programmes. Set within the specific context of English Language teaching for international students, the research is based on a case study of two trainee teachers on a DELTA programme (Diploma in English Language Teaching for Adults). These teachers have been interviewed at two different stages of their development, firstly whilst doing the DELTA course, and then one year later, by which time they have completed the course. Through analysing their responses in a qualitative fashion, the author examines whether teacher development has a positive impact on the higher educational institution as a whole, and whether it leads to an improved student experience or a heightened consciousness of that student experience on the part of teachers. At the heart of this chapter, there is a metaphor taken from Medical Science to define the best approach to teacher education and development, namely, what the author labels an intramuscular approach. The author takes this term from a medical process of giving injections that are placed deep within muscles so that the particular drug or medicine is released slowly over a period of time rather than in a standard one-shot manner. There is no quick fix solution to teacher development, and having a long-term vision contributes far more to organisations in terms of the ultimate student experience.
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Breen, Paul. "An Intramuscular Approach to Teacher Development in International Collaborative Higher Education." In Adult and Continuing Education, 1758–80. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-5780-9.ch101.
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This chapter looks at a practical example of staff development and considers how professional development of teachers should be an essential component of enhancing provision within higher educational institutions not just in terms of pedagogy but also in respect of developing programmes and marketing those programmes. Set within the specific context of English Language teaching for international students, the research is based on a case study of two trainee teachers on a DELTA programme (Diploma in English Language Teaching for Adults). These teachers have been interviewed at two different stages of their development, firstly whilst doing the DELTA course, and then one year later, by which time they have completed the course. Through analysing their responses in a qualitative fashion, the author examines whether teacher development has a positive impact on the higher educational institution as a whole, and whether it leads to an improved student experience or a heightened consciousness of that student experience on the part of teachers. At the heart of this chapter, there is a metaphor taken from Medical Science to define the best approach to teacher education and development, namely, what the author labels an intramuscular approach. The author takes this term from a medical process of giving injections that are placed deep within muscles so that the particular drug or medicine is released slowly over a period of time rather than in a standard one-shot manner. There is no quick fix solution to teacher development, and having a long-term vision contributes far more to organisations in terms of the ultimate student experience.
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Audley, Shannon, and Julia L. Ginsburg. "Caring as an Authoritative Act." In Creating Caring and Supportive Educational Environments for Meaningful Learning, 154–82. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-5748-7.ch009.
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This chapter serves to discuss common perspectives of respect in the classroom and highlight ways to re-conceptualize authority in student-teacher relationships so that respect can be grounded in both authority and caring. The authors believe that through the framework of critical race theory, teachers can learn how to express caring respect in ways that will be validating to their students. Furthermore, because of this reframing of authority, teachers will be able to accept non-authority-based respect. Finally, this chapter encourages teachers to experience and understand respect in the ways that validate their students as people and honor their own abilities as teachers. Rather than using ideas of respect to exhibit and reinforce institutional authority, teachers can instead promote caring respect in their classrooms by highlighting students' voices and reflecting on their own roles as both an educator and a person.
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Steele, Annfrid R. "ALAR som tilnærming for å skape økt forståelse hos deltakere for forskning og for forståelse for FoU i skole og i lærerutdanning." In Aksjonsforskning i Norge, volum 2: Grunnlagstenkning, forskerroller og bidrag til endring i ulike kontekster, 419–36. Cappelen Damm Akademisk/NOASP, 2020. http://dx.doi.org/10.23865/noasp.121.ch15.
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There is an increased focus in teacher education on research-based teaching as a means to develop a more research-based professional knowledge. However, research from several Western countries shows that neither school-based nor university-based teachers are familiar with how to integrate research-based knowledge in professional teacher practice. This ALAR-study focuses on how a research and development project has been carried out in tripartite collaboration between student teachers, school-based and university-based teachers. This process initiated mutual learning and understanding of research-based knowledge between the participants in balanced partnership. The present study shows how ALAR can develop partnerships and mutual understanding of research-based knowledge between universities and schools, in respect of student teachers’ professional development.
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Laffier, Jennifer, Diana Petrarca, and Janette M. Hughes. "The Need for Promoting and Developing Cultural Competency in Future Teachers." In Cultural Awareness and Competency Development in Higher Education, 148–67. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-2145-7.ch009.
