Sample records for teachers give students

  1. Consistently Inconsistent: Teachers' Beliefs about Help Seeking and Giving When Students Work in Groups

    ERIC Educational Resources Information Center

    Wosnitza, Marold S.; Labitzke, Nina; Woods-McConney, Amanda; Karabenick, Stuart A.

    2015-01-01

    While extensive research on student help-seeking and teachers' help-giving behaviour in teacher-centred classroom and self-directed learning environments is available, little is known regarding teachers' beliefs and behaviour about help seeking or their role when students work in groups. This study investigated primary (elementary) school…

  2. From Cheerleader to Coach: The Developmental Progression of Bedside Teachers in Giving Feedback to Early Learners.

    PubMed

    Wenrich, Marjorie D; Jackson, Molly Blackley; Maestas, Ramoncita R; Wolfhagen, Ineke H A P; Scherpbier, Albert J J

    2015-11-01

    Medical students learn clinical skills at the bedside from teaching clinicians, who often learn to teach by teaching. Little is known about the process of becoming an effective clinical teacher. Understanding how teaching skills and approaches change with experience may help tailor faculty development for new teachers. Focusing on giving feedback to early learners, the authors asked: What is the developmental progression of clinician-teachers as they learn to give clinical skills feedback to medical students? This qualitative study included longitudinal interviews with clinician-teachers over five years in a new clinical skills teaching program for preclinical medical students. Techniques derived from grounded theory were used for initial analyses. The current study focused on one theme identified in initial analyses: giving feedback to students. Transcript passages were organized by interview year, coded, and discussed in year clusters; thematic codes were compared and emergent codes developed. Themes related to giving feedback demonstrated a dyadic structure: characteristic of less experienced teachers versus characteristic of experienced teachers. Seven dominant dyadic themes emerged, including teacher as cheerleader versus coach, concern about student fragility versus understanding resilience, and focus on creating a safe environment versus challenging students within a safe environment. With consistent teaching, clinical teachers demonstrated progress in giving feedback to students in multiple areas, including understanding students' developmental trajectory and needs, developing tools and strategies, and adopting a dynamic, challenging, inclusive team approach. Ongoing teaching opportunities with targeted faculty development may help improve clinician-teachers' feedback skills and approaches.

  3. Disablist Bullying in Schools: Giving a Voice to Student Teachers

    ERIC Educational Resources Information Center

    Purdy, Noel; Mc Guckin, Conor

    2015-01-01

    This paper reports in detail on the qualitative findings from a study which aimed to critically examine the experiences and confidence of student teachers in Northern Ireland and the Republic of Ireland in relation to disablist bullying. This paper focuses in particular on the voice of student teachers from six focus group interviews (n = 29)…

  4. The teacher benefits from giving autonomy support during physical education instruction.

    PubMed

    Cheon, Sung Hyeon; Reeve, Johnmarshall; Yu, Tae Ho; Jang, Hue Ryen

    2014-08-01

    Recognizing that students benefit when they receive autonomy-supportive teaching, the current study tested the parallel hypothesis that teachers themselves would benefit from giving autonomy support. Twenty-seven elementary, middle, and high school physical education teachers (20 males, 7 females) were randomly assigned either to participate in an autonomy-supportive intervention program (experimental group) or to teach their physical education course with their existing style (control group) within a three-wave longitudinal research design. Manipulation checks showed that the intervention was successful, as students perceived and raters scored teachers in the experimental group as displaying a more autonomy-supportive and less controlling motivating style. In the main analyses, ANCOVA-based repeated-measures analyses showed large and consistent benefits for teachers in the experimental group, including greater teaching motivation (psychological need satisfaction, autonomous motivation, and intrinsic goals), teaching skill (teaching efficacy), and teaching well-being (vitality, job satisfaction, and lesser emotional and physical exhaustion). These findings show that giving autonomy support benefits teachers in much the same way that receiving it benefits their students.

  5. 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…

  6. The Grades That Clinical Teachers Give Students Modifies the Grades They Receive

    ERIC Educational Resources Information Center

    Paget, Michael; Brar, Gurbir; Veale, Pamela; Busche, Kevin; Coderre, Sylvain; Woloschuk, Wayne; McLaughlin, Kevin

    2018-01-01

    Prior studies have shown a correlation between the grades students receive and how they rate their teacher in the classroom. In this study, the authors probe this association on clinical rotations and explore potential mechanisms. All In-Training Evaluation Reports (ITERs) for students on mandatory clerkship rotations from April 1, 2013 to January…

  7. Building Strong Teacher-Student Relationships in Pluralistic Music Classrooms

    ERIC Educational Resources Information Center

    Gurgel, Ruth

    2015-01-01

    A positive teacher-student relationship is a critical component of an engaging climate in pluralistic music classrooms. This article defines and gives examples of five strategies for building positive, cross-cultural teacher-student relationships. Teachers who take responsibility for developing these relationships begin by becoming culturally…

  8. Giving Students the Power to Engage with Learning

    NASA Astrophysics Data System (ADS)

    Cochran, Kathryn F.; Reinsvold, Lori A.; Hess, Chelsie A.

    2017-12-01

    This critical discourse analysis study identifies and describes power relationships in elementary classrooms that support science engagement by providing students time to think, ask questions, and find their voices to talk about subject matter. The first analyses involved identification and description of classroom episodes showing high levels of student power and engagement associated with learning science. Classroom episodes were grouped into seven power patterns: use of questions, teacher sharing authority, giving students credit for knowledge, legitimate digressions, enhanced feedback, and writing opportunities. The second analyses documented the manner in which these patterns formed more complex classroom engagement processes called power clusters. These examples further our understanding of the dynamics of classroom discourse and the relationships between student power and engagement in subject matter.

  9. Mainstream Classroom Teachers and ESL Students.

    ERIC Educational Resources Information Center

    Clair, Nancy

    1995-01-01

    This case study argues that teachers are ill-prepared to give English-as-a-Second-Language students the instruction they need for integration into mainstream classrooms, and advocates ongoing teacher study groups as a replacement for traditional one-shot workshops. (Contains 21 references.) (LR)

  10. 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

  11. 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…

  12. Teaching Teachers: Assessing Students as Scientists

    ERIC Educational Resources Information Center

    Russ, Rosemary S.; Conlin, Luke

    2017-01-01

    Most elementary science teachers would like to give their students opportunities to do science. The "Next Generation Science Standards" and "A Framework for K-12 Science Education" (NGSS Lead States 2013; NRC 2012) make this goal explicit by requiring that students learn how to engage in the practices of science. Consequently,…

  13. 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.

  14. Giving Students the Business.

    ERIC Educational Resources Information Center

    Brown, Dan

    1995-01-01

    Examples of school-based enterprises in Kentucky illustrate how schools can provide vital work-based learning experiences for high school students. The necessity of exposing students to career opportunities as early as possible and of developing empathy between teachers and employers is stressed. (SK)

  15. Business Teachers Go to Work and Students Get the Dividends

    ERIC Educational Resources Information Center

    Stephens, Geralyn E.

    2010-01-01

    Teacher internships give business education teachers the opportunity to increase their industry skill proficiency levels. Such experiences can help business education teachers focus on developing relevant technical knowledge and skills to better prepare students for technically enhanced work environments and demonstrate competency on technical…

  16. Student, teacher, and classroom predictors of between-teacher variance of students' teacher-rated behavior.

    PubMed

    Splett, Joni W; Smith-Millman, Marissa; Raborn, Anthony; Brann, Kristy L; Flaspohler, Paul D; Maras, Melissa A

    2018-03-08

    The current study examined between-teacher variance in teacher ratings of student behavioral and emotional risk to identify student, teacher and classroom characteristics that predict such differences and can be considered in future research and practice. Data were taken from seven elementary schools in one school district implementing universal screening, including 1,241 students rated by 68 teachers. Students were mostly African America (68.5%) with equal gender (female 50.1%) and grade-level distributions. Teachers, mostly White (76.5%) and female (89.7%), completed both a background survey regarding their professional experiences and demographic characteristics and the Behavior Assessment System for Children (Second Edition) Behavioral and Emotional Screening System-Teacher Form for all students in their class, rating an average of 17.69 students each. Extant student data were provided by the district. Analyses followed multilevel linear model stepwise model-building procedures. We detected a significant amount of variance in teachers' ratings of students' behavioral and emotional risk at both student and teacher/classroom levels with student predictors explaining about 39% of student-level variance and teacher/classroom predictors explaining about 20% of between-teacher differences. The final model fit the data (Akaike information criterion = 8,687.709; pseudo-R2 = 0.544) significantly better than the null model (Akaike information criterion = 9,457.160). Significant predictors included student gender, race ethnicity, academic performance and disciplinary incidents, teacher gender, student-teacher gender interaction, teacher professional development in behavior screening, and classroom academic performance. Future research and practice should interpret teacher-rated universal screening of students' behavioral and emotional risk with consideration of the between-teacher variance unrelated to student behavior detected. (PsycINFO Database Record (c) 2018 APA, all

  17. The Impact of the Student Teaching Experience on the Development of Teacher Perspectives.

    ERIC Educational Resources Information Center

    Tabachnick, B. Robert; Zeichner, Kenneth M.

    1984-01-01

    The influence of student teaching in the teacher socialization process was observed in a study of students in an elementary school student teaching program. Findings suggest that what student teachers bring to their teaching experience gives direction to socialization but does not determine the outcome of the process. (DF)

  18. Undergraduate Science Coursework: Teachers' Goal Statements and How Students Experience Research

    ERIC Educational Resources Information Center

    Van der Rijst, Roeland M.; Visser-Wijnveen, Gerda J.; Verloop, Nico; Van Driel, Jan H.

    2013-01-01

    Understanding the relation between teachers' goal statements and students' experiences about the position of research in undergraduate coursework can give use insight into ways to integrate research and teaching and foster undergraduate research. In this study, we examined to what extent teachers' goal statements agreed with students' experiences…

  19. Civil Liability of Teachers for Injuries to Students, and Other Torts.

    ERIC Educational Resources Information Center

    Brown, R. A.

    1986-01-01

    Addresses issues involving the tort liability of Australian teachers. Explores broad interpretations of negligence, such as giving students incorrect information or negligent advice resulting in some physical or economic damage to the student. Exhorts teachers to provide their charges with the best advice possible for their individual development.…

  20. The Benefits of Being a Student of Teacher Researchers Experiences (sotre)

    NASA Astrophysics Data System (ADS)

    Eubanks, E.; Guinan, E.; Chiste, M.; Lavoie, A.

    2016-02-01

    Being a Student of Teacher Researcher Experiences (SoTRE), gets students excited for science. Eubanks brings real, current science to the classroom because of time spent in Teacher Researcher Experiences (TRE), where she works with researchers in and out of the field. She involves students in many programs including the National Oceanographic and Atmospheric Administration (NOAA), Polar TREC (Teachers and Researchers & Exploring & Collaboration), National Science Foundation (NSF) funded researchers, (EARTH) Education and Research: Testing Hypothesis, the RJ Dunlap Marine Conservation Program, C-DEBI (Center for Dark Energy Biosphere Investigations and (STARS) Sending Teachers Aboard Research Ships. Being in these programs gives students special privileges such as understanding unique research ideas, tracking tagged sharks, following daily journals written on location, taking part in cross-continental experiments, tracking real time data, exploring current research via posters or visiting universities. Furthermore, contacts made by a TRE give students an added set of resources. When doing experiments for class or advancing their education or career goals, Mrs. Eubanks helps students connect with scientists. This gives students a unique opportunity to learn from real scientists. Being part of these relationships with NOAA, Polar TREC, EARTH, RJ Dunlap, STARS and NSF funded scientists who are actively working, makes being SoTRE the ultimate learning experience. Many students have felt so strongly about the TRE relationship that they have presented at several local and international science conferences. Their message is to encourage scientists to partner with teachers. The benefits of participation in such conferences have included abstract writing and submission, travel, poster creation, networking and presentation, all tools that they will carry with them for a lifetime.

  1. SoTRE's Speak Up: Students Share the Benefits of Teacher Researcher Experiences

    NASA Astrophysics Data System (ADS)

    Eubanks, E.; Allen, S.; Farmer, S.; Jones, K.

    2016-12-01

    Being Students of Teacher Researcher Experiences (SoTRE) gives students special advantages that most students do not get. Teachers Elizabeth Eubanks and Steve Allen share their knowledge gained via partnerships with Teacher Researcher Experiences (TRE's) such as the National Oceanographic and Atmospheric Administration Teacher at Sea program (NOAA- TAS), Polar TREC (Teachers and Researchers & Exploring & Collaboration), National Science Foundation (NSF) funded researchers, (EARTH) Education and Research: Testing Hypothesis, the RJ Dunlap Marine Conservation Program, C-DEBI (Center for Dark Energy Biosphere Investigations and (STARS) Sending Teachers Aboard Research Ships, The Maury Project and Mate. Students gain special privileges such as understanding unique research ideas, tracking tagged sharks, following daily journals written on location, taking part in cross-continental experiments, tracking real time data, exploring current research via posters or visiting universities. Furthermore, contacts made by a TRE give students an added set of resources. When doing experiments for class or advancing their education or career goals Eubanks and Allen help students connect with scientists. Many students have felt so strongly about the TRE relationship that they have presented at several local and international science conferences. Their message is to encourage scientists to partner with teachers. The benefits of participation in such conferences have included abstract writing and submission, travel, poster creation, oral presentation, networking and personal research presentation, all tools that they will carry with them for a lifetime.

  2. Giving Tree Teachers: Women and the National Board Certification Process

    ERIC Educational Resources Information Center

    Johnson, Tara Star; Bruce, Mary; Graham, Peg; Oliver, Steve; Oppong, Nicholas; Park, Soonhye; Mansberger, Dorann

    2005-01-01

    Shel Silverstein's children's book "The Giving Tree" imparts a useful metaphor for thinking about the role of teachers--women teachers in particular. The book's namesake is the epitome of altruism, providing branches, fruit, and even her trunk so that her beloved boy might have what he desires. And so it goes for women; endless giving,…

  3. Students discussing their mathematical ideas: the role of the teacher

    NASA Astrophysics Data System (ADS)

    Pijls, Monique; Dekker, Rijkje

    2011-12-01

    This article adds to current research on enhancing student discourse in mathematics teaching specifically in secondary schools but with equal relevance to elementary schools. Three mathematics teachers in secondary education were confronted with the question of how to encourage students to discuss their work with each other in the daily practice of their mathematical lessons. In response to this question the teachers devised three different approaches to encourage student discourse. One of the teachers chose to experiment with another setting to perform mathematical tasks that involved students working together on a group test. The second teacher experimented with a new kind of help when students were working on their maths tasks and asked for assistance. The third created a new setting in which the teacher (temporarily) did not provide mathematical hints and the students had to solve their own problems. The three teachers were very motivated, but they all had difficulties in not giving explanations themselves when supporting their students in their collaborative mathematical learning. They found that temporarily diminishing their product help stimulated discussion between students. It also became clear that the process of teacher reflection and follow-up discussions with the researcher/observers promoted changes of practice.

  4. Giving Students a Voice: Perceptions of the Pedagogical Advisory Role in a Teacher Training Program

    ERIC Educational Resources Information Center

    Flavian, Heidi; Kass, Efrat

    2015-01-01

    The pedagogical advisors play a central role in students' experience of the training process. Nevertheless, the students' perception of the role of the pedagogical advisor is absent. Consequently, our study focused on this missing link. Our study included 118 participants enrolled in an academic teacher training education program in one college in…

  5. Professional Teacher Education Module Series. Develop Student Performance Objectives, Module B-2 of Category B--Instructional Planning.

    ERIC Educational Resources Information Center

    Ohio State Univ., Columbus. National Center for Research in Vocational Education.

    This second in a series of six learning modules on instructional planning is designed to give secondary and postsecondary vocational teachers skill in writing student performance objectives which spell out for teachers, students, and prospective employers exactly what is expected of students in the program. It is also intended to give experience…

  6. Getting Personal: How Early Childhood Teacher Education Troubles Students' and Teacher Educators' Identities Regarding Subjectivity and Feminism

    ERIC Educational Resources Information Center

    Taguchi, Hillevi Lenz

    2005-01-01

    This article constitutes an attempt to investigate how student teachers and teacher educators in the context of Swedish early childhood teacher education are invented and reinvented by practices that are inspired by feminist and post-structural thinking. I give examples of practice that explicitly make use of different aspects of the personal,…

  7. Neuro-Linguistic Programming: Enhancing Teacher-Student Communications.

    ERIC Educational Resources Information Center

    Childers, John H., Jr.

    1985-01-01

    Defines Neurolinguistic Programming (NCP) and discusses specific dimensions of the model that have applications for classroom teaching. Describes five representational systems individuals use to process information and gives examples of effective and ineffective teacher-student communication for each system. (MCF)

  8. 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

  9. Relationships Between Selected Teacher Behaviors and Pupil Academic Achievement: Preliminary Observations (Sample Project A). The Effect of Teacher Input on Student Performance (Sample Project B). Technical Report #35.

    ERIC Educational Resources Information Center

    Au, Kathryn H.

    This Kamehameha Early Education Program (KEEP) report describes two studies on the effects of student-teacher interaction on student performance. Study I explored the relationship between three kinds of teacher behaviors (modeling, teacher attention to individual students, and praise-giving to individual students) and the pupil's academic…

  10. Giving Reluctant Students a Voice

    ERIC Educational Resources Information Center

    Redekopp, Reynold; Bourbonniere, Elizabeth

    2009-01-01

    All teachers know them--the students who sit in the back of the room and never make a peep. If prodded, they may reluctantly offer a comment or opinion, but they are so obviously uncomfortable about participating that a teacher may wonder if it is even worth trying to engage them. Are they unprepared or just shy? Do they lack ideas or merely need…

  11. "Give Me a Break--English Is Not My First Language!": Experiences of Linguistically Diverse Student Teachers

    ERIC Educational Resources Information Center

    Eros, John

    2016-01-01

    Today's K-12 music educators interact regularly with students from culturally diverse communities and backgrounds. Although research exists on culturally diverse students, there is comparatively little research on music teachers who do, themselves, represent diverse cultures. The purpose of this study was to investigate the experiences of three…

  12. Give Kids a Taste of the Teachers' Lot.

    ERIC Educational Resources Information Center

    Beetler, Dianne L.

    1985-01-01

    In Knoxville, Illinois, high school students are learning child care skills, helping teachers, and saving the schools money. The aim of the program is to teach high school students responsibility. (Author/TE)

  13. Feedback-giving behaviour in performance evaluations during clinical clerkships.

    PubMed

    Bok, Harold G J; Jaarsma, Debbie A D C; Spruijt, Annemarie; Van Beukelen, Peter; Van Der Vleuten, Cees P M; Teunissen, Pim W

    2016-01-01

    Narrative feedback documented in performance evaluations by the teacher, i.e. the clinical supervisor, is generally accepted to be essential for workplace learning. Many studies have examined factors of influence on the usage of mini-clinical evaluation exercise (mini-CEX) instruments and provision of feedback, but little is known about how these factors influence teachers' feedback-giving behaviour. In this study, we investigated teachers' use of mini-CEX in performance evaluations to provide narrative feedback in undergraduate clinical training. We designed an exploratory qualitative study using an interpretive approach. Focusing on the usage of mini-CEX instruments in clinical training, we conducted semi-structured interviews to explore teachers' perceptions. Between February and June 2013, we conducted interviews with 14 clinicians participated as teachers during undergraduate clinical clerkships. Informed by concepts from the literature, we coded interview transcripts and iteratively reduced and displayed data using template analysis. We identified three main themes of interrelated factors that influenced teachers' practice with regard to mini-CEX instruments: teacher-related factors; teacher-student interaction-related factors, and teacher-context interaction-related factors. Four issues (direct observation, relationship between teacher and student, verbal versus written feedback, formative versus summative purposes) that are pertinent to workplace-based performance evaluations were presented to clarify how different factors interact with each other and influence teachers' feedback-giving behaviour. Embedding performance observation in clinical practice and establishing trustworthy teacher-student relationships in more longitudinal clinical clerkships were considered important in creating a learning environment that supports and facilitates the feedback exchange. Teachers' feedback-giving behaviour within the clinical context results from the interaction

  14. Teacher-Student Interactions during Read Alouds in the Elementary Classroom

    ERIC Educational Resources Information Center

    Rouech, Kristina E.

    2013-01-01

    Reading aloud to students is an important topic in educational research. Previous research clearly identified effective components and benefits of reading aloud to elementary students; however, very little data addresses the exact wording of the kinds of questions teachers ask and the responses that students give during a read aloud. This study…

  15. 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…

  16. 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…

  17. Learning to Teach as Situated Learning: An Examination of Student Teachers as Legitimate Peripheral Participants in Cooperating Teachers' Classrooms

    NASA Astrophysics Data System (ADS)

    McDonald, Eric J.

    Learning to teach science well is a complex endeavor and student teaching provides a time for emerging teachers to learn how to reason in this uncertain landscape. Many pre-service teachers have rated student teaching as a very important part of their teacher education program (Koerner, Rust, & Baumgartner, 2002; Levine, 2006) and there is little doubt that this aspect of teacher preparation has a great impact (Wilson, Floden, Ferrinin-Mundy, 2001). It is surprising, therefore, that the interaction between the cooperating teacher and student teacher represents a gap in the literature (Cochran-Smith & Zeichner, 2005). In fact, little effort has been made in science education "to understand the contributions of cooperating teachers and teacher educators" (p. 322). Research is needed into not only how teacher preparation programs can help pre-service teachers make this transition from student teacher to effective teacher but also how the expertise of the cooperating teacher can be a better articulated part of the development of the student teacher. This instrumental case study examines the nature and substance of the cooperating teacher/student teacher conversations and the changes in those conversations over time. Using the theoretical framework of situated learning (Lave & Wenger, 1991; Lave, 1996) the movement of the student teacher from their position on the periphery of practice toward a more central role is examined. Three cooperating teacher/student teacher pairs provided insight into this important time with case data coming from pre and post interviews, baseline surveys, weekly update surveys, and recorded conversations from the pair during their time together. Four major themes emerged from the cases and from cross case comparisons with implications for student teachers regarding how they react to greater responsibility, cooperating teachers regarding how they give access to the community of practice, and the teacher preparation community regarding the role

  18. Giving Reason to Prospective Mathematics Teachers

    ERIC Educational Resources Information Center

    D'Ambrosio, Beatriz; Kastberg, Signe

    2012-01-01

    This article describes the development of the authors' understanding of the contradictions in their mathematics teacher education practice. This understanding emerged from contrasting analyses of the impact of the authors' practices in mathematics content courses versus mathematics methods courses. Examples of the authors' work with two students,…

  19. 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…

  20. 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…

  1. Students Giving Students Advice before the First Day

    ERIC Educational Resources Information Center

    DeLine, Amy D.; Finck, Joseph E.

