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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.
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Hara, May. "“I Never Would Have Noticed It Before”: The Possibilities of Critical Discussion Groups for Teacher Candidate Policy Engagement." Education and Urban Society 52, no. 3 (May 5, 2019): 343–64. http://dx.doi.org/10.1177/0013124519846278.
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Teacher candidates are central to the implementation of educational policy in schools, but receive little professional training around policy in their teacher education coursework or in their practicum experiences in the field. In examining this disconnect, this article explores the following questions: What do teacher candidates know about educational policy at the beginning of their student teaching practica? How do they envision their role with respect to policy? How does their participation in a critical discussion group around educational policy influence their perspectives? This article draws on qualitative data from a group of teacher education candidates enrolled in a student teaching practicum in Massachusetts. Analysis illustrates how teacher candidates make sense of educational policy via their university experiences and their field placements. Data suggest that critical discussion groups have potential to support increased capacity around teacher candidate policy engagement.
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Champlin, Barbara, and Riley Tousignant. "Learning Beyond the Classroom: A Student Teaches Peers About People With Mental Illness." Creative Nursing 25, no. 4 (November 1, 2019): 329–33. http://dx.doi.org/10.1891/1078-4535.25.4.329.
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This essay describes an educator's desire to teach her nursing students that individuals with mental illness are people and deserve to be treated with dignity and respect. During an informal discussion, she learned that one of her junior-level students has used art to educate nonnursing peers about the struggles that people with mental illness face every day and how to treat them with respect. The essay begins with a description of what the teacher hopes to convey to her students about people with mental illness. This is followed by a student essay that describes how she used photography to educate her nonnursing peers about the challenges that people with mental illness face, inviting them to act in ethical ways. In the end, both the teacher and the student are enlightened.
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Bonoti, Fotini, Plousia Misailidi, and Fotini Gregoriou. "Graphic Indicators of Pedagogic Style in Greek Children's Drawings." Perceptual and Motor Skills 97, no. 1 (August 2003): 195–205. http://dx.doi.org/10.2466/pms.2003.97.1.195.
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311 Greek children's drawings of classroom life were employed to investigate the diagnostic validity of this measure in identifying teachers' pedagogic style. The sample was divided into three age groups, 6-, 8-, and 10-yr. olds, who were asked to draw pictures of themselves and their teachers in their classroom. Drawings were scored using as criteria the four graphic indicators (ratings of size, detailing, centrality, and social distance) proposed by Aronsson and Anderson in 1996. Analysis showed three out of the four indicators discriminated teacher-centered vs student-centered pedagogic style. More specifically, in the teacher-centered setting children drew the teacher of dominant size, in a central position, and as remote, while in the student-centered setting the teacher was depicted closer to the student, in a less central position, and less emphasized relative to the student. The findings are discussed with respect to the absence of age-related effects and the possibility of using children's drawings of classroom life as a measure for tapping into children's representations of pedagogic style.
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Joldersma, Clarence W. "Not Only What or How, but Who? Subjectivity, Obligation, and the Call to Teach." Journal of Education and Christian Belief 10, no. 1 (March 2006): 61–73. http://dx.doi.org/10.1177/205699710601000106.
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THIS PAPER ARGUES that the call to teach ought to be conceptualized not so much in terms of subject matter (‘what’) or teaching method (‘how’) but with respect to the subjectivity of the people involved – that is, of the one who teaches and of the one who is taught. Building explicitly on the work of Emmanuel Levinas, the essay develops the idea of a responsible subject as the condition that makes visible the distinctiveness about the call to teach, suggesting that God's call to teach manifests itself through the face of the student, in the asymmetric relation between the teacher and the student as the other. In doing so, the teacher becomes a responsible subject for and to the student, instead of merely for the subject matter and the methods of teaching. Familiar tensions in teaching illustrate this call to responsibility.
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Beckett, Gulbahar. "Teacher and Student Evaluations of Project-Based Instruction." TESL Canada Journal 19, no. 2 (June 26, 2002): 52. http://dx.doi.org/10.18806/tesl.v19i2.929.
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Project-based instruction has gained some popularity in general education and in second-language (L2) education. However, a review of the literature shows discrepancies between teachers' and students' evaluations of this activity. For example, general education teachers and students find that project-based instruction creates opportunities for in-depth learning of subject-matter content, which fosters student independence and problem-solving skills. However, English as a Second Language (ESL) teachers' and students' evaluations show mixed results. Although some anecdotal reports and one systematic research study show ESL teachers endorsing project-based instruction because it provides opportunities for comprehensible output and integrated language teaching, there is evidence that ESL students and at least one ESL teacher are frustrated by this form of instruction. These students felt that project-based instruction prevented them from learning from the teacher and textbooks and from focusing on language skills. The ESL teacher felt a loss of student respect and noted a drop in student attendance. These discrepancies are discussed from philosophical, cultural, and linguistic perspectives. Recommendations for research and pedagogy are proposed. For example, it is suggested that a framework be developed to aid ESL teachers in assisting their multicultural students to understand the benefits of project-based instruction in L2 learning.
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AJILI, ZAHRAA. "Formation Engineering and Pedagogy of E-Learning in Light of Corona Pandemic." Journal Ishraqat Tanmawya 26 (June 2021): 500–515. http://dx.doi.org/10.51424/ishq.27.19.
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As a result of the global epidemiological reality, E-learning has become a necessity for advanced educational systems because universities are the backbone of scientific, economic, political and social development for all nations alike because they are a major source of minds, it is based on two main pillars, namely the teacher who is the foundation building block and the basic structure of the other pillar, which is the student who relies on his teacher in terms of his cognitive and scientific development in addition to psychological, educational and social guidance. As for the basic role that every student relies on, it is qualifying him to obtain the certificate, all of which is in the end in the interest of society, so a relationship is formed between the student and the teacher and the focus of which is the pedagogical interaction based on respect, care and exhortation to convey knowledge and abilities, whether by the student or the teacher. The current paper aims to formulate a vision for E-learning according to the perspective of training engineering planning (components, programs, financial capacity, implementation, follow-up, results and questionnaire) with pedagogical support based on the consistency of roles between the student and the teacher from the scientific and psychological point of view, and the psychological component is a fundamental factor in the success of Educational process. Key words: E-learning, Corona pandemic, Formation engineering, Pedagogy.