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This chapter discusses the importance of promoting and developing cultural competency in future teachers. As many countries face changing demographics and student populations in schools it is essential that future teachers understand and respect different cultures, especially the role of equity and inclusion in supporting student success. The chapter provides a review of cultural competency, why teachers today need to have cultural competency, and ways in which this competency can be developed for beginning teachers. Methods of promoting and developing cultural competency for pre-service teachers are highlighted based on the experiences from a four-semester pre-service teacher program in Ontario, Canada. The ways in which cultural competency is addressed in different courses such as Digital Literacies, Human development, Mental health in Schools, and the “Foundations” series of courses (fundamentals of teaching, learning, planning and assessment) are presented. Recommendations for teacher preparation and professional development are provided.
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Laffier, Jennifer, Diana Petrarca, and Janette M. Hughes. "The Need for Promoting and Developing Cultural Competency in Future Teachers." In Research Anthology on Instilling Social Justice in the Classroom, 1467–86. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7706-6.ch083.
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This chapter discusses the importance of promoting and developing cultural competency in future teachers. As many countries face changing demographics and student populations in schools it is essential that future teachers understand and respect different cultures, especially the role of equity and inclusion in supporting student success. The chapter provides a review of cultural competency, why teachers today need to have cultural competency, and ways in which this competency can be developed for beginning teachers. Methods of promoting and developing cultural competency for pre-service teachers are highlighted based on the experiences from a four-semester pre-service teacher program in Ontario, Canada. The ways in which cultural competency is addressed in different courses such as Digital Literacies, Human development, Mental health in Schools, and the “Foundations” series of courses (fundamentals of teaching, learning, planning and assessment) are presented. Recommendations for teacher preparation and professional development are provided.
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Korres, Maria Pavlis. "Enhancing Students' Online Experiences." In Handbook of Research on Inequities in Online Education During Global Crises, 420–46. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-6533-9.ch021.
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During the COVID-19 pandemic, many educational institutions offering mainly face-to-face courses were forced to switch to online ones. This chapter presents a compilation of good practices adopted during the synchronous online lessons carried out via Skype for Business in two undergraduate courses at the Aristotle University of Thessaloniki. The results of the summative evaluation, obtained through questionnaires at the end of the semester, as well as through formative evaluation throughout the semester, support that using the proper communication and collaborative tools, increasing interaction, immediacy, and intimacy with the instructor, and developing an atmosphere of respect, trust, and collaboration, could immerse students in an interactive synchronous online experience and help them develop a positive attitude towards online learning. An exceptional issue, pointed out by most of the students, was the online presence of “Carrot,” the instructor's cat, that enhanced student-teacher and student-student immediacy and intimacy.
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Kiser-Chuc, Kevan A. "Reclaiming the Multilingual Narrative of Children in the Borderlands Using a Critical Integration Approach." In Handbook of Research on Advancing Language Equity Practices With Immigrant Communities, 22–44. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-3448-9.ch002.
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By joining together different methods and curriculum delivery in an elementary school setting, the author defined a unique critical integration approach to address questions of inclusive multilingual literacy practices. The author encouraged students to build upon their prior knowledge, ways in which to show that knowledge, and specifically, their linguistic cultural wealth, which generated a respect for the linguistic diversity of all students. The author created a collaborative pedagogical space in which the students constructed an innovative curriculum by co-mingling student experiences, their cultural and linguistic resources, and their interpretive frameworks. The teacher-research project involved a Funds of Knowledge orientation, the use of a variety of pedagogical tools influenced by the theory of Multiple Intelligences, gifted strategies, community cultural wealth, emancipatory education, critical and culturally responsive pedagogy, and visual arts aesthetics.
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Ritchie, Daniel. "The Making of an Evangelical." In Isaac Nelson, 12–40. Liverpool University Press, 2018. http://dx.doi.org/10.3828/liverpool/9781786941282.003.0002.
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The book’s first chapter considers Isaac Nelson’s family background and early religious influences – including his membership of Henry Cooke’s May Street Presbyterian Church. It considers Nelson’s time as a student and teacher at the Belfast Academical Institution. The chapter also analyses the role that Nelson played in the Inquiry into the teaching of Moral Philosophy with respect to the alleged scepticism of Professor John Ferrie, which reveals Nelson’s adherence to Scottish Common Sense Philosophy. The chapter then considers Nelson’s first pastorate at First Comber Presbyterian Church, and his return to Belfast as the minister of Donegall Street Presbyterian Church. This opening chapter is essential to establishing Nelson’s credentials as an emerging talent within the Presbyterian Church in Ireland, whose cause he defended in opposition to Unitarians and Episcopalians. This chapter, moreover, demonstrates his early commitment to evangelical activism through support for missions and philanthropy. His disputes with leading Presbyterians over the teaching of Greek and the Magee bequest reveals his independence of thought. Nelson’s opposition, while he was moderator of the Belfast Presbytery, to Hugh Hanna’s role in provoking sectarian violence in Belfast during the riots of 1857 reveals his opposition to crude forms of no-popery
Conference papers on the topic "Teacher-to-student respect"
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Gonzalez-Cuevas, Gustavo, Maria Victoria Tabera, Margarita Rubio, Maria Asuncion Hernando, and Maria Jose Alvarez. "Action research plan to boost participation in college students." In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5582.
