Teaching At-Risk Students in the K-4 Classroom: Language, Literacy, Learning. Bill Harp Professional Teachers Library.

ERIC Educational Resources Information Center

Stice, Carole F., Ed.; Bertrand, John E., Ed.

Written for prospective and beginning early elementary grade teachers, especially those who work with large numbers of high risk students, the essays in this book provide in-depth looks into teachers' successful literacy and content rich classrooms as they come to know the characteristics and plan for the needs of individual students. The book…

Self-Regulation Programs for At-Risk Youth: Are Teachers Affected Too?

ERIC Educational Resources Information Center

Lichtinger, Einat; Leichtentritt, Judith

2016-01-01

This study examines changes experienced by teachers of youth at socioeconomic risk during and after conducting self-regulation programs with their students. Participants' self-reports were classified into 3 change models. Teachers in the 1st model reported changes in their interaction with the school, their role with the students, and their own…

Student-Teacher Relationships for Young Children with Autism Spectrum Disorder: Risk and Protective Factors

ERIC Educational Resources Information Center

Caplan, Barbara; Feldman, Melanie; Eisenhower, Abbey; Blacher, Jan

2016-01-01

The quality of early student-teacher relationships (STRs) has been shown to predict children's school adjustment, and children with autism spectrum disorder (ASD) are at risk for poor quality STRs. The present study examined 162 children with ASD (ages 4-7) and their teachers to evaluate student, teacher, and classroom characteristics that…

At-Risk Students and Thinking: Perspectives from Research.

ERIC Educational Resources Information Center

Presseisen, Barbara Z., Ed.

This collection of research reports explores teaching cognitive skills to at-risk students. Focus includes the following: (1) broad issues guiding the research; (2) historical perspective; (3) student characteristics; (4) student needs; (5) research on teaching thinking and problem solving; (6) teacher training; and (7) instructional and…

Initiating Opportunities to Enhance Preservice Teachers' Pedagogical Knowledge: Perceptions about Mentoring At-Risk Adolescents

ERIC Educational Resources Information Center

Garza, Ruben

2012-01-01

Providing preservice teachers in urban settings with authentic educational experiences may be an effective approach in preparing them to teach diverse students. Therefore, this investigation examined preservice teachers' perceptions of mentoring at-risk high school students. Data analysis reflected preservice teachers' positive experiences and…

At-Risk Students. Consider Integrated Strategies.

ERIC Educational Resources Information Center

Altieri, Dino

1991-01-01

Early intervention, substantial parent involvement, effective instruction, and staff development that empowers teachers can improve the achievement of at-risk students. The task is to combine each of these components into a coherent whole by coordinating the efforts of the school, the family, and the community into a comprehensive set of…

Increasing Achievement of At-Risk Students through the Use of Metacognitive Strategies.

ERIC Educational Resources Information Center

Lidgus, Cathy; Vassos, Sophia

A metacognition instructional strategy was employed to increase class participation and motivation in 21 seventh grade "at-risk" students at 2 schools in the context of the national problem of meeting the needs of "at-risk" students. A survey of the students' content area teachers and of the students themselves found evidence of the students'…

Longitudinal Effects of Teacher and Student Perceptions of Teacher-Student Relationship Qualities on Academic Adjustment

PubMed Central

Hughes, Jan N.

2010-01-01

The shared and unique effects of teacher and student reports of teacher student relationship quality (TSRQ) in second and third grade on academic self views, behavioral engagement, and achievement the following year were investigated in a sample of 714 academically at-risk students. Teacher and student reports of teacher-student support and conflict showed low correspondence. As a block, teacher and student reports of TSRQ predicted all outcomes, above prior performance on that outcome and background variables. Student reports uniquely predicted school belonging, perceived academic competence, and math achievement. Teacher reports uniquely predicted behavioral engagement and child perceived academic competence. Teacher and student reports of the teacher-student relationship assess largely different constructs that predict different outcomes. Implications of findings for practice and research are discussed. PMID:21984843

Meeting the Needs of Students at Risk.

ERIC Educational Resources Information Center

Marchesi, Alvaro

1998-01-01

Identifies elements of successful approaches for at-risk students. Discusses three educational ideologies, five evaluation criteria that reflect overall school quality, joint use of internal and external evaluation, the importance of school culture, balancing common and culturally relevant curricula, professional development of teachers, classroom…

Let's Prepare--Not Repair--Our At Risk Students.

ERIC Educational Resources Information Center

Merrell, Jean Groves

Project Earlybird assists at-risk students to anticipate the upcoming classwork and be ready for the lessons when the teacher presents them. The project is a before/after school program in which elementary students in grades 2 through 5 are given extra help with reading, mainly using computers. Elements of the program include: (1) raising…

Academic Responding During Instruction and Reading Outcomes for Kindergarten Students At-risk for Reading Difficulties

PubMed Central

Wanzek, Jeanne; Roberts, Greg; Al Otaiba, Stephanie

2013-01-01

The purpose of this study was to investigate the academic responding of students at-risk for reading difficulties in beginning reading instruction. Opportunities for kindergarten students at-risk for reading difficulties to respond academically during teacher-facilitated reading instruction in the general education classroom were examined in relation to student reading achievement as well as social behaviors. Student academic responding during teacher-facilitated instruction significantly predicted end of year reading achievement. Teacher perceptions of students’ social skills (positive correlation) and problem behaviors (negative correlation) were significantly correlated with academic responding. When academic responding and teacher perceptions of social behaviors were examined together, only teacher perceptions of academic competence and problem behaviors predicted spring outcomes. PMID:24665162

Social Risk and Peer Victimization in Elementary School Children: The Protective Role of Teacher-Student Relationships.

PubMed

Elledge, L Christian; Elledge, Allison R; Newgent, Rebecca A; Cavell, Timothy A

2016-05-01

Children not accepted or actively rejected by peers are at greater risk for peer victimization. We examined whether a positive teacher-student relationship can potentially buffer these children from the risk of peer victimization. Participants were 361 elementary school children in the 4th or 5th grade. Peer-report measures were used to assess teacher-student relationship quality (TSRQ), social preference, and rejected sociometric status; peer victimization was assessed via self-, peer-, and teacher-reports. As expected, social preference assessed in the fall semester was a significant negative predictor of self- and peer-reported victimization measured in the spring, controlling for prior levels of peer victimization. TSRQ in the fall was not a significant unique predictor of self-, peer-, or teacher-reported victimization the following spring, controlling for fall victimization and social preference scores. We found a significant interaction between social preference and TSRQ in predicting self-, peer-, and teacher-reported peer victimization: Social preference significantly predicted peer victimization, but only for those children with relatively poor student-teacher relationships. Subgroup analysis revealed that children actively rejected by peers in the fall reported significantly less peer victimization in the spring (controlling for fall victimization scores) when their fall TSRQ scores were at or above the sample mean compared to rejected children whose TSRQ scores were low (i.e., < -0.5 SD below the mean). Findings offer preliminary support for the notion that teacher-student relationship quality can buffer children at social risk for continued peer victimization.

Teacher Network of Relationships Inventory: Measurement Invariance of Academically At-risk Students Across Ages 6 to 15

PubMed Central

Wu, Jiun-Yu; Hughes, Jan N.

2014-01-01

We tested the longitudinal measurement invariance of the Teacher Network of Relationships Inventory (TNRI), a teacher-report measure of teacher-student relationship quality (TSRQ), on a sample of 784 academically at-risk students across ages 6 to 15 years by comparing the model for each subsequent year with that of the previous year(s). The TNRI was constructed with 22 items to form three correlated factors: Warmth, Conflict, and Intimacy. Cronbach’s alphas (α) ranged from .87 to .96 across 9 years. Both metric and scalar measurement invariance held for 9 years, indicating that scores on the TNRI have similar meaning across these ages. The TNRI also demonstrated measurement invariance across gender and race/ethnicity. Findings support that the TNRI is an appropriate measure for investigating substantive issues related to developmental changes in TSRQ from early childhood through adolescence, including gender and ethnic/racial differences in TSRQ across these ages. Based on RM-ANOVAs, each scale decreased across the 9 years, although the growth patterns for scales differed somewhat: Conflict had a linearly decreasing pattern, Warmth declined most notably as students make the transition to adolescence, whereas Intimacy scores dropped off noticeably at the transition from early to late childhood. Research limitation and implication for practice are discussed. PMID:24884450

Teacher Network of Relationships Inventory: measurement invariance of academically at-risk students across ages 6 to 15.

PubMed

Wu, Jiun-Yu; Hughes, Jan N

2015-03-01

We tested the longitudinal measurement invariance of the Teacher Network of Relationships Inventory (TNRI), a teacher-report measure of teacher-student relationship quality (TSRQ), on a sample of 784 academically at-risk students across ages 6 to 15 years by comparing the model for each subsequent year with that of the previous year(s). The TNRI was constructed with 22 items to form 3 correlated factors: Warmth, Conflict, and Intimacy. Cronbach's alphas ranged from .87 to .96 across 9 years. Both metric and scalar measurement invariance held for 9 years, indicating that scores on the TNRI have similar meaning across these ages. The TNRI also demonstrated measurement invariance across gender and race/ethnicity. Findings support that the TNRI is an appropriate measure for investigating substantive issues related to developmental changes in TSRQ from early childhood through adolescence, including gender and ethnic/racial differences in TSRQ across these ages. Based on repeated-measures ANOVAs, each scale decreased across the 9 years, although the growth patterns for scales differed somewhat: Conflict had a linearly decreasing pattern, Warmth declined most notably as students make the transition to adolescence, whereas Intimacy scores dropped off noticeably at the transition from early to late childhood. Research limitations and implications for practice are discussed.

Creating Meaning from Collaboration to Implement RtI for At-Risk Students

ERIC Educational Resources Information Center

Diakakis, Julia Ann

2014-01-01

The purpose of this qualitative exploratory case study based on Danielson's (2002) assertion that when teachers learn, student achievement improves was to examine how teachers created a collaborative learning experience through Professional Learning Community (PLC) concepts to implement Response to Intervention (RtI) with at-risk students. The…

Teacher Behavioral Practices: Relations to Student Risk Behaviors, Learning Barriers, and School Climate

ERIC Educational Resources Information Center

Martinez, Andrew; Mcmahon, Susan D.; Coker, Crystal; Keys, Christopher B.

2016-01-01

Student behavioral problems pose a myriad of challenges for schools. In this study, we examine the relations among teacher and school-level constructs (i.e., teacher collaboration, supervision/discipline, instructional management), and student-related outcomes (i.e., high-risk behaviors, barriers to learning, student social-behavioral climate).…

The Teaching/Learning Center for "At-Risk" Students: An Update.

ERIC Educational Resources Information Center

Zenanko, Carl M.; And Others

The Teaching/Learning Center (T/LC) for "at-risk" students is an on-campus tutoring program designed to "desaturate" the local schools surrounding Jacksonville State University of excessive numbers of preservice teachers, to provide practicum experiences for preservice teachers under state education agency guidelines, and to…

Empowering At-Risk Students through Appreciative Inquiry

ERIC Educational Resources Information Center

San Martin, Teresa L.; Calabrese, Raymond L.

2011-01-01

Purpose: The purpose of this study is to identify how at-risk high school students in an alternative school describe how they best learn and to extrapolate their preferred learning practices to improve teacher pedagogical practices. Design/methodology/approach: The authors used a qualitative case study design to facilitate the first two stages of…

High School Teachers' Experiences with Suicidal Students: A Descriptive Study

ERIC Educational Resources Information Center

Freedenthal, Stacey; Breslin, Lindsey

2010-01-01

Teachers are widely considered key gatekeepers to mental health services for students at risk for suicide. Using data from 120 teachers at two Denver-area high schools, this study investigated teachers' experiences with suicidal students. Analyses revealed that the majority of teachers (58.8%) reported that at least one student had disclosed…

Academically at-risk students' perceptions of a constructivist high school biology pedagogy

NASA Astrophysics Data System (ADS)

Sweeney, Heidi

Successful completion of the Living Environment, one state's high school biology course, is a state graduation requirement. The academically at-risk students enrolled in one suburban public high school had been disproportionately unsuccessful at achieving a passing grade in this course. In response, a constructivist biology curriculum was created to address the needs of at-risk students in a heterogeneous ability classroom. There is a gap in current research on students' perceptions of their learning experiences; consequently, the purpose of this phenomenological study was to obtain at-risk students' perceptions of a constructivist-based curriculum and to clarify what aspects of the Living Environment course assisted in their success. Eight academically at-risk students who successfully passed the Living Environment course were surveyed to seek their perceptions of the curricular and pedagogical change. These data were analyzed using the typological method with the inclusion of both inductive and predetermined categories. The students stated a preference for group work and active engagement. They also found that the binder system introduced in the course kept them better organized and helped them increase academic performance. Students perceived that effort was required but was rewarding. Findings derived from this study may contribute to social change by assisting teachers in tailoring curriculum and pedagogical decisions. This study provided a voice for the academically at-risk student and, in doing so, may contribute to social change by providing insight to teachers and administrators that can help students succeed academically, increase graduation rates, and enhance employment opportunities.

Investigating the Influence of Teachers' Characteristics on the Teacher-Student Relations from Students' Perspective at Ilam University of Medical Sciences.

PubMed

Maleki, Farajolah; Talaei, Mehri Hosein; Moghadam, Seyed Rahmatollah Mousavi; Shadigo, Shahryar; Taghinejad, Hamid; Mirzaei, Alireza

2017-06-01

Establishing an effective teacher-student relationship may affect the quality of learning. Such a complex human relationship may be influenced by various factors in addition to teacher and student. The present study aimed at investigating the influence of teacher characteristics on the Teacher-student relationship from students' perspective. In this descriptive-survey research, statistical population included 1500 students at Ilam University of Medical Sciences Ilam, Iran. Out of which 281 students were selected by simple random sampling, they received and completed series of questionnaires. Data was collected using a researcher-made questionnaire containing 37 Likert type items from which five items measured demographic profile of participants and 32 items measured impact of teacher's characteristics upon the teacher-student relationship. Data was analysed by SPSS software version 16 using descriptive statistics, t-test and One way ANOVA. The current study included 281 students (117 (41.6%) male, 164 (58.4%) female) studying at Ilam University of Medical Sciences. The effect of teachers' characteristics on the teacher-student relationship from the students' perspective in three areas (personal, professional and scientific) scored 4.37±0.54, 4.05±0.27, and 3.91±0.44, respectively. The highest score was related to "respect for students" (Mean=4.74, SD=0.55) and the lowest score was dedicated to 'gender' (Mean=2.40, SD= 0.64). Effect of other studied parameters was also higher than the average level. The findings indicated that teacher-student relationship and consequently the quality of education was overshadowed by the overall characteristics of teacher (namely-personal, professional and scientific). Notably, coupled with the professional and scientific properties of the teacher, his/ her communication skills may also help to provide a favourable learning condition for the students. Therefore, attention to the education of scientific as well as professional

Personal Strengths and Perceived Teacher Support as Predictors of Singapore Students' Academic Risk Status

ERIC Educational Resources Information Center

Caleon, Imelda S.; Wui, Ma. Glenda L.; Chiam, Ching Leen; King, Ronnel B.; Tan, Jennifer Pei-Ling; Tan, Chee Soon

2017-01-01

This study explored the relative salience of students' personal strengths and teacher support in predicting academic risk status. The participants were Secondary One (S1, Grade Seven) students from Singapore who scored below the cohort's mean score in a national test administered at the end of primary education, and were identified as low risk…

Level of the Environmental Risks' Awareness of Water Shortage for the Educational Sciences College's Student-Teachers at the World Islamic Sciences and Education University in Jordan

ERIC Educational Resources Information Center

Alebous, Tahani

2016-01-01

The study aimed at investigating the degree of awareness of environmental risks of water shortage of students-teachers in the majors of Classroom teachers, Counseling and Special education in the Education Sciences College at WISE and their degree of awareness according to major and gender. The sample of the study which was selected randomly…

Academic Responding during Instruction and Reading Outcomes for Kindergarten Students At-Risk for Reading Difficulties

ERIC Educational Resources Information Center

Wanzek, Jeanne; Roberts, Greg; Al Otaiba, Stephanie

2014-01-01

The purpose of this study was to investigate the academic responding of students at-risk for reading difficulties in beginning reading instruction. Opportunities for kindergarten students at-risk for reading difficulties to respond academically during teacher-facilitated reading instruction in the general education classroom were examined in…

Identifying Students at Risk of School Failure in Luxembourgish Secondary School

ERIC Educational Resources Information Center

Klapproth, Florian; Schaltz, Paule

2013-01-01

If teachers knew in advance whether their students are at risk of school failure, they would have the opportunity to supply these students with additional or special instruction. In Luxembourg, the likelihood of failure in school is particularly high. Taking this result into account, this paper deals with the identification of variables of primary…

At-Risk Students Report

ERIC Educational Resources Information Center

Montana Office of Public Instruction, 2010

2010-01-01

Montana's definition of a basic system of quality public elementary and secondary schools includes educational programs for at-risk students (20-9-309, MCA). State statute defines an at-risk student as a "student who is affected by environmental conditions that negatively impact the student's educational performance or threaten a student's…

Managing and Improving the Education of Students At-Risk.

ERIC Educational Resources Information Center

Chand, Krishan

The dropout problem in the United States is explored; and some suggestions for reducing the dropout rate are offered for parents, teachers, and principals. Several indicators have been recognized as placing a student at risk of dropping out of school. Dimensions of alienation have also been identified, as have social factors that contribute,…

Student victimization by teachers in Taiwan: prevalence and associations.

PubMed

Chen, Ji-Kang; Wei, Hsi-Sheng

2011-05-01

This paper reports on the prevalence of student victimization by teachers in junior high schools in a Chinese cultural context (Taiwan) and examines how student demographic variables (gender, grade level, and family socioeconomic status) and school social experiences (student-teacher relationships and involvement with at-risk peers) are associated with such victimization. Data were obtained from a large-scale random sample of 1,376 junior-high students (grades 7-9) in the city of Taichung, Taiwan. Students were given an anonymous structured questionnaire, including items regarding basic demographics and school social experiences. Overall, 26.9% of students reported having been maltreated by teachers at least 1 time in the previous semester. Hitting, beating, or slapping was the most common maltreatment, and the most vulnerable students were boys and senior students. Students who perceived that student-teacher relationships were poor, and those who were involved with at-risk peers, were more likely to report victimization. Although there are clear guidelines and regulations prohibiting teacher aggression against students, Taiwanese students are still exposed to high levels of maltreatment. The findings provide empirical evidence to support school social workers and policymakers in taking immediate action to educate politicians, the general public, and the media about the severity of student victimization by teachers as well as to build up mechanisms to supervise the government's enforcement of regulation. These findings clearly imply that promoting positive social experiences for students is crucial for successful intervention. Copyright © 2011 Elsevier Ltd. All rights reserved.

Student Victimization by Teachers in Taiwan: Prevalence and Associations

ERIC Educational Resources Information Center

Chen, Ji-Kang; Wei, Hsi-Sheng

2011-01-01

Objectives: This paper reports on the prevalence of student victimization by teachers in junior high schools in a Chinese cultural context (Taiwan) and examines how student demographic variables (gender, grade level, and family socioeconomic status) and school social experiences (student-teacher relationships and involvement with at-risk peers)…

Assessing Toxic Risk. Teacher's Guide [and] Student Edition. Cornell Scientific Inquiry Series.

ERIC Educational Resources Information Center

Trautmann, Nancy M.; Carlsen, William S.; Krasny, Marianne E.; Cunningham, Christine M.

The teacher's guide of "Assessing Toxic Risk" aims to help students conduct scientific research on relevant environmental topics. Using the research protocols in this book, students learn to carry out experiments known as bioassays. In this way, the toxicity of substances is evaluated by measuring its effect on living things. The text is…

Mathematics Instruction for Middle School Students with and At-Risk for Behavioral Disorders: A Survey Study

ERIC Educational Resources Information Center

Jones, Stacey Eagan Lefort

2012-01-01

This survey study was designed to investigate mathematics instruction for middle school students with and at-risk for emotional and behavioral disorders (EBD). It sought to identify who is teaching mathematics to students with and at-risk for EBD, investigate if mathematics and special education teachers are implementing recommended curricula and…

Turkish Student Teachers' Perceptions of a Model Teacher

ERIC Educational Resources Information Center

Sahin, Ismail; Perkmen, Serkan; Toy, Serkan

2004-01-01

This study intends to provide some insights regarding Turkish student teachers' perception of a "Model Teacher" in terms of teaching methods, teacher personality, and teacher-student interaction in the classroom. These students are 26 graduate students who are doing their master's degree in Teacher Education at Bilkent University in…

SEAS (Student Experiments At Sea): Helping Teachers Foster Authentic Student Inquiry in the Science Classroom

NASA Astrophysics Data System (ADS)

Goehring, L.; Kelsey, K.; Carlson, J.

2005-12-01

Teacher professional development designed to promote authentic research in the classroom is ultimately aimed at improving student scientific literacy. In addition to providing teachers with opportunities to improve their understanding of science through research experiences, we need to help facilitate similar learning in students. This is the focus of the SEAS (Student Experiments At Sea) program: to help students learn science by doing science. SEAS offers teachers tools and a framework to help foster authentic student inquiry in the classroom. SEAS uses the excitement of deep-sea research, as well as the research facilities and human resources that comprise the deep-sea scientific community, to engage student learners. Through SEAS, students have the opportunity to practice inquiry skills and participate in research projects along side scientists. SEAS is a pilot program funded by NSF and sponsored by the Ridge 2000 research community. The pilot includes inquiry-based curricular materials, facilitated interaction with scientists, opportunities to engage students in research projects, and teacher training. SEAS offers a framework of resources designed to help translate inquiry skills and approaches to the classroom environment, recognizing the need to move students along the continuum of scientific inquiry skills. This framework includes hands-on classroom lessons, Classroom to Sea labs where students compare their investigations with at-sea investigations, and a student experiment competition. The program also uses the Web to create a virtual ``scientific community'' including students. Lessons learned from this two year pilot emphasize the importance of helping teachers feel knowledgeable and experienced in the process of scientific inquiry as well as in the subject. Teachers with experience in scientific research were better able to utilize the program. Providing teachers with access to scientists as a resource was also important, particularly given the

At-Risk Students Fact Sheet

ERIC Educational Resources Information Center

Montana Office of Public Instruction, 2016

2016-01-01

Montana's definition of a basic system of quality public elementary and secondary schools includes educational programs for at-risk students (20-9-309, MCA). State statute defines an at-risk student as a "student who is affected by environmental conditions that negatively impact the student's educational performance or threaten a student's…

Who's at Risk in Reading?

ERIC Educational Resources Information Center

Vacca, Richard T.; Padak, Nancy D.

1990-01-01

Draws an analogy between the insurance business and at-risk students. Argues that being at-risk in reading means a failure to gain control over reading and reading to learn, leading to learned helplessness. Discusses factors associated with learned helplessness. Outlines what teachers can do for at-risk students. (RS)

Students at Risk of Dropping out: How to Promote Their Engagement with School Science?

ERIC Educational Resources Information Center

Faria, Claudia; Freire, Sofia; Galvao, Cecilia; Reis, Pedro; Baptista, Monica

2012-01-01

The goal of this study was to understand which factors, related to school science, can interfere with engagement of students-at-risk-of-dropping-out with school science and to know what kind of activities and teaching strategies are adequate to these students. This case-study involved a chemistry-teacher and ten male students. Data was based on…

The Link between Teacher Quality and Student Outcomes: A Research Synthesis

ERIC Educational Resources Information Center

Goe, Laura

2007-01-01

Federal law emphasizes the need for states and districts to ensure that "all" students--particularly at-risk students, minority students, and students in high-poverty areas--have access to highly qualified, experienced teachers. But is it sufficient for a teacher to have "paper" qualifications and teaching experience? After all, appropriate…

Teachers Creating Safe School Environments: Prevention of Elementary Student-to-Student Bullying

ERIC Educational Resources Information Center

Gant Bradley, Heather

2014-01-01

Student-to-student bullying is still a current issue within elementary schools nationwide. Educators are often unaware, improperly trained and/or unwilling to help in student bullying incidences. Without training or willingness, teachers often are driven into silence and inaction, effectively putting the wellbeing of students at risk. The present…

Evidence-Based Social Skills Interventions for Students at Risk for EBD

ERIC Educational Resources Information Center

Gresham, Frank

2015-01-01

Children and youth with or at risk for emotional and behavioral disorders (EBDs) present substantial challenges for schools, teachers, parents, and peers. Social skills interventions have been shown to be effective for this population. Meta-analytic reviews of this literature show that about 65% of students with EBD will improve when given social…

Enhancing Core Mathematics Instruction for Students at Risk for Mathematics Disabilities

ERIC Educational Resources Information Center

Doabler, Christian T.; Cary, Mari Strand; Jungjohann, Kathleen; Clarke, Ben; Fien, Hank; Baker, Scott; Smolkowski, Keith; Chard, David

2012-01-01

This paper presents eight practical guidelines that teachers can use to make core instruction more systematic and explicit for students with or at-risk for mathematics disabilities. In the paper, we use the notion of explicit and systematic instruction as a foundation for intensifying core math instruction. Explicit and systematic core instruction…

Educational Attainment, Teacher-Student Ratios, and the Risk of Adult Incarceration among U.S. Birth Cohorts since 1910

ERIC Educational Resources Information Center

Arum, Richard; LaFree, Gary

2008-01-01

Little is known about the relationship between school characteristics, such as teacher-student ratios, and the risk of incarceration in adulthood. Educational skeptics argue that investment in schools has little effect on outcomes, such as criminality or the risk of incarceration, because criminal propensities are fixed at an early age and…

Laptop Use, Interactive Science Software, and Science Learning Among At-Risk Students

NASA Astrophysics Data System (ADS)

Zheng, Binbin; Warschauer, Mark; Hwang, Jin Kyoung; Collins, Penelope

2014-08-01

This year-long, quasi-experimental study investigated the impact of the use of netbook computers and interactive science software on fifth-grade students' science learning processes, academic achievement, and interest in further science, technology, engineering, and mathematics (STEM) study within a linguistically diverse school district in California. Analysis of students' state standardized science test scores indicated that the program helped close gaps in scientific achievement between at-risk learners (i.e., English learners, Hispanics, and free/reduced-lunch recipients) and their counterparts. Teacher and student interviews and classroom observations suggested that computer-supported visual representations and interactions supported diverse learners' scientific understanding and inquiry and enabled more individualized and differentiated instruction. Finally, interviews revealed that the program had a positive impact on students' motivation in science and on their interest in pursuing science-related careers. This study suggests that technology-facilitated science instruction is beneficial for improving at-risk students' science achievement, scaffolding students' scientific understanding, and strengthening students' motivation to pursue STEM-related careers.

Predicting the At Risk Status of College Students: Males and Students with Disabilities. Final Report Presented to PAREA, Spring 2009

ERIC Educational Resources Information Center

Jorgensen, Shirley; Fichten, Catherine; Havel, Alice

2009-01-01

The main aim of this study was to gain a better understanding of why students abandon their studies, or perform less well than expected given their high school grades, and to develop predictive models that can help identify those students most at-risk at the time they enter college. This will allow teachers and those responsible for student…

Literacy Learning of At-Risk First-Grade Students in the Reading Recovery Early Intervention

ERIC Educational Resources Information Center

Schwartz, Robert M.

2005-01-01

This study investigated the effectiveness and efficiency of the Reading Recovery early intervention. At-risk 1st-grade students were randomly assigned to receive the intervention during the 1st or 2nd half of the school year. High-average and low-average students from the same classrooms provided additional comparisons. Thirty-seven teachers from…

Suggestions from Student Teachers.

ERIC Educational Resources Information Center

Womack, Sid T.

Teachers and administrators can help simplify the adjustment of student teachers to the classroom by being aware of student teacher concerns and problem areas. Asked to voice concerns and suggestions for future students, two groups of students at a Texas university and an Oklahoma university cited discipline, stress and fatigue, and relations with…

Differences between Teacher Reports on Universal Risk Assessments

ERIC Educational Resources Information Center

Smith-Millman, Marissa K.; Flaspohler, Paul D.; Maras, Melissa A.; Splett, Joni Williams; Warmbold, Kristy; Dinnen, Hannah; Luebbe, Aaron

2017-01-01

Some universal behavioural screening processes require classroom teachers to complete a risk assessment measure on each student in their class, leading to a possible, but unexplored, problem: risk assessment scores may be influenced by the teacher completing the measure. The current study investigated whether teacher-reported risk assessment…

Prediction and prevention of failure: an early intervention to assist at-risk medical students.