    2008-01-01

    Research on the first day of class by Knefelkamp (Rubin, 1985) showed there was a real desire on the part of both students and teachers for connectedness, but neither group realized the other shared that desire. This paper presents a way to address, before the first day of class, the desire of students to learn about a class and instructor, and…

  2. `You Have to Give Them Some Science Facts': Primary Student Teachers' Early Negotiations of Teacher Identities in the Intersections of Discourses About Science Teaching and About Primary Teaching

    NASA Astrophysics Data System (ADS)

    Danielsson, Anna T.; Warwick, Paul

    2014-04-01

    In the broadest sense, the goal for primary science teacher education could be described as preparing these teachers to teach for scientific literacy. Our starting point is that making such science teaching accessible and desirable for future primary science teachers is dependent not only on their science knowledge and self-confidence, but also on a whole range of interrelated sociocultural factors. This paper aims to explore how intersections between different Discourses about primary teaching and about science teaching are evidenced in primary school student teachers' talk about becoming teachers. The study is founded in a conceptualisation of learning as a process of social participation. The conceptual framework is crafted around two key concepts: Discourse (Gee 2005) and identity (Paechter, Women's Studies International Forum, 26(1):69-77, 2007). Empirically, the paper utilises semi-structured interviews with 11 primary student teachers enrolled in a 1-year Postgraduate Certificate of Education course. The analysis draws on five previously identified teacher Discourses: `Teaching science through inquiry', `Traditional science teacher', `Traditional primary teacher', `Teacher as classroom authority', and `Primary teacher as a role model' (Danielsson and Warwick, International Journal of Science Education, 2013). It explores how the student teachers, at an early stage in their course, are starting to intersect these Discourses to negotiate their emerging identities as primary science teachers.

  3. Innovative curriculum for second-year Harvard-MIT medical students: practicing communication skills with volunteer patients giving immediate feedback.

    PubMed

    Ali, Nadaa B; Pelletier, Stephen R; Shields, Helen M

    2017-01-01

    Medical students are expected to develop excellent communication skills. The purpose of our study was to create an innovative communication skills exercise using real volunteer patients and physician co-teachers for students to practice communication skills while receiving immediate feedback. This is a mixed methods study where second-year medical students participated in the communication skills exercise with real patients and physician co-teachers giving immediate feedback. Clinical scenarios reflected the patients' actual experiences. Students acted out roles as physicians. Physicians co-taught with the patients and gave immediate feedback to students. Students completed an anonymous written survey at the end of the exercise. Qualitative and quantitative responses were recorded. Student feedback from the 2014 surveys was used to modify the teaching designs to increase active role play opportunities by having only two students in each group and doubling the number of stations with real patients. Students rated the overall exercise and the utility of patient volunteers in learning how to communicate on a Likert scale of 1-5, where in this medical school traditionally 1 is excellent and 5 is poor. In 2014, the exercises were rated with a mean score of 1.47 (SD 0.621). In 2015, the exercises were rated with a mean score of 1.03 (SD 0.62). In 2016, the exercises were rated with a mean score of 1.27 (SD 0.52). ANOVA analysis ( p =0.002) and Bonferroni corrections indicate a statistically significant difference between combined mean scores of the exercise in 2014 and 2015 ( p =0.001). No difference was shown between 2014 and 2016 or 2015 and 2016. Medical students rated practicing communication skills with real patient volunteers and physician co-teachers giving immediate feedback in their preclinical years very highly. Student feedback indicated that they preferred active roles and increased opportunities to practice their communication skills.

  4. 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

  5. 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…

  6. Water Resource Management. [Student Guide] and Teacher's Guide.

    ERIC Educational Resources Information Center

    Young, Donald B.; Pottenger, Francis M.

    This student guide and accompanying teacher's guide are a product of the Foundational Approaches in Science Teaching (FAST) curriculum development project at the University of Hawaii. In the teaching guide, the introduction gives a description of the underlying theory and practice in FAST and includes the FAST instructional model, descriptions of…

  7. Ten Things that Teachers Should Teach (and Students Should Learn) about Language.

    ERIC Educational Resources Information Center

    Barratt, Leslie

    1988-01-01

    To create an environment which motivates students to learn the conventions of formal writing, teachers must teach children the place that these conventions have in language and in linguistic history. Principles that give students a broad picture of language are listed. (JL)

  8. Rethinking a Writing Teacher's Expertise: Following Students under the Kitchen Table

    ERIC Educational Resources Information Center

    Wilson, Maja

    2010-01-01

    In society, expertise bestows directive power--the authority to tell others what to do and how to do it, or simply to do it for them. In a school system that still operates on an authoritarian model, the author's expertise as a writer and teacher gives her directive prerogative when responding to student writing. Traditionally, teachers have used…

  9. 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…

  10. 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…

  11. 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.

  12. 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.

  13. Involving a Village: Student Teachers' Sense of Belonging in Their School-Based Placement

    ERIC Educational Resources Information Center

    Ussher, Bill

    2010-01-01

    Educating a student on teaching placement involves a "village", just as it takes a whole "village" to raise a child. Creating a "village" around each student teacher gives them greater agency, a sense of belonging and being valued as a member of that professional "village". Participating students, teachers…

  14. Teacher Research Programs = Increased Student Achievement

    NASA Astrophysics Data System (ADS)

    Dubner, J.

    2011-12-01

    Columbia University's Summer Research Program for Science Teachers (SRP), founded in 1990, is one of the largest, best known university professional development programs for science teachers in the U.S. For eight weeks in each of two consecutive summers, teachers participate as a member of a research team, led by a member of Columbia University's research faculty. In addition to the laboratory experience, all teachers meet weekly during the summer for a series of pedagogical activities to assist them in transferring the experience to their classrooms. The primary goal of the program is to provide K-12 science teachers with opportunities to work at the cutting edge of science and engineering, and thus to revitalize their teaching and help them to appreciate the use of inquiry-based methods in their classroom instruction. The secondary goals of the program are to give the pre-college teacher the ability to guide their students toward careers in science and engineering, to develop new teaching strategies, and to foster long-term scholarly collaborations. The last is especially important as it leads to a model of the teacher as active in science yet committed to the pre-college classroom. Since its inception, SRP has focused on an objective assessment of the program's impact on attitudes and instructional practices of participating teachers, on the performance of these teachers in their mentors' laboratories, and most importantly, on the impact of their participation in the program has on student interest and performance in science. Our research resulted in a paper published in the journal Science. SRP also facilitates a multi-site survey-based evaluation of other teacher research programs around the country. The author will present the findings of both studies.

  15. Assessment of the Opinions and Practices of Student Teachers on Micro-Teaching as a Teaching Strategy

    ERIC Educational Resources Information Center

    Göçer, Ali

    2016-01-01

    Purpose of study is to ascertain the effectiveness of micro-teaching, a training technique used to help student teachers establish a strong pedagogical background. Student teachers were required to give classroom-lessons in a natural school environment, to enable them to convert their knowledge into respective skills. Accordingly, within the scope…

  16. 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…

  17. Capturing and portraying science student teachers' pedagogical content knowledge through CoRe construction

    NASA Astrophysics Data System (ADS)

    Thongnoppakun, Warangkana; Yuenyong, Chokchai

    2018-01-01

    Pedagogical content knowledge (PCK) is an essential kind of knowledge that teacher have for teaching particular content to particular students for enhance students' understanding, therefore, teachers with adequate PCK can give content to their students in an understandable way rather than transfer subject matter knowledge to learner. This study explored science student teachers' PCK for teaching science using Content representation base methodology. Research participants were 68 4th year science student teachers from department of General Science, faculty of Education, Phuket Rajabhat University. PCK conceptualization for teaching science by Magnusson et al. (1999) was applied as a theoretical framework in this study. In this study, Content representation (CoRe) by Loughran et al. (2004) was employed as research methodology in the lesson preparation process. In addition, CoRe consisted of eight questions (CoRe prompts) that designed to elicit and portray teacher's PCK for teaching science. Data were collected from science student teachers' CoRes design for teaching a given topic and student grade. Science student teachers asked to create CoRes design for teaching in topic `Motion in one direction' for 7th grade student and further class discussion. Science student teachers mostly created a same group of science concepts according to subunits of school science textbook rather than planned and arranged content to support students' understanding. Furthermore, they described about the effect of student's prior knowledge and learning difficulties such as students' knowledge of Scalar and Vector quantity; and calculating skill. These responses portrayed science student teacher's knowledge of students' understanding of science and their content knowledge. However, they still have inadequate knowledge of instructional strategies and activities for enhance student learning. In summary, CoRes design can represented holistic overviews of science student teachers' PCK related

  18. Innovative curriculum for second-year Harvard-MIT medical students: practicing communication skills with volunteer patients giving immediate feedback

    PubMed Central

    Ali, Nadaa B; Pelletier, Stephen R; Shields, Helen M

    2017-01-01

    Purpose Medical students are expected to develop excellent communication skills. The purpose of our study was to create an innovative communication skills exercise using real volunteer patients and physician co-teachers for students to practice communication skills while receiving immediate feedback. Method This is a mixed methods study where second-year medical students participated in the communication skills exercise with real patients and physician co-teachers giving immediate feedback. Clinical scenarios reflected the patients’ actual experiences. Students acted out roles as physicians. Physicians co-taught with the patients and gave immediate feedback to students. Students completed an anonymous written survey at the end of the exercise. Qualitative and quantitative responses were recorded. Student feedback from the 2014 surveys was used to modify the teaching designs to increase active role play opportunities by having only two students in each group and doubling the number of stations with real patients. Results Students rated the overall exercise and the utility of patient volunteers in learning how to communicate on a Likert scale of 1–5, where in this medical school traditionally 1 is excellent and 5 is poor. In 2014, the exercises were rated with a mean score of 1.47 (SD 0.621). In 2015, the exercises were rated with a mean score of 1.03 (SD 0.62). In 2016, the exercises were rated with a mean score of 1.27 (SD 0.52). ANOVA analysis (p=0.002) and Bonferroni corrections indicate a statistically significant difference between combined mean scores of the exercise in 2014 and 2015 (p=0.001). No difference was shown between 2014 and 2016 or 2015 and 2016. Conclusions Medical students rated practicing communication skills with real patient volunteers and physician co-teachers giving immediate feedback in their preclinical years very highly. Student feedback indicated that they preferred active roles and increased opportunities to practice their

  19. Assessed by a Teacher Like Me: Race and Teacher Assessments

    ERIC Educational Resources Information Center

    Ouazad, Amine

    2014-01-01

    Do teachers assess same-race students more favorably? This paper uses nationally representative data on teacher assessments of student ability that can be compared with test scores to determine whether teachers give better assessments to same-race students. The data set follows students from kindergarten to grade 5, a period during which racial…

  20. 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…

  1. 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…

  2. 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…

  3. Vocational Electronics Second Year Teacher's Guide and Student Workbook.

    ERIC Educational Resources Information Center

    Solanik, Chuck

    This guide is intended to help teachers give preparatory instruction in the development of basic manipulative skills, safety practices, technical knowledge, and related industrial information in order to prepare students for useful employment in the field of electronics. This second-year guide contains 7 units organized into 21 lesson plans. Each…

  4. Vocational Electronics First Year Teacher's Guide and Student Workbook.

    ERIC Educational Resources Information Center

    Solanik, Chuck

    This guide is intended to help teachers give preparatory instruction in the development of basic manipulative skills, safety practices, technical knowledge, and related industrial information in order to prepare students for useful employment in the field of electronics. This first-year guide contains 6 units organized in 21 lesson plans. Each…

  5. Preparing Teachers to Support the Development of Climate Literate Students

    NASA Astrophysics Data System (ADS)

    Haddad, N.; Ledley, T. S.; Ellins, K. K.; Bardar, E. W.; Youngman, E.; Dunlap, C.; Lockwood, J.; Mote, A. S.; McNeal, K.; Libarkin, J. C.; Lynds, S. E.; Gold, A. U.

    2014-12-01

    The EarthLabs climate project includes curriculum development, teacher professional development, teacher leadership development, and research on student learning, all directed at increasing high school teachers' and students' understanding of the factors that shape our planet's climate. The project has developed four new modules which focus on climate literacy and which are part of the larger Web based EarthLabs collection of Earth science modules. Climate related themes highlighted in the new modules include the Earth system with its positive and negative feedback loops; the range of temporal and spatial scales at which climate, weather, and other Earth system processes occur; and the recurring question, "How do we know what we know about Earth's past and present climate?" which addresses proxy data and scientific instrumentation. EarthLabs climate modules use two central strategies to help students navigate the multiple challenges inherent in understanding climate science. The first is to actively engage students with the content by using a variety of learning modes, and by allowing students to pace themselves through interactive visualizations that address particularly challenging content. The second strategy, which is the focus of this presentation, is to support teachers in a subject area where few have substantive content knowledge or technical skills. Teachers who grasp the processes and interactions that give Earth its climate and the technical skills to engage with relevant data and visualizations are more likely to be successful in supporting students' understanding of climate's complexities. This presentation will briefly introduce the EarthLabs project and will describe the steps the project takes to prepare climate literate teachers, including Web based resources, teacher workshops, and the development of a cadre of teacher leaders who are prepared to continue leading the workshops after project funding ends.

  6. 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…

  7. 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…

  8. Teacher communication behavior and its association with students' cognitive and attitudinal outcomes in science in Taiwan

    NASA Astrophysics Data System (ADS)

    She, Hsiao-Ching; Fisher, Darrell

    2002-01-01

    In the study described in this article a questionnaire was employed that can be used to assess students' and teachers' perceptions of science teachers' interpersonal communication behaviors in their classroom learning environments. The Teacher Communication Behavior Questionnaire (TCBQ) has five scales: Challenging, Encouragement and Praise, Non-Verbal Support, Understanding and Friendly, and Controlling. The TCBQ was used with a large sample of secondary science students in Taiwan, which provided additional validation data for the TCBQ for use in Taiwan and cross-validation data for its use in English-speaking countries. Girls perceived their teachers as more understanding and friendly than did boys, and teachers in biological science classrooms exhibited more favorable behavior toward their students than did those in physical science classrooms. Differences were also noted between the perceptions of the students and their teachers. Positive relationships were found between students' perceptions of their teachers' communication behaviors and their attitudes toward science. Students' cognitive achievement scores were higher when students perceived their teacher as using more challenging questions, as giving more nonverbal support, and as being more understanding and friendly. The development of both teacher and student versions of the TCBQ enhances the possibility of the use of the instrument by teachers.

  9. 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…

  10. 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…

  11. 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.

  12. 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,…

  13. Proactive Classroom Management, K-8: A Practical Guide to Empower Students and Teachers

    ERIC Educational Resources Information Center

    Denti, Louis G.

    2012-01-01

    Every teacher dreams of the perfect, well-behaved class, but the reality can be quite different. On those less-than-perfect days, having a system in place helps you and your students stay on track. This gold mine of teacher-developed and -approved strategies goes beyond classroom management theory and gives you ready-to-use tools that not only…

  14. Student Data Portfolios Give Students the Power to See Their Own Learning

    ERIC Educational Resources Information Center

    Cruz, Heather L.; Zambo, Debby

    2013-01-01

    Every day in classrooms across the country teachers are using district, state, and federal standards and assessments to prove their effectiveness, monitor students' progress, and understand students' strengths and needs. Jobs depend on student achievement, and in today's age of accountability, assessment scores define what students…

  15. 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…

  16. 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…

  17. 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…

  18. 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…

  19. The Challenge of Governance. Teacher's Guide [and Student Text]. W.M. Keck Foundation Series.

    ERIC Educational Resources Information Center

    Croddy, Marshall; Degelman, Charles; Hayes, Bill

    This teacher's guide and student text is the fourth volume in the W. M. Keck Foundation Series. The guide, which is designed to provide instructional support for classroom use of "The Challenge of Governance," gives teachers an opportunity to review content from the National Standards for Civics and Government for High School with…

  20. 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.…

  1. 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)

  2. 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…

  3. The Implementation of Collaborative Learning Using AfL through Giving Feedback Strategy for Improving Students’ Attention to Mathematics Lesson

    NASA Astrophysics Data System (ADS)

    Kurniasih, R.; Sujadi, I.; Pramesti, G.

    2016-02-01

    This research aims to describe the process of implementation collaborative learning with AfL through giving feedback strategy for improving students’ attention to mathematics lesson. Data which is collected in this research are students’ attention towards learning and students’ achievement. The result of this research showed that the learning steps by using collaborative learning with AfL through giving feedback strategy which can improve students’ attention are: 1) pre activity: the teacher delivers the purpose of the learning, successful criteria, apperception, and motivation. 2) main activity: the teacher gives the background of learning activity, explains learning materials at a glance, divides students discuss, the teacher observes and guides students to the problem solving, present their discussion result, gives feedback, the students do AfL problem and the answer is collected and result will be given before next meeting. 3) post activity: the teacher with students concludes the material. Test result, the percentage of students who complete the examination in the second cycle is 77.27%. Based on those results can be concluded that the implementation of collaborative learning using AfL through giving feedback can improve students’ attention towards learning and students’ achievement of XI IPA Students MA Al-Islam Jamsaren Surakarta academic year 2013/2014.

  4. 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

  5. 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.

  6. Discrepancies between Students' and Teachers' Ratings of Instructional Practice: A Way to Measure Classroom Intuneness and Evaluate Teaching Quality

    ERIC Educational Resources Information Center

    Dockterman, Daniel Milo

    2017-01-01

    Student surveys have gained prominence in recent years as a way to give students a voice in their learning process, and teacher self-reports have always been an effective instrument for revealing the planning, intentions, and expectations behind a given lesson. Though student and teacher surveys are widely used, extant research in education has…

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

    NASA Astrophysics Data System (ADS)

    Canipe, Martha Murray

    Preservice elementary teachers often have concerns about teaching science that may stem from a lack of confidence as teachers or their own negative experiences as learners of science. These concerns may lead preservice teachers to avoid teaching science or to teach it in a way that focuses on facts and vocabulary rather than engaging students in the doing of science. Research on teacher identity has suggested that being able to envision oneself as a teacher of science is an important part of becoming a teacher of science. Elementary teachers are generalists and as such rather than identifying themselves as teachers of particular content areas, they may identify more generally as teachers of students. This study examines three preservice teachers' identities as teachers of science and teachers of students and how these identities are enacted in their student teaching classrooms. Using a narrated identity framework, I explore stories told by preservice teachers, mentor teachers, student teaching supervisors, and science methods course instructors about who preservice teachers are as teachers of science and teachers of students. Identities are the stories that are told about who someone is or will become in relation to a particular context. Identities that are enacted are performances of the stories that are an identity. Stories were collected through interviews with each storyteller and in an unmoderated focus group with the three preservice teachers. In addition to sorting stories as being about teachers of science or students, the stories were categorized as being about preservice teachers in the present (actual identities) or in the future (designated identities). The preservice teachers were also observed teaching science lessons in their student teaching placements. These enactments of identities were analyzed in order to identify which aspects of the identity stories were reflected in the way preservice teachers taught their science lessons. I also analyzed the

  8. 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…

  9. 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…

  10. 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…

  11. To Engage Students, Give Them Meaningful Choices in the Classroom

    ERIC Educational Resources Information Center

    Parker, Frieda; Novak, Jodie; Bartell, Tonya

    2017-01-01

    Providing students with choice can be a powerful means of supporting student engagement. However, not all choice opportunities lead to improved student engagement. Teachers can increase the likelihood that students will value choice by analyzing how students associate feelings of autonomy, competence, and relatedness with the choice provided them.…

  12. Whose Expertise?: An Analysis of Advice Giving in Early Childhood Parent-Teacher Conferences

    ERIC Educational Resources Information Center

    Cheatham, Gregory A.; Ostrosky, Michaelene M.

    2011-01-01

    Early childhood and early childhood special education programs have a focus on parent-educator partnerships. Parent-teacher conferences are a context for these partnerships, and advice giving is one type of exchange occurring within conferences. Parent-teacher conference advice was investigated through participant interviews and the methodology of…

  13. Gift-Giving in the Podiatric Medical Student-Patient Relationship.

    PubMed

    López, Daniel López; Pazo, Paula Torreiro; Iglesias, Marta E Losa; de Bengoa Vallejo, Ricardo Becerro

    2016-09-02

    We sought to explore the relationship between the podiatric medical student and the patient as it relates to the act of gift-giving as a sign of gratefulness for the services provided. This article presents the clinical case of a man who visited a podiatric medical student because of pain in his feet and subsequently presented the student with several gifts. Philanthropy, empathy, a positive attitude, treatment instructions, and the time devoted to the patient are some of the reasons why patients offer gifts to podiatric medical students. The relationship between the podiatric medical student and the patient and the act of gift-giving by patients are of ethical concern.

  14. 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.…

  15. What Students Need: Exploring Teachers' Views via Imagined Role-Playing

    ERIC Educational Resources Information Center

    Zazkis, Rina; Nejad, Masomeh Jamshid

    2014-01-01

    Role-playing is an unscripted dramatic technique that encourages participants to improvise behaviors that illustrate expected actions of persons involved in defined situations. However, among various uses in developing professionals, the use of role-playing in teacher education is rather rare. To give all students the opportunity to participate in…

  16. 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.

  17. 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.

  18. When learners become teachers: a review of peer teaching in medical student education.

    PubMed

    Benè, Kristen L; Bergus, George

    2014-01-01

    Peer teaching engages students as teachers and is widely used in K-12 education, many universities, and increasingly in medical schools. It draws on the social and cognitive congruence between learner and teacher and can be attractive to medical schools faced with a growing number of learners but a static faculty size. Peer teachers can give lectures on assigned topics, lead problem-based learning sessions, and provide one on one support to classmates in the form of tutoring. We undertook a narrative review of research on peer teachers in medical school, specifically investigating how medical students are impacted by being peer teachers and how having a peer teacher impacts learners. Studies have shown that peer teaching has a primarily positive impact on both the peer teacher and the learners. In the setting of problem-based learning courses or clinical skills instruction, medical students' performance on tests of knowledge or skills is similar whether they have faculty instructors or peer teachers. There is also strong evidence that being a peer teacher enhances the learning of the peer teacher relative to the content being taught. It is common for peer teachers to lack confidence in their abilities to successfully teach, and they appreciate receiving training related to their teaching role. We find evidence from several different educational settings that peer teaching benefits both the peer teachers and the learners. This suggests that peer teaching is a valuable methodology for medical schools to engage learners as teachers.