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Lv, Linqiong, and Jiaqiang Hu. "Understanding Teacher Authority." Journal of Education and Development 5, no. 2 (May 26, 2021): 44. http://dx.doi.org/10.20849/jed.v5i2.916.
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Despite the fact that teacher authority is an ever-present and fundamental component of everyday school life and classroom experiences, teacher authority remains poorly understood and insufficiently researched. By reviewing the sociological and educational literature on teacher authority, the study outlined the current status of teacher authority research, explicated the institutional and personal sources of legitimate teacher authority, and delineated four perspectives for understanding teacher authority: a) teacher authority is legitimate domination generated and justified by professional and personal sources of legitimacy; b) teacher authority functions through pedagogical discourse which is a both instructional and regulative process of transmitting value-laden knowledge; c) teacher authority is in dynamic teacher-student relationships where teachers cannot automatically possess but have to earn students’ respect; d) teacher authority emits educational influences and essentially serves the moral order of conscience. The study calls for more research into teacher authority especially against the backdrop of declining teacher authority yet ever growing expectations and demands on teachers and teaching outcomes.
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Oonk, Carla, Judith Gulikers, and Martin Mulder. "Educating Boundary Crossing Planners: Evidence for Student Learning in the Multistakeholder Regional Learning Environment." Journal of Planning Education and Research 39, no. 3 (December 3, 2017): 360–73. http://dx.doi.org/10.1177/0739456x17737598.
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The regional learning environment (RLE) embeds planning student learning in a real-world participatory planning process. This study investigates the effectiveness of the RLE and its “boundary crossing” design characteristics with respect to student learning. The quasi-experimental study combines a quantitative competence test ( N = 225) with qualitative student and teacher learning reports. The RLE, in general, stimulates planning students’ learning. “Working in multidisciplinary student groups” and “high coaching intensity” have specific added value for learning. “Intense student–stakeholder collaboration” does not significantly improve learning; however, qualitative data indicate this to be a powerful boundary crossing design principle of the RLE.
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Akyeampong, Albert, Teresa Franklin, and Jared Keengwe. "Technology and Teacher Education." International Journal of Information and Communication Technology Education 6, no. 2 (April 2010): 1–10. http://dx.doi.org/10.4018/jicte.2010040101.
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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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Okonofua, Jason A., David Paunesku, and Gregory M. Walton. "Brief intervention to encourage empathic discipline cuts suspension rates in half among adolescents." Proceedings of the National Academy of Sciences 113, no. 19 (April 25, 2016): 5221–26. http://dx.doi.org/10.1073/pnas.1523698113.
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Growing suspension rates predict major negative life outcomes, including adult incarceration and unemployment. Experiment 1 tested whether teachers (n = 39) could be encouraged to adopt an empathic rather than punitive mindset about discipline—to value students’ perspectives and sustain positive relationships while encouraging better behavior. Experiment 2 tested whether an empathic response to misbehavior would sustain students’ (n = 302) respect for teachers and motivation to behave well in class. These hypotheses were confirmed. Finally, a randomized field experiment tested a brief, online intervention to encourage teachers to adopt an empathic mindset about discipline. Evaluated at five middle schools in three districts (Nteachers = 31; Nstudents = 1,682), this intervention halved year-long student suspension rates from 9.6% to 4.8%. It also bolstered respect the most at-risk students, previously suspended students, perceived from teachers. Teachers’ mindsets about discipline directly affect the quality of teacher–student relationships and student suspensions and, moreover, can be changed through scalable intervention.
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Yuliawati, Dessy. "IMPLEMENTATION OF COOPERATIVE LEARNING MODEL STUDENT TEAMS-ACHIEVEMENT DIVISION (STAD) TYPE TO IMPROVE STUDENT COOPERATION IN SOCIAL SCIENCE LEARNING (Classroom Action Research Class VII-D SMP Negeri 1 Bandung)." International Journal Pedagogy of Social Studies 2, no. 2 (February 21, 2018): 25. http://dx.doi.org/10.17509/ijposs.v2i2.10160.
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Abstract-This study is motivated by the author’s curiosity towards the effectiveness of Cooperative Learning Model Student Teams Achievement Division (STAD) type in improving student cooperation. The purpose of this study is to implementate the Cooperative Learning model Student Teams-Achievement Division (STAD) type to improve student cooperation that includes teamwork in solving problem and doing task, sharing ideas, asking and answering questions, interpersonal communication among students, students and teacher, students and informant, as well as respect for gender, ethnic, race, religion, socioeconomic status, culture and perspective differences. Classroom Action Research (PTK) uses a spiral model by Kemmis and Mc Taggart conducted in three cycles. The subjects of the study are the students of class VII-D. The implementation of learning to improve student cooperation is by implementing the Cooperative Learning model Student Teams-Achievement Division (STAD) Type in Social Science learning. Over three cycles have consistent improvements. In the first cycle, the observation on student cooperation is in the "adequate" category, because the students are lack of interactive communication among students, students and teacher, as well as the students are still lacking in a teamwork. In the second cycle, the result of student cooperation is in the "good" category. In this second cycle, it can be solved by teacher by making improvement and guiding students during teamwork process. In the last cycle, it experienced an increase into the category of "very good", because each student contributes directly or actively in the team. Of this study, it can be concluded that the implementation of Cooperative Learning model Student Teams Achievement Division (STAD) type in Social Science learning can improve student cooperation.Keywords: Cooperative learning STAD type, Cooperation skill, Social science learning
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Marszalek, Jacob M., Arthur L. Odom, Steven M. LaNasa, and Susan A. Adler. "Distortion or Clarification: Defining Highly Qualified Teachers and the Relationship between Certification and Achievement." education policy analysis archives 18 (November 10, 2010): 27. http://dx.doi.org/10.14507/epaa.v18n27.2010.