PubMed

Winston, Kalman A; van der Vleuten, Cees P M; Scherpbier, Albert J J A

2014-01-01

Consistent identification and prevention of failure for at-risk medical students is challenging, failing courses is costly to all stakeholders, and there is need for further research into duration, timing and structure of interventions to help students in difficulty. To verify the value of a new exam two weeks into medical school as a predictor of failure, and explore the requirements for a preventative intervention. Students who failed the two-week exam were invited to a series of large-group workshops and small-group follow-up meetings. Participants' subsequent exam performance was compared with non-participants. About 71% of students who performed poorly in the new exam subsequently failed a course. Attendance at the workshops made no difference to short- or long-term pass rates. Attendance at more than three follow-up small group sessions significantly improved pass rates two semesters later, and was influenced by teacher experience. Close similarity between predictor task and target task is important for accurate prediction of failure. Consideration should be given to dose effect and class size in the prevention of failure of at-risk students, and we recommend a systemic approach to intervention/remediation programmes, involving a whole semester of mandatory, weekly small group meetings with experienced teachers.

The Role Behavioral Adjustment Plays in Placing Middle School Students "At Risk" of Academic Failure.

ERIC Educational Resources Information Center

Flynn, Timothy M.

The role of behavioral adjustment in placing middle school students at risk academically is examined using 23 middle school teachers' and 378 parents' ratings of 389 children (53 percent blacks and 47 percent whites) on Conner's Parent Rating Scale and Conner's Teacher Rating Scale. The average rating on the scales for both sets of ratings is…

Parent, Student, and Teacher Perceptions of School Climate at Suburban High

ERIC Educational Resources Information Center

Steiner, Cory J.

2009-01-01

School climate has a major impact on the school setting. In order to manage climate, it is essential to assess and understand the perceptions of teachers, students, and parents. This study identified the differences between teachers, students, and parents relative to their perceptions concerning school climate at Suburban High. The instrument…

Teacher Attendance at a Summer Institute and High School Student Achievement

ERIC Educational Resources Information Center

Thelen, L. J.; Litsky, Warren

1972-01-01

Students of teachers who had attended a summer institute on water pollution control performed better on an achievement test at the end of the following school year than classes of teachers with equivalent qualifications who were not selected for the institute. Other control groups of students were also used. (AL)

Preservice Teachers' Professional Development in a Community of Practice Summer Literacy Camp for Children At-Risk: A Sociocultural Perspective

ERIC Educational Resources Information Center

Richards, Janet C.

2006-01-01

This inquiry applied an innovative sociocultural framework to examine transformations in preservice teachers' professional development as they worked with children at-risk in a summer literacy camp. The camp incorporated a community of practice model in which teams of masters and doctoral students mentored small groups of preservice teachers. The…

Students At-Risk: Poverty, Pregnancy, Violence, Depression, and the Demise of the Traditional Family. Second Edition.

ERIC Educational Resources Information Center

Bonilla, Carlos A., Ed.; Goss, Joyce, Ed.; Lauderdale, Katherine Lynn, Ed.

This book was designed by a group of teachers and would-be teachers to let their voices be heard, their concerns aired, their suggestions heralded, and their ideas concerning students at risk be proclaimed. The following articles are presented: (1) "Children in Poverty" (Cris Fruzza, Carlos A. Bonilla, Katherine L. Lauderdale, Eric Affleck); (2)…

The Importance of Rule Fairness: The Influence of School Bonds on At-Risk Students in an Alternative School

ERIC Educational Resources Information Center

Free, Janese L.

2014-01-01

Using Hirschi's social bonds theory as a foundation, this study examines the effects of at-risk students' school bonds on their classroom behaviour. In this article, school bonds are defined as the students' attachment to teachers/staff, students' affiliation to the school, students' belief in the fairness of the school rules and students'…

The Learning and Competency Development of Master Teachers in Alternative High Schools for At-Risk Youth: A Case Study

ERIC Educational Resources Information Center

Williams, Nida W.

2012-01-01

This qualitative case study was designed to explore how master teachers in transfer high schools learn the competencies they perceive are required to engage at-risk students so that they persist and graduate. The study is based on the following assumptions: (1) The requisite teacher competencies can be defined and identified and, in fact,…

The Effects of Teacher Professional Development on Rural Students' Lexical Inferencing Skills

ERIC Educational Resources Information Center

Collins, Ginger G.; Goforth, Anisa N.; Ambrose, Laura M.

2016-01-01

Rural students are at risk for vocabulary underdevelopment and often have less access to educational resources. The purpose of this investigation was to examine the effectiveness of an Internet-based Speech/Language Pathologist (SLP)-teacher consultation to support rural teachers' vocabulary instruction to improve their students' lexical…

A Case Study of Student Teachers' Changing Self-Perceptions in a Field Experience Setting

ERIC Educational Resources Information Center

Cals Southern, Jennifer

2016-01-01

In the field of education new teacher candidates may not be exposed to best practices and given constructive feedback. In fact, student teachers may be at risk of not recognizing their own growing abilities as teachers, which can impact their performance in the classroom. Student teachers' perceptions of their own teaching abilities are greater…

Linking Classroom Environment with At-Risk Engagement in Science: A Mixed Method Approach

NASA Astrophysics Data System (ADS)

Collins, Stephen Craig

This explanatory sequential mixed-method study analyzed how the teacher created learning environment links to student engagement for students at-risk across five science classroom settings. The learning environment includes instructional strategies, differentiated instruction, positive learning environment, and an academically challenging environment. Quantitative and qualitative data were gathered in the form of self-reporting surveys and a follow-up interview. The researcher aimed to use the qualitative results to explain the quantitative data. The general research question was "What are the factors of the teacher-created learning environment that were best suited to maximize engagement of students at-risk?" Specifically explaining, (1) How do the measured level of teacher created learning environment link to the engagement level of students at-risk in science class? and (2) What relationship exists between the student perception of the science classroom environment and the level of behavioral, cognitive, emotional, and social engagement for students at-risk in science class? This study took place within a large school system with more than 20 high schools, most having 2000-3000 students. Participating students were sent to a panel hearing that determined them unfit for the regular educational setting, and were given the option of attending one of the two alternative schools within the county. Students in this alternative school were considered at-risk due to the fact that 98% received free and reduced lunch, 97% were minority population, and all have been suspended from the regular educational setting. Pairwise comparisons of the SPS questions between teachers using t-test from 107 students at-risk and 40 interviews suggest that each category of the learning environment affects the level of behavioral, cognitive, emotional, and social engagement in science class for students at-risk in an alternative school setting. Teachers with higher student perceptions of

Evidence of Convergent and Discriminant Validity of Child, Teacher, and Peer Reports of Teacher-Student Support

PubMed Central

Li, Yan; Hughes, Jan N.; Kwok, Oi-man; Hsu, Hsien-Yuan

2012-01-01

This study investigated the construct validity of measures of teacher-student support in a sample of 709 ethnically diverse second and third grade academically at-risk students. Confirmatory factor analysis investigated the convergent and discriminant validities of teacher, child, and peer reports of teacher-student support and child conduct problems. Results supported the convergent and discriminant validity of scores on the measures. Peer reports accounted for the largest proportion of trait variance and non-significant method variance. Child reports accounted for the smallest proportion of trait variance and the largest method variance. A model with two latent factors provided a better fit to the data than a model with one factor, providing further evidence of the discriminant validity of measures of teacher-student support. Implications for research, policy, and practice are discussed. PMID:21767024

Online Graduate Teacher Education: Establishing an EKG for Student Success Intervention

ERIC Educational Resources Information Center

Shelton, Brett E.; Hung, Jui-Long; Baughman, Sarah

2016-01-01

Predicting which students enrolled in graduate online education are at-risk for failure is an arduous yet important task for teachers and administrators alike. This research reports on a statistical analysis technique using both static and dynamic variables to determine which students are at-risk and when an intervention could be most helpful…

Supporting Vocational Students' Development of Preventive Behaviour at Work: A Phenomenological Analysis of Teachers' Experiences

ERIC Educational Resources Information Center

Lecours, Alexandra; Therriault, Pierre-Yves

2017-01-01

Statistics indicate that even if young workers complete vocational training, as a group they are at risk of sustaining injury. It appears that a lack of training in the area of injury prevention may explain some of this effect. Teachers are considered to be key actors in injury-prevention training and in the process of developing students'…

Remediation of at-risk medical students: theory in action

PubMed Central

2013-01-01

Background Previous work has shown that a programme that draws on a blend of theories makes a positive difference to outcomes for students who fail and repeat their first semester at medical school. Exploration of student and teacher perspectives revealed that remediation of struggling medical students can be achieved through a cognitive apprenticeship within a small community of inquiry. This community needs expert teachers capable of performing a unique combination of roles (facilitator, nurturing mentor, disciplinarian, diagnostician and role model), with high levels of teaching presence and practical wisdom. Yet, despite participants’ convergent opinions on the elements of effective remediation, significant differences were found between outcomes of students working with experienced and inexperienced teachers. The current study explores the actual practice of teachers on this remediation course, aiming to exemplify elements of our theory of remediation and explore differences between teachers. Methods Since it is in the classroom context that the interactions that constitute the complex process of remediation emerge, this practice-based research has focused on direct observation of classroom teaching. Nineteen hours of small group sessions were recorded and transcribed. Drawing on ethnography and sociocultural discourse analysis, selected samples of talk-in-context demonstrate how the various elements of remediation play out in practice, highlighting aspects that are most effective, and identifying differences between experienced and novice teachers. Results Long-term student outcomes are strongly correlated to teacher experience (r, 0.81). Compared to inexperienced teachers, experienced teachers provide more challenging, disruptive facilitation, and take a dialogic stance that encourages more collaborative group dynamics. They are more expert at diagnosing cognitive errors, provide frequent metacognitive time-outs and make explicit links across the

Mental Health and Students at Risk

ERIC Educational Resources Information Center

Goodwin, Alan B.

2016-01-01

This chapter addresses issues pertaining to students who are at risk, possibly due to a psychological disability. Some of the challenges institutions of higher education confront in addressing at-risk students' struggles are identified, with specific focus placed on risk management and evolving legal mandates. No content is intended to represent…

Teacher performance goal practices and elementary students' behavioral engagement: a developmental perspective.

PubMed

Hughes, Jan N; Wu, Wei; West, Stephen G

2011-02-01

We investigated growth trajectories for classroom performance goal practices and for student behavioral engagement across grades 2 to 5 for 497 academically at-risk elementary students. This study is the first longitudinal investigation of performance goal practices in the early elementary years. On average, teacher use of performance goal practices increased and students' behavioral engagement declined across the four years. Using autoregressive latent trajectory (ALT) models, we examined the synchronous relations between teacher-reported performance goal practices and teacher-reported student behavioral engagement. As expected, as students move into classrooms with a new teacher with less emphasis on performance goal practices, they become more behaviorally engaged in school. Gender did not moderate these results. Implications for teacher professional development are discussed. Published by Elsevier Ltd.

Improving the Grade Point Average of Our At-Risk Students: A Collaborative Group Action Research Approach.

ERIC Educational Resources Information Center

Saurino, Dan R.; Hinson, Kenneth; Bouma, Amy

This paper focuses on the use of a group action research approach to help student teachers develop strategies to improve the grade point average of at-risk students. Teaching interventions such as group work and group and individual tutoring were compared to teaching strategies already used in the field. Results indicated an improvement in the…

Hypermobility and joint hypermobility syndrome in Brazilian students and teachers of ballet dance.

PubMed

Sanches, S B; Oliveira, G M; Osório, F L; Crippa, J A S; Martín-Santos, R

2015-04-01

The current literature has been discussing the risks and benefits of joint hypermobility (JHM) for careers in ballet This study aimed to evaluate the prevalence of JHM and joint hypermobility syndrome (JHS) in a group of ballet teachers and students, looking both at aspects related to the flexibility required to dance, as at the risk of injuries when hypermobility is associated with other symptoms, in the case of JHS. We evaluated ballet teachers and ballet students, with age ranging from 18 to 40 years. All participants completed identification and sociodemographic questionnaires and underwent a physical examination. JHM was assessed using the Beighton score with goniometry. Symptoms of JHS were evaluated according to the Brighton criteria. Final sample consisted of 77 participants, being 44 ballet students and 33 ballet teachers. The prevalence of JHM in the sample as a whole was 58 %. Teachers and students had no significant differences regarding the prevalence of JHM (p = 0.74) (OR 1.21; 95 % CI 0.48-3.07). However, the prevalence of JHS was significantly different (p = 0.04) between students (16 %) and teachers (36 %). Teachers were three times more likely than student to have JHS (OR 3.02; 95 % CI 1.03-8.85). Teachers and students also presented differences in the frequency of specific items of Beighton score and Brighton criteria. These data provide elements to discuss the relationship between hypermobility, ballet technique and selection for dance, suggesting that dancers with JHS could find in ballet teaching an alternative to maintain professional activity with dance, while remaining protected from the higher risk of injury that professional dancers may be exposed to.

Guiding At-Risk Students in the Language Arts Classroom. Learning Package No. 16.

ERIC Educational Resources Information Center

Simic, Marge; Smith, Carl, Comp.

Originally developed for the Department of Defense Schools (DoDDS) system, this learning package on guiding at-risk students in the language arts classroom is designed for teachers who wish to upgrade or expand their teaching skills on their own. The package includes a comprehensive search of the ERIC database; a lecture giving an overview on the…

Triangulation of written assessments from patients, teachers and students: useful for students and teachers?

PubMed

Gran, Sarah Frandsen; Braend, Anja Maria; Lindbaek, Morten

2010-01-01

Many medical students in general practice clerkships experience lack of observation-based feedback. The StudentPEP project combined written feedback from patients, observing teachers and students. This study analyzes the perceived usefulness of triangulated written feedback. A total of 71 general practitioners and 79 medical students at the University of Oslo completed project evaluation forms after a 6-week clerkship. A principal component analysis was performed to find structures within the questionnaire. Regression analysis was performed regarding students' answers to whether StudentPEP was worthwhile. Free-text answers were analyzed qualitatively. Student and teacher responses were mixed within six subscales, with highest agreement on 'Teachers oral and written feedback' and 'Attitude to patient evaluation'. Fifty-four per cent of the students agreed that the triangulation gave concrete feedback on their weaknesses, and 59% valued the teachers' feedback provided. Two statements regarding the teacher's attitudes towards StudentPEP were significantly associated with the student's perception of worthwhileness. Qualitative analysis showed that patient evaluations were encouraging or distrusted. Some students thought that StudentPEP ensured observation and feedback. The patient evaluations increased the students' awareness of the patient perspective. A majority of the students considered the triangulated written feedback beneficial, although time-consuming. The teacher's attitudes strongly influenced how the students perceived the usefulness of StudentPEP.

Students' and teachers' cognitions about good teachers.

PubMed

Beishuizen, J J; Hof, E; van Putten, C M; Bouwmeester, S; Asscher, J J

2001-06-01

Good teachers have been studied ever since Plato described how Socrates taught by asking questions of his audience. Recent findings shed light on two characteristics of good teachers: their personality and their ability. However, more attention has been paid to teachers' practices and opinions than to students' views. The study reported here attempted to deepen our understanding of what students think about good teachers. Students of four age groups (7, 10, 13, and 16 years of age) and teachers from primary and secondary schools were asked to write an essay on the good teacher. The correspondence between conceptual items in the essays was investigated by determining the extent to which they were used in the same essays to describe good teachers. Correspondence analysis revealed two dimensions. The first dimension reflected the preference of students and teachers for describing the good teacher in terms of either personality or ability characteristics. The second dimension was interpreted as an orientation in the essays towards either attachment to, detachment from or commitment to school and teachers. Students and teachers were compared to establish the amount of (dis)agreement about what makes a good teacher. Primary school students described good teachers primarily as competent instructors, focusing on transfer of knowledge and skills, whereas secondary school students emphasised relational aspects of good teachers. Teachers, however, considered good teachers in the first place a matter of establishing personal relationships with their students. Consequently, primary school students and teachers disagreed about the characteristics of good teachers. In secondary education, disagreements between teachers and students were relatively small. The research method of collecting free essays and utilising correspondence analysis to represent conceptual items and groups of participants seems promising as long as a theoretical framework is available to interpret the

Medical students' and teachers' perceptions of sexual misconduct in the student-teacher relationship.

PubMed

Dekker, Hanke; Snoek, Jos W; Schönrock-Adema, Johanna; van der Molen, Thys; Cohen-Schotanus, Janke

2013-11-01

Teachers are important role models for the development of professional behaviour of young trainee doctors. Unfortunately, sometimes they show unprofessional behaviour. To address misconduct in teaching, it is important to determine where the thresholds lie when it comes to inappropriate behaviours in student-teacher encounters. We explored to what extent students and teachers perceive certain behaviours as misconduct or as sexual harassment. We designed-with a reference group-five written vignettes describing inappropriate behaviours in the student-teacher relationship. Clinical students (n = 1,195) and faculty of eight different hospitals (n = 1,497) were invited to rate to what extent they perceived each vignette as misconduct or sexual harassment. Data were analyzed using t tests and Pearson's correlations. In total 643 students (54 %) and 551 teachers (37 %) responded. All vignettes were consistently considered more as misconduct than as actual sexual harassment. At an individual level, respondents differed largely as to whether they perceived an incident as misconduct or sexual harassment. Comparison between groups showed that teachers' and students' perceptions on three vignettes differed significantly, although the direction differed. Male students were more lenient towards certain behaviours than female students. To conclude, perceptions of misconduct and sexual harassment are not univocal. We recommend making students and teachers aware that the boundaries of others may not be the same as their own.

The social construction of communication climate: An analysis of at-risk students in alternative high school

NASA Astrophysics Data System (ADS)

Souza, Tasha Jean

1998-12-01

Alternative high schools affect more potential high school dropouts than any other school or program and are designed to meet the needs of students who have had difficulty in conventional schools. This study examines the communication climate and constructions of caring in an alternative school for at-risk students by using a qualitative analysis grounded in the theoretical perspective of social constructionism. Observations and interviews were conducted over a six month time period. The first two chapters provide a review of literature and a detailed account of the methods used to conduct the study. Chapter Three describes the socially constructed nature of the school and the participants and the dialectical tensions of communication climate revealed from the analysis. The six dialectical tensions of communication climate are: (1) freedom/restraint, (2) disengagement/engagement, (3) personal communication/impersonal communication, (4) disconfirmation/confirmation, (5) equality/inequality, and (6) ambiguity/clarity. Although the school climate is comprised of each of these tensions, the data suggest that the interaction within the majority of classes created some common characteristics of the general communication climate at the school and can be characterized as one of freedom, disengagement, personal communication, disconfirmation, equality, and ambiguity. Chapter Four describes how caring was constructed and communicated. Although some students perceived some teachers as caring about students and about student learning, half of the students interviewed thought they were not learning or not learning much. Finally, Chapter Five provides a summary of the findings and a discussion of the results. The results of this study contribute to an understanding of the social construction of communication climate and caring in general, and within an alternative school for at-risk students, in specific. The results contribute to the understanding of the complexity of the

At-Risk Students: Portraits, Policies, Programs, and Practices.

ERIC Educational Resources Information Center

Donmoyer, Robert, Ed.; Kos, Raylene, Ed.

This book presents papers that address research methods, policies, and programs that can accommodate the considerable student diversity commonly found among at-risk students as well as portraits of particular at-risk students. The following papers and their authors are included: "At-Risk Students: Insights from/about Research" (Robert…

Reducing Substance Abuse Risk Factors among Children through a Teacher as Facilitator Program.

ERIC Educational Resources Information Center

McLaughlin, Robert J.; And Others

1993-01-01

Teachers as Facilitators (TAF) program used teachers as leaders of small groups that promoted social, emotional, and academic development of children at high risk for substance abuse. Found that school personnel were capable of accurately identifying and referring students; TAF program was effective in improving students' perceived academic…

A Longitudinal Examination of Teaching Efficacy of Agricultural Science Student Teachers at Four Different Institutions

ERIC Educational Resources Information Center

Harlin, Julie F.; Roberts, T. Grady; Briers, Gary E.; Mowen, Diana L.; Edgar, Don W.

2007-01-01

The purposes of this study were to determine changes in teaching efficacy of student teachers over the course of the student teaching semester and to determine if similar trends occur at different institutions. The population of interest for this study was agricultural science student teachers at Tarleton State University, Texas A&M…

Preservice Teachers Are Creating a College Culture for At-Risk Middle School Students

ERIC Educational Resources Information Center

Radcliffe, Rich; Stephens, Liz C.

2008-01-01

This mid-point report from a seven-year study about building a college culture investigates how a multifaceted approach including mentoring, technology, campus visits, parent involvement, and tutoring impacts at-risk middle school students' college aspirations and eventual success gaining college acceptance. Based on NAEP report data, many young…

Changes in Student Teachers' Intention to Teach during Student Teaching

ERIC Educational Resources Information Center

Roberts, T. Grady; Greiman, Bradley C.; Murphy, T. H.; Ricketts, John C.; Harlin, Julie F.; Briers, Gary E.

2009-01-01

Over the course of the student teaching experience, a student teacher's intention to teach can increase, decrease, or remain the same. The purpose of this study was to explore differences in student teachers that were representative of each category. Teaching intention of 103 student teachers at four universities in 2005-2006 exhibited little…

Social Adjustment of At-Risk Technology Education Students

ERIC Educational Resources Information Center

Ernst, Jeremy V.; Moye, Johnny J.

2013-01-01

Individual technology education students' subgroup dynamic informs progressions of research while apprising technology teacher educators and classroom technology education teachers of intricate differences between students. Recognition of these differences help educators realize that classroom structure, instruction, and activities must be…

Student Portfolios. NEA Teacher-to-Teacher Books.

ERIC Educational Resources Information Center

National Education Association, Washington, DC.

In the Teacher-to-Teacher series of the National Education Association's Professional Library, teachers speak directly to other teachers about school restructuring issues. This volume covers issues in student assessment, focusing on student portfolios and their uses in reflecting student processes, collaboration, and literacy. Various portfolios…

Teacher-Student Relationship Quality Type in Elementary Grades: Effects on Trajectories for Achievement and Engagement

ERIC Educational Resources Information Center

Wu, Jiun-Yu; Hughes, Jan N.; Kwok, Oi-Man

2010-01-01

Teacher, peer, and student reports of the quality of the teacher-student relationship were obtained for an ethnically diverse and academically at-risk sample of 706 second- and third-grade students. Cluster analysis identified four types of relationships based on the consistency of child reports of support and conflict in the relationship with…

Indirect Effects of Child Reports of Teacher-Student Relationship on Achievement

ERIC Educational Resources Information Center

Hughes, Jan N.; Wu, Jiun-Yu; Kwok, Oi-Man; Villarreal, Victor; Johnson, Audrea Y.

2012-01-01

The effect of student-reported teacher-student relationship quality (TSRQ) on academic motivation and achievement was investigated among a sample of 690 academically at-risk elementary students (52.8% male). Measures of TSRQ, achievement, and motivation were collected annually for 3 consecutive years, beginning when participants were in Grade 2…

Teacher Justice and Students' Class Identification: Belief in a Just World and Teacher-Student Relationship as Mediators.

PubMed

Jiang, Ronghuan; Liu, Ru-De; Ding, Yi; Zhen, Rui; Sun, Yan; Fu, Xinchen

2018-01-01

For school-age adolescents, teacher justice plays an important role in their learning and social outcomes. The present study examined the relation between teacher justice and students' class identification in 1735 Chinese school-age adolescents by considering belief in a just world (BJW) and teacher-student relationship as mediators. Structure equation modeling (SEM) was used to reveal the direct and indirect effects. The analyses showed that all the direct and indirect effects were significant. These findings indicated that teacher justice had a positive effect on students' class identification. In addition, teacher justice impacted students' class identification through students' just-world belief and teacher-student relationships. These results suggested that for adolescents, teacher justice played an important role in shaping their just-world belief system and their interpersonal relationships with teachers, which in turn affected their sense of belonging and values in relation to their class. Thus, it is important for teachers to be aware that their injustice may negatively impact their relationships with students, students' belief systems, and their psychological engagement at school. There is a need to develop teacher-training programs to help teachers to establish classroom reward-punishment systems with the consideration of social justice, to communicate with students through an unbiased approach, and to increase student participation in the important decision making of the whole class.

He, She, It: Gender Bias in Teacher-Student Interaction at University

ERIC Educational Resources Information Center

Bartulovic, Marija; Kusevic, Barbara; Siranovic, Ana

2012-01-01

Starting from an intercultural education framework, this paper examines whether students at two Zagreb universities perceive interactions with their teachers to be gender influenced. In the first part of the paper, we outline the context of the research and the two theoretical constructs which correspond to traditionally male and female teachers'…

Social and Emotional Learning and Teacher-Student Relationships: Preschool Teachers' and Students' Perceptions

ERIC Educational Resources Information Center

Poulou, Maria S.

2017-01-01

The study aimed to investigate how teachers' perceptions of emotional intelligence, and social and emotional learning (SEL) relate to teacher-student relationships. Teachers' perceptions of teacher-student relationships and the degree of agreement with students' perceptions was also investigated. Preschool teachers from 92 public schools in…

Do schools influence student risk-taking behaviors and emotional health symptoms?

PubMed

Denny, Simon J; Robinson, Elizabeth M; Utter, Jennifer; Fleming, Theresa M; Grant, Sue; Milfont, Taciano L; Crengle, Sue; Ameratunga, Shanthi N; Clark, Terryann

2011-03-01

Many schools engage in health promotion, health interventions, and services aimed at improving the health and well-being outcomes for students. The purpose of this study was to examine the effects of schools on student health risk-taking behaviors and depressive symptoms. A nationally representative sample (n = 9,056) of students from 96 secondary schools completed a health and well-being survey using Internet Tablets that included questions on school climate, health risk-taking behaviors, and mental health. Teachers (n = 2,901) and school administrators (n = 91) completed questionnaires on aspects of the school climate which included teacher well-being and burnout, the staff work environment, health and welfare services for students, and school organizational support for student health and well-being. Multilevel models were used to estimate school effects on the health risk-taking behaviors and depression symptoms among students. Schools where students reported a more positive school climate had fewer students with alcohol use problems, and fewer students engaging in violence and risky motor vehicle behaviors. Schools where teachers reported better health and welfare services for students had fewer students engaging in unsafe sexual health behaviors. Schools where teachers reported higher levels of well-being had fewer students reporting significant levels of depressive symptoms. More positive school climates and better school health and welfare services are associated with fewer health risk-taking behaviors among students. However, the overall school effects were modest, especially for cigarette use and suicidal behaviors. Copyright © 2011 Society for Adolescent Health and Medicine. Published by Elsevier Inc. All rights reserved.

Teaching Aptitude of Student Teachers and their Academic Achievements at Graduate Level

ERIC Educational Resources Information Center

Sajan, K. S.

2010-01-01

The present investigation aims at studying teaching aptitude of student teachers with respect to their gender and academic achievement at graduate level examination. The sample for this study is selected by stratified random sampling from the Teacher Education institutions of Malabar area of Kerala. Teaching Aptitude Test Battery (T A T B)…

The effect of differentiated curriculum enhancements on the achievement of at-risk and normally achieving students in 5th grade science

NASA Astrophysics Data System (ADS)

Simpkins, Pamela Mccrea

2007-12-01

unit over the other, and that there was a difference between the achievements of the general education students over the at-risk/special education students. Findings also revealed a significant correlation between time on task and student test scores. There was a difference between student reports of engagement and teacher reports of allocated time. Results indicated that the use of the activities was a preferred method of review for quizzes and tests. Finally, taken as a whole, teachers' perceptions of the activities were positive.

Teacher Feedback and Student Academic Achievement: Teacher Use of Student Information Systems

ERIC Educational Resources Information Center

Bishop, Daniel J.

2013-01-01

In an era of professional standards for educators and teacher evaluations linked to measures of student achievement, researchers use data from student information systems to address research questions linking teacher feedback to student achievement. A quantitative study of teacher use of the Skyward student information system (SIS) was conducted…

Inschool Suspension Programs for At-Risk Students.

ERIC Educational Resources Information Center

Leatt, Desmond J.

1987-01-01

Research findings and examples of inschool suspension programs in Oregon are combined in this bulletin. An introduction defines "at-risk" students as those having behavioral or attendance problems. Unlike traditional out-of-school suspension, alternative programs attempt to keep at-risk students at school. Chapter 1 surveys three…

Are K-12 school environments harming students with obesity? A qualitative study of classroom teachers.

PubMed

Kenney, Erica L; Redman, Morgan T; Criss, Shaniece; Sonneville, Kendrin R; Austin, S Bryn

2017-03-01

Weight bias can negatively impact health, and schools may be risky environments for students with obesity. We aimed to explore teachers' perceptions of the school experiences and academic challenges of students with obesity. We conducted interviews with 22 teachers in the Northeast, mid-Atlantic, and Midwest in July-August 2014. All interviews were transcribed verbatim, coded, and analyzed for important themes by two researchers using the immersion/crystallization approach. Most teachers felt that students with obesity were more likely to have academic difficulties. Two main perceptions of the reasons for these difficulties emerged: (1) obesity led to lower self-esteem that caused students to participate less, and (2) poorer nutrition, increased screen time, and reduced physical activity were simultaneously causing obesity and poorer academic performance. A few teachers described colleagues who felt students with obesity were not as motivated to work hard in school as their peers. Many teachers described school health promotion efforts focused on weight reduction that could exacerbate weight stigma and risk of disordered eating. Students with obesity, particularly girls, may be at risk for negative social and academic experiences in K-12 schools and may be perceived as struggling academically by their teachers.