  19. Gift-giving in the medical student--patient relationship.

    PubMed

    Alamri, Yassar Abdullah S

    2012-08-01

    There is paucity in the published literature that provides any ethical guidance guiding gift-giving within the student--patient relationship. This is perhaps because the dynamics of the medical student--patient relationship have not yet been explored as extensively as the doctor--patient relationship. More importantly, however, gift--giving in the doctor-patient relationship has traditionally been from the patient to the doctor and not vice versa. This article examines the literature published in this vicinity reflecting on an encounter with a patient.

  20. Communication, Social, and Critical Thinking Skills of Students with Low-Power-Distance Teachers in a High-Power-Distance Country

    ERIC Educational Resources Information Center

    Muega, Michael Arthus; Acido, Maricris; Lusung-Oyzon, Vanessa

    2016-01-01

    This paper is aimed at giving a clearer picture of the power gap that exists between a group of Filipino students and their teachers in a laboratory school in a state university in the Philippines. This study emerged from the assumption that power distance between Filipino students and their teachers could help explain the level of their ability…

  1. 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…

  2. Disconnections Between Teacher Expectations and Student Confidence in Bioethics

    NASA Astrophysics Data System (ADS)

    Hanegan, Nikki L.; Price, Laura; Peterson, Jeremy

    2008-09-01

    This study examines how student practice of scientific argumentation using socioscientific bioethics issues affects both teacher expectations of students’ general performance and student confidence in their own work. When teachers use bioethical issues in the classroom students can gain not only biology content knowledge but also important decision-making skills. Learning bioethics through scientific argumentation gives students opportunities to express their ideas, formulate educated opinions and value others’ viewpoints. Research has shown that science teachers’ expectations of student success and knowledge directly influence student achievement and confidence levels. Our study analyzes pre-course and post-course surveys completed by students enrolled in a university level bioethics course ( n = 111) and by faculty in the College of Biology and Agriculture faculty ( n = 34) based on their perceptions of student confidence. Additionally, student data were collected from classroom observations and interviews. Data analysis showed a disconnect between faculty and students perceptions of confidence for both knowledge and the use of science argumentation. Student reports of their confidence levels regarding various bioethical issues were higher than faculty reports. A further disconnect showed up between students’ preferred learning styles and the general faculty’s common teaching methods; students learned more by practicing scientific argumentation than listening to traditional lectures. Students who completed a bioethics course that included practice in scientific argumentation, significantly increased their confidence levels. This study suggests that professors’ expectations and teaching styles influence student confidence levels in both knowledge and scientific argumentation.

  3. 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…

  4. 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…

  5. 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…

  6. 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…

  7. The MetLife Survey of the American Teacher: Preparing Students for College and Careers

    ERIC Educational Resources Information Center

    MetLife, Inc., 2011

    2011-01-01

    "The MetLife Survey of the American Teacher: Preparing Students for College and Careers" was conducted by Harris Interactive and is the twenty-seventh in a series sponsored annually by MetLife since 1984 to give voice to those closest to the classroom. This MetLife Survey examines the priority that all students graduate from high school prepared…

  8. 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.

  9. 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.

  10. 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.

  11. 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…

  12. 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…

  13. 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'…

  14. 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…

  15. A Comparison of Student Teachers' Beliefs from Four Different Science Teaching Domains Using a Mixed Methods Design

    NASA Astrophysics Data System (ADS)

    Markic, Silvija; Eilks, Ingo

    2012-03-01

    The study presented in this paper integrates data from four combined research studies, which are both qualitative and quantitative in nature. The studies describe freshman science student teachers' beliefs about teaching and learning. These freshmen intend to become teachers in Germany in one of four science teaching domains (secondary biology, chemistry, and physics, respectively, as well as primary school science). The qualitative data from the first study are based on student teachers' drawings of themselves in teaching situations. It was formulated using Grounded Theory to test three scales: Beliefs about Classroom Organisation, Beliefs about Teaching Objectives, and Epistemological Beliefs. Three further quantitative studies give insight into student teachers' curricular beliefs, their beliefs about the nature of science itself, and about the student- and/or teacher-centredness of science teaching. This paper describes a design to integrate all these data within a mixed methods framework. The aim of the current study is to describe a broad, triangulated picture of freshman science student teachers' beliefs about teaching and learning within their respective science teaching domain. The study reveals clear tendencies between the sub-groups. The results suggest that freshman chemistry and-even more pronouncedly-freshman physics student teachers profess quite traditional beliefs about science teaching and learning. Biology and primary school student teachers express beliefs about their subjects which are more in line with modern educational theory. The mixed methods approach towards the student teachers' beliefs is reflected upon and implications for science education and science teacher education are discussed.

  16. Establishing Positive Relationships with Secondary Gifted Students and Students with Emotional/ Behavioural Disorders: Giving These Diverse Learners What They Need

    ERIC Educational Resources Information Center

    Capern, Trevor; Hammond, Lorraine

    2014-01-01

    The relationships between teachers and their students play a vital role in the creation of positive learning outcomes and environments for all learners, but particularly for those individuals with diverse needs. This study examined the teacher behaviours that contributed to positive student-teacher relationships with gifted secondary students (GS)…

  17. 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…

  18. 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…

  19. 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…

  20. 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

  1. The role of trainees as clinical teachers of medical students in psychiatry.

    PubMed

    Hickie, Catherine; Nash, Louise; Kelly, Brian

    2013-12-01

    To consider the role of specialty trainees as clinical teachers of medical students in psychiatry. We discuss the role of specialty trainees as teachers and approaches to improving their skills and capacity, giving examples from the local and international literature and our own experience as psychiatry medical educators. Good clinical teaching is crucial for medical students' learning but sharp increases in numbers combined with economic and workforce pressures have stretched capacity. Specialty trainees do much of the medical student teaching during their clinical placements but infrequently receive instruction on how to teach. The two common approaches to increasing capacity are, first, establishing education rotations for individual trainees and, second, providing workshops to improve trainees' confidence and skill. Psychiatry trainees surveyed in New South Wales welcomed the role of teacher and the opportunity to improve their teaching capacity. Further support from supervisors, health services and medical schools is needed to assist trainees in their teaching role. The role that trainees play as clinical teachers should be acknowledged and supported. Further development of research and scholarship in medical education is needed to determine how best to teach trainees to teach.

  2. 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…

  3. 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.

  4. 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…

  5. World Class Teachers.

    ERIC Educational Resources Information Center

    Mitchell, Rosalita

    1998-01-01

    School communities are challenged to find ways to identify good teachers and give other teachers a chance to learn from them. The New Mexico World Class Teacher Project is encouraging teachers to pursue certification by the National Board for Professional Teaching Standards. This process sharpens teachers' student assessment skills and encourages…

  6. 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…

  7. 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.

  8. Giving Teachers a Voice

    ERIC Educational Resources Information Center

    Dagenhart, Diana B.; O'Connor, Katherine A.; Petty, Teresa M.; Day, Barbara D.

    2005-01-01

    The authors report on a teacher survey that was conducted in North Carolina to determine the wants and needs of teachers in North Carolina. The survey had Likert-scaled quesitons about administrative support and professional development needs as well as information about professional and personal characteristics. The research was conducted to give…

  9. 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…

  10. 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…

  11. Students Can Give Psychology Away: Oral Presentations on YouTube

    ERIC Educational Resources Information Center

    Malouff, John M.; Emmerton, Ashley J.

    2014-01-01

    This article describes a novel assignment involving students giving a presentation on YouTube about how to apply behavior-modification principles to change a specific type of behavior, chosen by each student. The presentations covered topics such as how to end nail biting and how to reduce anxiety about public speaking. Giving an oral presentation…

  12. 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)…

  13. 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…

  14. 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…

  15. 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…

  16. 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.

  17. 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…

  18. Students, Teachers, and Scientists Partner to Explore Mars

    NASA Astrophysics Data System (ADS)

    Bowman, C. D.; Bebak, M.; Curtis, K.; Daniel, C.; Grigsby, B.; Herman, T.; Haynes, E.; Lineberger, D. H.; Pieruccini, S.; Ransom, S.; Reedy, K.; Spencer, C.; Steege, A.

    2003-12-01

    The Mars Exploration Rovers began their journey to the red planet in the summer of 2003 and, in early 2004, will begin an unprecedented level of scientific exploration on Mars, attracting the attention of scientists and the public worldwide. In an effort to engage students and teachers in this exciting endeavor, NASA's Mars Public Engagement Office, partnering with the Athena Science Investigation, coordinates a student-scientist research partnership program called the Athena Student Interns Program. The Athena Student Interns Program \\(ASIP\\) began in early 1999 as the LAPIS program, a pilot hands-on educational effort associated with the FIDO prototype Mars rover field tests \\(Arvidson, 2000\\). In ASIP, small groups of students and teachers selected through a national application process are paired with mentors from the mission's Athena Science Team to carry out an aspect of the mission. To prepare for actual operations during the landed rover mission, the students and teachers participate in one of the Science Team's Operational Readiness Tests \\(ORTs\\) at JPL using a prototype rover in a simulated Mars environment \\(Crisp, et al., in press. See also http://mars.jpl.nasa.gov/mer/fido/\\). Once the rovers have landed, each ASIP group will spend one week at JPL in mission operations, working as part of their mentor's own team to help manage and interpret data coming from Mars. To reach other teachers and students, each group gives school and community presentations, contributes to publications such as web articles and conference abstracts, and participates in NASA webcasts and webchats. Partnering with other groups and organizations, such as NASA's Solar System Ambassadors and the Housing and Urban Development Neighborhood Networks helps reach an even broader audience. ASIP is evaluated through the use of empowerment evaluation, a technique that actively involves participants in program assessment \\(Fetterman and Bowman, 2002\\). With the knowledge they

  19. 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…

  20. Meaning That Social Studies Teacher Candidates Give to Value Concept and Their Value Rankings

    ERIC Educational Resources Information Center

    Aysegül, Tural

    2018-01-01

    This work determines the role that value education plays in shaping people's personal and social life. This research aims to put forward meaning that social studies teacher candidates give to value concept and its value ranking. To achieve this aim, the opinions of 12 social studies teacher candidates were obtained. During the data collection…

  1. 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.…

  2. 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.…

  3. 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

  4. 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…

  5. 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

  6. 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…

  7. 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…

  8. 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,…

  9. 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'…

  10. 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…

  11. 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…

  12. 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.

  13. Nurse teacher models in clinical education from the perspective of student nurses--A mixed method study.

    PubMed

    Gustafsson, Margareta; Kullén Engström, Agneta; Ohlsson, Ulla; Sundler, Annelie J; Bisholt, Birgitta

    2015-12-01

    The aim was to describe and compare the clinical teacher's role in different models of clinical practice from the perspective of student nurses. The study took place in collaboration with two Swedish universities that applied different educational models in clinical practice. A mixed method approach was used. The quantitative part had a comparative design and the qualitative part had a descriptive design. The study group consisted of 114 student nurses (response rate 87%). Fifty-three of them had met clinical teachers employed at the university and not participating in the daily clinical work (University Nurse Teachers, UNTs), whilst 61 had met clinical teachers dividing their time between teaching and nursing (Clinical Nurse Teachers, CNTs). Eight students participated in the qualitative part of the study. A questionnaire including the CLES+T scale was used to ascertain the students' perception of the clinical teacher's role, complemented by interviews directed towards an enrichment of this perception. Students meeting CNTs agreed more strongly than those meeting UNTs that the teacher had the ability to help them integrate theory and practice. Whilst spontaneous meetings between students and CNTs occurred, students mostly met UNTs in seminars. Students meeting UNTs felt alone but did appreciate having someone outside the clinical environment to provide support if they did not get along with their preceptor. In the case of UNTs, it is important that they keep their knowledge of clinical issues updated and visit the clinical placement not only for seminars but also to give students emotional support. In the case of CNTs, it is important that they are members of the faculty at the university, take part in the planning of the clinical courses and are able to explain the learning goals to the students. Copyright © 2015 Elsevier Ltd. All rights reserved.

  14. 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

  15. 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…

  16. 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)

  17. Should Teachers Be Taught to Be Rational?

    ERIC Educational Resources Information Center

    Floden, Robert E.; Feiman, Sharon

    1981-01-01

    Teacher education programs have long attempted to teach students to follow a rational mode of thinking. Recent research on teacher thinking has shown that a gap exists between how teachers think and the rational model. Such research should be used to give teacher educators insight into how their students think and learn. (JN)

  18. Teachers' Commands and Their Role in Preschool Classrooms

    ERIC Educational Resources Information Center

    Bertsch, Kathy M.; Houlihan, Daniel; Lenz, Melissa A.; Patte, Christi A.

    2009-01-01

    Introduction: Many aspects of teacher competency have been previously examined, particularly a teacher's ability to give commands effectively. Teachers' instructions to students within the classroom, aid in the acquisition of both the students' academic and nonacademic skills. Teachers' commands promote verbal and social skills, and facilitate…

  19. Robert Frost as Teacher. A Poet's Interpretation of the Teacher's Task.

    ERIC Educational Resources Information Center

    Larson, Mildred

    1979-01-01

    Robert Frost's method of teaching is explained. He saw all education as self-education, not something a teacher can give a student. Frost believed freedom to be a necessity and his method gives the student much freedom while also placing a heavy burden of responsibility on him. (Article originally published in 1951.) (AF)

  20. Does Students' Expectation of Teachers Affect Students' Evaluation of Teachers?

    ERIC Educational Resources Information Center

    Babski, Carl

    This report gives an extensive review of the literature dealing with student evaluation of faculty, and investigates the effect of a previously unexplored variable, students' expectations of the teaching-learning situation. Eight student perceptions of the teaching-learning situation were identified: dogmatic, erotic, moral, therapeutic,…

  1. 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.

  2. 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'…

  3. 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…

  4. 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…

  5. 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…

  6. 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…

  7. Student teachers' concept definitions of area and their understanding about two-dimensionality of area

    NASA Astrophysics Data System (ADS)

    Tossavainen, Timo; Suomalainen, Hannele; Mäkäläinen, Tomi

    2017-05-01

    We examine what kind of concept definitions of area a group of Finnish primary and lower secondary student teachers (N = 82) use, and how the quality of the definitions is associated with the participants' success in seven exercises involving area. We are especially interested in how the understanding of the two-dimensionality of area appears in the participants' responses. Only six student teachers were able to give a mathematically precise and correct definition of area. Altogether 26 participants defined it as 'the size of a figure' and 20 respondents required that a figure must be bounded. Further, 22 of them associated area with a formula or an example and eight respondents gave an incorrect or nonsensical definition. On average, student teachers master rather well the area formulae of a circle and a rectangle but already the relationship between the surface area of a cube and its volume is less commonly perceived. Most student teachers associate the area of an irregular domain with the method of exhaustion but clearly fewer of them acknowledge the difference between the area and an approximation of it. Surprisingly, there is only a weak Spearman correlation between the participants' scores in the test exercises and the qualitatively ordered categories of concept definitions.

  8. University Supervisors and At-Risk Student Teachers.

    ERIC Educational Resources Information Center

    Knudson, Ruth E.; Turley, Steve

    2000-01-01

    Identified factors in student teaching placements that can indicate to university supervisors when they should move beyond standard operating procedures to help improve the changes of successful experiences for student teachers. Surveys of student teachers and supervisors indicated that only half of at-risk students were identified by supervisors,…

  9. 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.

  10. 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.

  11. 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…

  12. 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…

  13. 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…

  14. 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…

  15. 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…

  16. Teacher Turnover, Teacher Quality, and Student Achievement in DCPS

    ERIC Educational Resources Information Center

    Adnot, Melinda; Dee, Thomas; Katz, Veronica; Wyckoff, James

    2017-01-01

    In practice, teacher turnover appears to have negative effects on school quality as measured by student performance. However, some simulations suggest that turnover can instead have large positive effects under a policy regime in which low-performing teachers can be accurately identified and replaced with more effective teachers. This study…

  17. Student Socioeconomic Status and Teacher Stroke: A Case of Female Students in Iran

    ERIC Educational Resources Information Center

    Irajzad, Fatemeh; Shahriari, Hesamoddin

    2017-01-01

    Supportive teacher-student relationships play a significant role in the trajectory of students' academic life. Teachers may use various strategies to improve this relationship, one of which is teacher stroke (teacher encouragement). The stroking behavior of teachers might be influenced by several factors, including the socioeconomic status (SES)…

  18. 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…

  19. Student Teachers' Beliefs about the Teacher's Role in Inclusive Education

    ERIC Educational Resources Information Center

    Domovic, Vlatka; Vidovic Vlasta, Vizek; Bouillet, Dejana

    2017-01-01

    The main aim of this research is to examine the basic features of student teachers' professional beliefs about the teacher's role in relation to teaching mainstream pupils and pupils with developmental disabilities. The starting assumption of this analysis is that teacher professional development is largely dependent upon teachers' beliefs about…

  20. High School Band Students' Perspectives of Teacher Turnover

    ERIC Educational Resources Information Center

    Kloss, Thomas E.

    2013-01-01

    Teacher turnover remains an important issue in education. The least researched perspectives, though, are those of the students who experience teacher turnover. The purpose of this study was to examine how high school band students experience teacher turnover. A total of twelve students were interviewed, representing three schools that experienced…

  1. Student Teachers' Collaborative Research: Small-Scale Research Projects during Teacher Education

    ERIC Educational Resources Information Center

    Dobber, Marjolein; Akkerman, Sanne F.; Verloop, Nico; Vermunt, Jan D.

    2012-01-01

    Teacher research is increasingly described as an important aspect of professional development. In response, teacher education programs incorporate teacher research in their curricula. We report on the collaborative research processes of two groups of student teachers in a university teacher education program, focussing on elaboration and decision…

  2. The Relationship Between Teachers' Mathematical Content and Pedagogical Knowledge, Teachers' Perceptions, and Student Achievement

    ERIC Educational Resources Information Center

    Campbell, Patricia F.; Nishio, Masako; Smith, Toni M.; Clark, Lawrence M.; Conant, Darcy L.; Rust, Amber H.; DePiper, Jill Neumayer; Frank, Toya Jones; Griffin, Matthew J.; Choi, Youyoung

    2014-01-01

    This study of early-career teachers identified a significant relationship between upper-elementary teachers' mathematical content knowledge and their students' mathematics achievement, after controlling for student- and teacher-level characteristics. Findings provide evidence of the relevance of teacher knowledge and perceptions for teacher…

  3. Relationships with Special Needs Students: Exploring Primary Teachers' Descriptions

    ERIC Educational Resources Information Center

    Lopez, Chevon; Corcoran, Tim

    2014-01-01

    Positive teacher-student relationships play an established role in the developmental outcomes of students. Ongoing research suggests that positive teacher-student relationships may be particularly beneficial for students with special educational needs [Baker, J. A. 2006. "Contributions of Teacher-Child Relationships to Positive School…

  4. The Importance of Minority Teachers: Student Perceptions of Minority versus White Teachers

    ERIC Educational Resources Information Center

    Cherng, Hua-Yu Sebastian; Halpin, Peter F.

    2016-01-01

    The demographic divide between teachers and students is of growing public concern. However, few studies have explicitly addressed the common argument that students, and particularly minority students, have more favorable perceptions of minority versus White teachers. Using data from the Measure of Effective Teaching study, we find that students…

  5. 10 Things to Know about Mentoring Student Teachers

    ERIC Educational Resources Information Center

    Larkin, Douglas B.

    2013-01-01

    Learning to teach is hard. Student teachers are still learning the content, and most are struggling with both teaching equitably to all students and keeping pace with district curriculum guidelines. It is challenging for student teachers to integrate their own ideas about good teaching with those of their teacher education programs. How…

  6. Student Teacher Reflective Writing: What Does It Reveal?

    ERIC Educational Resources Information Center

    Mena-Marcos, Juanjo; Garcia-Rodriguez, Maria-Luisa; Tillema, Harm

    2013-01-01

    Some researchers claim that reflection helps student teachers to better understand their practice teaching. This study aims to explore how deliberate reflection by student teachers is encouraged as a way to prepare, analyse and evaluate their practice. A total of 104 student teachers in primary education participated in this study during their…

  7. Teaching Chemical Change Modeling to Tunisian Students: An ''Expanded Chemistry Triplet'' for Analyzing Teachers' Discourse

    ERIC Educational Resources Information Center

    Dumonn, Alain; Mzoughi-Khadhraoui, Imene

    2014-01-01

    Through a comparative analysis of the chemical content of three teachers' discourse; we propose to give answers to the question: "how is the connection between the experiential level and the generally accepted representation of the three levels of chemistry presented by teachers to Tunisian students, during their first contact with chemical…

  8. Differences in Pedagogical Understanding among Student-Teachers in a Four-Year Initial Teacher Education Programme

    ERIC Educational Resources Information Center

    Cheng, May M. H.; Tang, Sylvia Y. F.; Cheng, Annie Y. N.

    2014-01-01

    As teacher educators, preparing student-teachers who are able to address diverse student needs is our main concern. It has been suggested in the literature that teachers who are adaptive to students' needs are those who possess adequate pedagogical content knowledge or pedagogical understanding. However, it is not uncommon for teacher educators to…

  9. Examining Teacher Framing, Student Reasoning, and Student Agency in School-Based Citizen Science

    NASA Astrophysics Data System (ADS)

    Harris, Emily Mae

    This dissertation presents three interrelated studies examining opportunities for student learning through contributory citizen science (CS), where students collect and contribute data to help generate new scientific knowledge. I draw on sociocultural perspectives of learning to analyze three cases where teachers integrated CS into school science, one third grade, one fourth grade, and one high school Marine Biology classroom. Chapter 2 is a conceptual investigation of the opportunities for students to engage in scientific reasoning practices during CS data collection activities. Drawing on science education literature and vignettes from case studies, I argue that the teacher plays an important role in mediating opportunities for students to engage in investigative, explanatory, and argumentative practices of science through CS. Chapter 3 focuses on teacher framing of CS, how teachers perceive what is going on (Goffman, 1974) and how they communicate that to students as they launch CS tasks. Through analysis of videos and interviews of two upper elementary school teachers, I found that teachers frame CS for different purposes. These framings were influenced by teachers' goals, orientations towards science and CS, planning for instruction, and prior knowledge and experience. Chapter 4 examines how students demonstrate agency with environmental science as they explore their personal interests across their third grade classroom, school garden, and science lab contexts, through the lens of social practice theory (Holland, Lachicotte, Skinner, & Cain, 1998). Through analysis of classroom observations, student interviews, teacher interviews and important moments for three focal students, I found that student agency was enabled and constrained by the different cultures of the classroom, garden, and science lab. Despite affordances of the garden and science lab, the teachers' epistemic authority in the classroom permeated all three contexts, constraining student agency. In

  10. 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.

  11. The Multidimensional Impact of Teachers on Students

    ERIC Educational Resources Information Center

    Pope, Nolan G.