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Tackling difficulties related to student participation in the college classroom is central on the learning process. In this action-research study, we designed and implemented an action plan to boost participation on the grounds of (1) explaining the objectives and procedures for each activity to students; (2) requesting student participation by name; (3) giving them time to reflect before participating; and (4) requesting that students who are not paying attention participate. A survey was used in order to assess students' perceptions of the action plan. The survey included 10 items (1-4 Likert scale). A total of 103 students completed the survey. The scores’ mean was 3.19, demonstrating a positive student perception of the action plan. The statements with the highest average scores were: “Teacher allows time for reflection after posing a question” and “Teacher addresses specific students by name.” The instructors recorded their perceptions into writing, providing opinions on the development of the action plan. These teachers' comments were summarized into categories. In conclusion, we considered that the action plan helped to improve student participation, and we believe that in order to obtain sufficient participation we have to attain a classroom environment that favors motivation, confidence and respect for students.
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Shirokikh, Anna Yurievna. "An experimental tailor-made ESP course: experience of teaching English to students of Economics." In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.7977.
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The purpose of the study was to find out how enhanced learner autonomy techniques can influence students' professional communication skills, subject-specific knowledge, levels of motivation in studying the language and general satisfaction from the studies. The problem under investigation is if students should be allowed to choose materials for language input and if the teacher will be able to work out an appropriate didactic approach in developing students' grammar accuracy, vocabulary range, speaking, listening and writing skills. the expermental course was designed for students of economics. Students' responsibility, the use of online resources and students' freedom in selection of teaching materials are viewed as key elements of the approach. the methodology of the course is worked out on the basis of close teacher-student interactin in and out of class. The results indicate that despite the fact that the course was time-consuming for both teachers and students, there are some positive results in respect of increased proffessional vocabulary range, levels of motivation and cognition.
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Ramirez Banzo, Eduard. "Student participation and peer-to-peer learning processes in primary education." In Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11000.
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This study considers the influence that classmates can have over a student’s learning process in an individual sport. “Others” are defined as classmates who, through peer relations, become agents of education and establish mechanisms of educational influence during learning processes. From the perspective of the teacher researcher, the goal of changing and improving the author’s own teaching practice is presented as the starting point for the design, validation and implementation of a support-recall-projection (SRP) proposal methodology for intervention. The data analysis showed that the proposal contributed to the development of students basic competences related with independence, decision-making, teamwork and respect for each person’s pace of learning among students of an individual sport.
Reports on the topic "Teacher-to-student respect"
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Bittmann, Felix. Academic track mismatch and the temporal development of well-being and competences in German secondary education. Verlag der Österreichischen Akademie der Wissenschaften, May 2021. http://dx.doi.org/10.1553/populationyearbook2021.res5.1.
Full textAbstract:
Formal education is one of the most influential predictors of professional success. As parents in Germany are aware of the importance of education, they often try to enable their children to enrol in the prestigious academic schooling track (Gymnasium). This explains why the transition recommendation made by the teacher after the fourth grade is sometimes ignored if the desired track was not recommended for a particular student. How the mismatch between the teacher’s recommendation and the parents’ choice of schooling for their child affects the child’s development is not sufficiently known. It is very likely that such a mismatch can have consequences for the child’s well-being, competences and overall academic success. Based on five consecutive panel waves of German National Educational Panel Study (NEPS) data (waves 1 to 5, collected between 2010 and 2016) (n = 2;790 in wave 1), our analyses demonstrate that social background and the probability of ignoring a teacher’s recommendation are associated, and that highly educated parents are more likely to overrule the teacher’s recommendation. Panel regression models show that pupils who pursued the academic track (Gymnasium) despite the absence of a teacher’s recommendation were more likely to drop out of the academic schooling track, and were not able to catch up with their peers with respect to both objective and subjective academic competences over the entire observation window. However, the models also show that academic track mismatch did not seem to negatively influence the health and well-being of these pupils.