Bullying involvement, teacher-student relationships, and psychosocial outcomes.

PubMed

Huang, Francis L; Lewis, Crystal; Cohen, Daniel R; Prewett, Sara; Herman, Keith

2018-06-01

Students involved in bullying experience mental health issues and negative psychosocial outcomes. Few studies have investigated how teacher-student relationships (TSRs) may buffer the negative outcomes experienced by students involved in bullying. To investigate the moderating role of TSRs with bullying involvement status and psychosocial outcomes, we used data from 691 middle school students, 85 teachers, and 6 schools in one urban district. We used both student- and teacher-reported outcomes and regression models included baseline measures (i.e., depression, concentration problems, emotional regulation problems, behavioral engagement) taken 8 months earlier. Regardless of bullying involvement, student-reported TSR had a beneficial association for all outcomes controlling for baseline measures and student demographic variables. However, bully/victims with low TSRs experienced a heightened risk for depressive symptoms suggesting increased attention to this subgroup of students. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

Three Cultural Models of Teacher Interaction Valued by Mexican Students at a US High School

ERIC Educational Resources Information Center

Andrews, Micah

2016-01-01

Using students' interviews as data source, this study explores the interactional experiences of several Mexican students at a US high school in the Midwest with their teachers and discusses how three cultural models of teacher interaction valued by the students impact their affiliation, motivation, and engagement with school. Emphasis is given to…

Students at Risk. SET Special Issue.

ERIC Educational Resources Information Center

Wright, Judith, Ed.

1996-01-01

This special issue of the serial SET for 1996 contains seven newly commissioned articles and four reprints all related to the education of children at risk. This issue includes: (1) "Students at Risk: An Overview" (Margaret Batten, Graeme Withers, and Jean Russell); (2) "Inquiry into Children in Education at Risk through Truancy and…

Student Perceptions of Their Biology Teacher's Interpersonal Teaching Behaviors and Student Achievement

NASA Astrophysics Data System (ADS)

Madike, Victor N.

Inadequate student-teacher interactions in undergraduate courses have been linked to poor student performance. Researchers have noted that students' perceptions of student-teacher relationships may be an important factor related to student performance. The administration of a Mid-Atlantic community college prioritized increasing undergraduate biology student performance. The purpose of this quantitative study was to examine the relationship between students' biology achievement and their perceptions of interpersonal teaching behaviors and student-teacher interactions in introductory biology courses. Leary's theory on interpersonal communication and the systems communication theory of Watzlawick, Beavin, and Jackson served as the theoretical foundation. The Wubbel's Likert-scale questionnaire on student-teacher interactions was administered to 318 undergraduate biology students. Non-parametric Spearman's rank correlations revealed a significant direct correlation between students' grades and their perceptions of teachers' interpersonal teaching behaviors. The relationship between student achievement and students' perceptions of student-teacher interactions prompted the recommendation for additional study on the importance of student-teacher interactions in undergraduate programs. A recommendation for local practice included faculty development on strategies for improving student-teacher interactions. The study's implications for positive social change include increased understanding for administrators and instructors on the importance of teacher-student interactions at the community college level.

Ambassadors: Models for At-Risk Students.

ERIC Educational Resources Information Center

Cahoon, Peggy

1989-01-01

The Ambassador Program, a partnership between Ferron Elementary School and the University of Nevada, Las Vegas, pairs university students with at-risk elementary students once a week to serve as role models. (TE)

Measuring the Outcome of At-Risk Students on Biology Standardized Tests When Using Different Instructional Strategies

NASA Astrophysics Data System (ADS)

Burns, Dana

Over the last two decades, online education has become a popular concept in universities as well as K-12 education. This generation of students has grown up using technology and has shown interest in incorporating technology into their learning. The idea of using technology in the classroom to enhance student learning and create higher achievement has become necessary for administrators, teachers, and policymakers. Although online education is a popular topic, there has been minimal research on the effectiveness of online and blended learning strategies compared to the student learning in a traditional K-12 classroom setting. The purpose of this study was to investigate differences in standardized test scores from the Biology End of Course exam when at-risk students completed the course using three different educational models: online format, blended learning, and traditional face-to-face learning. Data was collected from over 1,000 students over a five year time period. Correlation analyzed data from standardized tests scores of eighth grade students was used to define students as "at-risk" for failing high school courses. The results indicated a high correlation between eighth grade standardized test scores and Biology End of Course exam scores. These students were deemed "at-risk" for failing high school courses. Standardized test scores were measured for the at-risk students when those students completed Biology in the different models of learning. Results indicated significant differences existed among the learning models. Students had the highest test scores when completing Biology in the traditional face-to-face model. Further evaluation of subgroup populations indicated statistical differences in learning models for African-American populations, female students, and for male students.

The Impact of Teacher Conflict Styles on Student Discipline Outcomes: A Triangulation Study of the Symbolic Interaction of the Teacher as Agent within the School Organizational Structure: A Case Study of Teacher Conflict Style Selection and the Discipline Outcomes That Result from Each Conflict Style

ERIC Educational Resources Information Center

Borrazzo, Marie E.

2005-01-01

Research was centered on "at risk" students enrolled in an Academy that was designed to specifically meet "at risk" student needs. Teacher response styles during the discipline process was the center of the research given that "at risk" students are suspended more frequently than students typically falling into the "regular" student population.…

School experiences of early adolescent Latinos/as at risk for emotional and behavioral disorders.

PubMed

Balagna, Ryan M; Young, Ellie L; Smith, Timothy B

2013-06-01

Previous research has shown that Latino/a middle school students exhibiting emotional or behavioral disturbance are at risk for undesirable academic outcomes. The purpose of this study was to understand the perceptions and experiences of at-risk Latino/a students to identify ways to improve interventions targeted to promote their academic retention and success. Participants included 11 Latino/a students between the ages of 11 and 13 years, 8 males and 3 females, who were screened as being at risk for behavior disorders using the Systematic Screening for Behavior Disorders (SSBD). These students shared their perceptions and experiences of schooling during in-depth qualitative interviews. Interpretative phenomenological analysis (IPA) was used to understand how these students made sense of their school experiences. Students' descriptions tended to be contextualized within relationships with peers, teachers, and family members. Many students shared experiences of being the target of overt racism and microaggressions from peers. Students believed they were more likely to be successful in school when teachers displayed flexibility with deadlines, provided extra help, and communicated a sense of warmth and caring. The data from this study suggested that school psychologists can benefit from attending to at-risk students' perceptions, which, in the context of this study, would require facilitating an inclusive school climate, fostering effective teacher and student relationships, and facilitating parent-teacher relationships during the difficult transition from elementary to middle school.

Voice Disorders in Teacher Students-A Prospective Study and a Randomized Controlled Trial.

PubMed

Ohlsson, Ann-Christine; Andersson, Eva M; Södersten, Maria; Simberg, Susanna; Claesson, Silwa; Barregård, Lars

2016-11-01

Teachers are at risk of developing voice disorders, but longitudinal studies on voice problems among teachers are lacking. The aim of this randomized trial was to investigate long-term effects of voice education for teacher students with mild voice problems. In addition, vocal health was examined prospectively in a group of students without voice problems. First-semester students answered three questionnaires: one about background factors, one about voice symptoms (Screen6), and the Voice Handicap Index. Students with voice problems according to the questionnaire results were randomized to a voice training group or a control group. At follow-up in the sixth semester, all students answered Screen6 again together with four questions about factors that could have affected vocal health during their teacher education. The training group and the control group also answered the Voice Handicap Index a second time. At follow-up, 400 students remained in the study: 27 in the training group, 54 in the control group, and 319 without voice problems at baseline. Voice problems had decreased somewhat more in the training group than in the control group, but the difference was not statistically significant (P = 0.1). However, subgroup analyses showed significantly larger improvement among the students in the group with complete participation in the training program compared with the group with incomplete participation. Of the 319 students without voice problems at baseline, 14% had developed voice problems. Voice problems often develop in teacher students. Despite extensive dropout, our results support the hypothesis that voice education for teacher students has a preventive effect. Copyright © 2016 The Voice Foundation. Published by Elsevier Inc. All rights reserved.

Elementary Students At Risk: A Status Report.

ERIC Educational Resources Information Center

Legters, Nettie; Slavin, Robert E.

This paper offers a background of information on children in elementary school in the 1990s and on likely trends in the near future. It focuses particularly on issues relating to students who are at risk for school failure. One section identifies various risk factors that students face when they enter school and estimates the numbers of at-risk…

Fostering Resilience in At-Risk High School Students

ERIC Educational Resources Information Center

Tepovich, Ann

2012-01-01

There is a large volume of literature that discusses the at-risk high school student. This literature tends to focus on the factors that create the at-risk student whether those are environmental factors or perhaps the failure of schools in general that create the at-risk problem in the United States. Although the causes are important to…

Play Activities of At-Risk and Non-At-Risk Elementary Students: Is There a Difference?

ERIC Educational Resources Information Center

Poidevant, John M.; Spruill, David A.

1993-01-01

Examined the play activities of 49 at-risk (AR) and non-at-risk (NAR) elementary school students, using the Smilansky Scale for Evaluation of Dramatic and Sociodramatic Play measure. Found that AR students displayed higher levels of hostile acting out behaviors than did NAR students, whereas the NAR group engaged in more verbal communication…

Technology and At-Risk Young Readers and Their Classrooms

ERIC Educational Resources Information Center

Blachowicz, Camille L. Z.; Bates, Ann; Berne, Jennifer; Bridgman, Teresa; Chaney, Jeanne; Perney, Jan

2009-01-01

This study examined the ways in which 18 first-grade teachers and their students in 11 high-risk urban schools began to use literacy-focused technology. The goal of the study was to observe the technology in use by the students, to observe the classroom dynamics and teachers' instructional choices centered around technology use, to look at student…

The relationship between teacher burnout and student motivation.

PubMed

Shen, Bo; McCaughtry, Nate; Martin, Jeffrey; Garn, Alex; Kulik, Noel; Fahlman, Mariane

2015-12-01

Teacher burnout is regarded as a serious problem in school settings. To date, studies on teachers' stress and burnout have largely centred on teachers' own characteristics, socialization, and behaviours, but few have explored the connection between teachers' burnout and students' motivation via their own perceptions of teachers' behaviour and emotional well-being. This study adopted Maslach et al.'s (2001, Annu. Rev. Psychol., 52, 397) job burnout construct and self-determination theory to investigate the relationships between teachers' burnout and students' autonomous motivation over one-semester physical education classes. A total of 1,302 high school students and their 33 physical education teachers in 20 high schools from two school districts in a major Midwest metropolitan area in the United States. The two school districts were demographically similar. Students and physical education teachers completed questionnaires assessing relevant psychological constructs. There were two time points for collecting students' data. One was at the beginning of a fall semester, and the other was at the end of that semester. Hierarchical linear modelling analyses were conducted. It was revealed that teachers' emotional exhaustion was negatively related to students' perceived teacher autonomy support (TAS); in turn, there was a negative relationship between teachers' feeling of depersonalization and students' autonomous motivation development even when controlling for inadequate TAS. The dimensions of teachers' burnout might play different roles in the transmission from teachers to students. Teachers' status of burnout is an important environmental factor associated with students' quality of motivation. © 2015 The British Psychological Society.

Indirect Effects of Child Reports of Teacher-Student Relationship on Achievement

PubMed Central

Hughes, Jan N.; Wu, Jiun-Yu; Kwok, Oi-man; Villarreal, Victor; Johnson, Audrea Y.

2012-01-01

The effect of student-reported teacher-student relationship quality (TSRQ) on academic motivation and achievement was investigated among a sample of 690 academically at risk elementary students (52.8% male). Measures of TSRQ, achievement, and motivation were collected annually for 3 consecutive years, beginning when participants were in grade 2 (24.8%) or grade 3 (74.6%). Child-reported conflict was stable across the 3 years, whereas warmth declined. Boys and African American students reported greater conflict than did girls and Caucasian and Hispanic students. Girls and African American students reported higher warmth than boys and non-African American students. Using path analysis, the authors tested the hypothesis that measures of student motivation in Year 2 mediated the effects of conflict and warmth in Year 1 on reading and math achievement in Year 3. Child-perceived conflict predicted cross-year changes in teacher-rated behavioral engagement, which, in turn, predicted cross-year changes in reading and math achievement. Math competence beliefs also mediated the effect of child- perceived warmth on math achievement. Effects controlled for stability of measures across time, the within-wave association between measures, and baseline measures of IQ and economic adversity. Implications of findings for improving the academic achievement of students at-risk for school failure are discussed. PMID:23226873

Indirect Effects of Child Reports of Teacher-Student Relationship on Achievement.

PubMed

Hughes, Jan N; Wu, Jiun-Yu; Kwok, Oi-Man; Villarreal, Victor; Johnson, Audrea Y

2012-01-01

The effect of student-reported teacher-student relationship quality (TSRQ) on academic motivation and achievement was investigated among a sample of 690 academically at risk elementary students (52.8% male). Measures of TSRQ, achievement, and motivation were collected annually for 3 consecutive years, beginning when participants were in grade 2 (24.8%) or grade 3 (74.6%). Child-reported conflict was stable across the 3 years, whereas warmth declined. Boys and African American students reported greater conflict than did girls and Caucasian and Hispanic students. Girls and African American students reported higher warmth than boys and non-African American students. Using path analysis, the authors tested the hypothesis that measures of student motivation in Year 2 mediated the effects of conflict and warmth in Year 1 on reading and math achievement in Year 3. Child-perceived conflict predicted cross-year changes in teacher-rated behavioral engagement, which, in turn, predicted cross-year changes in reading and math achievement. Math competence beliefs also mediated the effect of child- perceived warmth on math achievement. Effects controlled for stability of measures across time, the within-wave association between measures, and baseline measures of IQ and economic adversity. Implications of findings for improving the academic achievement of students at-risk for school failure are discussed.

Preventing Student Expulsions through Policies, and Procedures for At-Risk Students

ERIC Educational Resources Information Center

Smith, Michael Dale

2012-01-01

Staff members working at alternative schools must use best practices to effectively serve at-risk students and reduce expulsion rates. Expulsion is directly linked to high school dropout rates, with subsequent social costs. Today's alternative schools serve at-risk students who exhibit problematic behaviors, providing them an opportunity to…

Teachers' and Students' Perceptions of Effective Physics Teacher Characteristics

ERIC Educational Resources Information Center

Korur, Fikret; Eryilmaz, Ali

2012-01-01

Problem Statement: What do teachers and students in Turkey perceive as the common characteristics of effective physics teachers? Purpose of Study: The first aim was to investigate the common characteristics of effective physics teachers by asking students and teachers about the effects of teacher characteristics on student physics achievement and…

Characteristics of Outstanding Student Teachers

ERIC Educational Resources Information Center

Eldar, Eitan; Talmor, Rachel

2006-01-01

This paper describes the characteristics of student teachers who were evaluated as outstanding during their teacher education studies. Outstanding students were selected after 2 years of field experiences based on their teaching abilities and academic achievements. Data were collected at three points of time: before they commenced their studies at…

Understanding the racial perspectives of White student teachers who teach Black students

NASA Astrophysics Data System (ADS)

McKay, Trinna S.

Statement of the problem. Most student teachers successfully complete their educational programs; however, some continue to express concern about becoming an actual practicing teacher. One of these concerns deals with White teachers interactions with Black students. This study investigated White student teachers' perceptions of teaching Black students. In particular, the study examined the racial perceptions student teachers expressed about being a White person in a racially diverse school and examined the student teachers' perceptions on race. The following questions guided the study: (1) What are the perceptions of White student teachers concerning being White? (2) What are the perceptions of White student teachers on teaching science to Black students in a racially diverse secondary school? (3) What recommendations can White student teachers give to teacher education programs concerning the teaching of Black students? Methods. Semi-structured interviews, personal profiles and reflective journals were used as the means for collecting data. All three sources of data were used to understand the racial perceptions of each student teacher. Analysis of the data began with the identification of codes and categories that later developed into themes. Cross analyses between the data sources, and cross analysis between participants' individual data were conducted. The use of semi-structured interview, personal profiles, and reflective journals provided in-depth descriptions of the participants' racial perceptions. These data sources were used to confirm data and to show how student teaching experiences helped to shape their racial perceptions. Results. Data analysis revealed three themes, various life experiences, variety of opinions related to teaching Black students, and limited recommendations to teacher education programs. Although all teachers remained at the contact stage of the White racial identity model (Helms, 1990), they were open to dialogue about race. The

Assessing Elearning Teaching Quality of Faculty Members in Teachers' College at King Saud University: Students Perspectives

ERIC Educational Resources Information Center

Hussein, Hisham Barakat

2012-01-01

This paper examines students' perspectives about assessing Elearning teaching quality for faculty members in teachers' college at King Saud University. The sample of the study includes all enrolled students in Teachers' College during the academic year of 2009-2010, which they were (2282) students. Two questions are stated to be answered: (a) what…

Laboring to Connect: The Challenges of Student-Teacher Intersubjectivity at an Urban Charter High School

ERIC Educational Resources Information Center

Soto, Christopher S.

2011-01-01

In this dissertation, I examine the mediating role of emotion during lived interactions between students and teachers at an urban charter high school. While the importance of student-teacher connectivity for positive school engagement has been well documented, research that attempts to describe the mechanism of that link is scarce. This…

Investigating Teachers' and Students' Beliefs and Assumptions about CALL Programme at Caledonian College of Engineering

ERIC Educational Resources Information Center

Ali, Holi Ibrahim Holi

2012-01-01

This study is set to investigate students' and teachers' perceptions and assumptions about newly implemented CALL Programme at the School of Foundation Studies, Caledonian College of Engineering, Oman. Two versions of questionnaire were administered to 24 teachers and 90 students to collect their beliefs and assumption about CALL programame. The…

Linking Teacher Quality, Student Attendance, and Student Achievement

ERIC Educational Resources Information Center

Gershenson, Seth

2016-01-01

Research on the effectiveness of educational inputs, particularly research on teacher effectiveness, typically overlooks teachers' potential impact on behavioral outcomes, such as student attendance. Using longitudinal data on teachers and students in North Carolina I estimate teacher effects on primary school student absences in a value-added…

Student teacher training: participant motivation.

PubMed

Burgess, Annette; van Diggele, Christie; Mellis, Craig

2016-08-01

Teaching, assessment and feedback skills are documented globally as required graduate attributes for medical students. By integrating teacher training into curricula, the importance of teaching and educational scholarship is highlighted. In this study, we used self-determination theory (SDT) to consider medical students' motivation to voluntarily participate in a short teacher training programme. Thirty-eight senior medical students were invited to attend a teacher training programme at a major tertiary teaching hospital. Participating students were asked to respond to one question: 'Why did you volunteer to take part in the teacher training course?' Self-determination theory was used as a conceptual framework to identify and code recurrent themes in the data. In total, 23/38 (61%) of invited students chose to participate in the programme, and 21/23 (91%) of the students responded to the survey. Students' motivation to participate in the teacher training programme were related to: (1) autonomy - their enjoyment of their current voluntary involvement in teaching; (2) competence - a recognition of the need for formal training and certification in teaching, and as an essential part of their future career in medicine; (3) relatedness - the joint recognition of the importance of quality in teaching, as emphasised by their own learning experiences in the medical programme. Students reported being motivated to take part in teacher training because of their enjoyment of teaching, their desire to increase the quality of teaching within medical education, their desire for formal recognition of teaching as a learned skill, plus their recognition of teaching as a requirement within the medical profession. By integrating teacher training into curricula, the importance of teaching and educational scholarship is highlighted. © 2015 John Wiley & Sons Ltd.

Teacher student relationship quality type in elementary grades: Effects on trajectories for achievement and engagement

PubMed Central

Wu, Jiun-yu; Hughes, Jan N.; Kwok, Oi-man

2010-01-01

Teacher, peer, and student reports of the quality of the teacher-student relationship were obtained for an ethnically diverse and academically at-risk sample of 706 second and third grade students. Cluster analysis identified four types of relationships based on the consistency of child reports of support and conflict in the relationship with reports of others: Congruent positive, Congruent Negative, Incongruent Child Negative and Incongruent Child Positive. The cluster solution evidenced good internal consistency and construct validity. Cluster membership predicted growth trajectories for teacher-rated engagement and standardized achievement scores over the following three years, above prior performance. The predictive associations between child reports of teacher support and conflict and outcomes depended on whether child reports were consistent or inconsistent with reports of others. Study findings have implications for theory development, assessment of teacher-student relationships, and teacher professional development. PMID:20728688

Medical students as teachers at CoSMO, Columbia University's student-run clinic: a pilot study and literature review.

PubMed

Hamso, Magni; Ramsdell, Amanda; Balmer, Dorene; Boquin, Cyrus

2012-01-01

Although medical students are expected to teach as soon as they begin residency, medical schools have just recently begun adding teacher training to their curricula. Student-run clinics (SRCs) may provide opportunities in clinical teaching before residency. The aim of this pilot study was to examine students' experiences in clinical teaching at Columbia Student Medical Outreach (CoSMO), Columbia University's SRC, during the 2009-2010 school year. A mixed-methods approach was used. Data included closed and open-ended surveys (n = 34), combined interviews with preclinical and clinical student pairs (n = 5), individual interviews (n = 10), and focus groups (n = 3). The transcripts were analyzed using the principles of grounded theory. Many students had their first clinical teaching experience while volunteering at CoSMO. Clinical students' ability to teach affected the quality of the learning experience for their preclinical peers. Preclinical students who asked questions and engaged in patient care challenged their clinical peers to balance teaching with patient care. Clinical students began to see themselves as teachers while volunteering at CoSMO. The practical experiences in clinical teaching that students have at SRCs can supplement classroom-based trainings. Medical schools might revisit their SRCs as places for exposure to clinical teaching.

Relations of Student Perceptions of Teacher Oral Feedback with Teacher Expectancies and Student Self-Concept

ERIC Educational Resources Information Center

Chen, Yi-Hsin; Thompson, Marilyn S.; Kromrey, Jeffrey D.; Chang, George H.

2011-01-01

In this article, the authors investigated the relations of students' perceptions of teachers' oral feedback with teacher expectancies and student self-concept. A sample of 1,598 Taiwanese children in Grades 3 to 6 completed measures of student perceptions of teacher oral feedback and school self-concept. Homeroom teachers identified students for…

Trajectories of teacher-student warmth and conflict at the transition to middle school: Effects on academic engagement and achievement.

PubMed

Hughes, Jan N; Cao, Qian

2018-04-01

Using piece-wise longitudinal trajectory analysis, this study investigated trajectories of teacher-reported warmth and conflict in their relationships with students 4years prior to and 3years following the transition to middle school in a sample of 550 academically at-risk and ethnically diverse adolescents. At the transition to middle school, teacher reports of warmth showed a significant drop (shift in intercept), above age-related declines. Both warmth and conflict declined across the middle school years. Structural equation modeling (SEM) tested effects of the shifts in intercept and the post-transition slopes on reading and math achievement, teacher-rated engagement, and student-reported school belonging 3years post-transition, above pre-transition levels of the outcome. For warmth, a drop in intercept predicted lower math scores and engagement, and a more positive slope predicted higher engagement. For conflict, an increase in intercept and a negative slope predicted lower engagement. Implications of findings for reducing normative declines in academic engagement in middle school are discussed. Copyright © 2017 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

Premenarcheal Mexican girls' and their teachers' perceptions of preparation students receive about menstruation at school.

PubMed

Marván, Maria Luisa; Bejarano, Janett

2005-03-01

This survey explored how fifth-grade Mexican premenarcheal girls (N = 80) and their teachers (N = 16) view the preparation students receive about menstruation at school. The most discussed topics in class included hygiene and body functions. The main discrepancies between girls and teachers were as follows: (a) more teachers than girls reported that they discussed the emotional aspects of menses, (b) teachers indicated that their pupils were better prepared than the students themselves believed. (c) more teachers reported that the girls acted ashamed during the classes, and (d) more girls perceived that boys behaved in a mocking manner, whereas more teachers thought that the boys acted nervous. In conclusion, teaching about menstruation is problematic, but these findings provide information for teachers to meet the needs of girls more efficiently.

A Metaphor Analysis of Elementary Student Teachers' Conceptions of Teachers in Student- and Teacher-Centered Contexts

ERIC Educational Resources Information Center

Duru, Sibel

2015-01-01

Problem Statement: Student teachers' beliefs and conceptions affect not only what and how they learn in teacher education programs, but also their future professional development in their teaching careers. Examining and understanding student teachers' beliefs and conceptions is therefore crucial to improving their professional preparation and…

"Miss, I Am Not Being Fully Prepared": Student-Teachers' Concerns about Their Preparation at a Teacher Training Institution in Jamaica

ERIC Educational Resources Information Center

Roofe, Carmel G.; Miller, Paul

2013-01-01

The issue of teacher preparation continues to occupy academic discourse relating to student outcomes and student achievement (Stronge, Ward & Grant, 2011). Research has supported the view that there is an inextricable connection between student outcomes, quality of teaching and teachers, and teacher preparation (Darling-Hammond 2005; Grover…

Teacher Wellbeing: The Importance of Teacher-Student Relationships

ERIC Educational Resources Information Center

Spilt, Jantine L.; Koomen, Helma M. Y.; Thijs, Jochem T.

2011-01-01

Many studies have examined the importance of teacher-student relationships for the development of children. Much less is known, however, about how these relationships impact the professional and personal lives of teachers. This review considers the importance of teacher-student relationships for the wellbeing of teachers starting from the…

An Investigation of the Relationship between Teachers' Expectations and Teachers' Perceptions of Student Attributes

ERIC Educational Resources Information Center

Timmermans, Anneke C.; de Boer, Hester; van der Werf, Margaretha P. C.

2016-01-01

Little is known about factors other than students' abilities and background variables that shape teachers' achievement expectations. This study was aimed at investigating the role of teachers' perceptions of students attributes (working habits, popularity, self-confidence, student--teacher relationships, and classroom behavior) in shaping…

Three Student Engagement Strategies to Help Elementary Teachers Work Smarter, Not Harder, in Mathematics

ERIC Educational Resources Information Center

Hirsch, Shanna E.; Ennis, Robin Parks; Driver, Melissa K.

2018-01-01

Many students with and/or at risk for emotional and behavioral disorders have academic deficits that affect their performance in mathematics. In addition, these students' behavioral issues may interfere with their academic achievement. For these students, it makes sense for teachers to consider implementing research- and/or evidence-based…

Becoming a Teacher--Student Teachers' Learning Patterns in Teacher Education

ERIC Educational Resources Information Center

Ahonen, Elsi; Pyhältö, Kirsi; Pietarinen, Janne; Soini, Tiina

2015-01-01

Student teacher learning is a key issue for further professional development. Literature on student teacher learning suggests that students learn about teaching and undergo professional transformation during their education. However, studies often focus on a certain time period and on how students should learn instead of how they actually do…

Supervision of Student Teachers: Objective Observation.

ERIC Educational Resources Information Center

Neide, Joan

1996-01-01

By keeping accurate records, student teacher supervisors can present concrete evidence about physical education student teachers' classroom performance. The article describes various ways to collect objective data, including running records, at-task records, verbal flow records, class traffic records, interaction analysis records, and global scan…

Preservice elementary teachers' actual and designated identities as teachers of science and teachers of students

NASA Astrophysics Data System (ADS)

Canipe, Martha Murray

stories and enactments in order to determine which storytellers were significant narrators for the preservice teachers' identities. The findings from this study show that significant narrators vary among the preservice teachers and include artifacts such as curriculum materials and instructional models in addition to people who are expected to be significant narrators. Furthermore, differences between preservice teachers' actual and designated identities influence opportunities to learn about what it means to be a teacher of science and students. This took different forms with each preservice teacher. In one case the preservice teacher worked to enact aspects of her designated identity and reflected about how she was not quite able to be the teacher of science she wanted to be as a novice teacher. Another case showed how the gap between actual and designated identities could limit opportunities to learn when the preservice teacher's strong actual identity as a novice led her to consider certain aspects of her designated identity as things which could not even be tried at this point. Finally, in the third case the preservice teacher's strong actual identity limited opportunities to develop a designated identity because she did not see herself as being a different kind of teacher of science in the future than she was right now as a student teacher. These findings suggest that supporting preservice elementary teacher identity development as teachers of science is an important part of preparing them to teach science in ways that engage students in scientific practices. Additionally, it is essential to examine identity stories and enactments in concert with each other in order to gain deeper understandings of how identities are developed and put into practice in classrooms.