    2017-01-01

    For decades, policymakers and researchers have used value-added models that rely solely on student test scores to measure teacher quality. However, since teaching ability is multidimensional, test-score value-added measures of teacher quality may not fully capture the impact of teachers on students. In this paper, we use test-score and…

  12. Students, Parents Give Thumbs-Up to Flipped Classroom

    ERIC Educational Resources Information Center

    Pearson, George

    2012-01-01

    The Flipped Classroom isn't for everyone, but it's been well received by Math and Biology students and their parents at Okanagan Mission Secondary School (OKM) in Kelowna, B.C., and was strongly supported by the OKM principal, Scott Mclean. As teacher Graham Johnson noted in his personal account of his first year using the Flipped Classroom…

  13. Understanding the Nature of Accountability Failure in a Technology-Filled, Laissez-Faire Classroom: Disaffected Students and Teachers Who Give In

    ERIC Educational Resources Information Center

    Elstad, Eyvind

    2006-01-01

    This paper discusses how the curriculum is shaped by the situational logic of a technology-filled classroom, and how this logic is under the influence of ideas about student--teacher interactions and "do-it-yourself learning." It analyses case material from a school using game theory. Free access in the classroom to the Internet, games,…

  14. Teachers and students: Reflections on social control and future performance

    PubMed Central

    Vargas, Ernest A.; Fraley, Lawrence E.

    1984-01-01

    To instruct consists of arranging controls between teacher, student, and subject matter. Initial controls must emanate from the teacher since those of the subject matter are minimal, crude, or missing. Teachers mand students to behave in certain ways with respect to a given subject matter. Eventually, however, the teacher must transfer the teacher mediated and managed control of the student to natural controls functioning directly through student interaction with the subject matter. Difficulty in doing this occurs due to the reinforcers for both student and teacher derived from social contact. Nevertheless, the student eventually must be taught to interact with the subject matter independent of teacher involvement if the student is to maintain effective contact with the subject matter beyond the period of formal instruction. PMID:22478606

  15. Leading the Way: Students of Teacher Research Experiences

    NASA Astrophysics Data System (ADS)

    Warburton, J.; Larson, A.; Fahnestock, J.

    2017-12-01

    Over the past decade, the PolarTREC (Teachers and Researchers Exploring and Collaborating) program, administered by the Arctic Research Consortium of the United States (ARCUS), has provided over 150 U.S. K-12 teachers the opportunity to work directly with scientists in the polar regions. As a Teacher Research Experiences (TRE), it has provided teachers with a unique professional development opportunity to increase their teacher content knowledge. From recent program evaluation data, there has been a statistically significant improvement in the teacher's self-assessed ability and confidence to increase a variety of scientific processes in their lessons. This is important, as a growing emphasis is in Next Generation Science Standards is not only increasing student achievement in science but the practice of science. In PolarTREC, we have witnessed numerous examples where the increased STEM content knowledge of the teachers has transferred to their students of teachers with more student initiated and student driven research projects. In this presentation, we will share examples of this success and showcase several student-led research projects that have not only demonstrated the practice of science but have also contributed to polar research.

  16. A Graduate Student's Experience and Perspective on a Student-Teacher-Researcher Partnership

    NASA Astrophysics Data System (ADS)

    Bostic, J.; Stylinski, C.; Doty, C.

    2017-12-01

    Teachers and their K-12 students lack firsthand experience in science research and often harbor misconceptions about science practices and the nature of science. To address this challenge, the NOAA-funded Student-Teacher-Researcher (STAR) partnership that provides rural high school students with authentic research experiences investigating the amount and sources of nitrate in schoolyard runoff. Teachers received training, guiding curricular materials aligned with NGSS and in-classroom support. With a focus on evidence-based reasoning skills, students actively participate in the research process through sample collection, data analysis, and an in-person discussion of conclusions and implications with our scientist team. As a member of this team, I assisted with refining the study design, analyzing nitrate isotope runoff samples, and sharing insights and feedback with students during the in-person discussion session. Assessment results indicate student gained an understanding of nitrate pollution and of science practices. As a graduate student, young scientist, and possessor of a B.S. in Science Education, I already recognized the value of involving K-12 students and teachers in authentic research experiences, as these experiences expose students to the nature of science while also improving content knowledge. During the STAR partnership, I learned firsthand some of the obstacles presented during outreach involving partnerships between a research institution and schools, such as inflexibility of school scheduling and the need for flexibility with research questions requiring complex lab analysis. Additionally, I discovered the challenge of working systemically across a school district, which can have broad impact but limit student experiences. Highlights of my experience included interactions with students and teachers, especially when students have unexpected answers to my questions, providing novel explanations for patterns observed in the data. Despite the

  17. Elementary Students' Effortful Control and Academic Achievement: The Mediating Role of Teacher-Student Relationship Quality.

    PubMed

    Hernández, Maciel M; Valiente, Carlos; Eisenberg, Nancy; Berger, Rebecca H; Spinrad, Tracy L; VanSchyndel, Sarah K; Silva, Kassondra M; Southworth, Jody; Thompson, Marilyn S

    This study evaluated the association between effortful control in kindergarten and academic achievement one year later ( N = 301), and whether teacher-student closeness and conflict in kindergarten mediated the association. Parents, teachers, and observers reported on children's effortful control, and teachers reported on their perceived levels of closeness and conflict with students. Students completed the passage comprehension and applied problems subtests of the Woodcock-Johnson tests of achievement, as well as a behavioral measure of effortful control. Analytical models predicting academic achievement were estimated using a structural equation model framework. Effortful control positively predicted academic achievement even when controlling for prior achievement and other covariates. Mediation hypotheses were tested in a separate model; effortful control positively predicted teacher-student closeness and strongly, negatively predicted teacher-student conflict. Teacher-student closeness and effortful control, but not teacher-student conflict, had small, positive associations with academic achievement. Effortful control also indirectly predicted higher academic achievement through its positive effect on teacher-student closeness and via its positive relation to early academic achievement. The findings suggest that teacher-student closeness is one mechanism by which effortful control is associated with academic achievement. Effortful control was also a consistent predictor of academic achievement, beyond prior achievement levels and controlling for teacher-student closeness and conflict, with implications for intervention programs on fostering regulation and achievement concurrently.

  18. Excluding Students from Classroom: Teacher Techniques that Promote Student Responsibility

    ERIC Educational Resources Information Center

    Lewis, Ramon; Romi, Shlomo; Roache, Joel

    2012-01-01

    Students who continuously misbehave are frequently excluded from class, allowing them time to reflect on their inappropriate behavior. This paper examines students' perceptions of the teacher's behavior toward them prior to, during, and after the exclusion, focusing on teachers' explanations, punishments, and follow-up conversations. The results…

  19. Reported and Unreported Teacher-Student Sexual Harassment.

    ERIC Educational Resources Information Center

    Wishnietsky, Dan H.

    1991-01-01

    Study surveyed North Carolina school superintendents (n=140) and high school seniors (n=300) on the extent of teacher-student sexual harassment. Data revealed discrepancies between the number of teachers disciplined for student sexual harassment and the number of students claiming harassment. Presents a structure for establishing guidelines to…

  20. 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…

  1. Extraordinary Teachers, Exceptional Students

    ERIC Educational Resources Information Center

    Arnove, Robert. F.

    2010-01-01

    A study of master teachers in the arts, sports, cooking, and other fields reveals characteristics and attitudes that enable them to help their students succeed. These characteristics include a deep knowledge of their field, caring, generosity, and being self critical. Exemplary public school teachers also possess these characteristics, but they…

  2. Teachers' Plans for Managing Students.

    ERIC Educational Resources Information Center

    Pittman, Sherry I.

    A study of three first grade teachers, who were interviewed and observed in the classroom setting, demonstrates a link between teachers' plans for action that they have developed over years of teaching and their routine management of students during reading. Both management and instructional goals, embedded in teacher beliefs about learning and…

  3. Exploration of Norwegian Student Teachers' Relational Concerns during Internships

    ERIC Educational Resources Information Center

    Haugan, Jan Arvid; Moen, Torill; Karlsdottir, Ragnheidur

    2012-01-01

    This study builds on and contributes to research on student teachers' relational concerns in teacher education, as four Grade 3 Norwegian student teachers were followed during their internship for two periods of two weeks each. The article presents and discusses data from interviews and student teachers' logs, while the aim of the study is to…

  4. Framework for Teacher Evaluation: Examining the Relationship between Teacher Performance and Student Achievement

    ERIC Educational Resources Information Center

    Parker, Neelie B.

    2017-01-01

    This action research study examined the relationship between teacher performance and student achievement in reading language arts and mathematics. The study sought to determine if teacher evaluation methods used to determine teacher performance, had a relationship in improving student achievement. The researcher investigated the topic using…

  5. Providing Effective Feedback to EFL Student Teachers

    ERIC Educational Resources Information Center

    Ali, Holi Ibrahim Holi; Al-Adawi, Hamed Ahmed

    2013-01-01

    Feedback on school practicum is of utmost importance for student teachers to help them to develop their pedagogical and teaching skills. This paper attempts to collect data from both student teachers and their mentors in an ELT teacher training programme in Oman to answer the questions which are raised by this study: 1) What kind of feedback do…

  6. Principals' Social Interactions with Teachers: How Principal-Teacher Social Relations Correlate with Teachers' Perceptions of Student Engagement

    ERIC Educational Resources Information Center

    Price, Heather E.

    2015-01-01

    Purpose: The purpose of this paper is to link the social interactions between principals and their teachers to teachers' perceptions of their students' engagement with school, empirically testing the theoretical proposition that principals influence students through their teachers in the US charter school environment. The mediating influence of…

  7. Evaluation of the Teacher-Student Relationship Inventory in American High School Students

    ERIC Educational Resources Information Center

    Suldo, Shannon M.; McMahan, Melanie M.; Chappel, Ashley M.; Bateman, Lisa P.

    2014-01-01

    This study provided an independent examination of the Teacher Student Relationship Inventory (TSRI), a teacher report measure developed in Singapore. A total of 500 American high school students were rated by 84 teachers. Exploratory factor analysis supported the existence of three factors representing instrumental help, satisfaction, and…

  8. How pre-service teachers' personality traits, self-efficacy, and discipline strategies contribute to the teacher-student relationship.

    PubMed

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

    2014-06-01

    Although the teacher-student relationship is a well-documented phenomenon, few attempts have been made to identify its predictors. Research has mainly focused on in-service teachers, less is known about characteristics of pre-service teachers in relation to the teacher-student relationship. The purpose of this study was to identify the predictors of pre-service secondary teachers' relationships with their students. It was hypothesized that friendliness and extraversion, self-efficacy in classroom management and in student engagement, and various discipline strategies would contribute to the teacher-student relationship in terms of influence and affiliation. A total of 120 pre-service teachers in teacher education programmes participated. Data on pre-service teachers' background (e.g., gender and age), personality traits, and self-efficacy were gathered with teacher questionnaires; data on teachers' discipline strategies and the teacher-student relationship with student questionnaires. The two personality traits and self-efficacy appeared not to be related to the teacher-student relationship in terms of affiliation or influence. However, significant relationships were found between the different discipline strategies and the teacher-student relationship in terms of influence and affiliation. There were differential effects for gender on the relationship between discipline strategies on the one hand and influence and affiliation on the other. This study provides relevant new insights into the research fields of classroom management and interpersonal relationships in education. It contributes to our understanding of discipline strategies by fine tuning an existing instrument and revealing interesting connections with the teacher-student relationship. Specific gender effects on this connection are discussed, as are implications for practice. © 2013 The British Psychological Society.

  9. 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.

  10. Student Participation in Elementary Mathematics Classrooms: The Missing Link between Teacher Practices and Student Achievement?

    ERIC Educational Resources Information Center

    Ing, Marsha; Webb, Noreen M.; Franke, Megan L.; Turrou, Angela C.; Wong, Jacqueline; Shin, Nami; Fernandez, Cecilia H.

    2015-01-01

    Engaging students as active participants in mathematics classroom discussions has great potential to promote student learning. Less well understood is how teachers can promote beneficial student participation, and how teacher-student interaction relates to student achievement. This study examined how the kinds of teacher practices that may…

  11. ICT Student Teachers' Pedagogical Content Knowledge: A Case Study

    ERIC Educational Resources Information Center

    Yilmaz, Nuray Parlak

    2016-01-01

    This study aimed to identify the difficulties that information technology student teachers have in teaching concepts. This qualitative study was carried out with 12 student teachers. The student teachers were fourth-year students enrolled in the Special Teaching Methods II course in the spring semester of the 2010-2011 academic year. The research…

  12. Preservice Student Teacher Professional Noticing through Analysis of Their Students' Work

    ERIC Educational Resources Information Center

    Dick, Lara Kristen

    2013-01-01

    Research on preservice teacher learning has often focused on coursework and course related field experiences, and not as much on the learning that takes place during student teaching field experiences. Since preservice student teachers are engaged with children on a daily basis, attention to their own students' thinking should be viewed as a means…

  13. Teacher Education and the Professional Perspectives of Student Teachers.

    ERIC Educational Resources Information Center

    Tabachnick, B. Robert; And Others

    1979-01-01

    The perceptions and attitudes of elementary education majors engaged in student teaching are examined. The desirability of a mandatory student teaching component in preservice teacher education is questioned. (RJG)

  14. Immigration and Students' Relationship with Teachers

    ERIC Educational Resources Information Center

    Peguero, Anthony A.; Bondy, Jennifer M.

    2011-01-01

    Students' relationship with teachers is a building block toward student progress and success. Little is known, however, about the relationships the children of immigrants have with their teachers, which is particularly relevant today in the midst of the current social, political, and economic debate over the influence of immigration in U.S.…

  15. Policies Target Teacher-Student Cyber Talk

    ERIC Educational Resources Information Center

    Ash, Katie

    2009-01-01

    Teachers in Louisiana may soon think twice before sending a text message or e-mail to a student from a personal electronic device. A new state law requires all Louisiana districts to implement policies requiring documentation of every electronic interaction between teachers and students through a nonschool-issued device, such as a personal…

  16. Goal-Orientation and Teacher Motivation among Teacher Applicants and Student Teachers

    ERIC Educational Resources Information Center

    Malmberg, Lars-Erik

    2006-01-01

    The relationship between goal-orientation, intrinsic/extrinsic motivation for the teaching profession, previous achievement and entrance scores was investigated among teacher applicants (Study 1; N=230), and student teachers (Study 2; N=114). Utilizing path-analyses the following relationships were found in both studies, between: (a) mastery goals…

  17. Student Teacher and Cooperating Teacher Tensions in a High School Mathematics Teacher Internship: The Case of Luis and Sheri

    ERIC Educational Resources Information Center

    Rhoads, Kathryn; Samkoff, Aron; Weber, Keith

    2013-01-01

    We investigate interpersonal difficulties that student teachers and cooperating teachers may experience during the teaching internship by exploring the tension between one high school mathematics student teacher and his cooperating teacher. We identified seven causes of this tension, which included different ideas about what mathematics should be…

  18. 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.

  19. Gender differences in teacher-student interactions in science classrooms

    NASA Astrophysics Data System (ADS)

    Jones, M. Gail; Wheatley, Jack

    1990-12-01

    Thirty physical science and 30 chemistry classes, which contained a total of 1332 students, were observed using the Brophy-Good Teacher-Child Dyadic Interaction System. Classroom interactions were examined for gender differences that may contribute to the underrepresentation of women in physics and engineering courses and subsequent careers. The Brophy-Good coding process allows for examination of patterns of interactions for individuals and groups of pupils. An analysis of variance of the data yielded a significant main effect for teacher praise, call outs, procedural questions, and behavioral warnings based on the sex of the student and a significant teacher-sex main effect for direct questions. Significant two-way interactions were found for the behavioral warning variable for teacher sex and subject by student sex. Female teachers warned male students significantly more than female students. Male teachers warned both genders with similar frequency. Male students also received significantly more behavioral warnings in physical science classes than female students. In chemistry classes, both male and female students received approximately the same number of behavioral warnings.

  20. 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.

  1. Integration: Students and Teachers at Risk?

    ERIC Educational Resources Information Center

    Pudlas, Kenneth A.

    1993-01-01

    This article argues that the Regular Education Initiative (REI) puts both special needs students and their teachers at risk. Effects of REI are examined in light of a Self-Esteem Index which explains factors integral to a sense of success by both teachers and students. Support activities, preservice and inservice education are strongly urged. (DB)

  2. Medical students' clinical performance in general practice - Triangulating assessments from patients, teachers and students.

    PubMed

    Braend, Anja Maria; Gran, Sarah Frandsen; Frich, Jan C; Lindbaek, Morten

    2010-01-01

    Formative assessment of medical students' clinical performance during general practice clerkship is necessary to learn consultation skills. Our aim was to triangulate feedback using patient questionnaires, written self-assessment and teachers' observation-based assessment, and to describe the content of this feedback. We developed StudentPEP, a 15-item version of EUROPEP, a tool for measuring patients' evaluation of quality in general practice. The teacher and student forms consisted of five StudentPEP-items and open-ended questions asking for approval and improvement needed on four aspects. Quantitative scores were analyzed statistically. Free-text comments were analyzed and categorized into 'specific and concrete' versus 'general and unspecific'. One hundred seventy-three students returned data from 2643 consultations. Mean patients' scores for 15 items were 4.3-4.8 on a five-point Likert scale. Mean teacher scores were 4.4 on five items, while students' mean self-assessments were 3.6-3.8. In an analysis of 380 consultations, students were more specific and concrete in their self-evaluation compared with teachers (p < 0.01). Patients scored students' performance high compared with students' self-assessments. Teachers' scores were in accordance with patients' scores. Teachers' written evaluations of students were often general. There is a potential for improving teachers' feedback in terms of more specific and concrete comments.

  3. Student Teachers' Team Teaching: How Do Learners in the Classroom Experience Team-Taught Lessons by Student Teachers?

    ERIC Educational Resources Information Center

    Baeten, Marlies; Simons, Mathea

    2016-01-01

    This study focuses on student teachers' team teaching. Two team teaching models (sequential and parallel teaching) were applied by 14 student teachers in a quasi-experimental design. When implementing new teaching models, it is important to take into account the perspectives of all actors involved. Although learners are key actors in the teaching…

  4. Emotional Identification with Teacher Identities in Student Teachers' Narrative Interaction

    ERIC Educational Resources Information Center

    Karlsson, Marie

    2013-01-01

    The paper suggests that narrative interaction in student teacher peer groups is an important context for emotional identification with culturally available teacher identities. It addresses issues pointed out as problematic in research on teacher identity formation: focus on the individual and the underestimation of context. A positioning analysis…

  5. Teachers Know Best: Making Data Work for Teachers and Students

    ERIC Educational Resources Information Center

    Bill & Melinda Gates Foundation, 2015

    2015-01-01

    As part of the Bill & Melinda Gates Foundation's broader efforts to improve educational opportunities for all students, the "Teachers Know Best" research project seeks to encourage innovation in K-12 education by helping product developers and those who procure resources for teachers better understand teachers' views. The original…

  6. Teacher Perceptions of Student Bullying Behaviors.

    ERIC Educational Resources Information Center

    Harris, Sandra; Willoughby, William

    2003-01-01

    Explores 68 teachers' perceptions of student bullying behaviors within a revised framework of Richard Lazarus's stress and coping theory. About half of the teachers indicated they "always" tried to stop bullying. Only a small percentage of teachers said, however, they considered other teachers as "always" interested in trying to stop bullying.…

  7. Latent Factors in Student-Teacher Interaction Factor Analysis

    ERIC Educational Resources Information Center

    Le, Thu; Bolt, Daniel; Camburn, Eric; Goff, Peter; Rohe, Karl

    2017-01-01

    Classroom interactions between students and teachers form a two-way or dyadic network. Measurements such as days absent, test scores, student ratings, or student grades can indicate the "quality" of the interaction. Together with the underlying bipartite graph, these values create a valued student-teacher dyadic interaction network. To…

  8. Motives for Becoming a Teacher and Their Relations to Academic Engagement and Dropout among Student Teachers

    ERIC Educational Resources Information Center

    Jungert, Tomas; Alm, Fredrik; Thornberg, Robert

    2014-01-01

    Difficulties in attracting student teachers have resulted in research focusing on student teachers' motives for studying to join the profession. Because previous findings are mixed, the first aim of this study was to explore motives for students to become teachers. A second aim was to explore the relationship between teachers' motives and their…

  9. Student Teacher Beliefs on Grammar Instruction

    ERIC Educational Resources Information Center

    Graus, Johan; Coppen, Peter-Arno

    2016-01-01

    The role of grammar teaching in foreign language education is a controversial one both in second language acquisition (SLA) research and language pedagogy and, as a result, a potential source of confusion to student teachers. The objective of this study was to gain insight into the beliefs on grammar teaching of student teachers of English as a…

  10. Teachers bullied by students: forms of bullying and perpetrator characteristics.

    PubMed

    Kauppi, Teemu; Pörhölä, Maili

    2012-01-01

    The focus of this study is on the forms in which the bullying of school teachers by students manifests itself, the characteristics of the students who engage in the bullying, and the manner in which the students who engage in bullying behave in their own peer relationships. The data was gathered from primary and lower secondary school teachers by means of an Internet survey. The answers of 70 teachers who had experienced bullying by their students are examined. The teachers had been exposed to different forms of bullying by students. They had typically been bullied by male students. In most cases, the bullying had been perpetrated by an individual student or a small group of students. According to the teachers' assessment, the majority of the students who bullied them also bullied their fellow students.

  11. 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…

  12. Teacher-Student Interpersonal Relationships in Indonesia: Profiles and Importance to Student Motivation

    ERIC Educational Resources Information Center

    Maulana, Ridwan; Opdenakker, Marie-Christine; den Brok, Perry; Bosker, Roel

    2011-01-01

    This study was designed to investigate the distribution of interpersonal profiles based on students' and teachers' perceptions and to examine the associations between students' perceptions of teacher interpersonal behaviour and learning motivation in Indonesia. Participants were 1900 secondary school students (grades 7 to 9) across 66 (Mathematics…

  13. Ethnic Incongruence and the Student-Teacher Relationship: The Perspective of Ethnic Majority Teachers

    ERIC Educational Resources Information Center

    Thijs, Jochem; Westhof, Saskia; Koomen, Helma

    2012-01-01

    Among 36 ethnic-Dutch school teachers in the Netherlands, the present study examined the role of ethnic incongruence in perceived student-teacher relationship quality. Teachers rated their relationships with 59 Turkish-Dutch, 62 Moroccan-Dutch, and 109 ethnic-Dutch students attending grades 4 through 6 (M[subscript age] = 10.81 years, SD = 1.05).…

  14. The Relationships among Teachers' Perceptions of Student Behaviour, Teachers' Characteristics, and Ratings of Students' Emotional and Behavioural Problems

    ERIC Educational Resources Information Center

    Liljequist, Laura; Renk, Kimberly

    2007-01-01

    This study examined the relationships among teachers' perceptions of students' behavioural problems and their own efficacy and psychological symptoms. Findings suggested that teachers were more bothered by externalising (i.e., acting out) than internalising (i.e., withdrawal, depression) behavioural problems in their students, and believed that…

  15. The differential effect of the teacher-student interpersonal relationship on student outcomes for students with different ethnic backgrounds.