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Recent studies of the relationship between teacher preparation pathways and student achievement have resulted in similar statistics but contradictory conclusions. These studies as a group have several limits: they sometimes focus on student-level indicators when many policy decisions are made with indicators at the school-level or above, are limited to specific urban locations or grade levels, or neglect the potential influence of building type, as defined as the grade-levels serviced. Using statewide data from the 2004-2005 school year, we examined the relationships between school-level indicators of student achievement on nationally-normed tests and proportions of alternatively certified teachers, while controlling for building type and other relevant covariates. Our findings indicate that the relationship between teacher preparation and student achievement at the school level depends on whether the building mixes multiple grade levels (e.g., elementary and middle). The implications of Missouri's policy change for research and school improvement are discussed with respect to the current high-stakes testing environment.
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Elmabruk, Reda, and Nesrin Etarhuni. "Teacher Power and Gender in the Classroom Discourse of EFL Teacher Educators: Insights from a case study." Issue 18, no. 18 (August 9, 2021): 54–78. http://dx.doi.org/10.36602/faj.2021.n18.04.
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How Teacher Power (TP) is exerted impacts affective learning and class participation. This mixed-method case-study research explores TP and the role of gender in a Libyan EFL Teacher Education context. Classroom discourse is analysed to determine the scale of Teacher Power Strategies (TPS) manipulated by both male and female educators with respect to Pro-social Teacher Power (PTP) and Anti-social Teacher Power (ATP). Six teacher educators (three males and three females) have been observed over 18 lectures involving 47 second-semester students. How the student teachers perceive and react to TP is explored through focus group interviews. The findings reveal interesting gender differences in the application of anti and pro-social power; the males’ TP ratio (2.3:1) is much greater than the females’ (1.5:1) who display far less ATP, e.g. command power, with zero criticism and zero coercion; PTP is distinguished by politeness and compliment; “command softening”, mitigated power and lowered anxiety. The students tolerate teachers’ command, interruption, questioning for pedagogic reasons; cases of unwarranted coercion and unconstructive criticism are met with silent protest. In conclusion, a balance of power is deemed essential in fostering students’ well-being, promoting a relaxed stress-free atmosphere, and facilitating active student participation.
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Kazantseva, E. A., F. G. Fatkullina, and E. K. Valiakhmetova. "Teacher-student communication ecology as a module of pre-service teachers’ education." SHS Web of Conferences 87 (2020): 00006. http://dx.doi.org/10.1051/shsconf/20208700006.
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The article deals with the problem of teacher-student communication ecology as a module of pre-service teachers’ education. This approach restore the status of fundamental education and science, and the social status of the teacher. The sphere of Russian education is currently under reform: a difficult process that neither people, nor the language they use, can quickly adapt to. The purpose of this paper is to reveal the subject areas that could provide young and pre-service teachers with language tools facilitating communication with students, contributing to more productive communication, and thus providing better learning outcomes. According to the research findings, the key to solving the identified systemic problems in academic discourse is to adjust the balance of the categories of self-respect – respect for the Other, which should be implemented at the stage of personal development. This paper presents general guidelines that can set the direction of subsequent stages of scientific research. According to the research findings, this module should cover such areas as: the norms of academic communication, and academic language, emotional academic literacy, efficient linguistic communication tools.
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Wedikandage, L. N. P., and Kumudu Gunawardana. "PARENTAL INVOLVEMENT AND ACADEMIC ACHIEVEMENT: A STORY OF AN INTERNATIONAL SCHOOL IN SRI LANKA." International Journal of Advanced Research 9, no. 03 (March 31, 2021): 463–71. http://dx.doi.org/10.21474/ijar01/12605.
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This research found out the relationship between parental involvement and academic achievement with a special focus on the secondary level students in an international school in Colombo, Sri Lanka. The main objective of the current research was to find out the significant difference in student achievement among international school students in respect to parent participation in teacher-parent meetings and their help for their childs homework. The selection of the research method was based on the quantitative research approach and the type of methods available within this broad approach. The sample of the study comprised of 542 students, 542 parents, and 35 teachers in an international school in Colombo, Sri Lanka. Data was collected through questionnaires. The findings concluded that (1) there was no significant difference in student achievement among international students with respect to parent education. (2) there was a significant difference in student achievement among students with respect to their parents participation in the teacher-parent meetings but (3) there was no significant difference between student achievements among students with respect to parental help on students homework. (4) Teachers in the International school are strongly agreed: their school offers workshops and provide resourceful information to help families to understand how children learn, their school has a clear understanding of the defined policies for teachers that encourage communication with the parents discussing the curriculum, student achievement, and ways a parent can be involved, their school provides productive professional developers that train them on the value of parents and ways to encourage partnerships between the school and home, their school encourages the use of our Learning Management System that provides classroom resources and items parents can access. their school assists families in guiding students to set academic goals, and monitor and discuss schoolwork at home, their school provides information to families on how to assist students with the skills they need to improve. However, (5) teachers in the school disagreed that their school trains parents on developing home routines, conditions, and environments that support their childs learning respectively.
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Minasyan, Stella. "Gendered Patterns in Teacher-Student Interaction in EFL Classroom: The Greek Context." Journal of Language and Education 3, no. 3 (September 30, 2017): 89–98. http://dx.doi.org/10.17323/2411-7390-2017-3-3-89-98.
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The present research endeavours to shed light on the role that gender plays in the language classroom in the Greek context. As no systematic investigation has considered special aspects of gender and interaction in primary school classrooms, this study seeks to investigate how teachers and students position themselves within different discourses in EFL classroom interaction. The issues discussed include turn-taking and interruptions, praise and reprimand, class dominance, teacher attention and class participation in classroom interaction. Drawing on language and gender research, it was hypothesized that gender of the learner affects the learner’s language use and behaviour during EFL interaction. This study advances our understanding of gendered classroom interaction and highlights important ways in which students’ gender influences teacher-student, as well as student-student interaction. Moreover, this study sheds light on gender bias which occurs in the classroom and thus impedes teachers’ abilities to work successfully with all students. The Greek data revealed great similarity with findings of previous studies by supporting the assumption that: (a) teachers are biased in favour of boys, especially with respect to giving them more attention; (b) male students demand more teacher attention and more instructions from the teacher than their female peers; (c) female students are more likely to receive praise and positive comments, whereas male students are reprimanded by the teacher; (d) male students are more active in class participation, by taking more turns, volunteering and calling out.