A Gender at Risk.

ERIC Educational Resources Information Center

Shakeshaft, Charol

1986-01-01

Argues for the educational reform movement to include equity as an equal and serious component in the excellence movement. Describes the prevailing atmosphere of schools and school research and shows its male preference. Outlines the ways females as students, teachers, and administrators, are a gender at risk in American schools today. Includes 12…

Teacher Evaluation and Student Achievement. Student Assessment Series.

ERIC Educational Resources Information Center

Stronge, James H.; Tucker, Pamela D.

This book discusses four approaches to incorporating student achievement in teacher evaluation. Seven chapters discuss: (1) "Teacher Evaluation and Student Achievement: An Introduction to the Issues"; (2) "What is the Relationship between Teaching and Learning?" (e.g., whether teachers are responsible for student learning and…

Teacher Ethnicity, Student Ethnicity, and Student Outcomes

ERIC Educational Resources Information Center

Driessen, Geert

2015-01-01

A review of the empirical literature was conducted to establish the relation between teacher and student ethnicity, and cognitive and noncognitive student outcomes. It was hypothesized that ethnic teacher-student congruence results in more favorable outcomes for especially minority students. A total of 24 quantitative studies focusing on primary…

Mentoring At-Risk Middle School Students to Reduce Communication Apprehension

ERIC Educational Resources Information Center

Jones, Kevin T.; Procopio, Claire H.

2017-01-01

Research has demonstrated the efficacy of mentoring at-risk students in a number of fields from physical education to math and science. While separate research has found that many at-risk students lack effective communication skills, little research has explored the potential of communication mentoring in improving at-risk students' communication…

Can instructional and emotional support in the first-grade classroom make a difference for children at risk of school failure?

PubMed

Hamre, Bridget K; Pianta, Robert C

2005-01-01

This study examined ways in which children's risk of school failure may be moderated by support from teachers. Participants were 910 children in a national prospective study. Children were identified as at risk at ages 5-6 years on the basis of demographic characteristics and the display of multiple functional (behavioral, attention, academic, social) problems reported by their kindergarten teachers. By the end of first grade, at-risk students placed in first-grade classrooms offering strong instructional and emotional support had achievement scores and student-teacher relationships commensurate with their low-risk peers; at-risk students placed in less supportive classrooms had lower achievement and more conflict with teachers. These findings have implications for understanding the role that classroom experience may play in pathways to positive adaptation.

Seizing Opportunity at the Top: Reaching Every Student with Excellent Teachers--Policymakers' Checklist

ERIC Educational Resources Information Center

Public Impact, 2012

2012-01-01

Research continues to confirm that without "excellent" teachers consistently, most students who start behind stay behind, and too few middling and advanced students leap ahead. Even solid teachers who achieve one year of learning progress leave achievement gaps intact. Schools that "consistently" provide all students with…

Priority Desires of Pre-Service Mathematics Student-Teachers in Methods Courses at the University of Botswana

ERIC Educational Resources Information Center

Kesianye, Sesutho; Garegae, Kgomotso; Chakalisa, Paul; Mogotsi, Salome

2014-01-01

This study, a survey of University of Botswana mathematics pre-service student-teachers taking introductory methods courses, was conducted to find aspects of the courses they perceived to be their priority learning desires. It aimed at evaluating whether student-teachers perceived ideas could be tapped into towards improvement of the teacher…

College 101: Introducing At-Risk Students to Higher Education

ERIC Educational Resources Information Center

Hernandez, Paul

2011-01-01

Before graduate school, before his undergraduate degree, before community college, all throughout K-12, this author was considered an "at-risk" student--at risk of dropping out of school. During those early years, he took note of the things that seemed unjust and now he directs his academic work toward engaging at-risk students and…

Teacher-Student Relationship and Peer Disliking and Liking Across Grades 1-4.

PubMed

Hughes, Jan N; Im, Myung H

2016-01-01

Between-child and within-child effects of teacher-student warmth and conflict on children's peer-nominated disliking and liking across Grades 1-4 (ages 6-10) were investigated in a sample of 746 ethnically diverse and academically at-risk children in Texas. Multilevel modeling controlled for time-invariant between-child differences while modeling the effect of time-varying teacher-student relationship (TSR) warmth and conflict on children's peer relatedness. Teachers reported on warmth and conflict. Peers reported on liking and disliking. Above between-child effects of average levels of teacher warmth and conflict on initial level and rate of change in liking and disliking and classroom teacher support, year-to-year changes in TSR conflict and warmth predicted intraindividual change in children's peer disliking but not peer liking. © 2016 The Authors. Child Development © 2016 Society for Research in Child Development, Inc.

They need to be recognized as a person in everyday life: Teachers' and helpers' experiences of teacher-student relationships in upper secondary school.

PubMed

Krane, Vibeke; Karlsson, Bengt; Ness, Ottar; Binder, Per-Einar

2016-01-01

The aim of this study was to explore how teachers and helpers experience that teacher-student relationship (TSR) is developed and promoted in upper secondary school.We also explored their experiences of qualities of TSR with students with mental health problems or at risk of dropping out. The study used a qualitative and participative approach; key stakeholders were included as co-researchers. Focus group interviews were held with 27 teachers and helpers. A thematic analysis was conducted. The participants' descriptions of important experiential dimensions of TSR were clustered around four themes: (1) to be recognized as a person with strengths and challenges in everyday life, (2) collaborative relationships between students and teachers, (3) flexible boundaries in the relationship between teachers and students and (4) organization of classes and procedures set the stage for TSR. Collaborative, emotional and contextual qualities were found important to the development of TSR in upper secondary school. Experiences of negative qualities of TSR can contribute to push students out of school. Teachers and helpers experience that TSR may have the potential to play a role in promoting mental health in students' everyday life.

Relationship between Teachers' Effective Communication and Students' Academic Achievement at the Northern Border University

ERIC Educational Resources Information Center

Al-Madani, Feras Mohammed

2015-01-01

Effective communication between faculty members and students is one of the concerns of the educational stakeholders at the Northern Border University, Saudi Arabia. This study investigates the relationship between teachers' effective communication and students' academic achievement at the Northern Border University. The survey questionnaire…

Youth at Risk: A Resource for Counselors, Teachers and Parents. Part 3. Working with Youth at Risk: Behavioral Issues and Interventions.

ERIC Educational Resources Information Center

Kempley, Frances A.; And Others

This document consists of Part 3 of a book of readings on at-risk youth designed to provide information and strategies for counselors, teachers, parents, administrators, social workers, and others who work with youth at risk. It includes six readings, each dealing with a specific behavior that places a young person at risk. "The Secret and…

Student-Teacher Astronomy Resource (STAR) Program

NASA Astrophysics Data System (ADS)

Gaboardi, M.; Humayun, M.; Dixon, P.

2006-12-01

Our NASA-funded E/PO program, the Student-Teacher Astronomy Resource (STAR) Program, designed around the Stardust and Genesis Missions, focuses on the reciprocal relationship between technological progress and advances in scientific understanding. We work directly with the public, teachers, classrooms, and individual school students. Both formal and informal evaluations suggest that our four-step approach to outreach has been effective. This annual program may serve as a model for the partnership between a national research institution, local scientists, and local teachers. The program has four components: 1."Space Stations" developed around the technology and science of the Genesis and Stardust Missions, are offered as child-friendly booths at the annual National High Magnetic Field Laboratory (NHMFL) Open House. The stations allow for direct interaction between the scientists and the public (over 3000 visitors). 2. STAR teachers (15) receive training and supplies to lead their classrooms through "Technology for Studying Comets". After attending a one-day in-service at the NHMFL, teachers can bring to their students an inquiry-based space science unit about which they are knowledgeable and excited. 3. We offer "Comet Tales," an informal education experience based on the NASA classroom activity "Comet Basics," to 15 local classrooms. We visit local classrooms and engage students with inquiry about comets, sampling of Wild 2, and what scientists hope to learn from the Stardust Mission. Visits occur during the two-week "Technology for Studying Comets" unit taught by each STAR teacher. 4. The "Stellar Students" component involves 15 high-achieving students in research activities. From each classroom visited during "Comet Tales," one student is selected to visit the NHMFL for a day. Parents and teachers of the students are invited for an awards ceremony and student presentations. Evaluation consisted of focus groups, informal observation, and questionnaires. Responses

Personality Similarity between Teachers and Their Students Influences Teacher Judgement of Student Achievement

ERIC Educational Resources Information Center

Rausch, Tobias; Karing, Constance; Dörfler, Tobias; Artelt, Cordula

2016-01-01

This study examined personality similarity between teachers and their students and its impact on teacher judgement of student achievement in the domains of reading comprehension and mathematics. Personality similarity was quantified through intraclass correlations between personality characteristics of 409 dyads of German teachers and their…

Student Engagement and the Use of Volunteer Teachers in Alternative Urban Middle Schools

ERIC Educational Resources Information Center

Fenzel, L. Mickey; Flippen, Gerivonni M.

2006-01-01

The use of recent college graduates as volunteer teachers has increased in recent years with the growth of the Teach for America program and alternative middle schools for at-risk children from low income homes. Very few studies to date have investigated the effects of the use of such teachers on student learning and engagement in school. The…

The Effects of Social Skills Instruction on the Social Behaviors of Students at Risk for Emotional or Behavioral Disorders.

ERIC Educational Resources Information Center

Lo, Ya-yu; Loe, Scott A.; Cartledge, Gwendolyn

2002-01-01

A study examined the effects of pullout small-group and teacher-directed classroom-based social skills instruction on antisocial behaviors of five third- and fourth-grade students at risk for emotional or behavioral disorders. Results indicated moderate reduction in antisocial behaviors during small-group social skills instruction. (Contains…

Transition Supports for At-Risk Students: A Case Example

ERIC Educational Resources Information Center

Buchanan, Rohanna; Ruppert, Traci; Cariveau, Tom

2016-01-01

Middle school students with emotional and behavioral disorders are at risk for myriad negative outcomes. Transitioning between schools may increase risk for students being reintegrated into their neighborhood school. The current study seeks to inform supports for students and their families during these transitions. Students With Involved Families…

Cultural Brokers and Student Teachers: A Partnership We Need for Teacher Education in Urban Schools

ERIC Educational Resources Information Center

Lane, Paula J.

2017-01-01

Paula Lane, who has supervised student teachers at a university in the suburban wine country of northern California for the past 12 years, describes a field experience with a group of new student teachers in an urban school. Like the majority of teacher candidates in education programs, the pre-service teacher education students were White and…

Teacher-Student Relationship and Facebook-Mediated Communication: Student Perceptions

ERIC Educational Resources Information Center

Hershkovzt, Arnon; Forkosh-Baruch, Alona

2017-01-01

Student-teacher relationships are vital to successful learning and teaching. Today, communication between students and teachers, a major component through which these relationships are facilitated, is taking place via social networking sites (SNS). In this study, we examined the associations between student-teacher relationship and student-teacher…

Prevalence and risk factors of posttraumatic stress disorder among teachers 3 months after the Lushan earthquake

PubMed Central

Zhang, Jun; Zhang, Ye; Du, Changhui; Zhu, Shenyue; Huang, Yalin; Tian, Yulian; Chen, Decao; Li, Haimin; Gong, Yao; Zhang, Mengmeng; Gu, Bo

2016-01-01

Abstract Teachers and students often suffer from the same disaster. The prevalence of PTSD in students has been given great attention. However, in acting as mentors to students and their families, teachers are more likely to have vicarious and indirect exposure via hearing stories of their aftermath and witnessing the consequences of traumatic events. There are limited data pertaining to the prevalence of PTSD and its risk factors among teachers. A total of 316 teachers from 21 primary and secondary schools in Baoxing County were administered a project-developed questionnaire which included the items regarding demographic characteristics, earthquake-related experiences, somatic discomforts, emotional reactions, support status, and everyday functioning 2 weeks after the Lushan earthquake, and they finished a 1-to-1 telephone interview for addressing the PTSD criteria of the Mini International Neuropsychiatric Interview (MINI) 3 months after the earthquake. The prevalence of PTSD was 24.4% among teachers. Somatic discomforts (odds ratio [OR] 1.89, 95% confidence interval [CI] 1.06–3.37) were positive risk factors of PTSD. Perceived social support (OR 0.30, 95% CI 0.14–0.62) and being able to calm down (OR 0.25, 95% CI 0.09–0.75) in teaching were negative risk factors. PTSD is commonly seen among teachers after an earthquake, and risk factors of PTSD were identified. These findings may help those providing psychological health programs to find the teachers who are at high risk of PTSD in schools after an earthquake in China. PMID:27442675

Premenarcheal Mexican Girls' and Their Teachers' Perceptions of Preparation Students Receive about Menstruation at School.

ERIC Educational Resources Information Center

Marvan, Luisa; Bejarano, Janett

2005-01-01

This survey explored how fifth-grade Mexican premenarcheal girls (N = 80) and their teachers (N = 16) view the preparation students receive about menstruation at school. The most discussed topics in class included hygiene and body functions. The main discrepancies between girls and teachers were as follows: (a) more teachers than girls reported…

Students at Risk. Programs and Practices.

ERIC Educational Resources Information Center

Dade County Public Schools, Miami, FL.

This resource guide provides information on programs that serve at risk students in the Dade County (Florida) Public Schools. For each program the following information is provided: (1) description; (2) number of schools served; (3) number of students served; and (4) budget. The following types of programs are included: (1) dropout retrieval; (2)…

Characteristics of Facilitative Learning Environments for Students at Risk.

ERIC Educational Resources Information Center

Conant, Larry

Because at-risk students may feel alienated from school, educational reforms may be useful that make school a more supportive place. While many students identified as "at-risk" may drop out of high school, many others could be better described as "pushouts." These students may desire to stay in school and graduate, but feel pressure to leave.…

Teacher Role Breadth and its Relationship to Student-Reported Teacher Support

ERIC Educational Resources Information Center

Phillippo, Kate L.; Stone, Susan

2013-01-01

This study capitalizes on a unique, nested data set comprised of students ("n" = 531) and teachers ("n" = 45) in three high schools that explicitly incorporated student support roles into teachers' job descriptions. Drawing from research on student-teacher relationships, teacher effects on student outcomes, and role theory,…

Learning to Appreciate At-Risk Students: Challenging the Beliefs and Attitudes of Teachers and Administrators

ERIC Educational Resources Information Center

Calabrese, Raymond L.; Hummel, Crystal; San Martin, Teresa

2007-01-01

Purpose: The purpose of this paper is to examine the issue of at-risk students in a rural district in Midwestern USA. Design/methodology/approach: This field-based research study used a qualitative embedded case study of a middle and high school informed by an appreciative inquiry theoretical research perspective to identify a positive core of…

Examining Teachers' Instructional Moves Aimed at Developing Students' Ideas and Questions in Learner-Centered Science Classrooms

NASA Astrophysics Data System (ADS)

Harris, Christopher J.; Phillips, Rachel S.; Penuel, William R.

2012-11-01

Prior research has shown that orchestrating scientific discourse in classrooms is difficult and takes a great deal of effort on the part of teachers. In this study, we examined teachers' instructional moves to elicit and develop students' ideas and questions as they orchestrated discourse with their fifth grade students during a learner-centered environmental biology unit. The unit materials included features meant to support teachers in eliciting and working with students' ideas and questions as a source for student-led investigations. We present three contrasting cases of teachers to highlight evidence that shows teachers' differing strategies for eliciting students' ideas and questions, and for developing their ideas, questions and questioning skills. Results from our cross case analysis provide insight into the ways in which teachers' enactments enabled them to work with students' ideas and questions to help advance learning. Consistent with other studies, we found that teachers could readily elicit ideas and questions but experienced challenges in helping students develop them. Findings suggest a need for more specified supports, such as specific discourse strategies, to help teachers attend to student thinking. We explore implications for curricular tools and discuss a need for more examples of effective discourse moves for use by teachers in orchestrating scientific discourse.

Internationally Educated Teachers and Student Teachers in Iceland: Two Qualitative Studies

ERIC Educational Resources Information Center

Ragnarsdottir, Hanna

2010-01-01

This article draws upon two qualitative studies with internationally educated teachers and teacher assistants in preschools in Iceland as well as ethnic minority student teachers at the Iceland University of Education. The common research question in both studies is whether the experiences of these teachers reveal barriers to integration within…

Investigating the Influence of Teachers’ Characteristics on the Teacher-Student Relations from Students’ Perspective at Ilam University of Medical Sciences

PubMed Central

Maleki, Farajolah; Talaei, Mehri Hosein; moghadam, Seyed Rahmatollah Mousavi; Shadigo, Shahryar; Taghinejad, Hamid

2017-01-01

Introduction Establishing an effective teacher-student relationship may affect the quality of learning. Such a complex human relationship may be influenced by various factors in addition to teacher and student. Aim The present study aimed at investigating the influence of teacher characteristics on the Teacher-student relationship from students’ perspective. Materials and Methods In this descriptive-survey research, statistical population included 1500 students at Ilam University of Medical Sciences Ilam, Iran. Out of which 281 students were selected by simple random sampling, they received and completed series of questionnaires. Data was collected using a researcher-made questionnaire containing 37 Likert type items from which five items measured demographic profile of participants and 32 items measured impact of teacher’s characteristics upon the teacher-student relationship. Data was analysed by SPSS software version 16 using descriptive statistics, t-test and One way ANOVA. Results The current study included 281 students (117 (41.6%) male, 164 (58.4%) female) studying at Ilam University of Medical Sciences. The effect of teachers’ characteristics on the teacher-student relationship from the students’ perspective in three areas (personal, professional and scientific) scored 4.37±0.54, 4.05±0.27, and 3.91±0.44, respectively. The highest score was related to “respect for students” (Mean=4.74, SD=0.55) and the lowest score was dedicated to ‘gender’ (Mean=2.40, SD= 0.64). Effect of other studied parameters was also higher than the average level. Conclusion The findings indicated that teacher-student relationship and consequently the quality of education was overshadowed by the overall characteristics of teacher (namely-personal, professional and scientific). Notably, coupled with the professional and scientific properties of the teacher, his/ her communication skills may also help to provide a favourable learning condition for the students

Behavior Risk Factors Among Russian Students.

PubMed

Anischenko, Aleksander; Arhangelskaya, Anna; Klenov, Michael; Burdukova, Ekaterina; Ogarev, Valrii; Ignatov, Nikolay; Osadchenko, Irina; Gurevich, Konstantin

2017-01-01

Purpose To analyze the prevalence of risk factors among Russian students. Methods In this study, 834 students were included from five Federal universities which were localized in four Federal regions of Russian Federation. Future doctors, school teachers, and wellness trainers were included in this study. Students were specifically asked about smoking, physical activity International Physical Activity Questionnaire (IPAQ), and food preference. Waist, hip, weight, and height were measured. Results The region of study and ethnic group were not influenced with respect to age and body mass index ( p > .1), while all other factors had a significant influence ( p < .05). High levels of smoking, hypodynamia, and motivation to intake of unhealthy food were found in medical students in comparison with those in future teachers and wellness instructors ( p < .05). The indicators of central obesity (due to levels of body mass index and waist-hip ratio) were found in medical students. Perspective Special programs to prevent the most common behavior risk factors in future medical doctors have to be designed.

Teacher Directed Behavior Toward Individual Students.

ERIC Educational Resources Information Center

Oien, Fred M.

A study of five teachers and 316 junior high school physical education students reveals an unequal distribution of positive reinforcement teacher behavior among individual students. Factors influencing the amount of rewarding behavior directed to students include elements such as student gender, teacher perception of student skill level, student…

Mentoring Student Teachers: Collaboration with Physical Education Teacher Education

ERIC Educational Resources Information Center

Ballinger, Debra A.; Bishop, Jan G.

2011-01-01

There is a special relationship between a student teacher, the PK-12 teacher who serves as mentor, and the university/college supervisor. These three individuals, often called the triad, work together to transition the student from pre-service teacher to professional educator. This article focuses on the roles of mentor teachers and…

Role of Teacher Educational Institutions in Developing Personality of Student Teachers

ERIC Educational Resources Information Center

Prakash, Srinivasan; Xavier S. J., S. Amaladoss

2014-01-01

Teacher Education is an integral part of any educational system. It should provide a platform in developing the holistic personality of a student teacher. This paper reports on personality of student teachers and the role of Teacher Educational institutions in developing it. The sample consists of 1,080 student teachers of Madurai revenue…

Burnout among Teachers: Students' and Teachers' Perceptions Compared

ERIC Educational Resources Information Center

Evers, Will J. G.; Tomic, Welko; Brouwers, Andre

2004-01-01

The aim of this study was to explore students' and teachers' perceptions of teacher burnout in relation to the occurrence of disruptive student classroom behaviour and the teachers' competence to cope with this kind of behaviour. First, the study shows that the Maslach Burnout Inventory, the Coping with Disruptive Behaviour Scale and the Perceived…

Competency-Based Student-Teacher Supervision

ERIC Educational Resources Information Center

Spanjer, R. Allan

1975-01-01

This author contends that student-teacher supervision cannot be done effectively in traditional ways. He discusses five myths of supervision and explains a program developed at Portland (Ore.) State University that puts the emphasis where it should be--on the supervising teacher. (Editor)

Role of Teacher Educational Institutions in Developing Personality of Student Teachers

ERIC Educational Resources Information Center

Prakash, S.; Xavier, S. Amaladoss

2014-01-01

Teacher Education is an integral part of any educational system. It should provide a platform in developing the holistic personality of a student teacher. This paper reports on personality of student teachers and the role of Teacher Educational institutions in developing it. The sample consists of 1080 student teachers of Madurai revenue district.…

The Student-Teacher Relationship

ERIC Educational Resources Information Center

Schlechty, Phillip C.; Atwood, Helen E.

1977-01-01

Possible bases for student influence over teachers are examined. Since teachers cannot avoid being influenced by students, it is important for them to consciously select the kinds of influence efforts to which they will respond. (MJB)

Teacher-Student Sexual Relations: Key Risks and Ethical Issues

ERIC Educational Resources Information Center

Sikes, Pat

2010-01-01

Researching actual or purported sexual contact between teachers and students raises many difficult ethical issues, questions and dilemmas, which may help to explain why few have ventured into the field. This experientially based paper addresses key problem areas under the headings of: the ethics of researching a sensitive taboo topic; the ethics…

Enriching Student Teaching Relationships. Student Teacher Edition.

ERIC Educational Resources Information Center

Clothier, Grant; Kingsley, Elizabeth

This document seeks to enable student teachers to deal more effectively with their cooperating teachers. The student teaching situation can be a time of stress for the student because of the abrupt change to near-professional status, the experience of being closely supervised by another person in foreign territory, and the knowledge that his…

Discipline Problems at Teachers' Colleges: Lessons for Lecturers and Students

ERIC Educational Resources Information Center

Yariv, Eliezer

2010-01-01

This case study worked with 80 lecturers drawn from Israeli teachers' colleges who reported that they face relatively few discipline problems; most appeared to be related to low motivation and/or dishonest behaviour. They treated each case in an ad hoc way, responded mildly and avoided imposing sanctions. It is argued that the student teachers'…

TEFL/TESOL for Students with Special Needs: For EFL Student Teachers

ERIC Educational Resources Information Center

Abdallah, Mahmoud M. S.

2015-01-01

"Special education" has become a prominent field that needs some attention in pre-service teacher education programmes offered by educational and teacher training institutions (e.g. Egyptian colleges of education at university). Like normal students, students with special educational needs (e.g. physical and mental disabilities, learning…

Student and Teacher Responses to Prayer at a Modern Orthodox Jewish High School

ERIC Educational Resources Information Center

Lehmann, Devra

2010-01-01

This article presents the attitudes of students and teachers to prayer at an American Modern Orthodox Jewish high school. Relevant data, based on observation and interviews, emerged from a larger study of the school's Jewish and secular worlds. A significant gap in responses became apparent. Students viewed prayer as a challenge to their autonomy,…

Teacher Judgment of Student Mastery of Math Skills.

ERIC Educational Resources Information Center

Bentz, Johnell L.; Fuchs, Lynn S.

1993-01-01

Information on students' math skill mastery based on curriculum-based measurement was provided to nine special and general education elementary teachers. Teachers were asked to identify the specific math skills their students had mastered. Results indicated that most teachers were not accurate at judging math skill mastery despite having specific…

Alternative Certified Teachers and Children at Risk

ERIC Educational Resources Information Center

Tissington, Laura D.; Grow, Amani

2007-01-01

Special education programs that serve at-risk students are facing very real personnel needs that colleges and universities alone cannot meet. Alternative certification programs (ACP) may help meet these needs. Effective university-school district partnership programs that include critical teaching training components may offer an attractive…

Teachers' Views on Risk Factors for Problematic School Absenteeism in Swedish Primary School Students

ERIC Educational Resources Information Center

Gren-Landell, Malin; Ekerfelt Allvin, Cornelia; Bradley, Maria; Andersson, Maria; Andersson, Gerhard

2015-01-01

In the present online survey, 158 teachers in regular and special education teaching in grades six to nine were asked to rate the importance of probable reasons for problematic school absenteeism. On average, the teachers estimated that among their students, 19 students had presented with problematic school absenteeism over the last five years.…

The Relationship between Professional Learning Communities, Personal Teacher Efficacy, and Student Achievement at the High School Level

ERIC Educational Resources Information Center

Brooks, Sherri L.

2013-01-01

The purpose of this correlational study was to determine if there was a relationship between professional learning community (PLC), personal teacher efficacy (PTE), and student achievement. The study examined teacher perception of PLC implementation and PET as it related to student achievement at the high school level on the Virginia End-of Course…

Teacher Research Programs Participation Improves Student Achievement in Science

NASA Astrophysics Data System (ADS)

Dubner, J.

2009-12-01

Research experience programs engage teachers in the hands-on practice of science. Program advocates assert that program participation enhances teachers’ skills in communicating science to students. We have measured the impact of New York City public high school science teacher participation in Columbia University’s Summer Research Program for Science Teachers on their students’ academic performance in science. In the year prior to program entry, students of participating and non-participating teachers passed a New York State Regents science examination at the same rate. In years three and four following program entry, participating teachers’ students passed Regents science exams at a higher rate (p = 0.049) than non-participating teachers’ students. Other program benefits include decreased teacher attrition from classroom teaching and school cost savings.

Teacher and Teaching Effects on Students' Attitudes and Behaviors.

PubMed

Blazar, David; Kraft, Matthew A

2017-03-01

Research has focused predominantly on how teachers affect students' achievement on tests despite evidence that a broad range of attitudes and behaviors are equally important to their long-term success. We find that upper-elementary teachers have large effects on self-reported measures of students' self-efficacy in math, and happiness and behavior in class. Students' attitudes and behaviors are predicted by teaching practices most proximal to these measures, including teachers' emotional support and classroom organization. However, teachers who are effective at improving test scores often are not equally effective at improving students' attitudes and behaviors. These findings lend empirical evidence to well-established theory on the multidimensional nature of teaching and the need to identify strategies for improving the full range of teachers' skills.

Student-Led Parent-Teacher Conferences.

ERIC Educational Resources Information Center

Borba, John A.; Olvera, Cherise M.

2001-01-01

Outlines the six-stage process used at Gustine Middle School for student-led parent-teacher conferences. Discusses how this encourages students to participate actively in evaluating their own progress, which motivates them toward personal initiatives to inspire learning, and improves student communication about learning with both parents and…

Preschool Teacher Competence Viewed from the Perspective of Students in Early Childhood Teacher Education

ERIC Educational Resources Information Center

Lillvist, Anne; Sandberg, Anette; Sheridan, Sonja; Williams, Pia

2014-01-01

This paper examines contemporary issues in early childhood teacher education in Sweden. The aim of the study was to explore dimensions of the construct of preschool teachers' competence as reported by 810 students enrolled in early childhood teacher education at 15 Swedish universities. The results showed that students' definitions of preschool…

Public Support for Successful Instructional Practices for At-Risk Students.

ERIC Educational Resources Information Center

Hilliard, Asa G., III

It is possible for at-risk students to perform at demanding academic levels, and their achievement can be improved dramatically in a relatively short time. Effective ways to teach at-risk children have already been identified; no new research is needed. This report covers the following specific issues related to educating high-risk students. It…

Triple Jeopardy: Disabled, At-Risk, and Living in a Rural Community.

ERIC Educational Resources Information Center

Ratcliff, Ellen

A learning module that focuses on problems of at-risk rural students with disabilities was developed for preservice special education teachers at the undergraduate and graduate levels. The module focuses on (1) definitions of "at risk" on the federal and state level; (2) the characteristics associated with at-risk rural special education…

Teacher Decision-Making in Student Retention.