    PubMed

    den Brok, Perry; van Tartwijk, Jan; Wubbels, Theo; Veldman, Ietje

    2010-06-01

    The differential effectiveness of schools and teachers receives a growing interest, but few studies focused on the relevance of student ethnicity for this effectiveness and only a small number of these studies investigated teaching in terms of the teacher-student interpersonal relationship. Furthermore, the methodology employed often restricted researchers to investigating direct effects between variables across large samples of students. This study uses causal modelling to investigate associations between student background characteristics, students' perceptions of the teacher-student interpersonal relationship, and student outcomes, across and within several population subgroups in Dutch secondary multi-ethnic classes. Multi-group structural equation modelling was used to investigate causal paths between variables in four ethnic groups: Dutch (N=387), Turkish first- and second-generation immigrant students (N=267), Moroccan first and second generation (N=364), and Surinamese second-generation students (N=101). Different structural paths were necessary to explain associations between variables in the different (sub) groups. Different amounts of variance in student attitudes could be explained by these variables. The teacher-student interpersonal relationship is more important for students with a non-Dutch background than for students with a Dutch background. Results suggest that the teacher-student relationship is more important for second generation than for first-generation immigrant students. Multi-group causal model analyses can provide a better, more differentiated picture of the associations between student background variables, teacher behaviour, and student outcomes than do more traditional types of analyses.

  16. Reading Teachers and Their Students (ERIC/RCS).

    ERIC Educational Resources Information Center

    Sensenbaugh, Roger

    1992-01-01

    Presents annotations of nine articles from the ERIC database that discuss the pedagogical relationship between reading teachers and their students. Includes articles that deal with whole-language instruction, student motivation, instructional grouping, questioning techniques, and the characteristics of effective teachers. (PRA)

  17. NITARP: Changing Perceptions of Science Among Secondary Students and Teachers

    NASA Astrophysics Data System (ADS)

    Kohrs, Russell; Kilts, Kelly; Urbanowski, Vincent; Rutherford, Thomas; Gorjian, Varoujan

    2017-01-01

    The NASA/IPAC Teacher Archival Research Program (NITARP) provides secondary teachers and their students with an authentic, high-level research experience. NITARP participants work alongside one another as colleagues, allowing both teachers and students to experience the challenges of actual research. Teachers and students learn that science doesn’t always follow the prescriptive methodology taught in most high schools. Current NITARP students and teachers were interviewed on how their perceptions of the methods by which science is really conducted changed over the course of the program. Following participation in the NITARP program, both teacher and student perceptions of how science operates were found to have changed in many ways.

  18. Student Trust in Teachers and Student Perceptions of Safety: Positive Predictors of Student Identification with School

    ERIC Educational Resources Information Center

    Mitchell, Roxanne M.; Kensler, Lisa; Tschannen-Moran, Megan

    2018-01-01

    This study examined the effects of student trust in teacher and student perceptions of safety on identification with school. Data were collected from one large urban district in an eastern state. Participants included 5441 students in 3rd through 12th grades from 49 schools. Students responded to surveys that assessed student trust in teachers,…

  19. Student rating as an effective tool for teacher evaluation.

    PubMed

    Aslam, Muhammad Nadeem

    2013-01-01

    To determine the effectiveness of students' rating as a teacher evaluation tool. Concurrent mixed method. King Edward Medical University, Lahore, from January to June 2010. Anonymous 5-point Likert scale survey questionnaire was conducted involving a single class consisting of 310 students and 12 students were selected for structured interview based on non-probability purposive sampling. Informed consent was procured. They were required to rate 6 teachers and were supposed to discuss teachers' performance in detail. Quantitative data collected through survey was analyzed using SPSS 15 and qualitative data was analyzed with the help of content analysis by identifying themes and patterns from thick descriptions. This student feedback would show the effectiveness in terms of its feasibility and as an indicator of teaching attributes. Descriptive statistics of quantitative data obtained from survey was used to calculate mean and standard deviation for all teachers' individually. This showed the average direction of the student ratings. Percentages of the responses calculated of teacher A were 85.96%, teacher B 65.53, teacher C 65.20%, teacher D 69.62%, teacher E 65.32% and teacher F 64.24% in terms of overall effectiveness of their teaching. Structured interviews generated qualitative data which validated the students' views about strengths and weaknesses of teachers, and helped to determine the effectiveness of their rating and feedback. This simple rating system clearly showed its importance and hence can be used in institutions as a regular evaluating method of teaching faculty.

  20. Immigrant Teachers, American Students: Cultural Differences, Cultural Disconnections

    ERIC Educational Resources Information Center

    Florence, Namulundah

    2010-01-01

    Teachers, as often as students, articulate frustrations over each other's choices and expectations. A teacher's demand for respect may appear an imposition and abuse of authority to students accustomed to speaking out against perceived injustices. All teachers experience some tentativeness, especially in an unfamiliar environment. Since classroom…

  1. 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

  2. An Examination of the Relationship among Teachers' Perceptions of Social-Emotional Learning, Teaching Efficacy, Teacher-Student Interactions, and Students' Behavioral Difficulties

    ERIC Educational Resources Information Center

    Poulou, Maria S.

    2017-01-01

    The study investigated how teachers' perceptions of emotional intelligence (EI), social and emotional learning (SEL) skills, and teaching efficacy relate to perceptions of teacher-student relationships and students' emotional and behavioral difficulties. Ninety-eight elementary teachers from public schools in central Greece completed the…

  3. Chinese College Students' Perceptions of Characteristics of Excellent Teachers

    ERIC Educational Resources Information Center

    Liu, Shujie; Keeley, Jared; Buskist, William

    2015-01-01

    We "employed the Teacher Behavior Checklist" (TBC) to investigate Chinese college students' perceptions of excellent teachers' qualities and then compared the results to those from previously collected data from American and Japanese students. Chinese students tended to favor additional structure both in the classroom and in teachers'…

  4. The Influence of Student Teachers on the Perspectives of Early Childhood Cooperating Teachers Regarding Early Reading Instruction

    ERIC Educational Resources Information Center

    Ihmeideh, Fathi; Coughlin, Chris

    2015-01-01

    Much attention has been given to the impact of cooperative teachers on the pedagogical behaviour of student teachers. In many cases, however, cooperating teachers gain as much from the student teacher as the student teacher acquires from them. This study was designed to elicit answers to the following two questions: (1) What are the perspectives…

  5. New Groups Giving Teachers Alternative Voice

    ERIC Educational Resources Information Center

    Sawchuk, Stephen

    2011-01-01

    This article reports on the rise of nonunion advocacy groups for teachers which has enabled them to cut their teeth on policy issues that affect the profession. The teachers' unions remain the most visible, powerful, and probably the most important advocates for teachers. But over the past few years, a number of new efforts have sprung up…

  6. Residential Wiring. Fourth Edition. Teacher Edition [and] Student Guide [and] Student Workbook.

    ERIC Educational Resources Information Center

    Taylor, Mark

    Residential Wiring, the second publication in a series of three wiring publications, prepares students for entry-level employment in the residential wiring trade. Instructional materials include a teacher edition, student guide, and student workbook. The teacher edition begins with introductory pages, including a training and competency profile,…

  7. 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.

  8. Stress Levels of Agricultural Science Cooperating Teachers and Student Teachers: A Repeated Measures Comparative Assessment

    ERIC Educational Resources Information Center

    McKim, Billy R.; Rayfield, John; Harlin, Julie; Adams, Andy

    2013-01-01

    This study compared job stress levels of Texas agricultural science cooperating teachers and Texas agricultural science student teachers across a semester. The research objectives included describing secondary agricultural science cooperating teachers and student teachers perceptions of stressors, by time of semester (beginning, middle, and end),…

  9. The Subak Cultural Landscape as Environmental Education: Knowledge, Attitudes, and Experiences of Balinese Teachers, Student Teachers, and Students

    ERIC Educational Resources Information Center

    Surata, Sang Putu Kaler; Vipriyanti, Nyoman Utari

    2018-01-01

    Bali's subak cultural landscape, with its ancient and extensive paddy-fields and irrigation system, is a valuable resource for place-based education. However, this landscape is threatened by various problems. Here we analyze the relationships among Balinese teachers, student teachers, and students, and review their knowledge, attitudes, and…

  10. Unraveling Bias from Student Evaluations of Their High School Science Teachers

    ERIC Educational Resources Information Center

    Potvin, Geoff; Hazari, Zahra; Tai, Robert H.; Sadler, Philip M.

    2009-01-01

    In this study, the evaluation of high school biology, chemistry, and physics 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, whereas female students underrate female teachers only…

  11. Teacher Ratings from Incomplete Student Ranking Data.

    ERIC Educational Resources Information Center

    Kaiser, Henry F.; Cerny, Barbara A.

    1979-01-01

    A method for obtaining teacher ratings from incomplete student ranking data is presented. The procedure involves finding the scores for the teachers on the first principal component of a student intercorrelation matrix, where the missing data are supplied by least squares. (Author)

  12. Teacher and Student Intrinsic Motivation in Project-Based Learning

    ERIC Educational Resources Information Center

    Lam, Shui-fong; Cheng, Rebecca Wing-yi; Ma, William Y. K.

    2009-01-01

    In this study we examined the relationship between teacher and student intrinsic motivation in project-based learning. The participants were 126 Hong Kong secondary school teachers and their 631 students who completed evaluation questionnaires after a semester-long project-based learning program. Both teachers and students were asked to indicate…

  13. Edgewood Independent School District Instructional Television Guides - Countdown, Teacher's Guide 5; Safari, Teacher's Guide 5; Probe, Teacher's Guide 6; Abacus, Teacher's Guide 6; Mathletics, Teacher's Guide 7; Algebraically Speaking, Teacher's Guide 8; Related Math I & II, Teacher's Guides 9 & 10; Spectra, Teacher's Guide 9.

    ERIC Educational Resources Information Center

    Bolton, Earle; Gueringer, June

    Enclosed is a number of booklets containing lesson outlines of materials in mathematics and science. These outlines are designed to give teachers and students an idea of what to expect when a telecast is schedules for their classes. The tele-lessons are given for the purpose of providing enrichment activities and giving coherence to the entire…

  14. 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)

  15. Effective Practices to Support Year-Long Student Teachers by Cooperating Teachers and the School District

    ERIC Educational Resources Information Center

    Olson, Heather

    2017-01-01

    The purpose of the study was to determine what student teachers perceive as an effective practice used by their cooperating teacher and school district to enhance the success of the year-long student teaching experience. In addition, the study intended to determine the differences in what student teachers perceive as effective practice based on…

  16. Inquiry science as a discourse: New challenges for teachers, students, and the design of curriculum materials

    NASA Astrophysics Data System (ADS)

    Tzou, Carrie Teh-Li

    Science education reform emphasizes learning science through inquiry as a way to engage students in the processes of science at the same time that they learn scientific concepts. However, inquiry involves practices that are challenging for students because they have underlying norms with which students may be unfamiliar. We therefore cannot expect students to know how to engage in such practices simply by giving them opportunities to do so, especially if the norms for inquiry practices violate traditional classroom norms for engaging with scientific ideas. Teachers therefore play a key role in communicating expectations for inquiry. In this dissertation, I present an analytical framework for characterizing two teachers' enactments of an inquiry curriculum. This framework, based on Gee's (1996) notion of Discourses, describes inquiry practices in terms of three dimensions: cognitive, social, and linguistic. I argue that each of these dimensions presents challenges to students and, therefore, sites at which teachers' support is important for students' participation in inquiry practices. I use this framework to analyze two teachers' support of inquiry practices as they enact an inquiry-based curriculum. I explore three questions in my study: (1) what is the nature of teachers' support of inquiry practices? (2) how do teachers accomplish goals along multiple dimensions of inquiry?, and (3) what aspects of inquiry are in tension and how can we describe teachers' practice in terms of the tradeoff spaces between elements of inquiry in tension? In order to study these questions, I studied two eighth grade teachers who both enacted the same inquiry-based science curriculum developed by me and others in the context of a large design-based research project called IQWST (Investigating and Questioning my World through Science and Technology. I found that the teachers provided support for inquiry along all three dimensions, sometimes in ways in which the dimensions were

  17. 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…

  18. Beginning literacy: links among teacher knowledge, teacher practice, and student learning.

    PubMed

    McCutchen, Deborah; Abbott, Robert D; Green, Laura B; Beretvas, S Natasha; Cox, Susanne; Potter, Nina S; Quiroga, Teresa; Gray, Audra L

    2002-01-01

    Although the importance of phonological awareness has been discussed widely in the research literature, the concept is not well understood by many classroom teachers. In the study described here, we worked with groups of kindergarten and first-grade teachers (the experimental group) during a 2-week summer institute and throughout the school year. We shared with them research about learning disabilities and effective instruction, stressing the importance of explicit instruction in phonological and orthographic awareness. We followed the experimental group and a control group into their classrooms for a year, assessing teachers' classroom practices and their students' (n = 779) learning. The study yielded three major findings: We can deepen teachers' own knowledge of the role of phonological and orthographic information in literacy instruction; teachers can use that knowledge to change classroom practice; and changes in teacher knowledge and classroom practice can improve student learning.

  19. Assessing Student Achievement in Physical Education for Teacher Evaluation

    ERIC Educational Resources Information Center

    Mercier, Kevin; Doolittle, Sarah

    2013-01-01

    While many teachers continue to ignore the practice of assessing student achievement in physical education, recent federal pressures to include student assessment data in teacher evaluation systems has shown that assessment of student outcomes is here to stay. Though there is a strong tradition of assessing teacher practice in physical education,…

  20. STEM High Schools Teachers' Belief Regarding STEM Student Giftedness

    ERIC Educational Resources Information Center

    Tofel-Grehl, Colby; Callahan, Carolyn M.

    2017-01-01

    Teachers' beliefs about students influence many of the decisions they make in the classroom. While much work has been done exploring teachers' beliefs as they relate to the nomination of students for gifted programs, little work has yet explored the ways in which teachers' beliefs about student giftedness possibly affect instructional decisions.…

  1. Teacher Dispositions Affecting Self-Esteem and Student Performance

    ERIC Educational Resources Information Center

    Helm, Carroll

    2007-01-01

    Research supports several factors related to student success. Darling-Hammond (2000) indicated that the quality of teachers, as measured by whether the teachers were fully certified and had a major in their teaching field, was related to student performance. Measures of teacher preparation and certification were the strongest predictors of student…

  2. 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…

  3. Teacher-Student Relationships and L2 Motivation

    ERIC Educational Resources Information Center

    Henry, Alastair; Thorsen, Cecilia

    2018-01-01

    Positive relationships with teachers are important for students' second language motivation. However, little is known about how interpersonal interactions stimulate motivated behavior. Drawing on studies of teacher-student relationships, theories from positive psychology, and the psychology of unconscious self-regulation, this case study examines…

  4. Student Teachers in Tibet: A Case Study.

    ERIC Educational Resources Information Center

    Su, Zhixin; Hawkins, John N.; Zhao, Chunhua; Huang, Tao

    2002-01-01

    Compared Tibetan student teachers' characteristics and attitudes to those of their mainstream Chinese counterparts. Surveys, interviews, observations, and document reviews revealed both similarities and differences. Tibetan student teachers tended to be middle class males, choose teaching for intrinsic reasons, and hesitate to commit themselves to…

  5. Gender Difference as a Factor in Teachers' Perceptions of Students.

    ERIC Educational Resources Information Center

    Prawat, Richard S.; Jarvis, Robert

    1980-01-01

    Teacher perceptions of students as influenced by differences in student gender are examined. Elementary school teachers' perceptions of students were assessed by their rating children in their classes on various dimensions. Results showed student ability/achievement are more potent in teacher perceptions than gender. (Author/GK)

  6. The Correlation between Teacher Self-Efficacy among Seminaries and Institutes Seminary Teachers and Student Outcomes

    ERIC Educational Resources Information Center

    Mangum, James Irvin, III

    2012-01-01

    This study examined the correlation between teacher self-efficacy and student outcomes. Teacher self-efficacy was measured in 99 Church of Jesus Christ of Latter-day Saints Seminaries and Institutes seminary teachers using Tschannen-Moran and Hoy's Teachers Sense of Efficacy Scale (2001). Student outcomes included academic grades, conduct…

  7. From Functioning Communality to Hostile Behaviour: Students' and Teachers' Experiences of the Teacher-Student Relationship in the Academic Community

    ERIC Educational Resources Information Center

    Asikainen, Henna; Blomster, Jaanika; Virtanen, Viivi

    2018-01-01

    Teacher support is an important factor affecting academic and social integration into the university. However, studies have been very scarce concerning both students' and teachers' experiences of their relationship in higher education. The purpose of this study is to examine students' and teachers' experiences of communality and interaction as…

  8. Selling students short: Racial differences in teachers' evaluations of high, average, and low performing students.

    PubMed

    Irizarry, Yasmiyn

    2015-07-01

    Education scholars document notable racial differences in teachers' perceptions of students' academic skills. Using data from the Early Childhood Longitudinal Study-Kindergarten Cohort, this study advances research on teacher perceptions by investigating whether racial differences in teachers' evaluations of first grade students' overall literacy skills vary for high, average, and low performing students. Results highlight both the overall accuracy of teachers' perceptions, and the extent and nature of possible inaccuracies, as demonstrated by remaining racial gaps net literacy test performance. Racial differences in teachers' perceptions of Black, non-White Latino, and Asian students (compared to White students) exist net teacher and school characteristics and vary considerably across literacy skill levels. Skill specific literacy assessments appear to explain the remaining racial gap for Asian students, but not for Black and non-White Latino students. Implications of these findings for education scholarship, gifted education, and the achievement gap are discussed. Copyright © 2015 Elsevier Inc. All rights reserved.

  9. Exploring Concerns of Business Student Teachers

    ERIC Educational Resources Information Center

    Fletcher, Edward C., Jr.; Mountjoy, Kathy; Bailey, Glenn

    2011-01-01

    Background: The student teaching internship is the culminating experience and has been cited as the most significant, exciting, and difficult experience teacher candidates will encounter throughout their entire teacher preparation program. In order to prepare business teacher candidates for their internships, it is critical to understand the…

  10. Teacher labor markets in developing countries.

    PubMed

    Vegas, Emiliana

    2007-01-01

    Emiliana Vegas surveys strategies used by the world's developing countries to fill their classrooms with qualified teachers. With their low quality of education and wide gaps in student outcomes, schools in developing countries strongly resemble hard-to-staff urban U.S. schools. Their experience with reform may thus provide insights for U.S. policymakers. Severe budget constraints and a lack of teacher training capacity have pushed developing nations to try a wide variety of reforms, including using part-time or assistant teachers, experimenting with pay incentives, and using school-based management. The strategy of hiring teachers with less than full credentials has had mixed results. One successful program in India hired young women who lacked teaching certificates to teach basic literacy and numeracy skills to children whose skills were seriously lagging. After two years, student learning increased, with the highest gains among the least able students. As in the United States, says Vegas, teaching quality and student achievement in the developing world are sensitive to teacher compensation. As average teacher salaries in Chile more than doubled over the past decade, higher-quality students entered teacher education programs. And when Brazil increased educational funding and distributed resources more equitably, school enrollment increased and the gap in student test scores narrowed. Experiments with performance-based pay have had mixed results. In Bolivia a bonus for teaching in rural areas failed to produce higher-quality teachers. And in Mexico a system to reward teachers for improved student outcomes failed to change teacher performance. But Vegas explains that the design of teacher incentives is critical. Effective incentive schemes must be tightly coupled with desired behaviors and generous enough to give teachers a reason to make the extra effort. School-based management reforms give decisionmaking authority to the schools. Such reforms in Central America

  11. Teaching Music in Our Time: Student Music Teachers' Reflections on Music Education, Teacher Education and Becoming a Teacher

    ERIC Educational Resources Information Center

    Georgii-Hemming, E.; Westvall, M.

    2010-01-01

    This article concerns students of music education in Sweden. It investigates the student teachers' perceptions of their ongoing music teacher education, with a particular focus on the task of teaching music today. It considers whether they believe their teacher education prepares them for this undertaking, and in that case, how. Their various…

  12. RE Student Teachers' Professional Development: Results, Reflections and Implications

    ERIC Educational Resources Information Center

    Ubani, Martin

    2016-01-01

    This article discusses some issues related to the professional development of Religious Education (RE) student teachers in initial teacher education based on empirical results on the development of the pedagogical thinking of Finnish RE student teachers during their teacher education. The article begins by describing the concept of professionalism…

  13. Conceptualizing the Roles of Mentor Teachers during Student Teaching

    ERIC Educational Resources Information Center

    Butler, Brandon M.; Cuenca, Alexander

    2012-01-01

    The field-based mentoring of student teachers is often an idiosyncratic and nuanced practice in which mentors' conceptualizations of their interactions with student teachers are generated through personal experiences with teacher education. If teacher educators and programs are to strengthen the tie between campus and field-based teacher…

  14. What secondary teachers think and do about student engagement in mathematics

    NASA Astrophysics Data System (ADS)

    Skilling, Karen; Bobis, Janette; Martin, Andrew J.; Anderson, Judy; Way, Jennifer

    2016-12-01

    What teachers' think about student engagement influences the teaching practices they adopt, their responses to students and the efforts they make in the classroom. Interviews were conducted with 31 mathematics teachers from ten high schools to investigate their perceptions and beliefs about student engagement in mathematics. Teachers also reported the practices they used to engage their students during mathematics lessons. Teacher perceptions of student engagement were categorised according to recognised `types' (behavioural, emotional and cognitive) and `levels' (ranging from disengaged to engaged). The teachers' reports emphasised immediate attention being paid to students' behaviours and overt emotions towards mathematics with fewer and less extensive reports made about students' cognitive engagement. Teachers' abilities to implement practices considered supportive of student engagement were linked to a number of elements, including their self-efficacy. Perceptions of being powerless to engage their students resulted in many teachers limiting their efforts to attempt some form of intervention.