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Malik, Muhammad Abid, and Sadia Bashir. "Caring Behavior of Teachers: Investigating the Perceptions of Secondary School Teachers and Students in Lahore." International Journal of Innovation in Teaching and Learning (IJITL) 6, no. 2 (January 22, 2021): 63–78. http://dx.doi.org/10.35993/ijitl.v6i2.1295.
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This study is designed to investigate perceptions of teachers and students about caring behavior of teachers. The purpose of the study is to gain better understanding about factors that play a role in the development of teachers’ caring behavior and teacher-student caring relationship. A scale employed by King and Chan (2011) has been adopted for this purpose. The revised scale consists of four main factors (Sense of Respect and Trust, Interpersonal Relationships, Academic Support, and Classroom Management), and twenty two items. Data were collected from 403 grade 9 students and 156 secondary school teachers who belonged to seven public secondary schools in Lahore. Both descriptive and inferential statistics were used for data analysis. The study revealed that both the teachers and students gave great importance to the teachers’ caring behavior. They agreed to the top two factors i.e. Sense of Respect and Trust, and Classroom Management. The opinions differed about the priority of the other two i.e. Interpersonal Relationships and Academic Support. When it came to individual items, the differences were more prominent as four out of top five items were different. There were no statistically significant differences based on teachers’ gender and education level, but their experience made a difference with less experienced teachers showing more inclination towards caring behavior. The study recommends the teachers to develop a culture of respect and care in the classroom by showing respect to the students, developing a culture of greetings, calling them with their proper names, appreciating good behavior, and involving them in decision making.
Keywords: caring behavior, teacher behavior, classroom environment, teacher-student relationships
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Simel Pranjić, Sanja. "Development of a caring teacher-student realationship in higher education." Journal of Education Culture and Society 12, no. 1 (June 17, 2021): 151–63. http://dx.doi.org/10.15503/jecs2021.1.151.163.
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Aim. This article aims to summarize the current state of understanding on a development of a caring teacher-student relationship in higher education context, grounded in relational pedagogy. Also, it provides critical reflection on the data from available literature. Methods. The development of a caring teacher-student relationship was presented using the method of description, based on the review of relevant literature. Results. The development of a caring relationship between students and higher education teachers can be monitored in stages. At first, there is the introductory meeting with the students when a teacher with his personality, authenticity, and approach lays the foundations for the development of a caring relationship. During further meetings, the teacher encourages mutual trust, respect, and appreciation and deepens the relationship by adapting the teaching process to the needs, interests, and affinities of students, until the formal completion of their cooperation. Conclusion. In order to achieve a caring relationship with students in higher education, a teacher needs to approach it consciously, intentionally, thoughtfully and to plan it well from the very beginning. It is crucial to get to know the students as real persons, and accordingly, continuously adapt the teaching process to their needs and interests, allowing them to express themselves freely in a safe, accepting, and encouraging environment. Cognitive value. By presenting the stages of a development of the caring relationship between students and higher education teachers and the synthesis of their characteristics, this paper contributes to a deeper understanding of this phenomenon.
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Birgin, Alejandra, and Alejandro Vassiliades. "Políticas estudiantiles en la formación docente: Problemas pedagógicos y debates en perspectiva suramericana." education policy analysis archives 26 (December 3, 2018): 159. http://dx.doi.org/10.14507/epaa.26.3133.
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Within the framework of the process of enrollment expansion in teacher training (in the context of the expansion of the higher education level), some Latin American countries have developed specific policies for the student population of teacher training institutions. In this article we analyze how these policies bring new questions to the field of teacher training, linked to the ways in which “new” students are questioned and their effects on the construction of teaching positions. For this, we address a series of speeches from international organizations (with marked influence in the region), which coincide in describing future teachers as deficit subjects. At the same time, we go through a set of student policies that assumed diverse orientations regarding the right to education of these populations and regarding the right of their future students. We understand that these policies and discourses have an effect on the configuration of teaching positions with respect to educational inclusion.
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Žunić-Rizvić, Lejla, and Vildana Dubravac. "BUILDING RAPPORT WITH YOUNG EFL LEARNERS AND ITS IMPACT ON THEIR ACHIEVEMENT IN AN EFL LEARNING CONTEXT." Zbornik radova 15, no. 15 (December 15, 2017): 277–92. http://dx.doi.org/10.51728/issn.2637-1480.2019.15.277.
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This paper aims to stress the importance of building rapport with young EFL (English as a foreign language) learners and to investigate the connection between student-teacher rapport and students’ achievement in an EFL classroom. It also treats some methods and approaches that should be used when teaching young language learners with respect to their needs and characteristics. In addition, this paper describes the importance of motivation for language acquisition and explores some motivational strategies for young language learners. The paper also aims at inspiring EFL teachers to focus on dimensions of language teaching which are associated with pedagogical aspects of teaching and are focused on creating positive student-teacher relations. The positive classroom atmosphere in which students feel safe and comfortable is considered essential for their success in language learning.
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Benigno, Stephen. "A Viable Solution to Implementing Effective Instructional Supervision." Journal of Education and Learning 5, no. 1 (January 13, 2016): 128. http://dx.doi.org/10.5539/jel.v5n1p128.
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<p>With an increased emphasis on instructional accountability with respect to instruction, assessment and curriculum development, administrators have been struggling to find a model of supervision that is clinical and collaborative and that will produce an accurate assessment of classroom instruction. According to Goe (2007), “In recent years, the focus has moved away from holding schools accountable for student achievement and toward holding teachers accountable” (p. 12). The Clinical Supervision model is an accepted and viable strategy of teacher evaluation that has been utilized in many school districts for a number of years. Clinical Supervision, if conducted with fidelity, can provide the administration of the school with an opportunity to collaborate with the teacher and create an effective evaluation experience.</p>
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Milosevic, Nikoleta, and Slavica Sevkusic. "Student self-esteem and academic achievement." Zbornik Instituta za pedagoska istrazivanja 37, no. 1 (2005): 70–87. http://dx.doi.org/10.2298/zipi0501070m.