ERIC Educational Resources Information Center

Cross, Ray

This investigation at a southern Texas school district examined three factors that bear on teachers' decisions to recommend first- and second-grade students for retention: (1) criteria used by teachers, (2) degree to which criteria are common among teachers, and (3) relationship of recommendations for promotion or retention to objective measures…

Student and Teacher Perceptions of Teacher Immediacy Behaviors and the Influence of Teacher Immediacy Behaviors on Student Motivation to Learn Science

NASA Astrophysics Data System (ADS)

Littlejohn, Vania

The National Assessment on Educational Progress signals that American students are not being adequately prepared to compete globally in an ever changing scientific society. As a result, legislation mandated that all students be assessed and show proficiency in scientific literacy beginning in Grade 4 with the reauthorization of the Elementary and Secondary Education Act of 2002 also known as No Child Left Behind. Research indicates a disturbing decline in the number of U.S. students pursuing more rigorous science courses in high school, majoring in scientific areas in college, and choosing future careers in science. With a need to improve science instruction and enhance science literacy for all students, this study focuses on immediate communication behaviors of the classroom teacher as a deciding factor in the opinions of high school students towards science. The purpose of this study was to reveal high school science student perceptions of teacher communication patterns, both verbal and nonverbal, and how they influence their motivation to learn science. The researcher utilized a nonexperimental, quantitative research design to guide this study. Teacher and student data were collected using the Teacher Communication Behavior Questionnaire (TCBQ). The Student Motivation to Learn Instrument (SMLI) across gender, ethnicity, and socioeconomic status survey was used to evaluate student motivation in science. Participants were encouraged to be honest in reporting and sharing information concerning teacher communication behaviors. The data revealed that teacher immediacy behaviors, both verbal and nonverbal, were perceived differently in terms of student gender, ethnicity, and socioeconomic class. The results showed that teachers who display positive communication behaviors and use challenging questioning followed with positive responses create pathways to potentially powerful relationships. These relationships between teachers and students can lead to increased student

Candidates of Written Language Disabilities among Undergraduate Students at the University of Jordan as Perceived by Students and Their Teachers

ERIC Educational Resources Information Center

Alkhamra, Hatem A.; AlNatour, Mayada M.; Abu Dahab, Sana M. N.; AlAbdallat, Bassam M.

2012-01-01

This study aimed to explore writing problems among undergraduate students at the university level, based on students self reporting technique and the verification from their teachers' ratings. Twenty-eight students were considered good candidates for this research using two criteria of self reporting and high means of responses. Twenty-five…

The Role of Teachers at University: What Do High Achiever Students Look for?

ERIC Educational Resources Information Center

Monteiro, Silvia; Almeida, Leandro S.; Vasconcelos, Rosa M.

2012-01-01

The perceptions of students about their teachers have interested the academic and scientific community, regarding the improvement of the quality of higher education. This paper presents data obtained from interviews conducted with ten high achiever engineering students and focuses on the characteristics of teachers that are highly valued by the…

The Prevalence of Bullying at High Schools in Lesotho: Perspectives of Teachers and Students

ERIC Educational Resources Information Center

Mosia, Paseka Andrew

2015-01-01

This article seeks to explore the concept of bullying through the eyes of teachers and students. Although teachers are very important in monitoring and controlling students' behaviour, they can also unwittingly reinforce aggression by the manner in which they react to students who are either perpetrators or victims of aggression. Similarly,…

Saudi Teachers' Perceptions of ICT Implementation for Student with Autism Spectrum Disorder at Mainstream Schools

ERIC Educational Resources Information Center

Alotaibi, Faihan; Almalki, Nabil

2016-01-01

This study aimed at examining Saudi Teachers' Perceptions of ICT Implementation for Student with Autism Spectrum Disorder at Mainstream Schools. Studies have shown that the use of ICT can improve learning activities of students' with autism through improved communication, better interactions and enhanced skills. However, the perceptions of…

Peer and Teacher Preference, Student-Teacher Relationships, Student Ethnicity, and Peer Victimization in Elementary School

ERIC Educational Resources Information Center

Wang, Feihong; Leary, Kevin A.; Taylor, Lorraine C.; Derosier, Melissa E.

2016-01-01

The authors examined the effects of peer preference and teacher preference for students, students' perceived relationship with their teacher and student ethnicity on peer victimization in late elementary school. Participants were students in the third through fifth grades in four public elementary schools in a southern state. Using hierarchical…

Peer and Teacher Preference, Student-Teacher Relationships, Student Ethnicity, and Peer Victimization in Elementary School

ERIC Educational Resources Information Center

Wang, Feihong; Leary, Kevin A.; Taylor, Lorraine C.; Derosier, Melissa E.

2016-01-01

We examined the effects of peer preference and teacher preference for students, students' perceived relationship with their teacher and student ethnicity on peer victimization in late elementary school. Participants were students in the third through fifth grades in four public elementary schools in a southern state. Using hierarchical linear…

When teacher-centered instructors are assigned to student-centered classrooms

NASA Astrophysics Data System (ADS)

Lasry, Nathaniel; Charles, Elizabeth; Whittaker, Chris

2014-06-01

Technology-rich student-centered classrooms such as SCALE-UP and TEAL are designed to actively engage students. We examine what happens when the design of the classroom (conventional or teacher-centered versus student-centered classroom spaces) is consistent or inconsistent with the teacher's epistemic beliefs about learning and teaching (traditional or teacher-centered versus student-centered pedagogies). We compare two types of pedagogical approaches and two types of classroom settings through a quasiexperimental 2×2 factorial design. We collected data from 214 students registered in eight sections of an introductory calculus-based mechanics course given at a Canadian publicly funded two-year college. All students were given the Force Concept Inventory at the beginning and at the end of the 15-week-long course. We then focused on six teachers assigned to teach in the student-centered classroom spaces. We used qualitative observations and the Approaches to Teaching Inventory (ATI), a self-reported questionnaire, to determine the teachers' epistemic beliefs (teacher-centered or student-centered) and how these beliefs affected their use of the space and their students' conceptual learning. We report four main findings. First, the student-centered classroom spaces are most effective when used with student-centered pedagogies. Second, student-centered classrooms are ineffective when used with teacher-centered pedagogies and may have negative effects for students with low prior knowledge. Third, we find a strong correlation between six instructors' self-reported epistemic beliefs of student centeredness and their classes' average normalized gain (r =0.91; p =0.012). Last, we find that some instructors are more willing to adopt student-centered teaching practices after using student-centered classroom spaces. These data suggest that student-centered classrooms are effective only when instructors' epistemic framework of teaching and learning is consistent with a student

Parent, Student, and Teacher Perceptions of Student-Led Conferences and Strategies to Host Effective Student-Led Conferences

ERIC Educational Resources Information Center

Jackson, Sharon M.

2012-01-01

This is a mixed-methods case study designed to examine the perceptions parents, students and teachers have about student-led conferences with the purpose of informing practices at the researcher's school as well as sharing strategies used to host effective student-led conferences. Parents and students were interviewed and surveyed. Teachers were…

Teacher Dispositions and Student Achievement

ERIC Educational Resources Information Center

Vaughn, Kathleen Adams

2012-01-01

In an effort to close the achievement gap between students of minority and majority populations and between students in higher and lower economic circumstances, the National Council for the Accreditation of Teacher Education (NCATE) added instruction and evaluation of teacher dispositions to its requirements for credentialing prospective teachers.…

Use of the Theory of Planned Behaviour to assess factors influencing the identification of students at clinical high-risk for psychosis in 16+ Education.

PubMed

Russo, Debra A; Stochl, Jan; Painter, Michelle; Shelley, Gillian F; Jones, Peter B; Perez, Jesus

2015-09-23

The longer psychotic disorders are untreated the worse their prognosis. Increasing the awareness of early psychosis by professionals who come into regular contact with young people is one strategy that could reduce treatment delay. As teachers engage with students on a daily basis, their role could be exploited to increase awareness of the early signs of psychosis. This study employed the Theory of Planned Behaviour (TPB) to identify and measure factors that influence identification of students at high-risk (HR) of developing psychosis in 16+ educational institutions. An elicitation phase revealed beliefs underlying teachers' motivations to detect HR students and informed the construction of a preliminary 114-item questionnaire incorporating all constructs outlined in the TPB. To define the determinants of teachers' intention to identify HR students, 75 teachers from secondary and further education institutions in 12 counties surrounding Cambridgeshire completed the questionnaire. A psychometric model of item response theory was used to identify redundant items and produce a reduced questionnaire that would be acceptable to teachers. The final instrument comprised 73 items and showed acceptable reliability (α  = 0.69-0.81) for all direct measures. Teacher's confidence and control over identification of HR students was low. Although identification of HR students was considered worthwhile, teachers believed that their peers, students and particularly their managers might not approve. Path analysis revealed that direct measures of attitude and PBC significantly predicted intention, but subjective norm did not. PBC was the strongest predictor of intention. Collectively, the direct measures explained 37 % of the variance of intention to identify HR for psychosis. This research demonstrated how the TPB can be used to identify and measure factors that influence identification of students at HR of developing psychosis in 16+ educational institutions and confirmed the

Teachers' Beliefs in Teaching English for Kids at a Kindergarten: A Case Study of Students from the Department of Applied English

ERIC Educational Resources Information Center

Chu, Yu-wei

2014-01-01

The main purpose of this study was to explore the changes in teachers' beliefs before and after teachings among four students from the Department of Applied English at Hungkuang University, who were conducting English teaching at a kindergarten. Teacher's beliefs included four aspects in terms of English teaching, teacher-student interaction in…

Collective pedagogical teacher culture, teacher-student ethno-racial mismatch, and teacher job satisfaction.

PubMed

Stearns, Elizabeth; Banerjee, Neena; Mickelson, Roslyn; Moller, Stephanie

2014-05-01

Teacher job satisfaction is critical to schools' successful functioning. Using a representative sample of kindergarten teachers from the Early Childhood Longitudinal Study, we investigate the association among professional learning community and teacher collaboration, teacher ethno-racial group, teacher-student ethno-racial mismatch, and teacher job satisfaction. We find that White teachers are significantly less satisfied than African-American and Latino teachers, especially when they teach in majority non-White classrooms. However, the existence of a professional community moderates the negative influence of teacher-student ethno-racial mismatch on White teachers' job satisfaction. In effect, strong professional communities serve as a cushion to bolster teacher job satisfaction. Copyright © 2014 Elsevier Inc. All rights reserved.

The impact of a student-teacher-scientist partnership (STSP) on students' and teachers' content knowledge and attitudes toward science

NASA Astrophysics Data System (ADS)

Houseal, Ana K.

Engaging elementary students in science through inquiry-based methodologies is at the center of science education reform efforts (AAAS, 1989, NRC 1996, 2000). Through scientific problem solving, students can learn that science is more than just learning facts and concepts (NRC, 2000) The process of scientific inquiry, as a way of approaching scientific problem solving, can be taught to students through experiential, authentic (or real-world) science experiences. Student-teacher-scientist partnerships (STSPs) are one vehicle used to connect students to these science experiences with practicing research scientists. However, the literature on STSPs demonstrates they are fraught with challenges and very little is known of their effects on teachers' and students' content knowledge growth or changes in their attitudes about science and scientists. This study addressed these two areas by researching a particular STSP. The STSP, called Students, Teachers, and Rangers and Research Scientists (STaRRS), designed to be incorporated into the existing long-standing education program Expedition: Yellowstone! (E:Y!) was the focus of this study. For teachers, a pre-test, intervention, post-test research design addressing content knowledge gains, attitude changes, and pedagogical changes was used. A quasi-experimental pre- post-test design using treatment and comparison groups of students addressed content knowledge gains and attitude changes. Findings provided evidence of significant positive shifts in teachers' attitudes regarding science and scientists, and trends of shifting pedagogical choices made by teachers. Students showed significant content knowledge gains and an increased positive attitude regarding their perceptions of scientists.

Teachers' participation in research programs improves their students' achievement in science.

PubMed

Silverstein, Samuel C; Dubner, Jay; Miller, Jon; Glied, Sherry; Loike, John D

2009-10-16

Research experience programs engage teachers in the hands-on practice of science. Program advocates assert that program participation enhances teachers' skills in communicating science to students. We measured the impact of New York City public high-school science teachers' participation in Columbia University's Summer Research Program on their students' academic performance in science. In the year before program entry, students of participating and nonparticipating teachers passed a New York State Regents science examination at the same rate. In years three and four after program entry, participating teachers' students passed Regents science exams at a rate that was 10.1% higher (P = 0.049) than that of nonparticipating teachers' students. Other program benefits include decreased teacher attrition from classroom teaching and school cost savings of U.S. $1.14 per $1 invested in the program.

Effects of a Classroom-Embedded Occupational Therapist–Teacher Handwriting Program for First-Grade Students

PubMed Central

Weaver, Lindy; Holland, Terri

2014-01-01

This study examined the effectiveness of Write Start, a handwriting and writing program cotaught by teachers and occupational therapists for first-grade children. Four classrooms (n = 80) received the Write Start program, and four (n = 58) received standard handwriting and writing instruction. Two teachers and an occupational therapist implemented the 24-session manualized program, which included station teaching and individualized supports. The program emphasized practice in small groups in which the coteaching team provided students with frequent feedback, encouraged self-evaluation, and facilitated peer modeling and peer evaluation. Students who completed the Write Start program improved more in handwriting legibility and speed than the group receiving standard instruction. Writing fluency and written composition were no different between groups at posttest; however, writing fluency was significantly higher for Write Start students at 6-mo follow-up. Write Start students with low legibility at baseline made significant improvements, suggesting that the program may benefit students at risk for handwriting and writing problems. PMID:25397764

Who Will Stay and Who Will Leave? Predicting Secondary English Teacher Attrition Risk

ERIC Educational Resources Information Center

Hancock, Carl B.; Scherff, Lisa

2010-01-01

Although there are considerable large-scale data on teacher attrition, few researchers have culled information specifically related to English teachers' risk for attrition. This study examines the effects of teacher characteristics, teaching conditions, student variables, self-efficacy, external support, and salary on secondary English language…

Admitting At-Risk Students into Principal Preparation Programs: Is It Worth the Risk?

ERIC Educational Resources Information Center

Malone, Bobby G.; Nelson, Jacquelyn S.; Nelson, C. Van

This study investigated the situations of at-risk students considered for becoming principals, examining whether it was worth the risk of admitting them into principal preparation programs. Students had undergraduate grade point averages (UGPAs) of at least 2.85 over the last 2 years of the undergraduate program. If they did not meet GPA…

Mental illness stigma among medical students and teachers.

PubMed

Janoušková, Miroslava; Weissová, Aneta; Formánek, Tomáš; Pasz, Jiří; Bankovská Motlová, Lucie

2017-12-01

Medical school curriculum contributes to future doctors' attitude formation towards people with mental illness. The purpose of this study was to compare stigmatizing attitudes between medical students and faculty, analyse stigmatizing attitudes among students from different years of study and identify factors predicting stigma. A cross-sectional study with the use of scales measuring attitudes and social distance was designed. Online questionnaires were distributed to all students and teachers at a medical faculty in the Czech Republic. The response rate was 32.1% ( n = 308) among students and 26.7% ( n = 149) among teachers. Teachers had a greater prevalence of stigmatizing attitudes than students. Increased tolerant attitudes in students were detected after the fourth year, that is, following introduction to psychiatry. Preferred specialization in psychiatry and attending two psychiatry courses predicted more tolerant attitudes. Among both students and teachers, men possessed more stigmatizing attitudes towards people with mental illness. Age was an important predictor of stigmatizing attitudes among teachers. Educators should pay closer attention to the role of medical psychology and communication training implementation, which may be beneficial to improving skills and increasing medical students' self-esteem and feeling of competence throughout their psychiatry rotation.

Leadership Development in Students: Teachers' Opinions Regarding Activities That Can Be Performed at Schools

ERIC Educational Resources Information Center

Parlar, Hanifi; Türkoglu, Muhammet Emin; Cansoy, Ramazan

2017-01-01

This study aims to examine teachers' opinions regarding the activities that can be performed at schools to ensure leadership development in students. Accordingly, an attempt to reveal what the leadership qualities of students should be, the activities that can be performed for the acquisition of leadership qualities and the applicability level of…

Elementary student teachers' science content representations

NASA Astrophysics Data System (ADS)

Zembal-Saul, Carla; Krajcik, Joseph; Blumenfeld, Phyllis

2002-08-01

This purpose of this study was to examine the ways in which three prospective teachers who had early opportunities to teach science would approach representing science content within the context of their student teaching experiences. The study is framed in the literature on pedagogical content knowledge and learning to teach. A situated perspective on cognition is applied to better understand the influence of context and the role of the cooperating teacher. The three participants were enrolled in an experimental teacher preparation program designed to enhance the teaching of science at the elementary level. Qualitative case study design guided the collection, organization, and analysis of data. Multiple forms of data associated with student teachers' content representations were collected, including audiotaped planning and reflection interviews, written lesson plans and reflections, and videotaped teaching experiences. Broad analysis categories were developed and refined around the subconstructs of content representation (i.e., knowledge of instructional strategies that promote learning and knowledge of students and their requirements for meaningful science learning). Findings suggest that when prospective teachers are provided with opportunities to apply and reflect substantively on their developing considerations for supporting children's science learning, they are able to maintain a subject matter emphasis. However, in the absence of such opportunities, student teachers abandon their subject matter emphasis, even when they have had extensive background and experiences addressing subject-specific considerations for teaching and learning.

Personality Preferences and Student Responses to Teacher Comments.

ERIC Educational Resources Information Center

Thompson, Tom

A study examined student responses to teacher comments on a student essay. First-year students at the Citadel, an all-male military school, imagined they wrote a paper on which a teacher had made 16 comments (eight positive and eight negative, eight having implied answers, eight having open-ended answers) and then rated those comments based on how…

Teacher Certification and Student Achievement

ERIC Educational Resources Information Center

Moss, Patricia Lewis

2012-01-01

The purpose of this mixed-method study was to determine if there is a significant difference between the achievement of students who are taught by traditionally prepared teachers and that of students who are taught by alternatively prepared teachers. The study further addressed the perspectives of both groups of teachers regarding selected…

Which Variables Predict Teachers Diagnostic Competence When Diagnosing Students' Learning Behavior at Different Stages of a Teacher's Career?

ERIC Educational Resources Information Center

Klug, Julia; Bruder, Simone; Schmitz, Bernhard

2016-01-01

Diagnosing is one of teachers' key competences. Lately, a new model of teachers' diagnostic competence and therewith a new measurement method focusing on diagnosing students' learning behavior in an interdisciplinary approach have been developed. They can build a basis for promoting teachers' diagnostic competence. However, some questions relevant…

First Year Experience for At-Risk College Students

ERIC Educational Resources Information Center

Connolly, Sara; Flynn, Ellen E.; Jemmott, Jill; Oestreicher, Edina

2017-01-01

In this study, we explored whether a uniquely designed First Year Experience (FYE) class for newly admitted at-risk college students would increase academic success; help students avoid academic probation; and increase retention for the following semester. Participants included 40 students (75% African Americans, 20% Hispanic Americans, and 5%…

From Student Teacher to Teacher: Making the First Cut (Part I)

ERIC Educational Resources Information Center

Quezada, Reyes L.

2004-01-01

Preservice teachers in elementary teacher education programs for the most part are well trained and prepared in meeting the needs of the students they face in today's classrooms. For many preservice teachers a more traumatic experience is the transition from student teacher to teacher. Due to various time and curricular constraints, the student…

The Effect of Personal and School-Wide Goals on Deep Processing Strategies of At-Risk, Not At-Risk and Special Education Students.

ERIC Educational Resources Information Center

Anderman, Eric M.

Middle school students (N=712) were surveyed about their achievement goals and cognitive processing strategies. Results suggest that academically at-risk students use deep strategies less and are less learning focused than not at-risk and special education students. Special education and at-risk students tended to be more ability-focused than not…

Teacher Initiatives to Reduce Truancy among High School Students

ERIC Educational Resources Information Center

Nemec, Christopher J.; Watson, Rod A.

2007-01-01

The purpose of this research project was to improve the attendance of high school students using teacher initiatives. There were two teachers and about 140 students involved. The interventions used were improving lesson plans, developing better relationships with students and positive incentives. The students at this school had a history of very…

Effect of Student Vulnerability on Perceptions of Teacher-Student Sexual Involvement

ERIC Educational Resources Information Center

Fromuth, Mary Ellen; Mackey, Amber L.; Wilson, Amy

2010-01-01

This study explored whether the vulnerability of an adolescent student affected perceptions of teacher sexual misconduct. Respondents (150 male and 150 female undergraduates) read scenarios depicting teacher sexual misconduct varied by respondent gender, gender dyad (male teacher-female student and female teacher-male student), and three levels of…

Student Teachers' Computer Use during Practicum.

ERIC Educational Resources Information Center

Wang, Yu-mei; Holthaus, Patricia

This study was designed to investigate the use of computers by student teachers in their practicums. Student teachers (n=120) in two public universities in the United States answered a questionnaire that covered: the manner and frequency of computer use, student teachers' perception of their training, their attitudes toward the role of the…

Teachers' Perceptions of School Connectedness and Risk-Taking in Adolescence

ERIC Educational Resources Information Center

Chapman, Rebekah L.; Buckley, Lisa; Sheehan, Mary; Shochet, Ian M.

2014-01-01

School connectedness has been shown to be an important protective factor in adolescent development, which is associated with reduced risk-taking behavior. Interventions to increase students' connectedness to school commonly incorporate aspects of teacher training. To date, however, research on connectedness has largely been based on student survey…

Relationships between Personality Type and Teaching Efficacy of Student Teachers

ERIC Educational Resources Information Center

Roberts, T. Grady; Mowen, Diana L.; Edgar, Don W.; Harlin, Julie F.; Briers, Gary E.

2007-01-01

The purpose of this study was to determine if relationships exist between teaching efficacy and personality type of student teachers. The population of interest was all agricultural science student teachers at Texas A&M University. The sampling frame included all student teachers during the spring and fall semesters of 2005 (n= 72). Teaching…

Social, emotional, and behavioral functioning of secondary school students with low academic and language performance: perspectives from students, teachers, and parents.

PubMed

Joffe, Victoria L; Black, Emma

2012-10-01

Adolescence is a time of transition when young people with language difficulties are at increased risk of experiencing social, emotional, and behavioral difficulties (SEBD). Most studies of social, emotional, and behavioral functioning (SEBF) in individuals with language difficulties focus on children with a clinical diagnosis of language impairment. This study explores SEBF in a nonclinical group of 12-year-old students with low educational and language performance from their own perspectives and those of their parents and teachers. The Strengths and Difficulties Questionnaire ( Goodman, 1997) was given to 352 mainstream secondary school students who were underperforming academically and had poor language performance. Two hundred and twenty-five of their parents and 230 of their teachers also completed the questionnaire. Students with low educational attainment and poor language showed significantly greater SEBD than a normative sample as reported by themselves, their parents, and their teachers. Significant differences were found across informants, with students identifying more overall difficulties than parents or teachers. Secondary school students with low academic and language performance are more vulnerable to experiencing SEBD compared to typically developing peers. The extent of their difficulties varied depending on the informant, emphasizing the importance of gaining views from multiple perspectives.

Effect of peer nominations of teacher-student support at individual and classroom levels on social and academic outcomes.

PubMed

Hughes, Jan N; Im, Myung Hee; Wehrly, Sarah E

2014-06-01

This longitudinal study examined the prospective relations between 713 elementary students' individual peer teacher support reputation (PTSR) and a measure of the classroom-wide dispersion of peer nominations of teacher support (Centralization of Teacher Support) on students' peer relatedness (i.e., peer acceptance and peer academic reputation) and academic motivation (i.e., academic self-efficacy and teacher-rated behavioral engagement). PTSR was measured as the proportion of classmates who nominated a given student on a descriptor of teacher-student support. Centralization of Teacher Support was assessed using social network analysis to identify the degree to which peer nominations of teacher support in a classroom centered on a few students. PTSR predicted changes in all student outcomes, above academic achievement and relevant covariates. Centralization of Teacher Support predicted changes in students' peer academic reputation, net the effect of PTSR and covariates. Students' academic achievement moderated effects of PTSR and Centralization of Teacher Support on some outcomes. Findings highlight the importance of peers' perceptions of teacher support and of the structure of those perceptions for children's social and academic outcomes. Implications for practice are discussed. Copyright © 2014 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

Race and the Teacher-Student Relationship: Interpersonal Connections between West Indian Students and Their Teachers in a New York City High School

ERIC Educational Resources Information Center

Warikoo, Natasha

2004-01-01

Through a review of interviews with West Indian, African American, and white teachers at a New York City high school with a large West Indian population (ages 14 to 18), in this paper I discuss the complicated nature of teacher-student matching, and its impact on student achievement. I find that West Indian teachers have strong points of…

Light at Night and Breast Cancer Risk Among California Teachers

PubMed Central

Hurley, Susan; Goldberg, Debbie; Nelson, David; Hertz, Andrew; Horn-Ross, Pamela L.; Bernstein, Leslie; Reynolds, Peggy

2014-01-01

Background There is convincing evidence that circadian disruption mediated by exposure to light at night promotes mammary carcinogenesis in rodents. The role that light at night plays in human breast cancer etiology remains unknown. We evaluated the relationship between estimates of indoor and outdoor light at night and the risk of breast cancer among members of the California Teachers Study. Methods Indoor light-at-night estimates were based on questionnaire data regarding sleep habits and use of night time lighting while sleeping. Estimates of outdoor light at night were derived from imagery data obtained from the U.S. Defense Meteorological Satellite Program assigned to geocoded addresses of study participants. Analyses were conducted among 106,731 California Teachers Study members who lived in California, had no prior history of breast cancer, and provided information on lighting while sleeping. 5,095 cases of invasive breast cancer diagnosed 1995–2010 were identified via linkage to the California Cancer Registry. We used age-stratified Cox proportional hazard models to calculate hazard ratios (HRs) with 95% confidence intervals (CIs), adjusting for breast cancer risk factors and neighborhood urbanization and socioeconomic class. Results An increased risk was found for women living in areas with the highest quintile of outdoor light at night exposure estimates (HR=1.12 [95% CI=1.00 – 1.26], test for trend, P=0.06). While more pronounced among premenopausal women (HR=1.34 [95% CI=1.07 – 1.69], test for trend, P=0.04), the associations did not differ statistically by menopausal status (test for interaction, P=0.34). Conclusions Women living in areas with high levels of ambient light at night may be at an increased risk of breast cancer. Future studies that integrate quantitative measurements of indoor and outdoor light at night are warranted. PMID:25061924

Financially At-Risk College Students: An Exploratory Investigation of Student Loan Debt and Prioritization of Debt Repayment

ERIC Educational Resources Information Center

Pinto, Mary Beth; Mansfield, Phylis M.

2006-01-01

College students today face heavy student loan debt that is intensified by the amount of credit card debt they carry. This study provides a profile of financially at-risk students based on their credit card usage behavior. When compared to the non-financially at-risk students, those in the financially at-risk group were found to have higher…

Performance Pay System Preferences of Students Preparing to Be Teachers

ERIC Educational Resources Information Center

Milanowski, Anthony

2007-01-01

This study explored the potential acceptability of performance pay to new teachers by investigating attitudes toward performance pay of students preparing to be teachers. Focus groups and a survey of students preparing to be teachers at a large U.S. university were conducted. Most students expressed a preference for some form of performance pay…

Teachers' and students' work-culture variables associated with positive school outcome.

PubMed

Goldwater, O D; Nutt, R L

1999-01-01

Little is known about the relationship between teachers' family-of-origin variables, impacting their work attitudes and interpersonal skills, and students' academic outcome. This study investigated whether goodness of fit between teachers' and students' backgrounds is associated with subjective grading and objective achievement at school. One hundred one seventh graders and twenty of their teachers completed the Self-Report Family Inventory. Similarity between teachers' and students' work-culture variables was associated with the subjective grading practices of teachers. The self-report data also revealed effective teacher and successful student profiles.

Turkish Student Teachers' Concerns about Teaching

ERIC Educational Resources Information Center

Boz, Yezdan

2008-01-01

The purpose of this study was to examine the teaching concerns of Turkish student teachers and how these concerns differ among year groups within the teacher education programme. Data were collected from 339 student teachers using the Teacher Concerns Checklist. Analysis of the data, including both descriptive statistics and multivariate analysis…

Bullying in college by students and teachers.

PubMed

Chapell, Mark; Casey, Diane; De la Cruz, Carmen; Ferrell, Jennifer; Forman, Jennifer; Lipkin, Randi; Newsham, Megan; Sterling, Michael; Whittaker, Suzanne

2004-01-01

This study explored bullying in college by students and teachers. The reports of a sample of 1,025 undergraduates indicated that 24.7% had seen students bully other students occasionally and 2.8% very frequently, 5% had been bullied by students occasionally and 1.1% very frequently, 12.8% had seen teachers bully students occasionally and 1.9% very frequently, 4.2% had been bullied by teachers occasionally and .5% very frequently, while 3.2% had bullied other students occasionally and 1.9% very frequently. Male students bullied significantly more than females. Student bullying was predicted by having seen other students bully, and by having been bullied by both students and teachers.