  15. 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…

  16. Developing a Reflective Thinking Tendency Scale for Teachers and Student Teachers

    ERIC Educational Resources Information Center

    Semerci, Cetin

    2007-01-01

    This paper aims to develop the Reflective Thinking Tendency Scale (RTTS) for teachers and student teachers. Survey was the research method used in the study. In this research, there were 599 cases and 456 of these cases were the students of the departments of the Turkish language teaching and primary school teaching within grades of 2nd, 3rd and…

  17. An Investigation of Time Distribution of Pre-Service Teachers while Interning

    ERIC Educational Resources Information Center

    Torres, Robert M.; Ulmer, Jonathan D.

    2007-01-01

    Student teaching is the culminating experience of most teacher preparation programs. Student teaching gives the prospective teacher the opportunity to join the worlds of theory and practice and to develop individual teaching talents. Long hours are regularly spent in several areas. This study sought to investigate how student teachers distribute…

  18. Teacher Student Control Ideology and Burnout: Their Correlation

    ERIC Educational Resources Information Center

    Bas, Gokhan

    2011-01-01

    The purpose of this study is to examine the correlation between elementary teachers' student control ideologies and their perceived burnout levels and to determine to what extent teachers' student control ideologies predict their burnout. Three hundred and seventy-six teachers from 12 elementary schools in Nigde, Turkey participated in the study.…

  19. Help Teachers Engage Students: Action Tools for Administrators

    ERIC Educational Resources Information Center

    Brinkman, Annette; Forlini, Gary; Williams, Ellen

    2009-01-01

    This unique, hands-on reference for school administrators offers guidelines for effective student engagement as well as reproducible action tools that will enable you to: (1) Identify and share "The Big Eight Student Engagement Strategies" with your teachers; (2) Promote teacher growth and provide support for new and/or struggling teachers; (3)…

  20. Induction and Mentoring: Levels of Student Teacher Understanding

    ERIC Educational Resources Information Center

    Wilkins, Elizabeth A.; Okrasinski, Jeanne E.

    2015-01-01

    The purpose of this study was to explore perspectives held by student teachers about induction and mentoring programs and how teacher education programs could contribute to a broader continuum of supports that span from preservice to in-service teaching. Using survey research, this mixed-method study sought to understand what student teachers from…

  1. Enriching Student Teaching Relationships. Supervising Teacher Edition.

    ERIC Educational Resources Information Center

    Clothier, Grant; Kingsley, Elizabeth

    This training series was developed to improve the working relationships between supervising teachers and their student teachers. This supervising teacher's edition contains suggestions for such teachers as regards various activities dealing with the supervising/teaching situation, behavior problems, change, conference sessions, communication,…

  2. 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…

  3. Investigation of Factors Affecting Students' Science Achievement According to Student Science Teachers

    ERIC Educational Resources Information Center

    Tatar, Erdal; Tüysüz, Cengiz; Tosun, Cemal; Ilhan, Nail

    2016-01-01

    In this study, it was aimed to investigate the factors affecting students' science achievement according to student science teachers. The survey model which is one of the quantitative research methods was used. The sample was consisted of total 606 student science teachers from four state universities in Turkey. The data were obtained by using the…

  4. Physics Education for Blind Students: The Teachers' Perspective

    NASA Astrophysics Data System (ADS)

    Ferreira, Amauri; Dickman, Adriana

    2008-03-01

    We discuss the challenge high school teachers face when teaching physics to the blind. Using the oral history method, we interview physics teachers who have dealt with the inclusion of blind students in regular classrooms. Based on our study, we find that the performance of these students varies, depending on the studied subject. The narrative makes clear the teachers' lack of preparation to deal with inclusion, and their search for alternative methods to improve blind students' learning.

  5. "Walking Yourself around as a Teacher": Gender and Embodiment in Student Teachers' Working Lives

    ERIC Educational Resources Information Center

    Braun, Annette

    2011-01-01

    This paper considers the psychic and social dynamics reported by student teachers when learning to embody their teacher persona in the secondary school environment. Focusing on gender dimensions of embodiment and drawing on qualitative interview data from a UK study of postgraduate teacher-training students, teaching is examined as a physical…

  6. 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…

  7. Students' Perceptions of the Incidence of Burnout Among Their Teachers.

    ERIC Educational Resources Information Center

    Evers, Will J. G.; Tomic, Welko

    This study examined students' perceptions of teacher burnout in relation to the occurrence of disruptive student behavior and teacher competence to cope with this behavior. It also examined whether three survey instruments could be adapted to enable students to report on their teachers' psychosocial wellbeing. Participants were students in their…

  8. Student Teachers' Intrinsic Motivation during a Short-Term Teacher Training Course Abroad

    ERIC Educational Resources Information Center

    Pfingsthorn, Joanna; Czura, Anna

    2017-01-01

    While research data concerning study abroad experiences of tertiary level students are easily accessible, relatively little attention has been paid to the role of international programmes in pre-service foreign language (FL) teacher education. The present study involved student teachers of English from three countries and aimed to explore their…

  9. The Co-Creation of Caring Student-Teacher Relationships: Does Teacher Understanding Matter?

    ERIC Educational Resources Information Center

    Cooper, Kristy S.; Miness, Andrew

    2014-01-01

    This study explores the role of high school students' perceptions of teacher understanding in the development of caring student-teacher relationships. Whereas past research has embedded understanding as a facet of care, this research distinguishes between care and understanding to examine whether and how understanding is necessary for care.…

  10. The Teacher I Wish to Be: Exploring the Influence of Life Histories on Student Teacher Idealised Identities

    ERIC Educational Resources Information Center

    Furlong, Catherine

    2013-01-01

    This paper examines the influence of life histories and apprenticeship of observation on the formation of student teachers' idealised identities. The life histories of 15 student teachers are decoded. Through eliciting from the student teachers the teacher they wish to be, the paper focuses on the interplay between the personal histories and ideal…

  11. Student Attitudes to Teachers and Teaching.

    ERIC Educational Resources Information Center

    Angus, L.

    1984-01-01

    Presents an analysis of good and bad teaching practices through the perceptions of students and teachers in an Australian Catholic boys' school. Investigates ways teachers negotiate order in the classroom. (MD)

  12. Perceptions of Creativity by Turkish Student Teachers

    ERIC Educational Resources Information Center

    Dikici, Ayhan

    2012-01-01

    The purpose of this study is to determine whether Turkish student teachers have implicit opinions regarding creativity. For this purpose, whether the student teachers' genders, backgrounds, and socioeconomic levels created significant differences on the formation of their implicit opinions regarding creativity was examined. First, the What Do You…

  13. Fostering Student Emotional Growth: Teacher Self-Assessments.

    ERIC Educational Resources Information Center

    Strein, William; Murphy, James P.

    1982-01-01

    Analyzed 78 teachers' perceptions of their skills, knowledge, and attitudes about fostering students' emotional growth. Teachers rated themselves moderately skilled on most skill items and reported frequent use of skills designed to increase students' problem solving ability and self esteem. Results indicated much less curriculum use of affective…

  14. Teacher feedback during active learning: current practices in primary schools.

    PubMed

    van den Bergh, Linda; Ros, Anje; Beijaard, Douwe

    2013-06-01

    Feedback is one of the most powerful tools, which teachers can use to enhance student learning. It appears difficult for teachers to give qualitatively good feedback, especially during active learning. In this context, teachers should provide facilitative feedback that is focused on the development of meta-cognition and social learning. The purpose of the present study is to contribute to the existing knowledge about feedback and to give directions to improve teacher feedback in the context of active learning. The participants comprised 32 teachers who practiced active learning in the domain of environmental studies in the sixth, seventh, or eighth grade of 13 Dutch primary schools. A total of 1,465 teacher-student interactions were examined. Video observations were made of active learning lessons in the domain of environmental studies. A category system was developed based on the literature and empirical data. Teacher-student interactions were assessed using this system. Results. About half of the teacher-student interactions contained feedback. This feedback was usually focused on the tasks that were being performed by the students and on the ways in which these tasks were processed. Only 5% of the feedback was explicitly related to a learning goal. In their feedback, the teachers were directing (rather than facilitating) the learning processes. During active learning, feedback on meta-cognition and social learning is important. Feedback should be explicitly related to learning goals. In practice, these kinds of feedback appear to be scarce. Therefore, giving feedback during active learning seems to be an important topic for teachers' professional development. © 2012 The British Psychological Society.

  15. The importance of teacher-student interpersonal relationships for Turkish students' attitudes towards science

    NASA Astrophysics Data System (ADS)

    Telli, Sibel; den Brok, Perry; Cakiroglu, Jale

    2010-11-01

    The purpose of this study was to examine associations between Turkish high school students' perceptions of their science teachers' interpersonal behaviour and their attitudes towards science. Students' perceptions of the teacher-student interpersonal relationship were mapped with the Questionnaire on Teacher Interaction (QTI), which uses two relational dimensions: influence and proximity. Data on Students' subject-related attitudes were collected with the Test of Science Related Attitudes (TOSRA). A total of 7484 students (Grades 9 to 11) from 278 science classes (55 public schools) in 13 major Turkish cities participated in the study. Multilevel analyses of variance indicated that influence was related with student enjoyment, while proximity was associated with attitudes towards inquiry and with enjoyment.

  16. 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…

  17. 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

  18. eTeacher: Providing Personalized Assistance to E-Learning Students

    ERIC Educational Resources Information Center

    Schiaffino, Silvia; Garcia, Patricio; Amandi, Analia

    2008-01-01

    In this paper we present eTeacher, an intelligent agent that provides personalized assistance to e-learning students. eTeacher observes a student's behavior while he/she is taking online courses and automatically builds the student's profile. This profile comprises the student's learning style and information about the student's performance, such…

  19. Research Experiences for Science Teachers: The Impact On Their Students

    NASA Astrophysics Data System (ADS)

    Dubner, J.

    2005-12-01

    Deficiencies in science preparedness of United States high school students were recognized more than two decades ago, as were some of their underlying causes. Among the primary causes are the remoteness of the language, tools, and concepts of science from the daily experiences of teachers and students, and the long-standing national shortage of appropriately prepared science teachers. Secondary school science teachers are challenged each school year by constantly changing content, new technologies, and increasing demands for standards-based instruction. A major deficiency in the education of science teachers was their lack of experience with the practice of science, and with practicing scientists. Providing teachers with opportunities to gain hands-on experience with the tools and materials of science under the guidance and mentorship of leading scientists in an environment attuned to professional development, would have many beneficial effects. They would improve teachers' understanding of science and their ability to develop and lead inquiry- and standards-based science classes and laboratories. They would enable them to communicate the vitality and dynamism of science to their students and to other teachers. They would enhance their ability to motivate and guide students. From its inception, Columbia University's Summer Research Program for Science Teacher's goal has been to enhance interest and improve performance in science of students in New York City area schools. The program seeks to achieve this goal by increasing the professional competence of teachers. Our ongoing program evaluation shows that following completion of the program, the teachers implement more inquiry-based classroom and laboratory exercises, increase utilization of Internet resources, motivate students to participate in after school science clubs and Intel-type science projects; and create opportunities for students to investigate an area of science in greater depth and for longer periods

  20. Assessing clinical practice of student nurses: Views of teachers, mentors and students.

    PubMed

    Helminen, Kristiina; Tossavainen, Kerttu; Turunen, Hannele

    2014-08-01

    Assessment received by students affects the way that they conduct their studies and shapes their interests in clinical placements. It is therefore important that mentors and teachers have high quality assessment strategies to ensure the competence of nursing students. The objective of this study is to describe the views and experiences of nursing students, nursing teachers, and mentors on the final assessment of nursing students in clinical practice. The study also investigates respondents' views on using a standardized national or European scheme for clinical assessment in the future. Descriptive survey design with a questionnaire. Implemented in five Finnish universities of applied sciences and in five partner hospitals. Nursing students (n=276), nursing teachers (n=108) and mentors (n=225). A questionnaire was used to collect data. Survey data were analyzed by using SPSS version 19. Descriptive statistics and cross tabulations were used to characterize the data. Nursing students felt that they had spent enough time with their mentors during their clinical practice period to ensure that the mentors could assess their behavior. Mentors also evaluated that they had spent enough time with the students. Students and mentors both indicated occasional difficulties with the language used in the competence assessment document. Most of the nursing students and mentors shared the view that it is always necessary for a teacher to be involved in the final assessment discussion. The study highlights the importance of assessment skills of mentors and the important role of the teachers. Findings from this study indicate that nursing students' clinical practice assessment already includes many good practices, but we still have some difficulties in ensuring effective measures of competence. Copyright © 2014. Published by Elsevier Ltd.

  1. 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.

  2. 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.

  3. Teachers' Attitudes and Students' Opposition. School Misconduct as a Reaction to Teachers' Diminished Effort and Affect

    ERIC Educational Resources Information Center

    Demanet, Jannick; Van Houtte, Mieke

    2012-01-01

    Recent decades have seen many studies dealing with the effects of teacher expectations. While most have focused on students' cognitive outcomes, we relate teacher expectations to student deviancy. We expect low expectations to be associated with students' feelings of futility and less teacher support, which, according to respectively strain theory…

  4. Chinese Teachers' Perceptions of Students' Classroom Misbehaviour

    ERIC Educational Resources Information Center

    Ding, Meixia; Li, Yeping; Li, Xiaobao; Kulm, Gerald

    2008-01-01

    This study focuses on Chinese teachers' perceptions of students' classroom misbehaviour. A questionnaire was designed to assess teachers' general concerns about classroom management, teachers' perceptions of the most frequent and troublesome types of misbehaviour, and teachers' perceived needs for help with improving classroom management. A total…

  5. Reflectiveness, Adaptivity, and Support: How Teacher Agency Promotes Student Engagement

    ERIC Educational Resources Information Center

    Cooper, Kristy S.; Kintz, Tara; Miness, Andrew

    2016-01-01

    We examine how teachers whom students identified as being relatively more or less engaging spoke differently about how they use information on student engagement to inform their teaching. Using 3 years of data from teacher focus groups in which 21 teachers discussed their perceptions of student engagement and reactions to annual student surveys,…

  6. Teacher-Student Interaction and Learning.

    ERIC Educational Resources Information Center

    Hall, Joan Kelly; Walsh, Meghan

    2002-01-01

    Reviews literature on recent developments in teacher-student interaction and language learning. Based on a sociocultural perspective of language and learning, draws from three types of classrooms: first language, second language, and foreign language. Attention is given to studies that investigate the specific means used in teacher-student…

  7. Student Teachers' Attitudes about Basic Physics Laboratory

    ERIC Educational Resources Information Center

    Yesilyurt, Mustafa

    2004-01-01

    In this study an attitude questionnaire was developed and applied to identify student teachers' interests and attitudes for basic physics laboratory. In physics laboratory practices run by a higher education institution a new attitude questionnaire was developed and applied twice in two terms by researchers to increase student teachers' success…

  8. Why Students Withdraw from Initial Teacher Training.

    ERIC Educational Resources Information Center

    Chambers, Gary M.; Roper, Tom

    2000-01-01

    Describes a research project that investigated: why preservice teachers in the United Kingdom withdrew from initial teacher training; how those reasons correlated with the views of schools where students completed student teaching; and measures administrators could take to reduce withdrawal rates (e.g., focus on how to change the interview process…

  9. ``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.

  10. Students With Chronic Conditions: Experiences and Challenges of Regular Education Teachers.

    PubMed

    Selekman, Janice

    2017-08-01

    School nurses have observed the increasing prevalence of children with chronic conditions in the school setting; however, little is known about teacher experiences with these children in their regular classrooms. The purpose of this mixed-method study was to describe the experiences and challenges of regular education teachers when they have students with chronic conditions in their classroom and implications for the school nurse. The national sample consisted of regular education teachers. The methodologies consisted of focus groups and an online survey. Seven themes emerged: Teachers want to be informed about their students with chronic conditions, teachers lack information about the conditions, there is a lack of preparation in preteacher education programs about students with chronic conditions, teachers feel frustration and stress in working effectively with these students, teachers shared concerns about their students, teachers are asked to perform health-related tasks for students, and teachers made recommendations of what they need from the school nurse.

  11. Student Teachers' Views of Practicums (Teacher Training Placements) in Turkish and English Contexts: A Comparative Study

    ERIC Educational Resources Information Center

    Busher, Hugh; Gündüz, Müge; Cakmak, Melek; Lawson, Tony

    2015-01-01

    How student teachers experience their transformation into serving teachers in the liminal social spaces of the school-based practicum (teaching practice) is of key importance to them, their future students and their educators. The practicum is a challenging experience for student teachers, even with help from university and school-based mentors,…

  12. "What Advice Would You Give to Students Starting Your Course?"

    ERIC Educational Resources Information Center

    Meedin, Aneeqa

    2007-01-01

    In this essay, the author, a Biomedical Sciences student at the University of Sheffield, presents an atypical way of addressing the question "What advice would you give to students starting your course?" by transcribing the much-evoked and revered Ten Commandments, the original guide to life, into advice for new and bewildered Biomedical…

  13. Attitudes of Nigerian Secondary School Teachers to Student Evaluation of Teachers

    ERIC Educational Resources Information Center

    Joshua, Monday T.; Joshua, Akon M.

    2004-01-01

    This study was designed to assess the attitudes of Nigerian secondary school teachers to student evaluation of teachers (SET), and to find out if the attitudes expressed were influenced by teacher characteristics such as gender, professional status, geographical location, academic qualification and teaching experience. The study was a survey, and…

  14. 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…

  15. CREATIVITY OF PRESCHOOL AND ELEMENTARY SCHOOL TEACHERS AND THEIR STUDENTS.

    PubMed

    Sali, Güneş; Akyol, Aysel Köksal

    2015-12-01

    Although creativity provides a considerable number of advantages, many teachers have direct and indirect prejudices against creative students since they may display distracting and disruptive behaviors toward teachers and classmates. To determine how teachers' creativity affects their students' creative development, 90 preschool and elementary school teachers and 90 pupils were assessed for creative thinking. The children's sex was not correlated with creativity scores. There were small, significant relationships between various measures of preschool teachers' and students' creativity.

  16. Disconnections between Teacher Expectations and Student Confidence in Bioethics

    ERIC Educational Resources Information Center

    Hanegan, Nikki L.; Price, Laura; Peterson, Jeremy

    2008-01-01

    This study examines how student practice of scientific argumentation using socioscientific bioethics issues affects both teacher expectations of students' general performance and student confidence in their own work. When teachers use bioethical issues in the classroom students can gain not only biology content knowledge but also important…

  17. Impact of a Scientist-Teacher Collaborative Model on Students, Teachers, and Scientists

    NASA Astrophysics Data System (ADS)

    Shein, Paichi Pat; Tsai, Chun-Yen

    2015-09-01

    Collaborations between the K-12 teachers and higher education or professional scientists have become a widespread approach to science education reform. Educational funding and efforts have been invested to establish these cross-institutional collaborations in many countries. Since 2006, Taiwan initiated the High Scope Program, a high school science curriculum reform to promote scientific innovation and inquiry through an integration of advanced science and technology in high school science curricula through partnership between high school teachers and higher education scientists and science educators. This study, as part of this governmental effort, a scientist-teacher collaborative model (STCM) was constructed by 8 scientists and 4 teachers to drive an 18-week high school science curriculum reform on environmental education in a public high school. Partnerships between scientists and teachers offer opportunities to strengthen the elements of effective science teaching identified by Shulman and ultimately affect students' learning. Mixed methods research was used for this study. Qualitative methods of interviews were used to understand the impact on the teachers' and scientists' science teaching. A quasi-experimental design was used to understand the impact on students' scientific competency and scientific interest. The findings in this study suggest that the use of the STCM had a medium effect on students' scientific competency and a large effect on students' scientific individual and situational interests. In the interviews, the teachers indicated how the STCM allowed them to improve their content knowledge and pedagogical content knowledge (PCK), and the scientists indicated an increased knowledge of learners, knowledge of curriculum, and PCK.

  18. Teacher Knowing or Not Knowing about Students

    ERIC Educational Resources Information Center

    Amin, Nyna; Vithal, Renuka

    2015-01-01

    Based on a critical ethnography of an urban high school that exemplifies the many changes of post-apartheid South Africa, this paper presents data about two teachers who propose opposing perspectives and practices of knowing students. The analysis of the teachers' narratives shows that they came to know their students through solicited,…

  19. BHP Billiton Science Teacher Awards

    ERIC Educational Resources Information Center

    Chittleborough, Gail; Campbell, Coral

    2012-01-01

    The prestigious BHP Billiton Science Teacher Awards are awarded annually to one teacher from each state of Australia. The awards recognise and value the time and effort that teachers give to the profession and to students conducting scientific research projects. This paper examines the Science Award scheme to identify the characteristics common to…

  20. 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).

  1. Supporting Teachers in Identifying Students' Learning Styles in Learning Management Systems: An Automatic Student Modelling Approach

    ERIC Educational Resources Information Center

    Graf, Sabine; Kinshuk; Liu, Tzu-Chien

    2009-01-01

    In learning management systems (LMSs), teachers have more difficulties to notice and know how individual students behave and learn in a course, compared to face-to-face education. Enabling teachers to know their students' learning styles and making students aware of their own learning styles increases teachers' and students' understanding about…

  2. Active Learning Promoting Student Teachers' Professional Competences in Finland and Turkey

    ERIC Educational Resources Information Center

    Niemi, Hannele; Nevgi, Anne; Aksit, Fisun

    2016-01-01

    This study investigates student teachers' active learning experiences in teacher education (TE) in Finnish and Turkish contexts and attempts to determine how active learning methods' impact student teachers' professional competences. Student teachers (N = 728) assessed their active learning experiences and the professional competences they…

  3. Teacher Misbehavior and Its Effects on Student Interest and Engagement

    ERIC Educational Resources Information Center

    Broeckelman-Post, Melissa Ann; Tacconelli, Angelica; Guzmán, Jaime; Rios, Maritza; Calero, Beverly; Latif, Farah

    2016-01-01

    This study sought to investigate whether there was any relationship between teacher misbehaviors and student interest and engagement. Consistent with Emotional Response Theory and models for how teacher behavior impacts student interest and engagement, teacher misbehaviors were strongly correlated with student interest and weakly correlated with…

  4. 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.