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There is a growing belief that academic achievement is the product of a complex network of teacher-student relations, where the identity of successful and unsuccessful student is developing with high, moderate or low self-esteem level. Self-esteem is most often defined as a conscious cognitive-affective expression of self-evaluation which is one of the most immediate indicators of self-concept integration degree. A number of authors view high self-esteem level as an important prerequisite for high academic achievement. In contrast, academic achievement and other experiences related to teaching and learning are considered to exert significant influence on self-esteem and a student should be successful at school first so as to develop a positive self-image and his academic abilities. The debate on what comes first - self-esteem or academic achievement - is in its character more academic than practical. This claim is supported by an increasing number of studies indicating the dynamism and reciprocity of correlation between academic achievement and self-esteem. The paper gives recommendations for educational practice to promote self-esteem and development of personal and social responsibility, which contributes to better student academic achievement. It is pointed out that teacher education in the field is necessary and that self-esteem and responsibility must become essential segments of curricula. Teacher is expected to become sensitive to the needs of students who are at risk to be unsuccessful and to largely apply cooperative learning methods. Findings demonstrate that cooperative learning either sustain or increase student self-esteem, whereas traditional teaching methods, in general, lead to its decline. Cooperative relations improve student self-image in respect of academic abilities and social interactions. Positive feedback, peer support, more frequent experience of learning achievement leads mainly to general increase in self-esteem and feeling of competence.
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Whitaker, Jennifer A. "High School Band Students’ and Directors’ Perceptions of Verbal and Nonverbal Teaching Behaviors." Journal of Research in Music Education 59, no. 3 (August 11, 2011): 290–309. http://dx.doi.org/10.1177/0022429411414910.
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This study was designed to examine the use and perception of selected teaching behaviors of high school band directors. Videotaped rehearsals of six band directors’ top-performing ensembles were analyzed for conductor magnitude, sequential pattern components, and instructional pacing. Directors and students rated video excerpts of their rehearsals, completed a questionnaire, and participated in interviews. Teaching behaviors were generally consistent with previous research. Student evaluations of excerpts containing drill, all strict conducting, and more teacher talk were rated lowest. Highest rated excerpts contained more or relatively equal amounts of student response and teacher talk, some expressive conducting, and varying facial expressions. Directors rated excerpts containing little variety in facial expression and more or equal amounts of teacher talk highest. Lowest rated excerpts contained drill or structured rehearsal; all or mostly strict, or no conducting; and longer student activity times. Students were able to identify and discuss their director’s teaching behaviors, had a respect for their director’s musical abilities and knowledge regardless of rapport, desired more praise, and thought of disapproving feedback as necessary critique. Directors were most critical of their conducting behaviors, spent time reflecting on their teaching, and believed self-assessment was beneficial to improve one’s teaching.
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Rodríguez-Garcés, Carlos, and Geraldo Padilla-Fuentes. "Levels of student satisfaction with respect to academic evaluation in higher education: the perception of those who are in the initial teacher training." Revista Internacional de Investigación en Ciencias Sociales 16, no. 1 (June 30, 2020): 95–120. http://dx.doi.org/10.18004/riics.2020.junio.95-120.
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Shaughnessy, Meghan, and Timothy A. Boerst. "Uncovering the Skills That Preservice Teachers Bring to Teacher Education: The Practice of Eliciting a Student’s Thinking." Journal of Teacher Education 69, no. 1 (June 28, 2017): 40–55. http://dx.doi.org/10.1177/0022487117702574.
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Although teacher education is the formal means by which novices are prepared for teaching, they come having already had significant experience in schools. Preservice teachers have formed habits of “teaching” which influence their learning to teach. This article reports a study of the specific knowledge of and skills with teaching practice that novices bring to teacher education with respect to one teaching practice, eliciting student thinking in elementary mathematics, and describes the use of a standardized teaching simulation to learn about novices’ skills. The findings reveal details about preservice teachers’ skills and habits of practice at the point that they enter formal teacher preparation. Preservice teachers’ ways of carrying out this particular practice are categorized into three distinct categories: (a) skills that need to be learned, (b) skills that can be built on, and (c) approaches that need to be unlearned.
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Keller, Melanie M., Eva S. Becker, Anne C. Frenzel, and Jamie L. Taxer. "When Teacher Enthusiasm Is Authentic or Inauthentic: Lesson Profiles of Teacher Enthusiasm and Relations to Students’ Emotions." AERA Open 4, no. 2 (April 2018): 233285841878296. http://dx.doi.org/10.1177/2332858418782967.
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It was recently proposed that teacher enthusiasm encompasses an experienced component as well as a behaviorally displayed component. Aiming to validate this proposition, the present study utilized lesson diaries to explore patterns of teacher-reported experienced enthusiasm and student-reported enthusiastic teaching behaviors and to investigate whether those patterns were related to students’ enjoyment and boredom. Findings imply that the two enthusiasm components do not always co-occur. Four lesson profiles were identified: (1) experienced enthusiasm and enthusiastic teaching coinciding at a high level, (2) teachers reporting high levels of experienced enthusiasm but not being perceived as enthusiastic, (3) teachers being perceived as enthusiastic but not reporting high levels of experienced enthusiasm, and (4) low levels of experienced enthusiasm and enthusiastic teaching. The first pattern was superior to the other profiles regarding students’ emotions. Study findings are discussed with respect to teachers’ emotional well-being and teaching effectiveness.
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Sebastian, Paul L., and Rob A. Martinsen. "Facebook as a Virtual Learning Space to Connect Multiple Language Classrooms." IALLT Journal of Language Learning Technologies 45, no. 1 (October 15, 2015): 44–69. http://dx.doi.org/10.17161/iallt.v45i1.8549.