The Impact of Teacher-Student Relationships on EFL Learning

ERIC Educational Resources Information Center

Garcia Sánchez, Carlos Alberto; Gillings de González, Barbara Scholes; López Martínez, Cecilio de Jesús

2013-01-01

This research report aims at sharing the findings that emerged from a qualitative research study by a student-teacher, under the supervision of two practicing teacher-researchers. The study focused on the impact of teacher-student relationships in English as a foreign language learning according to the collective perceptions of a group of…

Students' views on student-teacher relationship: a questionnaire-based study.

PubMed

Bin Abdulrahman, Khalid A

2007-05-01

The aim of this study is to assess students' views on student-teacher relationship and its effect on academic grades. The present cross-sectional study was conducted in the College of Medicine, King Saud University, Riyadh, in 2005. The questionnaires were distributed to 420 students during the examination period in order to obtain a full response. It consisted of items on different aspects of student-teacher relationship for which the responses were measured on a 4-point scale. The response rate was about 83%. The current relationship between the student and the teacher was evaluated as very good and good by 61% of the study sample. The responses were associated with their grades as (X(2)=6.25, p=0.012). Eighty-four point one percent of students with higher and above average grades felt that expulsion from class was an appropriate means of controlling the class. Also (78.2%) students felt that the teachers treated them with respect, and their responses were significantly associated with their grades (X(2)=11.8, p=0.003). Eight-four percent of the students with higher and above average grades strongly agreed that teacher's performance was affected by students' attendance or absence and the responses were significantly associated with their grades (X(2)=4.35, p=0.037). The responses to most of the items by the students were independent of their grades. This study concludes that student-teacher relationship was good in a medical school and the views of students on this relationship were independent with their academic grades. Further study which includes from 1(st) year to 5th year undergraduate students is required to give a broader view of student-teacher relationship in a medical school.

Supportive relationship: Experiences of Iranian students and teachers concerning student-teacher relationship in clinical nursing education.

PubMed

Heydari, Abbas; Yaghoubinia, Fariba; Roudsari, Robab Latifnejad

2013-11-01

Student-teacher relationship is a salient issue in nursing education and has long-lasting implication in professional development of nursing students. Nowadays, this relationship in clinical settings is different from the past due to changing in nursing education paradigm. The purpose of this qualitative study was to explore the experiences of students and teachers about student-teacher relationship in the context of clinical nursing education in Iran. In this qualitative study that has been carried out adopting conventional qualitative content analysis approach, six bachelor nursing students and six clinical teachers in school of Nursing and Midwifery, were selected through purposive sampling. Semi-structured interview and participant observation were used for data collection. Interviews transcribed verbatim and analyzed using conventional content analysis through the process of data reduction and condensation, coding and also generating the categories and themes. Results of the study showed the existence of a type of relationship in clinical education in which supportive actions of clinical teachers were prominent. These supportive actions appeared as three major categories including educational support, emotional support and social support which emerged from data. The results of this study explicit the ways that support could be provided for students in their relationship with clinical teachers. It also determines the teachers' need to know more about the influence of their supportive relationship on students' learning and the best possible outcomes of their education in clinical settings.

Deaf Students, Teachers, and Interpreters in the Chemistry Lab.

ERIC Educational Resources Information Center

Seal, Brenda C.; Wynne, Dorothy; MacDonald, Gina

2002-01-01

Describes a summer research program at James Madison University targeting deaf and hard-of-hearing students and teachers participating in and collaborating on chemistry research with hearing students and teachers. (Contains 18 references.) (YDS)

The impact of a student's suicide: Teachers' perspectives.

PubMed

Kõlves, Kairi; Ross, Victoria; Hawgood, Jacinta; Spence, Susan H; De Leo, Diego

2017-01-01

The impact of suicide of adolescents is devastating, yet little is known about the distressing impact for teachers. The aim of this study therefore is to explore the impact student suicide on teachers' personal and professional lives. A cross-sectional anonymous online survey of primary and secondary school teachers was conducted in Australia. The Impact of Event Scale - Revised, questions about personal and professional impact, help seeking, perceived needs and experiences after student's suicide were included in the analysis. In total, 229 teachers commenced the questionnaire, with 138 (60.3%) completing the full questionnaire. Questions about exposure to students' suicide were completed by 145 teachers (63.3%). In total, 35.9% (n=52) were exposed to at least the suicide of one student (two or more: 54.8%). The most recent suicide of a student had (some or great) impact on the personal life of 76% of teachers and on the professional life of 85.7%. Impact on personal life was significantly higher for female teachers. The most frequent source for help seeking was family or partner (65.3%); use of professional help was also reported, with the school counsellor being the most frequent (30.6%). Following the most recent suicide of a student, 27.1% of teachers exposed to suicide felt that they needed more support. The potential for selection bias through the use of an online survey, and the relatively small sample. The study showed high levels of distress among teachers after exposure to a student's suicide and greater need for help than that obtained. Copyright © 2016 Elsevier B.V. All rights reserved.

Student-teacher education programme (STEP) by step: transforming medical students into competent, confident teachers.

PubMed

Erlich, Deborah R; Shaughnessy, Allen F

2014-04-01

While most medical schools have students teach other students, few offer formal education in teaching skills, and fewer provide teaching theory together with experiential teaching practice. Furthermore, curriculum evaluation of teaching education is lacking. This study aimed to examine effects of a novel didactic teaching curriculum for students embedded in a practical teaching experience. A longitudinal 12-week curriculum with complementary didactic and practical components for final-year students learning how to teach was developed, implemented and evaluated using a multi-level evaluation based on the Kirkpatrick approach with qualitative and quantitative methods. Thirteen student-teachers acquired measureable knowledge, skills and attitudes necessary for teaching excellence. Confidence in teaching increased (p < 0.001), particularly in four key areas: oral feedback, written feedback, mentoring, and the difficult learner. Student-teachers demonstrated teaching competence as determined by self-assessment, student feedback, and faculty observation. Top teachers impacted their first-year students' performance in patient interviewing as measured by Objective Structured Clinical Examination (OSCE). Reinforcing educational theory with practical teaching experience under direct faculty supervision promotes teaching competency for graduating medical students. The intertwined didactic plus practical model can be applied to various teaching contexts to fulfil the mandate that medical schools train graduates in core teaching knowledge, skills and attitudes in preparation for their future roles as clinical teachers.

Towards a Typology of At-Risk Students: A Case Study in Singapore

ERIC Educational Resources Information Center

Dobele, Angela R.; Kopanidis, Foula; Gangemi, Michael; Thomas, Stuart; Janssen, Rabea; Blasche, Rose E.

2012-01-01

The purpose of this study is to examine at-risk students and the reasons they give to explain their poor academic performance, with a view to developing a typology of at-risk students. A case study methodology was used to investigate the total population of at-risk students for Semester 2, 2008 studying at the Singapore campus of an…

Changes in Teacher-Student Relationships

ERIC Educational Resources Information Center

Gehlbach, Hunter; Brinkworth, Maureen E.; Harris, Anna D.

2012-01-01

Background: Although teacher-student relationships lie at the heart of students' schooling experience, fundamental questions regarding these relationships remain unanswered. Aims: This study investigates three related questions about these relationships: To what extent do they change from the beginning to the end of a school year? Are any emergent…

Mainstream Teachers about Including Deaf or Hard of Hearing Students

ERIC Educational Resources Information Center

Vermeulen, Jorine A.; Denessen, Eddie; Knoors, Harry

2012-01-01

This study is aimed at teachers' classroom practices and their beliefs and emotions regarding the inclusion of deaf or hard of hearing (d/hh) students in mainstream secondary schools. Nine teachers in two schools were interviewed about the inclusion of d/hh students. These teachers were found to consider the d/hh students' needs in their teaching…

Students' Emotional and Behavioral Difficulties: The Role of Teachers' Social and Emotional Learning and Teacher-Student Relationships

ERIC Educational Resources Information Center

Poulou, Maria S.

2017-01-01

This study investigates how teachers? perceptions of Emotional Intelligence (EI), Social and Emotional Learning (SEL) skills, and teacher-student relationships relate to students? emotional and behavioral difficulties. We examined teachers and students? perceptions of students? emotional and behavioral difficulties and the degree of agreement…

A Place at the Table: Struggles for Equality in America. Teacher's Guide [and Student Text].

ERIC Educational Resources Information Center

Foster, Randy; Mapp, Amy; Fleming, Maria, Ed.

"A Place at the Table" contains a teacher's guide, a 40-minute videotape and a 144-page textbook. The kit is designed to help students explore the historical, ongoing struggle to realize the national ideals of freedom and equality. This teacher's guide comprises 13 lesson plans (one for the video and one for each of the 12 chapters in…

QuarkNet: Benefits for Teachers, Their Students and Physicists

NASA Astrophysics Data System (ADS)

Bardeen, Marjorie

2017-01-01

The QuarkNet Collaboration has forged nontraditional relationships among particle physicists, high school teachers and their students. QuarkNet centers are located at 50 + universities and labs across the U.S. and Puerto Rico. We provide professional development for teachers and create opportunities for teachers and students to engage in particle physics data investigations and join research teams. Students develop scientific knowledge and habits of mind by working alongside scientists to make sense of the world using authentic experimental data. Our program is based a classroom vision where teaching strategies emulate closely the way scientists build knowledge through inquiry. We look at how student engagement in research and masterclasses develops an understanding about the process of scientific discovery and science using current scientific data. We also look at ways and to what extent teachers provide scientific discovery and science practices for students and how QuarkNet contributes to the professionalism of participating teachers. Also, we describe success factors that enhance local center programs and describe important benefits of the program that flow to university faculty. Funded by the National Science Foundation and the US Department of Energy.

Teacher Emotions in the Classroom: Associations with Students' Engagement, Classroom Discipline and the Interpersonal Teacher-Student Relationship

ERIC Educational Resources Information Center

Hagenauer, Gerda; Hascher, Tina; Volet, Simone E.

2015-01-01

The present study explores teacher emotions, in particular how they are predicted by students' behaviour and the interpersonal aspect of the teacher-student relationship (TSR). One hundred thirty-two secondary teachers participated in a quantitative study relying on self-report questionnaire data. Based on the model of teacher emotions by Frenzel…

Teacher Greetings Increase College Students' Test Scores

ERIC Educational Resources Information Center

Weinstein, Lawrence; Laverghetta, Antonio; Alexander, Ralph; Stewart, Megan

2009-01-01

The current study is an extension of a previous investigation dealing with teacher greetings to students. The present investigation used teacher greetings with college students and academic performance (test scores). We report data using university students and in-class test performance. Students in introductory psychology who received teachers'…

Describing Physics Student Teachers' Orientations through Lesson Planning

ERIC Educational Resources Information Center

Karal, Isik Saliha

2017-01-01

Recent educational reforms realized in teacher education programs (TEPs) and secondary physics syllabus were aimed at placing the learning and teaching approaches in a constructivist framework. For this reason, student teachers in pre-service TEPs are expected to develop orientations adopting student-centred teaching approaches. The purpose of…

Who Should Become a Teacher? Current Student Selection-Retention Policies of Teacher Education Institutions.

ERIC Educational Resources Information Center

Brubaker, Harold A.

This study (1) describes student selection and retention procedures currently used by North Central Association colleges and universities which are accredited by the National Council for the Accreditation of Teacher Education, and (2) determines student selection and retention procedures which administrators of teacher education programs at the…

What Is Teaching Effectiveness? A Survey of Student and Teacher Perceptions of Teacher Effectiveness.

ERIC Educational Resources Information Center

Money, Sheila M.

A study was conducted at Humber College of Applied Arts and Technology, in Ontario, Canada, to determine student and faculty perceptions of teacher effectiveness. Discussions with 10 nursing students identified 7 factors contributing to teacher effectiveness. A questionnaire, asking respondents to rank these seven characteristics, was distributed…

College Students' Attributions of Teacher Misbehaviors

ERIC Educational Resources Information Center

Kelsey, Dawn M.; Kearney, Patricia; Plax, Timothy G.; Allen, Terre H.; Ritter, Kerry J.

2004-01-01

Grounded in attribution theory, this investigation examined explanations students provide when college teachers misbehave, and the influence of perceived teacher immediacy shaping those interpretations. Across two different samples, college students responded to questionnaires assessing perceptions of their teachers' immediacy, teacher…

Teacher-Student Relationship and Peer Disliking and Liking across Grades 1-4

ERIC Educational Resources Information Center

Hughes, Jan N.; Im, Myung H.

2016-01-01

Between-child and within-child effects of teacher-student warmth and conflict on children's peer-nominated disliking and liking across Grades 1-4 (ages 6-10) were investigated in a sample of 746 ethnically diverse and academically at-risk children in Texas. Multilevel modeling controlled for time-invariant between-child differences while modeling…

The Relationship between Teachers' Collective Efficacy and Student Achievement at Economically Disadvantaged Middle School Campuses

ERIC Educational Resources Information Center

Sandoval, Juan Manuel; Challoo, Linda B.; Kupczynski, Lori

2011-01-01

The purpose of this study was to examine the relationship between the collective efficacy of teachers and student achievement at economically disadvantaged middle school campuses. The population of the study consisted of Texas campuses that served economically disadvantaged students and received a campus rating of Exemplary or Academically…

Kristina's "Ghetto Family": Tensions and Possibilities at the Intersection of Teacher and Student Literacy Agendas

ERIC Educational Resources Information Center

Ives, Denise

2012-01-01

Despite a growing awareness among teachers of the importance of recognizing and valuing a broader range of students' literate resources and experiences, including those that are culturally and linguistically linked, in many language arts classrooms students' literacy practices continue to be marginalized--remaining peripheral to, if not at odds…

Student Teacher Evaluations of Cooperating Teachers as Indices of Effective Mentoring

ERIC Educational Resources Information Center

Sayeski, Kristin L.; Paulsen, Kim J.

2012-01-01

Every year teacher preparation programs invest considerable time and energy in selecting and supporting cooperating teachers who serve as mentors for their student teachers. Given the weight and importance educators place on the student teaching experience and the powerful role it can play in shaping future teachers, it makes sense for teacher…

How did the Good School Toolkit reduce the risk of past week physical violence from teachers to students? Qualitative findings on pathways of change in schools in Luwero, Uganda.

PubMed

Kyegombe, N; Namakula, S; Mulindwa, J; Lwanyaaga, J; Naker, D; Namy, S; Nakuti, J; Parkes, J; Knight, L; Walakira, E; Devries, K M

2017-05-01

Violence against children is a serious violation of children's rights with significant impacts on current and future health and well-being. The Good School Toolkit (GST) is designed to prevent violence against children in primary schools through changing schools' operational cultures. Conducted in the Luwero District in Uganda between 2012 and 2014, findings from previous research indicate that the Toolkit reduced the odds of past week physical violence from school staff (OR = 0.40, 95%CI 0.26-0.64, p < 0.001), corresponding to a 42% reduction in risk of past week physical violence. This nested qualitative study involved 133 interviews with students, teachers, school administration, and parents, and two focus group discussion with teachers. Interviews were conducted using semi-structured tools and analysed using thematic analysis complemented by constant comparison and deviant case analysis techniques. Within a context of normative acceptance of corporal punishment this qualitative paper reports suggestive pathways related to teacher-student relationships through which reductions in violence operated. First, improved student-teacher relationships resulted in improved student voice and less fear of teachers. Second, the intervention helped schools to clarify and encourage desired behaviour amongst students through rewards and praise. Third, many teachers valued positive discipline and alternative discipline methods, including peer-to-peer discipline, as important pathways to reduced use of violence. These shifts were reflected in changes in the views, use, and context of beating. Although the GST is effective for reducing physical violence from teachers to students, violence persisted, though at significantly reduced levels, in all schools with reductions varying across schools and individuals. Much of the success of the Toolkit derives from the support it provides for fostering better student-teacher relationships and alternative discipline options. Such

Why Secondary Teachers Fail Students.

ERIC Educational Resources Information Center

Ligon, Glynn; Jackson, Elaine E.

The perceptions of teachers about students' lack of success were studied, and the groundwork was laid for the future study of the effectiveness of a policy of warning students and parents of impending failure. The primary sources of data were teacher-coded reasons for failure, given on notices (progress reports) to secondary school students in the…

Profile of elementary school science teacher instruction in disaster risk reduction: case study of volcano disaster

NASA Astrophysics Data System (ADS)

Pujianto; Prabowo; Wasis

2018-04-01

This study examined the profile of science' teacher instruction in Disaster Risk Reduction (DRR), as a feature of instructional quality, on students’ learning experiences. A qualitative study was done to observe teacher activities in teaching of disaster preparedness. Science teacher and 14 students at grade 4 of SDN (elementary school) Kiyaran 2 are involved as the subject of this study. Teacher’ instruction was coded with regard to preparation, action, and evaluation using observation sheets and documentation. Data analysis results showed a positive significant effect of the readiness during preparation on learning process of disaster risk reduction and an indirect effect of teacher’ action on students’ learning experiences. There is a lack of teaching materials about volcano disaster in the elementary school. Teacher found difficulties on evaluation of student achievement in disaster preparedness. These findings highlight the importance of DRR in uphold science teachers’ education. Items of teachers’ skill in preparing of DRR may be used to offer model of concrete instruction situation during university workshop for maintain teacher education.

Modeling Success: Using Preenrollment Data to Identify Academically At-Risk Students

ERIC Educational Resources Information Center

Gansemer-Topf, Ann M.; Compton, Jonathan; Wohlgemuth, Darin; Forbes, Greg; Ralston, Ekaterina

2015-01-01

Improving student success and degree completion is one of the core principles of strategic enrollment management. To address this principle, institutional data were used to develop a statistical model to identify academically at-risk students. The model employs multiple linear regression techniques to predict students at risk of earning below a…

Eighth-Grade Students' Perceptions of Teacher Effectiveness

ERIC Educational Resources Information Center

Sprague, Julie A.

2013-01-01

This quantitative study used a validated student survey instrument to collect 182 Midwestern eighth-grade students' perceptions of effective teachers. Balch's (2011) survey was used. The original intent of this survey was to have students rate the effectiveness of one teacher. In this study, students were asked to rate teacher effectiveness and…

Learning How to Learn: A Student Success Course for at Risk Students

ERIC Educational Resources Information Center

Bowering, Elizabeth R.; Mills, Joanne; Merritt, Allison

2017-01-01

It is well known that university students with ineffective learning strategies and low motivation are at risk for lowered grades and stress. Given the needs of these students, Mount St. Vincent University developed the Student Success Course (SSC), a 14-week intervention that offers instruction in learning strategies, selfmanagement, and…

Preservice Teachers' Student Teaching Experiences in East Africa

ERIC Educational Resources Information Center

Kulkarni, Saili S.; Hanley-Maxwell, Cheryl

2015-01-01

The world is changing. Human mobility is at an all-time high, and globalization is a consequence of that mobility. Traditionally, a preservice teacher preparation program would require students to spend one to two semesters teaching in local schools under the guidance of an experienced teacher. Conversely, intercultural student teaching programs…

Art Therapy Programs with At-Risk Students in Public Schools

ERIC Educational Resources Information Center

Varallo, Patrick A.

2012-01-01

Educating and meeting the multiple needs of students at risk of low academic achievement has been a growing concern for public schools in the United States. Many at-risk students require alternative school-based interventions. This study examined the operation, premise, and objectives of art therapy integrated in 14 school districts across the…

Self-Assessment Groups as a Means for Improving Teacher Behavior. A Research Project: Student Teachers at Wheaton College. (1968-1969).

ERIC Educational Resources Information Center

Cooperative Educational Research Lab., Inc., Northfield, IL.

A study was conducted to determine how participation in self-assessment seminars influences the attitudes, practices, and communication behavior of teachers. Two seminar groups of seven student teachers met for a series of 10 2-hour seminars during their senior student teaching. They were matched in a pretest-posttest design with control group…

A Teacher's Manifesto: Designing Learning Which Cures Rather Than Causes Academic Risk: Part 2.

ERIC Educational Resources Information Center

Kennedy, Mark

1996-01-01

This second part of a two-part essay shows how teachers, especially middle school teachers, can reduce academic risk. Two hypotheses are examined: (1) the more the classroom culture respects students, the more students respect the purposes, principles, and people in the classroom; and (2) assessment of learning must be fair and meaningful for all.…

Computer-assisted instruction to prevent early reading difficulties in students at risk for dyslexia: Outcomes from two instructional approaches.

PubMed

Torgesen, Joseph K; Wagner, Richard K; Rashotte, Carol A; Herron, Jeannine; Lindamood, Patricia

2010-06-01

The relative effectiveness of two computer-assisted instructional programs designed to provide instruction and practice in foundational reading skills was examined. First-grade students at risk for reading disabilities received approximately 80 h of small-group instruction in four 50-min sessions per week from October through May. Approximately half of the instruction was delivered by specially trained teachers to prepare students for their work on the computer, and half was delivered by the computer programs. At the end of first grade, there were no differences in student reading performance between students assigned to the different intervention conditions, but the combined-intervention students performed significantly better than control students who had been exposed to their school's normal reading program. Significant differences were obtained for phonemic awareness, phonemic decoding, reading accuracy, rapid automatic naming, and reading comprehension. A follow-up test at the end of second grade showed a similar pattern of differences, although only differences in phonemic awareness, phonemic decoding, and rapid naming remained statistically reliable.

Teachers and Bullying Developing a Deeper Understanding of Teachers' Perceptions of Teacher-to-Student Bullying

ERIC Educational Resources Information Center

Zerillo, Christine

2010-01-01

Students report that teachers bully them, but a review of the literature indicates that little attention has been given to teacher-to-student bullying. This study used a mixed-methods approach to investigate elementary teachers' perceptions of seriousness and their intent to intervene in teacher bullying incidents. Results indicated that teachers…

The Relationship Between the Change in Pupil Control Ideology of Student Teachers and the Student Teachers's Perception of the Cooperating Teacher's Pupil Control Ideology.

ERIC Educational Resources Information Center

Roberts, Richard A.; Blankenship, Jacob W.

A sample of 108 elementary student teachers was administered the Pupil Control Ideology Form (PCI Form) before and after student teaching. The student teachers' perceptions of their cooperating teachers' pupil control ideology were measured using a modification of the same form. "Socialization pressure," the difference between the…

Effects of a classroom-embedded occupational therapist-teacher handwriting program for first-grade students.

PubMed

Case-Smith, Jane; Weaver, Lindy; Holland, Terri

2014-01-01

This study examined the effectiveness of Write Start, a handwriting and writing program cotaught by teachers and occupational therapists for first-grade children. Four classrooms (n = 80) received the Write Start program, and four (n = 58) received standard handwriting and writing instruction. Two teachers and an occupational therapist implemented the 24-session manualized program, which included station teaching and individualized supports. The program emphasized practice in small groups in which the coteaching team provided students with frequent feedback, encouraged self-evaluation, and facilitated peer modeling and peer evaluation. Students who completed the Write Start program improved more in handwriting legibility and speed than the group receiving standard instruction. Writing fluency and written composition were no different between groups at posttest; however, writing fluency was significantly higher for Write Start students at 6-mo follow-up. Write Start students with low legibility at baseline made significant improvements, suggesting that the program may benefit students at risk for handwriting and writing problems. Copyright © 2014 by the American Occupational Therapy Association, Inc.

Student Being and becoming at the University: A Response from the Perspective of a Reflexive Sociology of Teacher Education

ERIC Educational Resources Information Center

Fataar, A.

2010-01-01

This article is a discussion of the educational being and becoming of university students. It focuses on the reflexive adaptations of a group of teacher education students at a South African university. I consider some key processes related to their formal epistemological induction into their professional becoming as teachers. Based on a…

Effective Education Materials to Advance Stroke Awareness Without Teacher Participation in Junior High School Students.

PubMed

Ohyama, Satoshi; Yokota, Chiaki; Miyashita, Fumio; Amano, Tatsuo; Inoue, Yasuteru; Shigehatake, Yuya; Sakamoto, Yuki; Toyoda, Kazunori; Minematsu, Kazuo

2015-11-01

Youth stroke education is promising for the spread of stroke awareness. The aim of this study was to examine whether our stroke awareness teaching materials without teacher's participation can increase student awareness to act fast on suspected stroke signs. We used the face, arm, speech, and time (FAST) mnemonic derived from the Cincinnati Prehospital Stroke Scale. Seventy-three students of the second grade and 72 students of the third grade (age range, 13-15 years) in a junior high school were enrolled in the study. The students were divided into 2 groups: students who received a teacher's lesson (group I) and those who did not receive a teacher's lesson (group II). Students in group II watched an animated cartoon and read a Manga comic in class. All students took the educational aids home, including the Manga comic and magnetic posters printed with the FAST message. Questionnaires on stroke knowledge were examined at baseline and immediately and 3 months after receiving the intervention. At 3 months after the intervention, a significant improvement in understanding the FAST message was confirmed in both the groups (group I, 85%; group II, 94%). Significant increases in the knowledge of risk factors were not observed in each group. Our education materials include a Manga comic, an animated cartoon, and a magnetic poster, without an accompanying teacher's lesson can increase stroke awareness, including the FAST message, in junior high school students. Copyright © 2015 National Stroke Association. Published by Elsevier Inc. All rights reserved.

Teachers' Interpretations of Student Statements about Slope

ERIC Educational Resources Information Center

Nagle, Courtney; Moore-Russo, Deborah; Styers, Jodie L.

2017-01-01

This paper describes seven in-service teachers' interpretations of student statements about slope. The teachers interpreted sample student work, conjectured about student contributions, assessed the students' understanding, and positioned the students' statements in the mathematics curriculum. The teachers' responses provide insight into their…

Applied aerodynamics experience for secondary science teachers and students

NASA Technical Reports Server (NTRS)

Abbitt, John D., III; Carroll, Bruce F.

1992-01-01

The Department of Aerospace Engineering, Mechanics & Engineering Science at the University of Florida in conjunction with the Alachua County, Florida School Board has embarked on a four-year project of university-secondary school collaboration designed to enhance mathematics and science instruction in secondary school classrooms. The goals are to provide teachers with a fundamental knowledge of flight sciences, and to stimulate interest among students, particularly women and minorities, toward careers in engineering, mathematics, and science. In the first year of the project, all thirteen of the eighth grade physical science teachers and all 1200 of the eighth grade physical science students in the county participated. The activities consisted of a three-day seminar taught at the college level for the teachers, several weeks of classroom instruction for all the students, and an airport field trip for a subgroup of about 430 students that included an orientation flight in a Cessna 172 aircraft. The project brought together large numbers of middle school students, teachers, undergraduate and graduate engineering students, school board administrators, and university engineering faculty.

The Renaissance Teacher Identifying Students' Perceptions of Exemplary Teachers

ERIC Educational Resources Information Center

Wigton, Erica

2012-01-01

The focus on the achievement gap for minority students is an issue facing many school districts across the county. The No Child Left Behind (NCLB) legislation highlighted the fact that many minority students are not achieving at or above expected levels in classrooms across America. Teacher quality is found to be an important ingredient of a…

Teachers' and Students' Negotiation Moves When Teachers Scaffold Group Work

ERIC Educational Resources Information Center

González, Gloriana; DeJarnette, Anna F.

2015-01-01

Group work has been a main activity recommended by mathematics education reform. We aim at describing the patterns of interaction between teachers and students during group work. We ask: How do teachers scaffold group work during a problem-based lesson? We use data from a problem-based lesson taught in six geometry class periods by two teachers…

Selective Intercultural Sensitivity to Different Sources of Cultural Identity: Study of Intercultural Sensitivity of Students at Teacher Education Programs of Georgia

ERIC Educational Resources Information Center

Tabatadze, Shalva; Gorgadze, Natia

2018-01-01

Purpose: The purpose of this paper is to assess the intercultural sensitivity of students in teacher educational programs at higher education institutes (HEIs) in Georgia. Design/methodology/approach: This research explored the intercultural sensitivity among 355 randomly selected students in teacher education programs at higher education…

Guided Work-Based Learning: Sharing Practical Teaching Knowledge with Student Teachers

ERIC Educational Resources Information Center

van Velzen, Corinne; Volman, Monique; Brekelmans, Mieke; White, Simone

2012-01-01

Building quality work-based learning opportunities for student teachers is a challenge for schools in school-university partnerships. This study focused on the guidance of student teachers by means of a mentoring approach aimed at sharing practical knowledge, with student teachers' learning needs as an emphasis. The approach was built on…

Teacher Expectations of Students' Classroom Behavior: Do Expectations Vary as a Function of School Risk?

ERIC Educational Resources Information Center

Lane, Kathleen Lynne; Pierson, Melinda R.; Stang, Kristin K.; Carter, Erik W.