  5. The Relationship between Teacher Support and Students' Academic Emotions: A Meta-Analysis

    PubMed Central

    Lei, Hao; Cui, Yunhuo; Chiu, Ming Ming

    2018-01-01

    This meta-analysis examines the association between teacher support and students' academic emotions [both positive academic emotions (PAEs) and negative academic emotions (NAEs)] and explores how student characteristics moderate these relationships. We identified 65 primary studies with 58,368 students. The results provided strong evidence linking teacher support and students' academic emotions. Furthermore, students' culture, age, and gender moderated these links. The correlation between teacher support and PAEs was stronger for Western European and American students than for East Asian students, while the correlation between teacher support and NAEs was stronger for East Asian students than for Western European and American students. Also, the correlation between teacher support and PAEs was strong among university students and weaker among middle school students, compared to other students. The correlation between teacher support and NAEs was stronger for middle school students and for female students, compared to other students. PMID:29403405

  6. ABC Tracker: Increasing Teacher Capacity for Assessing Student Behavior

    ERIC Educational Resources Information Center

    Borgmeier, Chris; Loman, Sheldon L.; Strickland-Cohen, M. Kathleen

    2017-01-01

    Students with persistent challenging behavior are present in nearly every classroom. Teachers need the knowledge and skills to understand student behavior and intervene effectively. This article presents a framework to guide teachers in understanding student behavior and feasible tools for collecting data about the function of student behavior.…

  7. Meeting Unique Student Needs: Dual-Identified Students and Teacher Self-Efficacy

    ERIC Educational Resources Information Center

    Dornayi, Hassan Mohsen

    2017-01-01

    This study explored the connection between how confident teachers feel about their skills in teaching dual-identified students and the types and amounts of training they have received. Additionally, this study attempted to find out what the needs of teachers were in order to help them feel more confident in their abilities to teach these students.…

  8. An Exploratory Study of the Effects of Teacher Attractiveness on Undergraduates' Perceptions of Teacher-Student Sexual Involvement

    ERIC Educational Resources Information Center

    Fromuth, Mary Ellen; Kelly, David B.; Wilson, Amy K.; Finch, Lanjericha V.; Scruggs, Lindsey

    2013-01-01

    This study explored whether the attractiveness of a teacher affected perceptions of teacher sexual misconduct. Respondents (120 female and 108 male undergraduates) read scenarios depicting teacher sexual misconduct varied by gender dyad (male teacher-female student and female teacher-male student) and two levels of attractiveness (very attractive…

  9. Relations between harsh discipline from teachers, perceived teacher support, and bullying victimization among high school students.

    PubMed

    Banzon-Librojo, Lorelie Ann; Garabiles, Melissa R; Alampay, Liane Peña

    2017-06-01

    This study examined how the experience of harsh discipline from teachers is related to students' experience of bullying victimization in a Philippine high school. Respondents were 401 first- to fourth-year high school students of an urban public school in the Philippines. Using structural equation modeling, a hypothesized model with direct associations between harsh discipline and bullying victimization, and an indirect path via students' perception of teacher support, was tested. The data adequately fit the model and showed that experiences of harsh teacher discipline predicted higher bullying victimization and students' negative perception of teacher support. There were no significant indirect effects. The findings suggest that school discipline strategies may have repercussions on students' behaviors and relationships, highlighting the teacher's role in modeling and setting norms for acceptable behaviors. Future studies can examine further how teachers' harsh or positive discipline behaviors relate to bullying. Copyright © 2017 The Foundation for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved.

  10. Elementary Students' Construct of PE Teacher Credibility

    ERIC Educational Resources Information Center

    Ramos, Nilo O.; McCullick, Bryan A.

    2015-01-01

    The purpose of this study was to investigate elementary students' perceptions of PE teacher credibility. Eight high- and low-skilled students from grades 3 and 5 were selected from a school employing a PE teacher holding a National Board Certification. Data were collected in the school setting utilizing observations, field notes, an open-ended…

  11. Cornerstones: Literacy Units Ready for Teachers, Students

    ERIC Educational Resources Information Center

    Blasko, Jennifer; Donahue, Sheila

    2008-01-01

    Every day, teachers face the time-consuming task of adapting materials from curricula that do not meet their students' needs or match their learning styles. This article discusses ready-made literacy units specifically designed for teachers of deaf and hard of hearing students. The units were part of the Cornerstones Project, an activity of the…

  12. Novice Teachers' Attention to Student Thinking

    ERIC Educational Resources Information Center

    Levin, Daniel M.; Hammer, David; Coffey, Janet E.

    2009-01-01

    Stage-based views of teacher development hold that novice teachers are unable to attend to students' thinking until they have begun to identify themselves as teachers and mastered classroom routines, and so the first emphases in learning to teach should be on forming routines and identity. The authors challenge those views, as others have done,…

  13. Astrophysics for Early Elementary Students and Teachers

    NASA Astrophysics Data System (ADS)

    Kang, R.

    2004-12-01

    How can very young students be taught astrophysics? What can we offer to teachers of K-4 students? Whether you deal directly with youngsters in classrooms, work with your School of Education to develop science inquiry training, or offer occasional general outreach, we discuss activities your program can adopt from the University of Oregon's Electronic Universe outreach program. This collaboration through NASA's Oregon Space Grant plus citizen amateur astronomers has been successfully delivering astrophysics to students in all grades throughout Oregon for over a decade. Students in grades K-4 are generally very enthusiastic learners who have a lot of interest in content and technology about space. Unfortunately typical curricula, state learning requirements, and typical training of their teachers is usually very simplistic and often contains erroneous and outdated materials. We'll work through a series of explorations designed for elementary level that use digital data and virtual reality simulations in conjunction with kinesthetic activities to connect observations such as brightness, shadows, motions, shapes, and colors to basic physical characteristics and properties. This is the starting place where we can grab already curious students and inspire teachers, particularly new teachers, to use space science content to develop science inquiry based curricula. Young students and their teachers can handle astrophysics if the topics are presented in familiar terms and with use of sufficient first hand modeling. Don't be afraid to start them early on these topics, this could dispel myths, generate future interest, and promote careers in science.

  14. Teachers' Knowledge and Support Systems Regarding Students with Terminal Illness

    ERIC Educational Resources Information Center

    Heller, Kathryn Wolff; Coleman, Mari Beth; Best, Sherwood J.; Emerson, Judith

    2013-01-01

    This study examined teachers' knowledge and support when working with students with terminal illness or having experienced a student death. One hundred and ninety teachers of students with physical or multiple disabilities responded to a 40 item questionnaire that was distributed nationally. Results indicated that teachers have greater knowledge…

  15. Student Teachers' Management Practices in Elementary Classrooms: A Qualitative Study

    ERIC Educational Resources Information Center

    Hildenbrand, Susan M.; Arndt, Katrina

    2016-01-01

    This qualitative study of four student teachers completing certification in elementary and special education investigated the classroom management practices of the student teachers. This is an important area of study because management practices are essential for an effective classroom, and student teachers often lack confidence and skill in the…

  16. The PPST and NTE as Predictors of Student Teacher Performance.

    ERIC Educational Resources Information Center

    Salzman, Stephanie A.

    The Pre-Professional Skills Test (PPST) and the National Teacher Examinations (NTE) were examined as predictors of student classroom performance as measured by three instruments from the "Teacher Performance Assessment Instruments" (TPAIs) of W. Capie et al. (1979). Subjects were 305 teacher education students taking the student teaching…

  17. 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…

  18. Judicious Discipline: A Case Study of a Student Teacher.

    ERIC Educational Resources Information Center

    Ackley, Blaine C.; Campbell, Travis C.

    This study examined the effects of using the Judicious Discipline (JD) program in one student teacher's classroom. The student teacher administered anonymous student surveys on discipline to his high school social studies class. He then introduced and discussed freedom, justice, and equality with his students and examined the concepts of rights…

  19. Do Teacher Financial Awards Improve Teacher Retention and Student Achievement in an Urban Disadvantaged School District?

    ERIC Educational Resources Information Center

    Shifrer, Dara; Turley, Ruth López; Heard, Holly

    2017-01-01

    Teacher performance pay programs are theorized to improve student achievement by incentivizing teachers, but opponents counter that teachers are not motivated by money. We used regression discontinuity techniques and data on a census of the students, teachers, and schools in a large urban minority-majority school district to show receipt of a…

  20. Neuromyths among Teachers and Student Teachers

    ERIC Educational Resources Information Center

    Tardif, Eric; Doudin, Pierre-André; Meylan, Nicolas

    2015-01-01

    Many so-called brain-based educational approaches have been strongly criticized for their lack of empirical support and occasionally for their use of pseudoscientific concepts. As a result, several use the term neuromyths to refer to false beliefs or misinterpretations regarding neuroscientific facts. We surveyed both teachers and student teachers…

  1. Student and Teacher Perspectives of Technology Usage

    ERIC Educational Resources Information Center

    Elliott, Lori L.

    2010-01-01

    This study examined the use of technology by eighth grade students and teachers and perceptions of students and teachers toward technology use in the classroom and home. A mixed design method was selected to collect and analyze the data. Face-to-face interviews, field notes, and national survey results were used to triangulate the data. Three…

  2. Teacher Perceptions Regarding the Relationship of Modified Year-Round School Calendars with Student Achievement, Student Behavior, and Teacher Efficacy

    ERIC Educational Resources Information Center

    Huffman, George Eugene

    2013-01-01

    The purpose of this study was to analyze demographic and school data, as well as data on the perceptions of teachers regarding the impact that a modified year-round school calendar has on student achievement, student behavior, and teacher efficacy. Prior research and literature examined the impact of year-round school calendars on student…

  3. Students' Positioning in the Classroom: a Study of Teacher-Student Interactions in a Socioscientific Issue Context

    NASA Astrophysics Data System (ADS)

    Bossér, Ulrika; Lindahl, Mats

    2017-07-01

    The integration of socioscientific issues (SSI) in science education calls for emphasizing dialogic classroom practices that include students' views together with multiple sources of knowledge and diverse perspectives on the issues. Such classroom practices aim to empower students to participate in decision-making on SSI. This can be accomplished by enhancing their independence as learners and positioning them as legitimate participants in societal discussions. However, this is a complex task for science teachers. In this study, we introduce positioning theory as a lens to analyse classroom discourse on SSI in order to enhance our knowledge of the manners by which teachers' interactions with students make available or promote different positions for the students, that is, different parts for the students to play as participants, when dealing with SSI in the classroom. Transcripts of interactions between one teacher and six student groups, recorded during two lessons, were analysed with respect to the positioning of the students as participants in the classroom, and in relation to the SSI under consideration. The results show that the teacher-student interactions made available contrasting student positions. The students were positioned by the teacher or positioned themselves as independent learners or as dependent on the teacher. Furthermore, the students were positioned as affected by the issue but as spectators to public negotiations of the issue. Knowledge about the manner in which teacher-student interactions can function to position students seems important for dialogic classroom practices and the promotion of student positions that sustain the pursuit of intended educational outcomes.

  4. Assessing Teaching Skills Linked to Student Achievement in Candidate Teachers during the Teacher Hiring Process

    ERIC Educational Resources Information Center

    Fortner, Dale

    2011-01-01

    The purpose of this project study was to assist school principals in hiring quality teachers by examining existing hiring processes and research-based criteria on teacher practices that influence student achievement. The superintendent in one school district identified a problem of low student achievement and high teacher turnover. The theoretical…

  5. Relevance of Student Teaching Skills and Activities from the Perspective of the Student Teacher

    ERIC Educational Resources Information Center

    Smalley, Scott W.; Retallick, Michael S.; Paulsen, Thomas H.

    2015-01-01

    The purpose of this descriptive survey study was to determine the extent to which student teachers deem traditional student teaching skills and activities relevant as part of the capstone student teaching experience. The study population consisted of all (N = 140) fall 2012 and spring 2013 agricultural education student teachers in the North…

  6. 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…

  7. Technology Acceptance Predictors among Student Teachers and Experienced Classroom Teachers

    ERIC Educational Resources Information Center

    Smarkola, Claudia

    2007-01-01

    This study investigated 160 student teachers' and 158 experienced teachers' self-reported computer usage and their future intentions to use computer applications for school assignments. The Technology Acceptance Model (TAM) was used as the framework to determine computer usage and intentions. Statistically significant results showed that after…

  8. Teachers Reading Aloud

    ERIC Educational Resources Information Center

    McQuillan, Kristin

    2009-01-01

    Creating research-based expectations and education strategies for all teachers to implement consistently are the beginning steps in giving all students access to standards-based curriculum and in creating readers, writers, and content learners. Reading aloud is one research-based practice that enhances achievement for all students, whether they…

  9. The difficulties of teacher in teaching geometry for mental retardation students

    NASA Astrophysics Data System (ADS)

    Shomad, Z. A.; Kusmayadi, T. A.; Riyadi

    2018-03-01

    The purpose of this research is to find out the problems faced by teachers in teaching materials on mental retardation students. It focused on the difficulties faced by the teacher in teaching geometry. A qualitative method with field study approach used in this study. The subjects in this research are the teacher and mild mental retardation students. There are six teachers and six students involve as the subject which is chosen by purposive sampling. The data of this research is the observation and interview against teachers and mental retardation students. The data was analyzed qualitatively with Miles and Huberman steps. The results of this research show that mental retardation students have less attention to the materials, less special books or learning media props, difficult in the set the students, and the difficulty in choosing the material that suits the student needs and the condition of mental retardation students. There's not much pay attention to the children with special need, particularly mental retardation student. Thus, this study can help analyze the difficulties teachers so that learning math for mental retardation students more optimal.

  10. Using Automated Scores of Student Essays to Support Teacher Guidance in Classroom Inquiry

    NASA Astrophysics Data System (ADS)

    Gerard, Libby F.; Linn, Marcia C.

    2016-02-01

    Computer scoring of student written essays about an inquiry topic can be used to diagnose student progress both to alert teachers to struggling students and to generate automated guidance. We identify promising ways for teachers to add value to automated guidance to improve student learning. Three teachers from two schools and their 386 students participated. We draw on evidence from student progress, observations of how teachers interact with students, and reactions of teachers. The findings suggest that alerts for teachers prompted rich teacher-student conversations about energy in photosynthesis. In one school, the combination of the automated guidance plus teacher guidance was more effective for student science learning than two rounds of personalized, automated guidance. In the other school, both approaches resulted in equal learning gains. These findings suggest optimal combinations of automated guidance and teacher guidance to support students to revise explanations during inquiry and build integrated understanding of science.

  11. 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.

  12. Medical Students' Professional Development as Educators Revealed Through Reflections on Their Teaching Following a Students-as-Teachers Course.

    PubMed

    Yoon, Michelle H; Blatt, Benjamin C; Greenberg, Larrie W

    2017-01-01

    requirements, giving and receiving feedback, providing mentoring, creating a positive learning climate, and growing as educators. Insights: This study's results reveal how learners perceive and translate their experiences in a teaching course, in terms of incorporating particular knowledge or skills, valuing or displaying certain professional behaviors, and gaining self-awareness and satisfaction from teaching experiences. The findings of this study, specifically major themes from self-assessment narratives, provide us with a better understanding of medical students' developing identities and emerging professional self-concept as educators, specifically as experienced through a combination of formal teaching, and applying education theories and strategies. Findings may be informative from a program evaluation lens but also for faculty development initiatives related to training medical teachers and the larger landscape of the emerging field of Health Professions Education.

  13. Addicted Student: Classroom Behavior, Teacher Response.

    ERIC Educational Resources Information Center

    Craig, Barbara J.

    Teachers ought to know how to identify the alcoholic student (and also the student in early recovery), and how to help such students. Research indicates that alcohol is implicated in 38% of all academic failures. The alcoholic student may smell of alcohol, act in a disoriented manner, or drop out, but as many as one-third of students surveyed…

  14. Accessing resources for identity development by urban students and teachers: foregrounding context

    NASA Astrophysics Data System (ADS)

    Luehmann, April Lynn

    2009-03-01

    Many attempt to address the documented achievement gap between urban and suburban students by offering special programs to enrich urban students' academic experiences and proficiencies. Such was the case in the study described by DeGennaro and Brown in which urban students participated in an after-school technology course intended to address the "digital divide" by giving these youth supported experiences as technology users. However, also like the initial situation described in this study, instructional design that does not capitalize on what we know about urban education or informal learning contexts can actually further damage urban youths' identities as learners by positioning them as powerless and passive recipients instead of meaningful contributors to their own learning. The analysis presented in this forum is intended to further the conversation begun by DeGennaro and Brown by explicitly complexifying our consideration of context (activity structures and setting) so as to support the development of contexts that afford rich learning potential for both the urban students and their learning facilitators, positioned in the role of teachers. Carefully constructed contexts can afford participants as learners (urban students and teachers) opportunities to access rich identity resources (not typically available in traditional school contexts) including, but not limited to, the opportunity to exercise agency that allows participants to reorganize their learning context and enacted culture as needed.

  15. Exploring Prospective Secondary Mathematics Teachers' Interpretation of Student Thinking through Analysing Students' Work in Modelling

    ERIC Educational Resources Information Center

    Didis, Makbule Gozde; Erbas, Ayhan Kursat; Cetinkaya, Bulent; Cakiroglu, Erdinc; Alacaci, Cengiz

    2016-01-01

    Researchers point out the importance of teachers' knowledge of student thinking and the role of examining student work in various contexts to develop a knowledge base regarding students' ways of thinking. This study investigated prospective secondary mathematics teachers' interpretations of students' thinking as manifested in students' work that…

  16. Quality Science Teacher Professional Development and Student Achievement

    NASA Astrophysics Data System (ADS)

    Dubner, J.

    2007-12-01

    Studies show that socio-economic background and parental education accounts for 50-60 percent of a child's achievement in school. School, and other influences, account for the remaining 40-50 percent. In contrast to most other professions, schools require no real apprenticeship training of science teachers. Overall, only 38 percent of United States teachers have had any on-the-job training in their first teaching position, and in some cases this consisted of a few meetings over the course of a year between the beginning teacher and the assigned mentor or master teacher. Since individual teachers determine the bulk of a student's school experiences, interventions focused on teachers have the greatest likelihood of affecting students. To address this deficiency, partnerships between scientists and K-12 teachers are increasingly recognized as an excellent method for improving teacher preparedness and the quality of science education. Columbia University's Summer Research Program for Science Teachers' (founded in 1990) basic premise is simple: teachers cannot effectively teach science if they have no firsthand experience doing science, hence the Program's motto, "Practice what you teach." Columbia University's Summer Research Program for Science Teachers provides strong evidence that a teacher research program is a very effective form of professional development for secondary school science teachers and has a direct correlation to increased student achievement in science. The author will present the methodology of the program's evaluation citing statistically significant data. The author will also show the economic benefits of teacher participation in this form of professional development.

  17. 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…

  18. Race of Student and Nonverbal Behavior of Teacher.

    ERIC Educational Resources Information Center

    Feldman, Robert S.

    White and black subjects, playing the role of teacher, were led to praise verbally a white or black student. It was hypothesized that the race of the student would affect the nonverbal behavior of the teacher. White and black judges, blind to the race of the students and to the hypothesis of the study, rated how pleased the facial expressions of…

  19. Profiles of Teacher Grading Practices: Integrating Teacher Beliefs, Course Criteria, and Student Characteristics

    ERIC Educational Resources Information Center

    Wiley, Caroline Rose Hummel

    2011-01-01

    The majority of the research on grading practices thus far examines teachers' perceived grading practices through Likert-type surveys and vignettes regarding generic students. This study is unique because it proposes a more systematic method of qualitative inquiry to examine how teachers perceive grading on an individual student basis by asking…

  20. 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…

  1. Results of the 2004 DesignShare POE Program: Students and Teachers Tell Us what They Really Think

    ERIC Educational Resources Information Center

    Lackney, Jeffery A.

    2004-01-01

    DesignShare/School Construction News (DS/SCN) Jurists have often critically reflected on their desire to know more about how teachers and students really experience so-called innovative award-winning schools. Through the DesignShare Post-Occupancy Evaluation Program, the intention is to give voice to the individuals whose lives are directly…

  2. Professional Teacher Education Module Series. Assess Student Performance: Knowledge, Module D-2 of Category D--Instructional Evaluation.

    ERIC Educational Resources Information Center

    Ohio State Univ., Columbus. National Center for Research in Vocational Education.

    This second in a series of six learning modules on instructional evaluation is designed to give secondary and postsecondary vocational teachers help in assessing student performance as it relates to knowledge of the facts, data, related information, and procedures taught in their vocational courses. The terminal objective for the module is to…

  3. Adding Color to Conflict: Disruptive Students' Drawings of Themselves with Their Teachers

    ERIC Educational Resources Information Center

    McGrath, Kevin Francis; Van Bergen, Penny; Sweller, Naomi

    2017-01-01

    Building on work examining teachers' perceptions of the student-teacher relationship, this study investigated how young students draw themselves with their teachers. Fourteen kindergarten and first-grade teachers each nominated 2 disruptive and 2 well-behaved students. Students then completed 1 drawing of themselves with their classroom teacher…

  4. Bangladeshi Teachers' Perceptions about Student Behaviour in Primary Schools

    ERIC Educational Resources Information Center

    Malak, Saiful; Deppeler, Joanne M.; Sharma, Umesh

    2014-01-01

    This paper reports on a study of Bangladeshi teachers' perceptions of student behaviour. Semi-structured, one-on-one interviews were conducted with 22 teachers from six primary schools in one district in Bangladesh. Thematic analysis technique was used to analyse the data. The findings indicated that teachers conceptualized students' inappropriate…

  5. Valuing Student Teachers' Perspectives: Researching Inclusively in Inclusive Education?

    ERIC Educational Resources Information Center

    Black-Hawkins, Kristine; Amrhein, Bettina

    2014-01-01

    This paper considers how engaging with the principles of inclusive research can enhance research studies that set out to understand the experiences of student teachers on initial teacher education programmes. It does so by describing the methodological development of an on-going study of student teachers' perspectives on working with diverse…

  6. Teacher-student relationship climate and school outcomes: implications for educational policy initiatives.

    PubMed

    Barile, John P; Donohue, Dana K; Anthony, Elizabeth R; Baker, Andrew M; Weaver, Scott R; Henrich, Christopher C

    2012-03-01

    In recent discussions regarding concerns about the academic achievement of US students, educational policy makers have suggested the implementation of certain teacher policies. To address the limited empirical research on the putative educational impact of such policies, this study used multilevel structural equation models to investigate the longitudinal associations between teacher evaluation and reward policies, and student mathematics achievement and dropout with a national sample of students (n = 7,779) attending one of 431 public high schools. The student sample included an equal number of boys and girls averaging 16 years of age, and included a White (53%) majority. This study examined whether associations between teacher policies and student achievement were mediated by the teacher-student relationship climate. Results of this study were threefold. First, teacher evaluation policies that allowed students to evaluate their teachers were associated with more positive student reports of the classroom teaching climate. Second, schools with teacher reward policies that included assigning higher performing teachers with higher performing students had a negative association with student perceptions of the teaching climate. Lastly, schools with better student perceptions of the teaching climate were associated with lower student dropout rates by students' senior year. These findings are discussed in light of their educational policy implications.