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This study examined the potential of the Facebook group utility inassisting 54 university Spanish students and pre-service Spanishteachers as they explored their roles as teachers and learners.Participants represented two Spanish language classes and twoSpanish teaching methods classes at the university level. These classeswere combined into a Facebook group and student interactions wererecorded. A qualitative case study was used to frame the 12 weekresearch project. Data were collected from the Facebook group wall,weekly student reports, and a final optional survey (n = 42). Resultswere organized with respect to how participants used the Facebookgroup, how the virtual and physical learning spaces were connected,benefits of participation as perceived by the students, and genuinenessof student contributions. Recommendations are offered for thoseconsidering the implementation of similar virtual learning spaces asextensions of face-to-face foreign language or teacher trainingclassrooms.
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Karim, Md Ziaul, and Taslima Irine Ivy. "The nature of teacher feedback in second language (L2) writing classrooms: A study on some private universities in Bangladesh." Journal of the Bangladesh Association of Young Researchers 1, no. 1 (January 13, 2011): 31–48. http://dx.doi.org/10.3329/jbayr.v1i1.6837.
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The core task of second language (L2) writing teachers is to help students become efficient writers by building up student confidence and providing effective strategies to improve student writing. Teacher feedback given during various stages of process writing can play a vital role in this respect. This paper tried to find out the prevalent forms and nature of teacher feedback in L2 writing classrooms of some private Universities (e.g. dominant forms of feedback, the effect of feedback, amount of importance attached to feedback sessions, attitude towards students in the process & teacher training on feedback). At the same time it also looked into the effect of feedback on students (whether students view feedback as important, what kinds of feedback students prefer, what they expect from the teacher & whether they feel positive about feedback). Based on these findings some suggestions based on recent literature were added to help improve feedback methods according to one's context.Key words: Feedback to L2 writing; Feedback in ESL/EFL classroom; Feedback nature and type in Bangladesh.DOI: 10.3329/jbayr.v1i1.6837Journal of Bangladesh Association of Young Researchers Vol.1(1) 2011 pp.31-48
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Ozek Kaloti, Yesim. "A Comparative Study Of The Attitudes, Self-Efficacy, And Readiness Of American Versus Turkish Language Teachers." Journal of International Education Research (JIER) 12, no. 2 (April 1, 2016): 53–60. http://dx.doi.org/10.19030/jier.v12i2.9633.
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Contrasting studies of foreign language teacher education have become a growing interest among educationists and researchers in different countries (Yoder, 1992; McKay & Montgomery, 1995; Baker & Giacchino-Baker, 2000; Stachowski & Sparks, 2007; Firmin, M. W., Firmin, R & MacKay, F. M., 2008; LaFond & Dogancay-Aktuna, 2009; Ozek, 2009). Such studies emphasize the importance of comparing and understanding different education programs and enables student teachers to think more globally with respect to their language career. These contrasting studies investigate different aspects of foreign language (FL) teaching programs. The present study reports a comparison of the student teachers of an American and Turkish university regarding their satisfaction and readiness in language teaching, and their attitudes towards language teaching theories and teacher education program. The study aims to discover the teacher trainees’ perceptions with an in-depth understanding and compare the differences among them. Therefore, the researcher employed an interconnection of qualitative and quantitative approaches. Data were collected through self-report questionnaires and interviews. The results indicated that there were some significant differences between the subjects in two groups regarding their readiness, their attitudes towards their education programs and their self-perceptions as teacher candidates.
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Hirashiki, Jennifer. "Finding Balance in a Spiritually Diverse Classroom: A Teacher’s Guide to Awareness, Sensitivity, and Respect." Westcliff International Journal of Applied Research 1, no. 1 (April 1, 2017): 20–28. http://dx.doi.org/10.47670/wuwijar201711jh.
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While many scholars focus on the spirituality of the teacher and its effects on a class (Byler, 2009; Purgason, 2009; Morgan, 2009; Ferris, 2009), the students’ spirituality and how it reveals itself in the classroom cannot be disregarded (Vandrick, 2009; Smith, 2009). Students have the potential to add and change any classroom dynamic through the beliefs they have. These spiritual beliefs can influence student reactions in communicative activities and interactions with teachers and peers. Learning motivation and attitude can also be linked to a student’s spiritual or religious identity (Lepp-Kaethler & Dornyei, 2013). Learners should be free to be themselves and think for themselves in class, without any occurring bias or coercion. (Brown, 2009) This paper provides suggested approaches of how teachers can maintain balance in a classroom of religiously diverse students, allowing for the expression of various beliefs, while being aware, sensitive, and respectful of those variances.
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Tripathi, Parmanand. "Positive And Supportive Teacher Student Relationship." Think India 22, no. 2 (October 31, 2019): 2665–73. http://dx.doi.org/10.26643/think-india.v22i2.9391.
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Every teacher must realize that he/she needs to be highly motivated, committed, passionate, and optimistic towards his/her students as well as his/her teaching in order to create a positive and productive impact on the students and their learning outcomes. It is a proven fact that teachers who are sincere, caring, approachable, supportive and inspiring can easily enable their students to become enthusiastic, successful and creative learners. John Hattie, a proponent of Evidence Based Quantitative Research Methodologies on the Influences on Student achievement, who is also a Professor of Education and Director of the Melbourne Education Research Institute at the University of Melbourne, Australia, has noted in his study that a harmonious classroom can assist with the development of creativity as well as reduce anxiety levels amongst students. In my opinion, the primary objective of all effective and conscious teachers should be to promote a safe and healthy learning environment wherein students will feel confident, comfortable, happy and accepted. Time and again, I am convinced of the fact that only effective and conscious teachers understand, acknowledge and therefore, appreciate the significance of creating a rapport and bonding with their students for providing an education that is positive, productive and progressive. When teachers display a positive and congenial attitude towards their students, they not only make them ‘learn better, faster and deeper’ but make them self-confident and self-reliant too. Building positive, supportive, cooperative and mutually strong teacher-student relationships is the key to create a welcoming, healthy and conducive learning space in which students are enabled to thrive, prosper and go on to become what they are meant to be in life. And it is only by forging and nurturing a strong and positive relationship with their students, can teachers create a healthy and conducive learning atmosphere wherein students feel welcome, accepted, respected, loved and cared for, wherein learning becomes fun and joy. Conscious and committed teachers promote the art of positive parenting in every classroom and in every school to enable the students to become confident learners by willingly and happily shouldering the responsibility of being their ‘second parents’.When teachers teach with passion, display positive attitude towards their students and their success, and show genuine care for them, the students reciprocate with respect for their teachers, interest and love for their learning.