2010-01-01

Understanding the social behaviors teachers believe is critical for school success and can contribute to the development of effective behavioral supports and assist teachers in better preparing students for successful school transitions across the K-12 grade span. We explored 1303 elementary, middle, and high school teachers' expectations of…

Student Teachers' Approaches to Teaching Biological Evolution

NASA Astrophysics Data System (ADS)

Borgerding, Lisa A.; Klein, Vanessa A.; Ghosh, Rajlakshmi; Eibel, Albert

2015-06-01

Evolution is fundamental to biology and scientific literacy, but teaching high school evolution is often difficult. Evolution teachers face several challenges including limited content knowledge, personal conflicts with evolution, expectations of resistance, concerns about students' conflicts with religion, and curricular constraints. Evolution teaching can be particularly challenging for student teachers who are just beginning to gain pedagogical knowledge and pedagogical content knowledge related to evolution teaching and who seek approval from university supervisors and cooperating teachers. Science teacher educators need to know how to best support student teachers as they broach the sometimes daunting task of teaching evolution within student teaching placements. This multiple case study report documents how three student teachers approached evolution instruction and what influenced their approaches. Data sources included student teacher interviews, field note observations for 4-5 days of evolution instruction, and evolution instructional artifacts. Data were analyzed using grounded theory approaches to develop individual cases and a cross-case analysis. Seven influences (state exams and standards, cooperating teacher, ideas about teaching and learning, concerns about evolution controversy, personal commitment to evolution, knowledge and preparation for teaching evolution, and own evolution learning experiences) were identified and compared across cases. Implications for science teacher preparation and future research are provided.

Integrating Fine Arts Instruction with At Risk Students.

ERIC Educational Resources Information Center

Brieger, Charles; Kendall-Dudley, Lori; Sarmiento, Patty

This report details a program design for improving fine arts instruction among at-risk students. The participants were in a second and third grade bilingual class and a first-through third-grade learning disabled and behavior disordered class in an at-risk elementary school along with a heterogeneous fourth-grade class in a neighboring Midwest…

Understanding Teacher-Student Relationships, Student-Student Relationships, and Conduct Problems in China and the United States

ERIC Educational Resources Information Center

Bear, George G.; Yang, Chunyan; Glutting, Joseph; Huang, Xishan; He, Xianyou; Zhang, Wei; Chen, Dandan

2014-01-01

Several previous studies have found that Chinese students perceive teacher-student relationships and student-student relationships more favorably than American students. In this study we examined if the same holds true with respect to teachers' perceptions. Also examined were both students' and teachers' perceptions of conduct problems. The sample…

Student Teachers' Perceptions of Cooperating Teachers as Teacher Educators: Development of Standards Based Scales

ERIC Educational Resources Information Center

Holbert, Romena M. Garrett

2011-01-01

Cooperating teachers play important roles in student teachers' development as educators. The purpose of this study was to develop a measure that enables systematic investigation of the actions and interactions of cooperating teachers during student teaching. Three sets of educational standards lent focus to this work. The measures developed were…

Achieving Success with More Students: Addressing the Problem of Students At Risk, K-12.

ERIC Educational Resources Information Center

Pennsylvania State Dept. of Education, Harrisburg.

This resource book was developed to provide information that state and local leaders can use to stimulate discussion of the problem of students at risk and support the planning of initiatives that address the problem. An overview defines students at risk, summarizes the content of the book, and lists recent reports and publications on the problem…

The Relationship between Finnish Student Teachers' Practical Theories, Sources, and Teacher Education

ERIC Educational Resources Information Center

Pitkäniemi, Harri; Karlsson, Liisa; Stenberg, Katariina

2014-01-01

The purpose of this research is two-fold: 1) to describe what kind of practical theories student teachers have in the Finnish class teacher education context and 2) to analyse their differences and similarities at the initial and final phase of teacher education. We further analyse the relationship between the practical theories and their sources.…

Impact of a Student-Teacher-Scientist Partnership on Students' and Teachers' Content Knowledge, Attitudes toward Science, and Pedagogical Practices

ERIC Educational Resources Information Center

Houseal, Ana K.; Abd-El-Khalick, Fouad; Destefano, Lizanne

2014-01-01

Engaging K-12 students in science-based inquiry is at the center of current science education reform efforts. Inquiry can best be taught through experiential, authentic science experiences, such as those provided by Student-Teacher-Scientist Partnerships (STSPs). However, very little is known about the impact of STSPs on teachers' and…

A Teacher-Focused Approach to Prevent and Reduce Students' Aggressive Behavior

PubMed Central

Orpinas, Pamela; Home, Arthur M.

2009-01-01

The purpose of this article is to describe the GREAT (Guiding Responsibility and Expectations for Adolescents for Today and Tomorrow) Teacher Program, a prevention program for middle school teachers to deter students' aggressive behavior. It was developed on the basis of an ecologic understanding of aggression and on specific constructs of Social Cognitive Theory. The goals of the program were (1) to increase teacher awareness of different types of aggression, risk factors, role of the classroom teacher, and influence of the school climate on the child's behavior; (2) to develop strategies that will prevent aggression; (3) to improve teacher management skills to reduce power struggles and aggression; and (4) to enhance skills to assist students who are the targets of aggression. To accomplish these goals, teachers participated in a 12-hour workshop and 10 support group sessions. Training, manuals, and supervision were provided to maintain program integrity and to assure the quality of implementation. PMID:14732185

Mentoring Student Teachers: A Conceptual Model.

ERIC Educational Resources Information Center

Stahlhut, Richard G.; Hawkes, Richard R.

This study sought to determine how student teachers perceived their cooperating teacher's leadership practices. The Leader Behavior Description Questionnaire Form was completed during the final week of clinical field experience by 212 student teachers. The questionnaire was based on four identified leadership styles used by mentors: (1)…

``It depends on what science teacher you got'': urban science self-efficacy from teacher and student voices

NASA Astrophysics Data System (ADS)

Bolshakova, Virginia L. J.; Johnson, Carla C.; Czerniak, Charlene M.

2011-12-01

In the United States today, urban schools serve the majority of high-poverty and high minority populations including large numbers of Hispanic students. While many Hispanic students perform below grade level in middle school science, the science teaching community as a whole is lacking elements of diversity as teachers struggle to meet the needs of all learners. Researchers have recognized that science teacher effectiveness, one consequence of self-efficacy among teachers, is associated with future science achievement and science-related careers of their students. This qualitative study explores how three science teachers' effectiveness in the classroom impacts students' science self-efficacy beliefs at one urban middle school. Hispanic students were the focus of this investigation due to demographics and history of underperformance within this district. Teachers' perspectives, as well as outside observer evaluations of instructional strategies and classroom climates were triangulated to explore dynamics that influence students' interests and motivation to learn science using a framework to link teachers' sense of efficacy (focusing on student outcomes). Findings suggest the impact teacher effectiveness can have on student outcomes, including strengthened student science self-efficacy and increased science achievement. Building awareness and support in teachers' sense of efficacy, as well as developing respectful and supportive relationships between educator/facilitator and pupil during the transition to middle school may construct permanence and accomplishment for all in science.

Reflective Processes: A Qualitative Study Exploring Early Learning Student Teacher Mentoring Experiences in Student Teaching Practicums

ERIC Educational Resources Information Center

Barnes, Michelle M.

2013-01-01

This doctoral thesis explored mentoring in early learning teacher preparation programs. This study explored the reflective processes embedded in the work between student teachers and their mentors during early learning student teacher experiences at Washington State community and technical colleges. Schon's (1987a) concepts of…

Youth at Risk: A Resource for Counselors, Teachers and Parents. Part 2. Examining the Causes.

ERIC Educational Resources Information Center

Palmo, Artis J.; And Others

This document consists of Part 2 of a book of readings on at-risk youth designed to provide information and strategies for counselors, teachers, parents, administrators, social workers, and others who work with youth at risk. Part 2 contains five readings on causal factors related to at-risk behaviors. "The Harmful Effects of Dysfunctional Family…

Exploring Relationships between Teaching Efficacy and Student Teacher-Cooperating Teacher Relationships

ERIC Educational Resources Information Center

Edgar, Don W.; Roberts, T. Grady; Murphy, Tim H.

2011-01-01

Teaching efficacy beliefs of agricultural science student teachers, and their relationship with their cooperating teachers during field experiences, are variables that may affect the number of student teachers entering the profession. The purpose of this study was to examine the effects implementing structured communication between student…

Structured Communication: Effects on Teaching Efficacy of Student Teachers

ERIC Educational Resources Information Center

Edgar, Don W.; Roberts, T. Grady; Murphy, Tim H.

2009-01-01

Teaching efficacy beliefs of agricultural science student teachers during field experiences may affect the number of student teachers entering the profession. The purpose of this study was to examine the effects implementing structured communication between cooperating teachers and student teachers would have on student teachers' self-perceived…

Teacher-student interactions and domain-specific motivation: The relationship between students' perceptions of teacher interpersonal behavior and motivation in middle school science

NASA Astrophysics Data System (ADS)

Smart, Julie Brockman

2009-11-01

This study examined interactions between middle school science students' perceptions of teacher-student interactions and their motivation for learning science. Specifically, in order to better understand factors affecting middle school students' motivation for science, this study investigated the interactions between middle school students' perceptions of teacher interpersonal behavior in their science classroom and their efficacy, task value, mastery orientations, and goal orientation for learning science. This mixed methods study followed a sequential explanatory model (Cresswell & Plano-Clark, 2007). Quantitative and qualitative data were collected in two phases, with quantitative data in the first phase informing the selection of participants for the qualitative phase that followed. The qualitative phase also helped to clarify and explain results from the quantitative phase. Data mixing occurred between Phase One and Phase Two (participant selection) and at the interpretation level (explanatory) after quantitative and qualitative data were analyzed separately. Results from Phase One indicated that students' perceptions of teacher interpersonal behaviors were predictive of their efficacy for learning science, task value for learning science, mastery orientation, and performance orientation. These results were used to create motivation/perception composites, which were used in order to select students for the qualitative interviews. A total of 24 students with high motivation/high perceptions, low motivation/low perceptions, high motivation/low perceptions, and low motivation/high perceptions were selected in order to represent students whose profiles either supported or refuted the quantitative results. Results from Phase Two revealed themes relating to students' construction of their perceptions of teacher interpersonal behavior and dimensions of their efficacy and task value for science. Students who reported high motivation and high perceptions of teacher-student

Novice Teachers' Perceptions of Support, Teacher Preparation Quality, and Student Teaching Experience Related to Teacher Efficacy

ERIC Educational Resources Information Center

Knobloch, Neil A.; Whittington, M. Susie

2002-01-01

This multiple regression study analyzed the percent of variance in teacher efficacy of 106 student teachers and novice teachers in agricultural education in Ohio explained by selected variables related to perceived support (utilizing a mentor, supportive principal behaviors, collective efficacy), teacher preparation quality, and student teaching…

The influence of teacher feedback on children's perceptions of student-teacher relationships.

PubMed

Skipper, Yvonne; Douglas, Karen

2015-09-01

Teachers can deliver feedback using person ('you are clever') or process terms ('you worked hard'). Person feedback can lead to negative academic outcomes, but there is little experimental research examining the impact of feedback on children's perceptions of the student-teacher relationship. We examined the effects of person, process, and no feedback on children's perceptions of their relationship with a (fictional) teacher following success and failure. Participants were British children (145 aged 9-11 in experiment 1 and 98 aged 7-11 in experiment 2). In experiment 1, participants read three scenarios where they succeeded and received one of two types of praise (person or process) or no praise. Participants then read two scenarios where they failed. In experiment 2, participants read that they had failed in three tasks and received one of two types of criticism (person or process) or no criticism. Participants then read two scenarios where they succeeded. They rated how much they liked the teacher and how much they felt that the teacher liked them. Children felt more positive about the student-teacher relationship following success than failure. Type of praise did not influence perceptions of the student-teacher relationship following success or failure. However, person criticism led children to view the student-teacher relationship more negatively following failure and maintain this negative view following the first success. Success appears to be important for developing positive student-teacher relationships. In response to failure, teachers could avoid person criticism which may negatively influence the student-teacher relationship. © 2015 The British Psychological Society.

Introduce Science to Students Using the Environment: A Guide for Teachers of Native American Students.

ERIC Educational Resources Information Center

Richau, Deborah

Written for science teachers of elementary and secondary Native American students, the guide offers 18 science-related activities that integrate science with Indian culture and life. A teacher preparation exercise is presented first to allow the teacher to look at him/herself and use the information as a tool to understanding the students'…

Using Student Perceptions of Teacher Behavior to Predict Student Outcomes.

ERIC Educational Resources Information Center

Brattesani, Karen; And Others

The ways in which students' perceptions of teacher behavior in the elementary school classroom clarifies the relationships among teacher expectations, student expectations, and student achievement are examined. Subjects in two data sets consisted of 234 grade 4-6 students from 16 classrooms in an urban, ethnically mixed school district, and 101…

Bringing Science to Life for Students, Teachers and the Community

NASA Astrophysics Data System (ADS)

Pratt, K.

2012-04-01

Bringing Science to Life for Students, Teachers and the Community Prior to 2008, 5th grade students at two schools of the New Haven Unified School District consistently scored in the bottom 20% of the California State Standards Test for science. Teachers in the upper grades reported not spending enough time teaching science, which is attributed to lack of time, resources or knowledge of science. A proposal was written to the National Oceanic and Atmospheric Administration's Bay Watershed Education Grant program and funding was received for Bringing Science to Life for Students, Teachers and the Community to address these concerns and instill a sense of stewardship in our students. This program engages and energizes students in learning science and the protection of the SF Bay Watershed, provides staff development for teachers, and educates the community about conservation of our local watershed. The project includes a preparation phase, outdoor phase, an analysis and reporting phase, and teacher training and consists of two complete units: 1) The San Francisco Bay Watershed Unit and 2) the Marine Environment Unit. At the end of year 5, our teachers were teaching more science, the community was engaged in conservation of the San Francisco Bay Watershed and most importantly, student scores increased on the California Science Test at one site by over 121% and another site by 152%.

The Use of a Student Group Log to Facilitate Student and Teacher Learning

ERIC Educational Resources Information Center

Coenders, Fer

2016-01-01

In 21st century education students should have ample opportunities to collaborate on authentic problems. Many teachers however find it difficult to make the transfer from teacher to student-centered education. Giving students autonomy can be disquieting to teachers, as they fear to lose control of student learning. Teachers in a teacher…

Teachers' Beliefs about the Impact of Games on the Academic and Social Experiences of Diverse and At-Risk Children in Schools: A Deleuzian Perspective

ERIC Educational Resources Information Center

Rowan, Leonie

2017-01-01

This paper explores teachers' beliefs about the ways in which the use of digital games in schooling contexts impacted upon students who they believed to be in some way at risk of educational or social alienation or failure. Drawing upon the theoretical resources provided by Gilles Deleuze and Felix Guattari, the paper explores opportunities…

In Search of Black Swans: Identifying Students at Risk of Failing Licensing Examinations.

PubMed

Barber, Cassandra; Hammond, Robert; Gula, Lorne; Tithecott, Gary; Chahine, Saad

2018-03-01

To determine which admissions variables and curricular outcomes are predictive of being at risk of failing the Medical Council of Canada Qualifying Examination Part 1 (MCCQE1), how quickly student risk of failure can be predicted, and to what extent predictive modeling is possible and accurate in estimating future student risk. Data from five graduating cohorts (2011-2015), Schulich School of Medicine & Dentistry, Western University, were collected and analyzed using hierarchical generalized linear models (HGLMs). Area under the receiver operating characteristic curve (AUC) was used to evaluate the accuracy of predictive models and determine whether they could be used to predict future risk, using the 2016 graduating cohort. Four predictive models were developed to predict student risk of failure at admissions, year 1, year 2, and pre-MCCQE1. The HGLM analyses identified gender, MCAT verbal reasoning score, two preclerkship course mean grades, and the year 4 summative objective structured clinical examination score as significant predictors of student risk. The predictive accuracy of the models varied. The pre-MCCQE1 model was the most accurate at predicting a student's risk of failing (AUC 0.66-0.93), while the admissions model was not predictive (AUC 0.25-0.47). Key variables predictive of students at risk were found. The predictive models developed suggest, while it is not possible to identify student risk at admission, we can begin to identify and monitor students within the first year. Using such models, programs may be able to identify and monitor students at risk quantitatively and develop tailored intervention strategies.

Improving Kindergarten Teachers' Differentiation Practices to Better Anticipate Student Differences

ERIC Educational Resources Information Center

Dijkstra, Elma M.; Walraven, Amber; Mooij, Ton; Kirschner, Paul A.

2016-01-01

This article presents the findings from a teacher intervention in Dutch kindergartens aimed at improving teachers' differentiation practices (DP) to better anticipate student differences. The intervention was designed to improve the match between student levels and curricular activities, in particular for high-ability students and consists of…

Becoming-Teachers: Desiring Students

ERIC Educational Resources Information Center

Mercieca, Duncan

2012-01-01

This article proposes a reading of the lives of teachers through a Deleuzian-Guattarian materialistic approach. By asking the question "what kind of life do teachers live?" this article reminds us that teachers sometimes welcome the imposed policies, procedures and programmes, the consequences of which remove them from students. This desire is…

The Effects of Reciprocal Imitation on Teacher-Student Relationships and Student Learning Outcomes

ERIC Educational Resources Information Center

Zhou, Jiangyuan

2012-01-01

Neuroscientific and developmental psychological research in imitation has yielded important insights into building teacher-student relationships and enhancing students' learning. This study investigated the effects of reciprocal imitation on teacher-student relationships and students' learning outcomes in one-on-one teacher-student interactions.…

Help-Seeking Behaviour of Student Teachers

ERIC Educational Resources Information Center

Hsu, Shihkuan

2005-01-01

Background: Student teachers struggle with a wide range of problems because they are lacking professional knowledge, inexperienced in dealing with colleagues and students, and unfamiliar with school environments. It is essential for the survival of student teachers to establish supportive relationships for professional and personal help.…

Humiliation, Unfairness and Laughter: Students Recall Power Relations with Teachers

ERIC Educational Resources Information Center

Uitto, Minna

2011-01-01

A Finnish magazine published my request that people remember and write about their teachers. Many writers recalled teachers who, for example, had humiliated, favoured or laughed at their students. This article focuses on a study of such negative memories, examining what writers tell about teachers and students in power relationships and how…

A Career School-Within-a-School for Ethnically Diverse, At-Risk High School Students.

ERIC Educational Resources Information Center

Hon, Jeanne E.; Shorr, Abbe

1997-01-01

To counter low test scores, a rising dropout rate, and teacher apathy, a small group of teachers at Hollywood (California) High School developed a career academy, an interdisciplinary school-within-a-school stressing small classes and business speakers. The program recruited interested students and promoted a career theme with good employment…

The Synergy Program: Reframing Critical Reading and Writing for At-Risk Students

ERIC Educational Resources Information Center

Heaney, April

2006-01-01

In this description of a learning community for "at-risk" and basic writing students at the University of Wyoming, I outline the reasons our students resist academic writing prior to their entry into college--reasons largely unrelated to typical perceptions of at-risk students as "lazy" or intellectually less capable. For…

A Bridge over Troubled Water: Rural Education and the At-Risk Student.

ERIC Educational Resources Information Center

Dorrell, Larry D.

America's educators have the ability and the responsibility to help at-risk students learn that they can succeed and that they must make the most of life. Educators should provide a caring environment, encourage students to take risks, and provide support when risk taking is not always successful. Rural students, like urban and suburban students,…

Supportive relationship: Experiences of Iranian students and teachers concerning student-teacher relationship in clinical nursing education

PubMed Central

Heydari, Abbas; Yaghoubinia, Fariba; Roudsari, Robab Latifnejad

2013-01-01

Background: Student-teacher relationship is a salient issue in nursing education and has long-lasting implication in professional development of nursing students. Nowadays, this relationship in clinical settings is different from the past due to changing in nursing education paradigm. The purpose of this qualitative study was to explore the experiences of students and teachers about student-teacher relationship in the context of clinical nursing education in Iran. Materials and Methods: In this qualitative study that has been carried out adopting conventional qualitative content analysis approach, six bachelor nursing students and six clinical teachers in school of Nursing and Midwifery, were selected through purposive sampling. Semi-structured interview and participant observation were used for data collection. Interviews transcribed verbatim and analyzed using conventional content analysis through the process of data reduction and condensation, coding and also generating the categories and themes. Results: Results of the study showed the existence of a type of relationship in clinical education in which supportive actions of clinical teachers were prominent. These supportive actions appeared as three major categories including educational support, emotional support and social support which emerged from data. Conclusion: The results of this study explicit the ways that support could be provided for students in their relationship with clinical teachers. It also determines the teachers’ need to know more about the influence of their supportive relationship on students’ learning and the best possible outcomes of their education in clinical settings. PMID:24554945

The At-Risk Student's Journey with Online Course Credit: Looking at Perceptions of Care

ERIC Educational Resources Information Center

Barnett, Karis K.

2016-01-01

Studies addressing at-risk students' perceptions of valuable caring relationships within their unique online environment are rare. While the phrase at-risk has a variety of meanings, this study examined the term pertaining to students who were labeled due to endangerment of not graduating from high school based on their life circumstances. Through…

America's Challenge: Effective Teachers for At-Risk Schools and Students

ERIC Educational Resources Information Center

Dwyer, Carol A., Ed.

2007-01-01

The National Comprehensive Center for Teacher Quality (NCCTQ) was launched in 2005 as part of a comprehensive system of content-based technical assistance to support states in implementing the priorities of the No Child Left Behind (NCLB) Act. NCCTQ's mission is to support Regional Comprehensive Centers (RCCs), states, and other education…

A Case Study on German First Year Chemistry Student Teachers' Beliefs about Chemistry Teaching, and Their Comparison with Student Teachers from Other Science Teaching Domains

ERIC Educational Resources Information Center

Markic, Silvija; Eilks, Ingo

2008-01-01

This paper gives insights into the beliefs of 85 German first year chemistry student teachers about chemistry teaching and learning at the beginning of their teacher education. The study is based on student teachers' drawings of themselves in a typical classroom situation and four open questions. The approach evaluated: (I) Beliefs about Classroom…

The Perceptions of Elementary School Teachers Regarding Their Efforts to Help Students Utilize Student-to-Student Discourse in Science

NASA Astrophysics Data System (ADS)

Craddock, Jennifer Lovejoy

The purpose of this phenomenological study was to examine the perceptions of elementary teachers who teach science as opposed to science teacher specialists regarding their efforts to help students use student-to-student discourse for improving science learning. A growing body of research confirms the importance of a) student-to-student discourse for making meaning of science ideas and b) moving students' conceptual development towards a more scientific understanding of the natural world. Based on those foundations, the three research questions that guided this study examined the value elementary teachers place on student-to-student discourse, the various approaches teachers employ to promote the use of student-to-student discourse for learning science, and the factors and conditions that promote and inhibit the use of student-to-student discourse as an effective pedagogical strategy in elementary science. Data were gathered from 23 elementary teachers in a single district using an on-line survey and follow-up interviews with 8 teachers. All data were analyzed and evolving themes led to the following findings: (1) elementary teachers value student-to-student discourse in science, (2) teachers desire to increase time using student-to-student discourse, (3) teachers use a limited number of student-to-student discourse strategies to increase student learning in science, (4) teachers use student-to-student discourse as formative assessment to determine student learning in science, (5) professional development focusing on approaches to student-to-student discourse develops teachers' capacity for effective implementation, (6) teachers perceive school administrators' knowledge of and support for student-to-student discourse as beneficial, (7) time and scheduling constraints limit the use of student-to-student discourse in science. Implications of this study included the necessity of school districts to focus on student-to-student discourse in science, provide teacher and

Students and Teachers' Metaphors about Classroom Teachers

ERIC Educational Resources Information Center

Yilmaz, Nihal Yildiz

2018-01-01

The purpose of this study is to identify the metaphors that primary, secondary and high school students and classroom teacher candidates and the classroom teachers have regarding their primary school classroom teachers. The phenomenology pattern as one of the qualitative research methods was used in the research. The study group was determined by…

The Nature of Student Teachers' Regulation of Learning in Teacher Education

ERIC Educational Resources Information Center

Endedijk, Maaike D.; Vermunt, Jan D.; Verloop, Nico; Brekelmans, Mieke

2012-01-01

Background: Self-regulated learning (SRL) has mainly been conceptualized to involve student learning within academic settings. In teacher education, where learning from theory and practice is combined, student teachers also need to regulate their learning. Hence, there is an urgent need to extend SRL theories to the domain of teacher learning and…

Teacher Educators as Role Models:A Qualitative Examination of Student Teacher's and Teacher Educator's Views towards Their Roles

ERIC Educational Resources Information Center

Izadinia, Mahsa

2012-01-01

Teacher Education is considered to be the first and perhaps the most important stage in the professional development of student teachers (Wideen, Mayer-Smith, & Moon, 1998) as teacher educators who work with student teachers during these programs exert significant influence on who students are and will become (Caires, 2007; Chalies, Ria,…

Who Wants to Become a Teacher? Typology of Student-Teachers' Commitment to Teaching

ERIC Educational Resources Information Center

Moses, Ikupa; Berry, Amanda; Saab, Nadira; Admiraal, Wilfried

2017-01-01

Understanding student-teachers' decisions to enter and stay in the teaching profession after graduation could help teacher educators to find appropriate procedures to enhance commitment to teaching. This study classified student-teachers based on their levels of commitment to teaching, and described these types based on student-teachers'…

Using Blended Learning in Developing Student Teachers Teaching Skills

ERIC Educational Resources Information Center

Isman, Aytekin; Abanmy, Fahad AbdulAziz; Hussein, Hisham Barakat; Al Saadany, Mohammed Abdelrahman

2012-01-01

The research aims to determine the effectiveness of using blended learning Approach in developing student teachers teaching skills, and defining teaching skills that confront students of teachers college at King Saud University need it. The research uses the Quasi- Experimental approach, with four experimental groups (Mathematics (21)--Science…

Teacher Job Satisfaction and Student Achievement: The Roles of Teacher Professional Community and Teacher Collaboration in Schools

ERIC Educational Resources Information Center

Banerjee, Neena; Stearns, Elizabeth; Moller, Stephanie; Mickelson, Roslyn Arlin

2017-01-01

Studies have not conclusively established whether teacher job satisfaction improves student achievement or whether the advantages to students from having satisfied teachers vary with the broader school culture. In this article, we investigate two research questions: (1) Is there a relationship between teacher job satisfaction and students' math…

Unraveling Gender Bias from Student Evaluations of their High School Physics Teachers

NASA Astrophysics Data System (ADS)

Hazari, Zahra; Potvin, Geoff; Tai, Robert; Sadler, Philip

2009-05-01

In this talk, the evaluation of high school physics, chemistry, and biology teachers by their students is examined according to the gender of the student and the gender of the teacher. Female teachers are rated significantly lower than male teachers by male students in all three disciplines, while female students under-rate female teachers only in physics. Interestingly, physics is also the field that suffers the greatest lack of females and has been criticized most for its androcentric culture. The gender bias in teacher ratings persists even after accounting for academic performance, classroom experiences, and family support. Further, male and female teachers in each discipline appear equally effective at preparing their students for future science study in college, suggesting that students have a discipline-specific gender bias. Such a bias may negatively impact female students and contribute to the loss of females in STEM fields.

Student-Teacher Linkage Verification: Model Process and Recommendations

ERIC Educational Resources Information Center

Watson, Jeffery; Graham, Matthew; Thorn, Christopher A.

2012-01-01

As momentum grows for tracking the role of individual educators in student performance, school districts across the country are implementing projects that involve linking teachers to their students. Programs that link teachers to student outcomes require a verification process for student-teacher linkages. Linkage verification improves accuracy by…

Supporting practice teachers to identify failing students.

PubMed

Skingley, Ann; Arnott, J; Greaves, J; Nabb, J

2007-01-01

The subject of identifying and supporting failing students in community nursing education programmes has been largely overlooked in the literature, yet is of great concern to practice teachers. This article discusses the views on the topic of a group of practice teachers in the light of existing, related research and proposes a number of indicators for good practice. It is suggested that of central importance is the need for higher education institutions and practice teachers to work together in identifying students causing concern at an early stage in their studies, based on both objective and subjective observations, and to have in place documented procedures to be followed when such situations arise.

Expert golf instructors' student-teacher interaction patterns.

PubMed

Schempp, Paul; McCullick, Bryan; St Pierre, Peter; Woorons, Sophie; You, JeongAe; Clark, Betsy

2004-03-01

The purpose of this study was to identify the dominant instructional interaction patterns of expert golf instructors. Instructors (N = 22) were selected by the Ladies Professional Golf Association (LPGA) Teaching based on the following criteria: (a) 10 or more years of golf teaching experience, (b) LPGA certification, (c) awards received for the quality of their instruction, and (d) peer and student recognition for outstanding teaching. The instructors were videotaped teaching a 60-min lesson to a novice college-age woman with no previous golf experience. The tapes were then analyzed using both the Cheffers Adaptation of Flanders' Interaction Analysis System (CAFIAS) and a qualitative analysis. Based on the findings from descriptive statistics and correlation analyses of the CAFIAS data and qualitative data analysis, several trends were identified. First, the dominant instructional behavior of these teachers was providing information to the students using both explanations and demonstrations. Second, the prevailing instructional interaction pattern of the expert teachers included extensive explanations and demonstrations followed by directions. The student followed the directions by practicing skills and received praise for their achievements. Third, high rates of directions and praise from teachers prompted student practice. Fourth, engaging students in subject-related discussion was positively correlated with teachers' questions but negatively correlated with teachers' criticisms. Finally, teacher acceptance was positively correlated with student analytic behavior, while teachers' talk negatively correlated with students initiating discussions.