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Devi, Nongmeikapam Premika, and N. Nomika Devi. "Job Satisfaction Of Teachers Of Elementary Schools In The Valley Districts Of Manipur Under Different Managements." Thematics Journal of Geography 8, no. 8 (August 23, 2019): 167–77. http://dx.doi.org/10.26643/tjg.v8i8.8142.
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Elementary education plays an important role in laying the proper foundation of child`s cultural, emotional, intellectual, moral, physical, social and spiritual development. In order to ensure that proper teaching learning process to take place, it is important that sufficient number of teachers are made available in the schools. Teachers’ role is central of all processes of education. A teacher is indispensable even in the most well equipped system of education. Teacher to be real manager of class room teaching learning process, must have skills, competence, inclinations and of course entire satisfaction with his job. Richard Wynn states that the following factors contribute to the satisfaction in a career. Intrinsic value of work; Security of life; The right to participate; Recognition and approval; Humane treatment and Self expression. The objective of the study is to find the satisfaction in different dimensions of job satisfaction (Satisfaction with working conditions; Satisfaction with job-content; Satisfaction with management attitude; Satisfaction with student receptivity; and Satisfaction with social predisposition) of teachers of elementary schools in the valley districts of Manipur under different managements viz. Aided, Government and Private maagement. The sample consisted of 600 teachers of elementary schools in the valley districts of Manipur: 268 teachers from 38 elementary schools, 122 teachers from 26 aided schools and 210 teachers from 32 private schools. Job satisfaction Questionnaire was constructed for the survey. The satisfaction with working conditions of the teachers on the areas viz. Intervals at the Right Time, Working Hours Convenient and Sanitation and Hygiene were dependent on the Type of Management. This means that there exists significant difference in these areas with respect to management. The satisfactions with Job content of elementary school teachers in the areas of Salary, Satisfied with Leave Facilities, Satisfied with Chances of Increasing Income and Co-worker praises were significant with respect to management. The satisfaction with management attitude in the areas viz. Job fully secured, Head takes interest in the welfare of the teachers, Chances of promotion and Promotion on the basis of seniority cum merit basis are dependent on the type of management. There exists significant difference in these areas with respect to management. The satisfaction with student receptivity in the areas viz. Students maintain discipline, Students’ attendance, Students understand their responsibilities and Students have friendly attitude were dependent on the Type of Management. There exists significant difference in these mentioned areas with respect to management. The satisfaction with social predisposition in the areas viz. Feels teaching is high social status job, Society respects as an elementary teacher and Feel proud to introduce as an elementary teacher are dependent on the type of Management. There exists significant difference in these areas with respect to management.
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Shin, Seon-Hi, Charles L. Slater, and Steve Ortiz. "Leader perceptions and student achievement." International Journal of Educational Management 31, no. 7 (September 11, 2017): 1103–18. http://dx.doi.org/10.1108/ijem-03-2016-0054.
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Purpose The purpose of this paper is to examine what factors affect student achievement in reading and mathematics. The research questions addressed the perceptions of school principals and background characteristics related to student achievement in Korea and the USA with respect to differences among students in low, middle and high quantiles. Design/methodology/approach Data were taken from the Program for International Student Assessment 2012. Scores in the reading and mathematics were analyzed in conjunction with a principal survey. The Quantile Regression method was used for data analysis with three quantile points. T-statistics were used to test for significance. The predictor set consisted of seven school-leadership variables, and four to six additional covariates. Findings The most important finding for the USA was a relationship between organizational hindrance (HND) and low student achievement for the middle and upper quantiles in mathematics and for all quantiles in reading. The (HND) variable included poor teacher-student relations, low expectation of students, overly strict enforcement of rules, lack of attention to student needs, resistance to change, lateness to class, and lack of preparation. The most important finding for Korea was that there were significant associations across all groups between teacher attitude (TCHATT) and student reading achievement and with the low group in mathematics. Research limitations/implications This study adds to knowledge about school capacity and suggests that the leadership role of the principal is to overcome negative environmental factors and create a positive organization. Originality/value The non-Gaussian approach of regression analysis allowed us to identify significant differences that we otherwise might not have found.
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Barnes, Candice Dowd, Morgan B. Bullard, and Patricia Kohler-Evans. "Essential Coaching Skills for Affective Development." Journal of Education and Culture Studies 1, no. 2 (September 29, 2017): 176. http://dx.doi.org/10.22158/jecs.v1n2p176.
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<p><em>The goal of coaching for school improvement generally focuses on academic achievement. Coaching is often centered on raising test scores and ensuring that all students achieve academic standards. The effectiveness of coaching can also be found in its usefulness for developing affective skills in both teachers as well as students. Essential coaching skills of listening, paraphrasing, presuming positive intent, asking powerful questions, and providing reflective feedback can be paired with a focus on relationships and relatedness between coach and teacher, teacher candidate or student to positively impact the climate and culture of a classroom. With that in mind, coaching for affective development addresses the development of rapport, respect, and responsiveness to student needs. Utilizing coaching skills to develop students in both affective and academic domains strengthens the power of the coaching relationship.</em></p>
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Deng, Mengsi, Gernot Aich, Cafer Bakaç, and Martin Gartmeier. "Fictional Video Cases on Parent-Teacher Conversations: Authenticity in the Eyes of Teachers and Teacher Education Students." Education Sciences 10, no. 3 (March 7, 2020): 63. http://dx.doi.org/10.3390/educsci10030063.
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Video based instructional approaches have become very popular in teacher education. In this context, fictional video cases (FVCs) are a promising format because they can make discrete situations (e.g., parent–teacher conversations) accessible for learners. We critically discuss the concept of authenticity of FVCs with respect to their use for didactic purposes with student and in-service teachers. In an empirical study, we examine the authenticity of a specific pair of contrasting FVCs on teacher-parent communication (showing constructive vs. confrontative communication by the teacher). The FVCs were viewed by teachers and teacher-education students who rated the material regarding its authenticity. The results were that the authenticity of the two video versions was evaluated as “medium”, as was the authenticity of the characters. Moreover, the teachers evaluated the video cases as more authentic compared to the teacher education students. Given that existing studies show that the FVCs in focus here were successfully used in instructional contexts, we conclude that it is possible to create meaningful and effective didactic environments featuring FVCs with a medium level of authenticity.
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Lastny Anal, Ruwndar. "Role of Information and Communication Technology (ICT) in Teacher Education." IRA International Journal of Education and Multidisciplinary Studies (ISSN 2455-2526) 7, no. 3 (June 24, 2017): 184. http://dx.doi.org/10.21013/jems.v7.n3.p2.
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<div><p>We are in the era of information where technology plays an important role to transact the information to the needed individuals in the education system. With the implementation of two years B.Ed. Programme, based on the recommendations of the Justice Verma Commission (2012), there has been a paradigm shift from the teacher centred to student-centred in the training of student teachers. There needs a proper propagation of knowledge in education which is possible through communication. ICT is a part of non-verbal form of language which is very effective in communication with respect to educational context. To make the teaching learning effective the responsible teachers should adapt or have positive attitude towards the use of ICT in education system. This makes the teachers comfortable in his/her teaching and can best expect the effective outcomes among the learners. This theoretical paper discusses about the role of ICT in Teacher Education and better transaction of teaching learning process through the use of ICT.</p></div>
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Anderson, Kenneth Alonzo. "A National Study of the Differential Impact of Novice Teacher Certification on Teacher Traits and Race-Based Mathematics Achievement." Journal of Teacher Education 71, no. 2 (June 6, 2019): 247–60. http://dx.doi.org/10.1177/0022487119849564.
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In this study, differential prediction of student outcomes by race and teacher traits relative to the certification levels of novice teachers was assessed. Overall, algebra achievement was higher for students who were taught by teachers with standard certificates relative to students who were taught by novice teachers with nonstandard certificates. The most conservative estimates show that findings are equivalent to approximately 8 months of additional instruction for students who were taught by teachers with standard certificates. However, the benefits of being taught by a teacher with standard certification did not translate to underrepresented racial groups. Overall, there were several differences in dispositions across certification conditions. With respect to underrepresented racial groups, only one disposition was significantly different across conditions. Teachers with nonstandard certificates reported higher emphasis on increasing mathematics interests. For underrepresented racial groups, relationships between both certification conditions and achievement were underwhelming. Recommendations to improve teacher effectiveness are provided.
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Wierciak, Anna. "STUDENT-GENERATED COMMUNICATION ACTIVITIES IN AN ENGLISH FOR SPECIFIC PURPOSES COURSE." Neofilolog, no. 51/2 (December 11, 2018): 225–36. http://dx.doi.org/10.14746/n.2018.51.2.8.
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Designing English for Specific Purposes (ESP) courses is a challenging task. The teacher often has to cope with time constraints, shortage of resources as well as his or her insufficient knowledge of a given field of study. Students enrolled in a course are often consulted about the source of materials for instruction. The process of developing ESP tasks can be made easier and less time-consuming by means of employing student-generated communication activities which draw on learner-based approaches to teaching. The paper contains a collection of student-generated tasks that can be successfully used at the preparatory, follow-up or main stage of an ESP class. In the author’s teaching context on numerous occasions they have triggered lively exchanges between students: discussion, brainstorming, or negotiation. Student-generated activities naturally develop collaboration and autonomy, which are essential in the workplace environment. Just like communication skills, they have to be taught explicitly due to the fact that in the area of soft skills there exist considerable differences at the personal and culture-specific level. Finally, since students’ specialist knowledge is usually much better than that of the teacher, student-generated activities tend to be to the point, up-to date, or more precise with respect to the course objectives.
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Landrum, Timothy J. "Teachers as Victims: An Interactional Analysis of the Teacher's Role in Educating Atypical Learners." Behavioral Disorders 17, no. 2 (February 1992): 135–44. http://dx.doi.org/10.1177/019874299201700203.
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Research examining teachers' standards and tolerance is reviewed with respect to an interactional model of teacher-student relationships. Because interactional models suggest that participants in behavioral interchanges influence each other reciprocally, the implications of teacher characteristics research relative to the mainstreaming of difficult-to-teach students is considered. In particular, the application of coercion theory to the relationships between teachers and students suggests that, just as mothers are often victims in coercive relationships with their problem children, teachers may also become victims of their students and the systems that hold them responsible for educating atypical learners. Finally, the implications of emerging research on teacher characteristics are discussed in light of the increased attention that calls for reform have focused on issues surrounding the integration of handicapped students into regular education settings.
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Shirley, R. Steinberg. "Hopeful Provocations for a Dialogue with Critical Pedagogy." Academicus International Scientific Journal 24 (July 2021): 124–29. http://dx.doi.org/10.7336/academicus.2021.24.08.
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In respect for the tentative ways of knowing critical pedagogy, I choose not to define the notion, but rather discuss it from my point of view. It is easier to begin by discussion on what critical pedagogy is not: Critical pedagogy is not prescriptive way of teaching. It is not teacher-proof because it invites teachers to make their own decisions. It is expected to be student-centered but does not prioritize that the student has more to say than the teacher. It is respectful of different traditions, different ways of seeing the world. I would say that critical pedagogy is couched in literacies and, in a non-academic sense, it is couched in the notion of Paulo Freire’s notion of reading the world… the word becomes less important than the world, once one understands the world, cultures, societies, people actually do read the word better. For the purpose of this essay, I embed quotes from Freire’s work to include his voice within the text.