Making Schools More Responsive to At-Risk Students. ERIC/CUE Digest No. 60.

ERIC Educational Resources Information Center

Pallas, Aaron M.

Current approaches to educating at-risk students are the result of several shifts in thinking over the last 35 years, and a new way of defining at-risk students is needed to permit changes in school policy and practice to meet these students' needs. Cultural deprivation was originally considered the single cause of at-risk status. Subsequently,…

Developmental commentary: individual and contextual influences on student-teacher relationships and children's early problem behaviors.

PubMed

Myers, Sonya S; Pianta, Robert C

2008-07-01

Understanding factors associated with children's early behavioral difficulties is of vital importance to children's school success, and to the prevention of future behavior problems. Although biological factors can influence the expression of certain behaviors, the probability of children exhibiting classroom behavior problems is intensified when they are exposed to multiple risk factors, particularly negative student-teacher interactions. Children who exhibit behavior problems during early childhood and the transition to kindergarten, without intervention, can be placed on a developmental trajectory for serious behavior problems in later grades. Using a developmental systems model, this commentary provides a conceptual framework for understanding the contributions of individual and contextual factors to the development of early student-teacher relationships. Parent, teacher, and student characteristics are discussed as they are related to shaping student-teacher interactions and children's adjustment to school.

Schools and Students At Risk. Context and Framework for Positive Change.

ERIC Educational Resources Information Center

Rossi, Robert J., Ed.

This book presents essays from educational reformers who examine efforts aimed at students at risk for failure in U.S. schools. It is divided into four parts. Part 1 considers the factors that place children at risk for educational failure. Part 2 describes the dangers for students of a system that fails to recognize and appreciate their…

Native Students Speak: What Makes a Good Teacher?

ERIC Educational Resources Information Center

Peacock, Thomas

2006-01-01

In this article, the author discusses what Native students have to say about teachers and good teaching. In an interview with the teachers of Native students and the students themselves, the teachers emphasized the importance of tapping students' intrinsic motivators--their need to feel self-determined, to satisfy their natural curiosity, to…

Teacher-Student Cognitive Style and Achievement in Biology.

ERIC Educational Resources Information Center

Jolly, Pauline E.; Strawitz, Barbara M.

1984-01-01

Investigated the consequences of teacher-student cognitive style (field dependence- FD and independence- FI) matches and mismatches on student achievement in biology. Results suggest that whereas FI students may be taught by and achieve equally well with either FI or FD teachers, FD students are more successfully taught by FI teachers. (JN)

Pressures and interventions imposed on medical school teachers regarding students' examination grades.

PubMed

Babic, Andrija; Brekalo, Marko; Juric, Slavica; Puljak, Livia

2013-08-01

This study was designed to investigate the pressures and interventions experienced by medical school teachers in relation to grades awarded in assessments of students' knowledge. Of 124 tenured teachers at the University of Split School of Medicine, 91 (73%) participated in the study through the anonymous completion of a questionnaire administered during the 2011-2012 academic year. A total of 42 (46%) teachers reported having experienced some kind of pressure or intervention imposed by students, students' parents or colleagues that was intended to ensure the student obtained a pass or a better grade on an examination. The most common forms of pressure imposed by students were persistent pleading, 'friendly' requests and crying. Students' parents and staff colleagues mostly used 'friendly' requests or indicated that they would like to discuss a student's results. Colleagues who contacted teachers about students' examination results included doctors who did not work at the school and other teachers at the School of Medicine. As a method of preventing the imposition of such pressures and interventions in relation to examination results, teachers suggested that students should be warned against these practices before their courses started and that appropriate policies should be initiated. Some of the teachers rated some specific pressures or interventions as fully or partially acceptable; these included the making of 'friendly' requests, persistent pleading, crying and yelling. Most of the teachers stated that they would report some instances of such interventions to the school management, but 15 (17%) teachers stated that they would not report any type of pressure. It is necessary to raise awareness of the unacceptability of such pressures and interventions in relation to examination results, and to change the current professional culture in which the imposition of such pressures by students, their parents and staff colleagues is considered acceptable and common. �

Student Teacher Challenges: Using the Cognitive Load Theory as an Explanatory Lens

ERIC Educational Resources Information Center

Moos, Daniel C.; Pitton, Debra

2014-01-01

Cognitive load theory (CLT) can explain the challenges faced by student teachers. This study, guided by the CLT, included 26 pre-service teachers. Participants completed a cognitive load self-report questionnaire and were interviewed at two points during their student teaching. Results revealed that student teachers decreased mental effort related…

Teachers' and Students' Work-Culture Variables Associated with Positive School Outcome.

ERIC Educational Resources Information Center

Goldwater, Orna D.; Nutt, Roberta L.

1999-01-01

Investigates whether goodness of fit between teachers' and students' backgrounds is associated with subjective grading and objective achievement at school. One hundred one seventh graders and twenty of their teachers completed the Self-Report Family Inventory. Similarity between teachers' and students' work-culture variables was associated with…

Utah's Transition Guidelines for Students at Risk and Students with Mild/Moderate Handicaps.

ERIC Educational Resources Information Center

Utah State Board of Education, Salt Lake City.

These transition guidelines are designed to give Utah school districts direction in planning transition programs for Utah students at risk and/or students with disabilities. The guidelines present best practices in planning to assist these special needs students from school to life in their communities. The five-step process includes planning,…

A Closer Look at Teacher-Principal Pairings and Teacher Mobility: Testing a Model of Teacher-School Fit

ERIC Educational Resources Information Center

Vagi, Robert

2017-01-01

Teacher mobility is a policy issue that affects students and school across the country. Despite a long-standing body of research related to teacher mobility, relatively little is known about how teacher-school pairings affect teachers' decisions to stay at or leave their schools. Therefore, this study tested a model of teacher-school fit with a…

Education and Intelligence: Pity the Poor Teacher because Student Characteristics are more Significant than Teachers or Schools.

PubMed

Detterman, Douglas K

2016-12-06

Education has not changed from the beginning of recorded history. The problem is that focus has been on schools and teachers and not students. Here is a simple thought experiment with two conditions: 1) 50 teachers are assigned by their teaching quality to randomly composed classes of 20 students, 2) 50 classes of 20 each are composed by selecting the most able students to fill each class in order and teachers are assigned randomly to classes. In condition 1, teaching ability of each teacher and in condition 2, mean ability level of students in each class is correlated with average gain over the course of instruction. Educational gain will be best predicted by student abilities (up to r = 0.95) and much less by teachers' skill (up to r = 0.32). I argue that seemingly immutable education will not change until we fully understand students and particularly human intelligence. Over the last 50 years in developed countries, evidence has accumulated that only about 10% of school achievement can be attributed to schools and teachers while the remaining 90% is due to characteristics associated with students. Teachers account for from 1% to 7% of total variance at every level of education. For students, intelligence accounts for much of the 90% of variance associated with learning gains. This evidence is reviewed.

The Effectiveness of Mentoring in the Distance Teacher Education Programme at the Lesotho College of Education: Student Teachers' and Tutors' Perceptions

ERIC Educational Resources Information Center

Mohono-Mahlatsi, Lydia; van Tonder, Fanus

2006-01-01

In response to the need for more qualified primary school teachers in Lesotho, the Lesotho College of Education (LCE) introduced the Distance Teacher Education Programme (DT EP), an in-service training programme for unqualified and underqualified teachers. As part of the curriculum in this programme, the more than 1 200 student teachers who were…

Effect of Peer Nominations of Teacher-Student Support at Individual and Classroom Levels on Social and Academic Outcomes

PubMed Central

Hughes, Jan N.; Im, Myung Hee; Wehrly, Sarah E.

2014-01-01

This longitudinal study examined the prospective relations between 713 elementary students’ individual peer teacher support reputation (PTSR) and a measure of the classroom-wide dispersion of peer nominations of teacher support (Centralization of Teacher Support) on students’ peer relatedness (i.e., peer acceptance and peer academic reputation) and academic motivation (i.e., academic self-efficacy and teacher-rated behavioral engagement). PTSR was measured as the proportion of classmates who nominated a given student on a descriptor of teacher-student support. Centralization of Teacher Support was assessed using social network analysis to identify the degree to which peer nominations of teacher support in a classroom centered on a few students. PTSR predicted changes in all student outcomes, above academic achievement and relevant covariates. Centralization of Teacher Support predicted changes in students’ peer academic reputation, net the effect of PTSR and covariates. Students’ academic achievement moderated effects of PTSR and Centralization of Teacher Support on some outcomes. Findings highlight the importance of peers’ perceptions of teacher support and of the structure of those perceptions for children’s social and academic outcomes. Implications for practice are discussed. PMID:24930822

Teachers' Sense of Efficacy: Examining the Relationship of Teacher Efficacy and Student Achievement

NASA Astrophysics Data System (ADS)

Alrefaei, Nouf

The purpose of this study was to investigate which teachers' characteristics have an impact on teachers' sense of efficacy. In addition, the relationship between mathematics and science fifth grade teachers' sense of efficacy and student achievement was examined. Two characteristics related to teachers were examined: teachers' years of teaching experience and teachers' highest degree. Participants included 62 mathematics and science teachers from three school districts in Northwest Arkansas. When comparing fifth grade mathematics and science teachers' efficacy beliefs based on their highest degree, a significant difference in teachers' efficacy beliefs was found based on their degrees. Teachers with a Bachelor degree have higher total efficacy than teachers who hold Master's degrees. Moreover, an investigation to determine if there is a difference in mathematics and science teachers' efficacy beliefs in the three subscale of teachers' efficacy (for classroom management, for student engagement, and for instructional strategies) revealed a significant difference in teachers' efficacy for two of the three constructs. However, when examining teachers' sense of efficacy based on their teaching experience, no differences in teachers' efficacy were found. A correlation was conducted and the results indicated that there was no significant relationship between fifth grade teachers' sense of efficacy and students' achievement in the benchmark test in mathematics and science. The recommendations from this study should be used to inform other scholars and administrators of the importance of teachers' sense of efficacy in order to improve students' achievement gains.

The Perspective of Gozitan Teachers on Factors Affecting Students' Achievement

ERIC Educational Resources Information Center

Xuereb, Lorna; De Giovanni, Katya Sarah

2016-01-01

This study aims at exploring the impact of factors at pupil, teacher and school levels on students? academic achievement. Moreover, the main purpose was that of investigating which one of the three levels is most likely to affect students? educational accomplishment. A questionnaire was administered to 100 Gozitan teachers. Results were analysed…

Effects of Self-Perceptions on Self-Learning among Teacher Education Students

ERIC Educational Resources Information Center

Liu, Shih-Hsiung

2015-01-01

This study evaluates the multivariate hypothesized model that predicts the significance of, and relationships among, various self-perception factors for being a qualified teacher and their direct and mediated effects on self-learning activities among teacher education students. A total of 248 teacher education students enrolled at an education…

Becoming Teachers: Examining How Preservice Elementary Teachers Use Language to Construct Professional Identities, Learn within Relationships, and Take Risks in the Classroom

ERIC Educational Resources Information Center

Ticknor, Anne Swenson

2010-01-01

This longitudinal qualitative study examined how four preservice elementary teachers used language to construct professional identities, learn within relationships, and take risks in the classroom during their final three semesters in teacher education coursework and field experiences. My female participants were former students of mine in the…

Student Teachers' Discipline Strategies: Relations with Self-Images, Anticipated Student Responses and Control Orientation

ERIC Educational Resources Information Center

de Jong, Romi; van Tartwijk, Jan; Wubbels, Theo; Veldman, Ietje; Verloop, Nico

2013-01-01

Teacher discipline strategies are well documented when it comes to its effects on students and the working climate in the classroom. Although it is commonly acknowledged that for student teachers classroom management is a major concern, student teachers' use of discipline strategies is largely unknown. In this paper, we examine student teachers'…

Preservice Teacher Education Students' Dialogue Journals: What Characterizes Students' Reflective Writing and a Teacher's Comments.

ERIC Educational Resources Information Center

Krol, Christine A.

Training teachers as reflective practitioners is an important element in many teacher education programs. Teacher education literature indicates that journal writing is an approach that fosters reflection, and is an effective source of dialogue between student and teacher. This document reports on an action research study on the use of journals in…

Teaching Migrant Students: The Voices of Classroom Teachers.

ERIC Educational Resources Information Center

Romanowski, Michael H.

2001-01-01

A study examining migrant students' needs and the teacher's role interviewed seven teachers at a rural Ohio summer migrant education program. Findings focus on the need for teachers to learn and understand migrant culture, integrate it into activities and daily interactions in the classroom, and be willing to reflect on stereotypes and personal…

Teachers Taking Action with Student Perception Survey Data

ERIC Educational Resources Information Center

Villa, Lessita Ann Lorin

2017-01-01

As scrutiny of teacher effectiveness increases, there is a greater call for multiple instruments to measure teacher effectiveness and provide robust feedback to support teacher growth and development. Student perception surveys, questionnaires completed by K-12 students about their teachers, have increasingly been used to evaluate teachers and…

Mature Student Teachers in Initial Teacher Education in Greece: Personal and Academic Identities

ERIC Educational Resources Information Center

Kaldi, Stavroula

2009-01-01

This qualitative study examined mature student teachers in initial teacher preparation for primary schools in Greece. More specifically it sought to identify the profile of mature student teachers, their intentions to become primary school teachers, their academic needs, concerns and expectations as well as their coping strategies across private…

Bringing Science to Life for Students, Teachers and the Community

NASA Astrophysics Data System (ADS)

Pratt, Kimberly

2010-05-01

Prior to 2008, 5th grade students at two schools of the New Haven Unified School District consistently scored in the bottom 20% of the California State Standards Test for science. Teachers in the upper grades reported not spending enough time teaching science, which is attributed to lack of time, resources or knowledge of science. A proposal was written to the National Oceanic and Atmospheric Administration's Bay Watershed Education Grant program and funding was received for Bringing Science to Life for Students, Teachers and the Community to address these concerns and instill a sense of stewardship in our students. This program engages and energizes students in learning science and the protection of the SF Bay Watershed, provides staff development for teachers, and educates the community about conservation of our local watershed. The project includes a preparation phase, outdoor phase, an analysis and reporting phase, and teacher training and consists of two complete units: 1) The San Francisco Bay Watershed Unit and 2) the Marine Environment Unit. At the end of the three-year program, teachers were teaching more science, the community was engaged in conservation of the San Francisco Bay Watershed and most importantly, student scores increased on the California Science Test at one site by over 70% and another site by 120%.

An Examination of the Efficacy of a Multitiered Intervention on Early Reading Outcomes for First Grade Students at Risk for Reading Difficulties.

PubMed

Fien, Hank; Smith, Jean Louise M; Smolkowski, Keith; Baker, Scott K; Nelson, Nancy J; Chaparro, Erin

2015-01-01

This article presents findings of an efficacy trial examining the effect of a multitiered instruction and intervention model on first grade at-risk students' reading outcomes. Schools (N = 16) were randomly assigned to the treatment or control condition. In the fall of Grade 1, students were assigned to an instructional tier on the basis of Stanford Achievement Test-10th Edition scores (31st percentile and above = Tier 1; from the 10th to the 30th percentile = Tier 2). In both conditions, students identified as at risk (i.e., Tier 2; n = 267) received 90 min of whole group instruction (Tier 1) and an additional 30 min of daily small group intervention (Tier 2). In the treatment condition, teachers were trained to enhance core reading instruction by making instruction more explicit and increasing practice opportunities for students in Tier 1. In addition, at-risk readers were provided an additional 30-min daily small group intervention with content that was highly aligned with the Tier 1 core reading program. Results indicate significant, positive effects of the intervention on students' decoding and first semester fluent reading and potentially positive effects on reading comprehension and total reading achievement. © Hammill Institute on Disabilities 2014.

Innovative Web-Based Professional Development for Teachers of At-Risk Preschool Children

ERIC Educational Resources Information Center

Kinzie, Mable B.; Whitaker, Stephen D.; Neesen, Kathy; Kelley, Michael; Matera, Michael; Pianta, Robert C.

2006-01-01

Research suggests the importance of professional development for teachers of at-risk children, and while educational technologies can be harnessed to help support teaching practice in innovative ways, such programs are often limited in scale. "My Teaching Partner (MTP)" was designed to deliver a targeted program of professional…

Having a Go: Looking at Teachers' Experience of Risk-Taking in Technology Integration

ERIC Educational Resources Information Center

Howard, Sarah K.; Gigliotti, Amanda

2016-01-01

Risk is an integral part of change. Technology-related change in teachers' practice is guided by confidence engaging in and beliefs about integration. However, it is also affected by how teachers feel about taking risks, experimenting and change. This paper presents a theoretical framework of affect and emotion to understand how teachers…

Who Are the Future Teachers in Turkey? Characteristics of Entering Student Teachers

ERIC Educational Resources Information Center

Aksu, Meral; Demir, Cennet Engin; Daloglu, Aysegul; Yildirim, Soner; Kiraz, Ercan

2010-01-01

This exploratory study examines the background characteristics, socio-cultural values and pedagogical beliefs that entering student teachers bring with them into the faculties of education and explores their possible implications for teacher education in the Turkish context. The study comprised 18,226 first-year student teachers from 51 faculties…

National Assessments for Student Teachers: Documenting Teaching Readiness to the Tipping Point

ERIC Educational Resources Information Center

Margolis, Jason; Doring, Anne

2013-01-01

To evaluate the impact of the emergent national teacher performance assessment (TPA) on student teachers, this study examined a pilot implementation at one university in Washington State during Spring 2011. The qualitative research focused on the lived experience of those directly affected by TPA implementation: student teachers, mentor teachers,…

Spitzer Space Telescope Research Program for Teachers and Students

NASA Astrophysics Data System (ADS)

Daou, D.

2005-12-01

The Spitzer Science Center (SSC) and the National Optical Astronomy Observatory (NOAO) have designed a program for teacher and student research using observing time on the Spitzer Space Telescope. The participating teachers attended a fall, 2004 workshop to become familiar with the Spitzer Space Telescope (SST) archives, and to receive training in infrared astronomy and observational techniques. The teachers also attended a workshop offered by the SSC to learn about the observation planning process, and telescope and instrument capabilities. This program has as its goals the fundamental NASA goals of inspiring and motivating students to pursue careers in science, technology, engineering, and mathematics as well as to engage the public in shaping and sharing the experience of exploration and discovery. Our educational plan addresses the NASA objectives of improving student proficiency in science and improving science instruction by providing a unique opportunity to a group of teachers and students to observe with the Spitzer Space Telescope and work on their data with SSC and NOAO scientists. This program allows a team of 12 teachers and their students to utilize up to 3.5 hours of Director's discretionary observing time on the Spitzer Space Telescope for educational observations. Leveraging on a well-established teacher professional development, the SSC is offering this program to teachers in the Teacher Leaders in Research Based Science Education (TLRRBSE), an ongoing program at the NOAO. This NSF-sponsored program touches the formal education community through a national audience of well-trained and supported middle and high school teachers.

Effects of Goal-Setting Instruction on Academic Engagement for Students at Risk

ERIC Educational Resources Information Center

Rowe, Dawn A.; Mazzotti, Valerie L.; Ingram, Angela; Lee, Seunghee

2017-01-01

Research indicates teachers feel teaching goal-setting is an effective way to enhance academic engagement. However, teachers ultimately feel unprepared to embed goal-setting instruction into academic content to support active student engagement. Given the importance teachers place on goal-setting skills, there is a need to identify strategies to…

Helping students make meaning of authentic investigations: findings from a student-teacher-scientist partnership

NASA Astrophysics Data System (ADS)

Peker, Deniz; Dolan, Erin

2012-03-01

As student-teacher-scientist partnerships become more widespread, there is a need for research to understand the roles assumed by scientists and teachers as they interact with students in general and in inquiry learning environments in particular. Although teacher roles during inquiry learning have been studied, there is a paucity of research about the roles that scientists assume in their interactions with students. Socio-cultural perspectives on learning emphasize social interaction as a means for students to make meaning of scientific ideas. Thus, this naturalistic study of classroom discourse aims to explore the ways scientists and teachers help high school students make meaning during authentic inquiry investigations. Conversational analysis is conducted of video recordings of discussions between students and teachers and students and scientists from two instances of a student-teacher-scientist partnership program. A social semiotic analytic framework is used to interpret the actions of scientists and teachers. The results indicate a range of common and distinct roles for scientists and teachers with respect to the conceptual, social, pedagogical, and epistemological aspects of meaning making. While scientists provided conceptual and epistemological support related to their scientific expertise, such as explaining scientific phenomena or aspects of the nature of science, teachers played a critical role in ensuring students' access to this knowledge. The results have implications for managing the division of labor between scientists and teachers in partnership programs.

Helping students make meaning of authentic investigations: findings from a student-teacher-scientist partnership.

PubMed

Peker, Deniz; Dolan, Erin

2012-03-01

As student-teacher-scientist partnerships become more widespread, there is a need for research to understand the roles assumed by scientists and teachers as they interact with students in general and in inquiry learning environments in particular. Although teacher roles during inquiry learning have been studied, there is a paucity of research about the roles that scientists assume in their interactions with students. Socio-cultural perspectives on learning emphasize social interaction as a means for students to make meaning of scientific ideas. Thus, this naturalistic study of classroom discourse aims to explore the ways scientists and teachers help high school students make meaning during authentic inquiry investigations. Conversational analysis is conducted of video recordings of discussions between students and teachers and students and scientists from two instances of a student-teacher-scientist partnership program. A social semiotic analytic framework is used to interpret the actions of scientists and teachers. The results indicate a range of common and distinct roles for scientists and teachers with respect to the conceptual, social, pedagogical, and epistemological aspects of meaning making. While scientists provided conceptual and epistemological support related to their scientific expertise, such as explaining scientific phenomena or aspects of the nature of science, teachers played a critical role in ensuring students' access to this knowledge. The results have implications for managing the division of labor between scientists and teachers in partnership programs.

Occupational risk factors associated with voice disorders among teachers.

PubMed

Thibeault, Susan L; Merrill, Ray M; Roy, Nelson; Gray, Steven D; Smith, Elaine M

2004-11-01

This study was designed to determine the occupational risk factors associated with voice disorders among schoolteachers, a high-risk population for developing voice problems. Telephone interviews were completed by 1243 teachers from Utah and Iowa. Response rates were 98% and 95%, respectively. Bivariate analyses were computed and assessed using chi-square test and Cochran-Mantel-Haenszel test, and logistic regression analyses were performed and resulting odds ratios assessed using 95% confidence intervals. Teachers of vocal music, drama, other performing arts and chemistry were at significantly greater risk of having a voice disorder (OR=2.2, 95% CI: 1.2-4.0; OR=2.1, 95% CI: 0.9-4.8; OR=1.6, 95% CI: 1.0-2.4; OR=2.0, 95% CI: 1.1-3.4), while teachers of special and vocational education had a significantly lower risk (OR=0.5, 95% CI: 0.3-0.7; OR=0.6, 95% CI: 0.4-0.9). When adjusted for the intensity of vocalization, only teachers of chemistry were significantly at risk (OR=2.0, 95% CI: 1.1-3.5) while teachers of special education continued to have less of a risk (OR=0.5, 95% CI: 0.4-0.8). Chronic voice disorders were more prevalent among teachers of vocal music (OR=4.1, 95% CI: 2.2-7.9) and less prevalent among teachers of vocational education (OR=0.29, 95% CI: 0.09-0.95). These findings suggest that teachers of specific courses are at greater risk of developing a voice disorder.

Teachers in Continuation High Schools--Attributes of New Teachers and Veteran Teachers in Urban Continuation High Schools

ERIC Educational Resources Information Center

Obiamalu, Reginald

2013-01-01

The purpose of study was to examine the attributes of teachers of urban continuation high schools in Los Angeles Unified School District. The research questions were: 1. What are the attributes of veteran teachers and new teachers as prepared to teach at-risk students in alternative high schools? and 2. How do alternative high school teachers…

Kindergarten Teachers' Orientations to Teacher-Centered and Student-Centered Pedagogies and Their Influence on Their Students' Understanding of Addition

ERIC Educational Resources Information Center

Polly, Drew; Margerison, Ashley; Piel, John A.

2014-01-01

This study examined the influence of kindergarten teachers' orientations toward student-centered teaching and their influence on their students' understanding of addition. The study examined 120 students across 10 classrooms. Based on an interview and two classroom observations, 10 teachers were classified as either student centered or mainly…

Beginning Student Teachers' Teacher Identities Based on Their Practical Theories

ERIC Educational Resources Information Center

Stenberg, Katariina; Karlsson, Liisa; Pitkaniemi, Harri; Maaranen, Katriina

2014-01-01

In this article, we investigate first-year student teachers' teacher identities through their practical theories and ask what these practical theories reveal about their emerging teacher identities? This study approaches teacher identity from a dialogical viewpoint where identity is constructed through various positions. The empirical part of this…

Creating a Teacher-Student Research Program Using the Spitzer Space Telescope

NASA Astrophysics Data System (ADS)

Daou, D.; Pompea, S.; Thaller, M.

2004-12-01

The Spitzer Science Center (SSC) and the National Optical Astronomy Observatory (NOAO) have created a program for teacher and student research using observing time on the Spitzer Space Telescope. The participating teachers attended a fall, 2004 workshop to become familiar with the Spitzer Space Telescope (SST) archives, and to receive training in infrared astronomy and observational techniques. The teachers will also attend a workshop offered by the SSC to learn about the observation planning process, and telescope and instrument capabilities. This program has as its goals the fundamental NASA goals of inspiring and motivating students to pursue careers in science, technology, engineering, and mathematics as well as to engage the public in shaping and sharing the experience of exploration and discovery. Our educational plan addresses the NASA objectives of improving student proficiency in science and improving science instruction by providing a unique opportunity to a group of teachers and students to observe with the SST and work with the SST archival data. This program allows a team of 12 teachers and their students to utilize up to 3 hours of Director's discretionary observing time on the Spitzer Space Telescope for educational observations. Leveraging on a well-established teacher professional development, the SSC is offering this program to teachers in the Teacher Leaders in Research Based Science Education (TLRRBSE), an ongoing program at the NOAO. This NSF-sponsored program touches the formal education community through a national audience of well-trained and supported middle and high school teachers. The Spitzer educational research program also reaches an additional national audience of students through an informal education program based at the University of Arizona's Astronomy Camp, directed by Dr. Don McCarthy. During this camp, the teachers and their students will learn about the SST through the vast amount of data available in the Spitzer archives.

Selecting Students at Risk of Academic Difficulties

ERIC Educational Resources Information Center

Cummings, Kelli D.; Smolkowski, Keith

2015-01-01

This paper aims to translate for practitioners the principles and methods for evaluating screening measures in education, including benchmark goals and cut points, from our technical manuscript "Evaluation of Diagnostic Systems: The Selection of Students at Risk of Academic Difficulties" (this issue). We offer a brief description of…

Focusing on Teacher-Student Interactions Eliminates the Negative Impact of Students' Disruptive Behavior on Teacher Perceptions

ERIC Educational Resources Information Center

Hafen, Christopher A.; Ruzek, Erik A.; Gregory, Anne; Allen, Joseph P.; Mikami, Amori Yee

2015-01-01

This study tests the impact of a randomly assigned professional development coaching intervention (MyTeachingPartner-Secondary; MTP-S) on teacher projections of their students' educational attainment. Results indicate that students who report more behavior problems in the Fall of the academic year are projected by teachers to have lower future…

Teachers' Judgements of Students' Foreign-Language Achievement

ERIC Educational Resources Information Center

Zhu, Mingjing; Urhahne, Detlef

2015-01-01

Numerous studies have been conducted on the accuracy of teacher judgement in different educational areas such as mathematics, language arts and reading. Teacher judgement of students' foreign-language achievement, however, has been rarely investigated. The study aimed to examine the accuracy of teacher judgement of students' foreign-language…

Online Reading Strategies at Work: What Teachers Think and What Students Do

ERIC Educational Resources Information Center

Huang, Hsin-Chou

2013-01-01

This study designed and developed a web-based reading strategy training program and investigated students' use of its features and EFL teachers' and students' perceptions of the program. The recent proliferation of online reading materials has made information easily available to L2 readers; however, L2 readers' ability to deal with them requires…

Teacher Turnover, Teacher Quality, and Student Achievement in DCPS