  7. The Changing Role of the University Supervisor of Student Teachers.

    ERIC Educational Resources Information Center

    Dixon, Billy G.; Seiferth, Berniece

    With decreasing enrollments in student teaching programs and the increasing need for more responsive education, it has become imperative that the choosing of cooperating teachers be more selective and that all concerned--university supervisors of student teachers, cooperating teachers, teachers of methods classes in the college of education, and…

  8. Teacher-Student Interaction and Gifted Students' Attitudes toward Chemistry in Laboratory Classrooms in Singapore

    ERIC Educational Resources Information Center

    Lang, Quek Choon; Wong, Angela F. L.; Fraser, Barry J.

    2005-01-01

    This study investigated associations between teacher-student interaction and students' attitudes towards chemistry among 497 tenth grade students from three independent schools in Singapore. Analyses supported the reliability and validity of a 48-item version of the Questionnaire on Teacher Interaction (QTI). Statistically significant gender…

  9. Assessing Student Teachers' Reflective Writing through Quantitative Content Analysis

    ERIC Educational Resources Information Center

    Poldner, Eric; Van der Schaaf, Marieke; Simons, P. Robert-Jan; Van Tartwijk, Jan; Wijngaards, Guus

    2014-01-01

    Students' reflective essay writing can be stimulated by the formative assessments provided to them by their teachers. Such assessments contain information about the quality of students' reflective writings and offer suggestions for improvement. Despite the importance of formatively assessing students' reflective writings in teacher education…

  10. Basic Wiring. Fourth Edition. Teacher Edition [and] Student Guide [and] Student Workbook 1 [and] Student Workbook 2.

    ERIC Educational Resources Information Center

    Kaltwasser, Stan; Flowers, Gary; Blasingame, Don

    Basic Wiring, first in a series of three wiring publications, serves as the foundation for students enrolled in a wiring program. It is a prerequisite to Commercial and Industrial Wiring or Residential Wiring. Instructional materials include a teacher edition, student guide, and two student workbooks. The teacher edition begins with introductory…

  11. Collaborative Learning Practices: Teacher and Student Perceived Obstacles to Effective Student Collaboration

    ERIC Educational Resources Information Center

    Le, Ha; Janssen, Jeroen; Wubbels, Theo

    2018-01-01

    While the educational literature mentions several obstacles affecting the effectiveness of collaborative learning (CL), they have often been investigated through the perceptions of only one actor, either teachers or students. Therefore, some sources of obstacles that teachers and students encounter may not have been revealed. In this study, 19…

  12. 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…

  13. Parent-Teacher Partnership and High School Students' Development in Mainland China: The Mediating Role of Teacher-Student Relationship

    ERIC Educational Resources Information Center

    Deng, Linyuan; Zhou, Nan; Nie, Ruihong; Jin, Peipei; Yang, Mengxi; Fang, Xiaoyi

    2018-01-01

    Parent-teacher partnership is associated closely with adolescents' development. However, little is known about the association between parent-teacher partnership and Chinese high school students' development. Therefore, this study examines whether and how parent-teacher partnership (objective contacts and subjective relationship quality) relates…

  14. The Relationship between Teacher Burnout and Student Motivation

    ERIC Educational Resources Information Center

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

    2015-01-01

    Background: 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'…

  15. A Portuguese version of the student-teacher relationship scale - short form.

    PubMed

    Patrício, Joana Nunes; Barata, M Clara; Calheiros, M Manuela; Graça, João

    2015-05-20

    Research consistently demonstrates that positive student-teacher relationships are fundamental to the healthy development of all students. However, we lack a Portuguese-validated measure of student-teacher relationships. In this article we present the adaptation procedures and the psychometric properties of a Portuguese version of the Student-Teacher Relationship Scale - Short Form (Pianta, 1992). Five hundred and thirty five teachers from 127 schools completed the STRS-SF. The results demonstrate that this adapted version of the STRS-SF has good psychometric properties, namely high reliability (α = .84 to .87) and expected construct validity, which were tested through exploratory and confirmatory factor analyses (χ2/df = 1.65, CFI = .96, GFI = .93, RMSEA = 0.05). This study also showed that the correlations of student-teacher relationship with students' demographic variables are consistent with the evidence in the literature about this construct. Finally, the study indicated that female teachers reported more closeness, t(530) = 4.06, p < .001 and better overall student-teacher relationships, t(530) = 4.90, p < .001. In the discussion, we analyze the implications of these results.

  16. Training, Inclusion, and Behaviour: Effect on Student-Teacher and Student-SEA Relationships for Students with Autism Spectrum Disorders

    ERIC Educational Resources Information Center

    Brown, Jacqueline A.; McIntosh, Kent

    2012-01-01

    Little is known about factors that affect teacher and special educational assistants' (SEA) relationships with students with Autism Spectrum Disorders (ASD). In this study, participants were 15 students with ASD receiving inclusive education in Kindergarten through Grade 3, their classroom teachers, and SEAs. Teachers and SEAs completed rating…

  17. 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.

  18. Helping Students Make Meaning of Authentic Investigations: Findings from a Student-Teacher-Scientist Partnership

    ERIC Educational Resources Information Center

    Peker, Deniz; Dolan, Erin

    2012-01-01

    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…

  19. 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…

  20. Teacher Expectancy Related to Student Performance in Vocational Education.

    ERIC Educational Resources Information Center

    Pandya, Himanshu S.

    A study was designed (1) to discover the effect of teacher expectation on student performance in the cognitive and in the psychomotor skills, and (2) to analyze students' attitudes toward teachers because of teacher expectations. The study utilized two different instructional units. The quality milk production unit was used to teach cognitive…

  1. Assessing Student Teaching Experiences: Teacher Candidates' Perceptions of Preparedness

    ERIC Educational Resources Information Center

    Lee, Joohi; Tice, Kathleen; Collins, Denise; Brown, Amber; Smith, Cleta; Fox, Jill

    2012-01-01

    The purpose of this study is to investigate the effectiveness of student teaching experiences by measuring teacher candidates' perceptions of their preparedness. The participants were 130 teacher candidates who had completed their student teaching as part of a program preparing them to teach children in pre-K through grade 4. Teacher candidates…

  2. The Socialization Process of Student Teachers: A Descriptive Study.

    ERIC Educational Resources Information Center

    Piland, Diane E.

    This study used a triangulated methodology involving ethnographic interviews, opinionnaires, and rank ordering of student concerns to discover variables that impacted student teachers as they passed through developmental stages. Data collected from interviews with five elementary student teachers were used to discover a developmental theory of…

  3. Teaching Efficacy of Universiti Putra Malaysia Science Student Teachers

    ERIC Educational Resources Information Center

    Bakar, Abd. Rahim; Konting, Mohd. Majid; Jamian, Rashid; Lyndon, Novel

    2008-01-01

    The objective of the study was to access teaching efficacy of Universiti Putra Malaysia Science student teachers. The specific objectives were to determine teaching efficacy of Science student teachers in terms of student engagement; instructional strategies; classroom management and teaching with computers in classroom; their satisfaction with…

  4. 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…

  5. Language Teacher Education in Finland and the Cultural Dimension of Foreign Language Teaching--A Student Teacher Perspective

    ERIC Educational Resources Information Center

    Larzen-Ostermark, Eva

    2009-01-01

    The increasing importance attributed to the cultural dimension of foreign language (FL) education has entailed new demands for teachers and teacher educators. This paper explores the cultural agenda in Finnish language teacher education from a student teacher perspective. The focus is on the students' perceptions regarding how effectively cultural…

  6. Perceptions of Teacher Characteristics and Student Judgments of Teacher Effectiveness.

    ERIC Educational Resources Information Center

    Freeman, Harvey R.

    1988-01-01

    Uses a seven point Likert scale to examine the relationship between perceived teacher attractiveness, expertness, and trustworthiness and student judgment of teacher effectiveness. Correlations suggest that a more accurate view of teaching may be as an instance of social influence process. Urges further research to identify those cues that infer…

  7. 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.

  8. Learning about the Quality of Work That Teachers Expect: Students' Perceptions of Exemplar Marking versus Teacher Explanation

    ERIC Educational Resources Information Center

    Hendry, Graham D.; Jukic, Katherine

    2014-01-01

    Assessment is an important element of university curricula for both teachers and students. It provides evidence that students have learned what their teachers expected them to learn. There is good evidence that teachers' use of exemplars in a dedicated marking class held before an assessment task helps students understand what is expected of them…

  9. The Role of Theory in Teacher Education: Reconsidered from a Student Teacher Perspective

    ERIC Educational Resources Information Center

    Sjølie, Ela

    2014-01-01

    With the persistent criticism of teacher education as a backdrop, this article explores the common perception that teacher education is too theoretical. This article takes the view that the student teachers' assumptions regarding the concept of theory affect how they engage with theory during initial teacher education. Using a qualitative…

  10. From Students' and Teachers' Perspectives: Metaphor Analysis of Beliefs about EFL Teachers' Roles

    ERIC Educational Resources Information Center

    Wan, Wan; Low, Graham David; Li, Miao

    2011-01-01

    The paper reports on a study about how a group of Chinese university teachers and two groups of their English major students used personal "teacher" metaphors via a metaphor prompt "An English teacher is...because..." to represent their beliefs relating to EFL teachers' roles. Data sources also included follow-up individual…

  11. Creating an In-School Pastoral System for Student Teachers in School-Based Initial Teacher Education

    ERIC Educational Resources Information Center

    Philpott, Carey

    2015-01-01

    Recent developments in initial teacher education (ITE) have produced a number of school-centred models. These mean that student teachers may now spend more of their time in schools than has historically been the case. In some of these models, student teachers are more clearly part of the school as an institution than might be the case in more…

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

    ERIC Educational Resources Information Center

    Craddock, Jennifer Lovejoy

    2017-01-01

    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…

  13. 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

  14. Assessing professional behaviour: Overcoming teachers' reluctance to fail students.

    PubMed

    Mak-van der Vossen, Marianne; Peerdeman, Saskia; van Mook, Walther; Croiset, Gerda; Kusurkar, Rashmi

    2014-06-17

    Developing professional behaviour is an important goal of medical education in which teachers play a significant part. Many teachers can be reluctant to fail students demonstrating unprofessional behaviour. We hypothesize that supporting teachers in teaching and assessing professional behaviour and involving them in remediation will reduce this reluctance. In 2010, VUmc School of Medical Sciences Amsterdam introduced an educational theme on professional behaviour for the bachelor's and master's programmes in medicine with a special emphasis on supporting teachers in teaching and assessing professional behaviour and involving them in the remediation process. Information was extracted from the student database on the number of unprofessional behaviour judgments awarded over 2008-2010 (before the intervention), and 2010-2013 (after introducing the intervention), which was compared. To find out if teachers' reluctance to fail had decreased, qualitative feedback from the teachers was gathered and analysed. Since the implementation of the educational theme, the number of unprofessional behaviour judgments has risen. The teachers are positive about the implemented system of teaching and assessing professional behaviour, and feel less reluctant to award an unsatisfactory professional behaviour judgment. Supporting teachers in teaching and assessing professional behaviour and involving them in students' remediation appears to reduce their reluctance to fail students demonstrating unprofessional behaviour.

  15. Teacher Identification of Student Learned Helplessness in Mathematics

    ERIC Educational Resources Information Center

    Yates, Shirley

    2009-01-01

    Teachers frequently encounter students with learned helplessness who are discouraged, turned off, or have given up trying to learn mathematics. Although learned helplessness has a long history in psychology, there has been no reliable means by which mathematics teachers can identify students exhibiting these debilitating yet changeable…

  16. Misconceptions of Students and Teachers in Chemical Equilibrium.

    ERIC Educational Resources Information Center

    Banerjee, Anil C.

    1991-01-01

    Written test was developed and administered to diagnose misconceptions in different areas of chemical equilibrium among 162 undergraduate chemistry students and 69 teachers of chemistry. Responses reveal widespread misconceptions among students and teachers in areas related to the prediction of equilibrium conditions, rate and equilibrium,…

  17. Optimizing Conditions of Teachers' Professional Practice to Support Students with Special Educational Needs. Teacher Voice

    ERIC Educational Resources Information Center

    Froese-Germain, Bernie; McGahey, Bob

    2012-01-01

    Across the country, teachers are working to provide individualized instruction to the students in their classes. Teachers use their professional judgement to modify teaching to suit the learning needs of students. Occasionally, this modification is required as a result of students being formally identified as having a learning exceptionality. As…

  18. Cyberbullying of Teachers by Students on YouTube: Challenging the Image of Teacher Authority in the Digital Age

    ERIC Educational Resources Information Center

    Kyriacou, Chris; Zuin, Antônio

    2016-01-01

    There has been a rapid increase in the cyberbullying of teachers in schools by their students. One aspect of this phenomenon is the posting of visual recordings of teachers and teacher-student interaction on easily accessible websites such as YouTube. Whilst research on the cyberbullying of students by other students has received a great deal of…

  19. 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…

  20. Assessing Teaching Readiness of University Students in Cross River State, Nigeria: Implications for Managing Teacher Education Reforms

    ERIC Educational Resources Information Center

    Akuegwu, B. A.; Edet, A. O.; Uchendu, C. C.; Ekpoh, U. I.

    2011-01-01

    This ex-post-facto designed study was geared towards assessing the readiness of would-be teachers in universities in Cross River State for the teaching profession, and how reforms can be managed to strengthen this. Three hypotheses were isolated to give direction to this investigation. 200 students from the two universities in the state…

  1. Life Management Skills. Teacher's Guide [and Student Workbook]. Parallel Alternative Strategies for Students (PASS).

    ERIC Educational Resources Information Center

    Goldstein, Jeren; Walford, Sylvia

    This teacher's guide and student workbook are part of a series of supplementary curriculum packages presenting alternative methods and activities designed to meet the needs of Florida secondary students with mild disabilities or other special learning needs. The Life Management Skills PASS (Parallel Alternative Strategies for Students) teacher's…

  2. 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)…

  3. The Value of Why for Student and Teacher Learning

    ERIC Educational Resources Information Center

    Guarino, Jody; Sykes, Marie; Santagata, Rossella

    2013-01-01

    The authors believe teaching for understanding begins with the development of a few essential orientations. Teachers must have an appreciation for student centered mathematics teaching, valuing an approach that builds on student thinking. In addition, teachers must appreciate the complexity of students' mathematical thinking and ideas. Once these…

  4. The Characteristics of a Good Mathematics Teacher in Terms of Students, Mathematics Teachers, and School Administrators

    ERIC Educational Resources Information Center

    Yesildere-Imre, Sibel

    2017-01-01

    This qualitative research aims to examine the opinions of school administrators, teachers, and middle school students about what makes a good mathematics teacher. Interviews were conducted with thirty-five participants: ten school administrators, ten mathematics teachers, and fifteen middle school students. A semi-structured interview form…

  5. NITARP: Effects on Student Participants

    NASA Astrophysics Data System (ADS)

    Sanchez, Richard; Odden, Caroline; Hall, Garrison; Rebull, Luisa M.

    2016-01-01

    NITARP (NASA/IPAC Teacher Archive Research Program) is a teacher mentorship program designed to give educators experiences in authentic research in the area of astronomy. While the main focus of the program is aimed at giving educators experience working with and publishing scientific research, teachers are encouraged to involve students with the experience. NITARP funds up to two students to travel along with the educator while allowing an additional two students to attend but with no additional financial assistance. Teachers are welcome to have more student participants but no more than 4 may travel with the teacher to Caltech and the AAS meeting. Given that the focus of the NITARP program is on the educators, little is known about the effects of the program on the student participants other than anecdotal evidence. In order to better understand the impact on the students, we have designed a survey to be administered to past student participants. The survey was constructed with a goal to determine if the NITARP experience had an impact on students' views of science and influenced their educational paths. While the NITARP project has assembled some evidence of the impact on students, this is the first formal attempt to capture that impact. This poster will present the results of that survey.

  6. Impact of Chemistry Teachers' Knowledge and Practices on Student Achievement

    NASA Astrophysics Data System (ADS)

    Scantlebury, Kathryn

    2008-10-01

    Professional development programs promoting inquiry-based teaching are challenged with providing teachers content knowledge and using pedagogical approaches that model standards based instruction. Inquiry practices are also important for undergraduate students. This paper focuses on the evaluation of an extensive professional development program for chemistry teachers that included chemistry content tests for students and the teachers and the impact of undergraduate research experiences on college students' attitudes towards chemistry. Baseline results for the students showed that there were no gender differences on the achievement test but white students scored significantly higher than non-white students. However, parent/adult involvement with chemistry homework and projects, was a significant negative predictor of 11th grade students' test chemistry achievement score. This paper will focus on students' achievement and attitude results for teachers who are mid-way through the program providing evidence that on-going, sustained professional development in content and pedagogy is critical for improving students' science achievement.

  7. Parent-Teacher Conflict Related to Student Abilities: The Impact on Students and the Family-School Partnership

    ERIC Educational Resources Information Center

    Lasater, Kara

    2016-01-01

    Family-school partnerships have a positive impact on both students and schools, yet they remain challenging to establish and maintain, particularly in the presence of parent-teacher conflict. The purpose of this qualitative study was to examine the experiences of parents, teachers, and students when parents and teachers disagreed about a student's…

  8. Teacher Research Experience Programs = Increase in Student Achievement

    NASA Astrophysics Data System (ADS)

    Dubner, J.

    2010-12-01

    Columbia University's Summer Research Program for Science Teachers (SRP), founded in 1990, is one of the largest, best known university-based professional development programs for science teachers in the U.S. The program’s basic premise is simple: teachers cannot effectively teach science if they have not experienced it firsthand. For eight weeks in each of two consecutive summers, teachers participate as a member of a research team, led by a member of Columbia University’s research faculty. In addition to the laboratory experience, all teachers meet as a group one day each week during the summer for a series of pedagogical activities. A unique quality of the Summer Research Program is its focus on objective assessment of its impact on attitudes and instructional practices of participating teachers, on the performance of these teachers in their mentors’ laboratories, and most importantly, on the impact of their participation in the program on student interest and performance in science. SRP uses pass rate on the New York State Regents standardized science examinations as an objective measure of student achievement. SRP's data is the first scientific evidence of a connection between a research experience for teachers program and gains in student achievement. As a result of the research, findings were published in Science Magazine. The author will present an overview of Columbia's teacher research program and the results of the published program evaluation.

  9. Using Technology to Enhance Feedback to Student Teachers

    ERIC Educational Resources Information Center

    Gibson, Lenwood; Musti-Rao, Shobana

    2016-01-01

    The importance of effective and efficient feedback is paramount during the student teaching experience. This experience is a vital component of many teacher preparation programs. During these limited experiences, supervisors deliver performance feedback that is designed to improve the way student teachers implement evidence-based practices and/or…

  10. School Psychologists' Experiences with Teacher-to-Student Mistreatment

    ERIC Educational Resources Information Center

    Lyles, Sharon R. Brown

    2014-01-01

    The purpose of this qualitative, transcendental, phenomenological study was to describe school psychologists' experiences with teacher-to-student mistreatment in the Pre-Kindergarten through Grade 12 educational setting. There are few United States studies presented in the literature on the topic of teacher-to-student mistreatment and its…

  11. 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…

  12. Computer Literacy Learning Emotions of ODL Teacher-Students

    ERIC Educational Resources Information Center

    Esterhuizen, Hendrik D.; Blignaut, A. Seugnet; Els, Christo J.; Ellis, Suria M.

    2012-01-01

    This paper addresses the affective human experiences in terms of the emotions of South African teacher-students while attaining computer competencies for teaching and learning, and for ODL. The full mixed method study investigated how computers contribute towards affective experiences of disadvantaged teacher-students. The purposive sample related…

  13. 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.

  14. Academic Expectations of Australian Students from Aboriginal, Asian and Anglo Backgrounds: Perspectives of Teachers, Trainee-Teachers and Students

    ERIC Educational Resources Information Center

    Dandy, Justine; Durkin, Kevin; Barber, Bonnie L.; Houghton, Stephen

    2015-01-01

    There are ethnic group differences in academic achievement among Australian students, with Aboriginal students performing substantially below and Asian students above their peers. One factor that may contribute to these effects is societal stereotypes of Australian Asian and Aboriginal students, which may bias teachers' evaluations and influence…

  15. Rural elementary students', parents', and teachers' perceptions of bullying.

    PubMed

    Stockdale, Margaret S; Hangaduambo, Saidou; Duys, David; Larson, Karl; Sarvela, Paul D

    2002-01-01

    To examine the prevalence and correlates of bullying in 7 rural elementary schools from students', parents', and teachers' perspectives. Surveys were completed by 739 fourth, fifth, and sixth grade students, 367 parents, and 37 teachers. Students tended to report higher prevalence of bullying than did parents or teachers, and their reports were associated with aggression, attitudes toward violence, and perceptions of school safety. Bullying behavior is prevalent in rural elementary schools and is indicative of aggression and proviolence attitudes. Parents and teachers need to pay closer attention to bullying behavior among schoolchildren and to impart their knowledge to children in a comprehensive, coordinated manner.

  16. Effects of Teacher-Student Ethnoracial Matching and Overall Teacher Diversity in Elementary Schools on Educational Outcomes

    ERIC Educational Resources Information Center

    Banerjee, Neena

    2018-01-01

    The United States is facing culture gaps between students and teachers in schools. Although the U.S. school-age population is racially, culturally, and linguistically diverse, the teachers are predominantly White. This article investigates whether assignment to same-race teachers affects students' math and reading achievement growth in early…

  17. 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)

  18. Active Learning and Self-Regulation Enhance Student Teachers' Professional Competences

    ERIC Educational Resources Information Center

    Virtanen, Päivi; Niemi, Hannele M.; Nevgi, Anne

    2017-01-01

    The study identifies the relationships between active learning, student teachers' self-regulated learning and professional competences. Further, the aim is to investigate how active learning promotes professional competences of student teachers with different self-regulation profiles. Responses from 422 student teachers to an electronic survey…

  19. 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…

  20. 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…

  1. Student-Centered and Teacher-Centered Classroom Management: A Case Study of Three Elementary Teachers

    ERIC Educational Resources Information Center

    Garrett, Tracey

    2008-01-01

    The major purpose of this case study was to document the classroom management beliefs and practices of three teachers reputed to implement student-centered instruction and to examine the relationship between their instructional and managerial approaches. More specifically, do teachers who use student-centered instruction also implement…

  2. Power dynamics in the student-teacher relationship in clinical settings.

    PubMed

    Chan, Zenobia Cy; Tong, Chien Wai; Henderson, Saras

    2017-02-01

    Among many factors that influence clinical learning, the teacher-student relationship has been found to be crucial. The imbalance of power in that relationship tends to be regarded as negative, but how students actually perceive the power within the relationship is unknown. This study explored nurse students' perceptions of the power dynamics in the teacher-student relationship during their clinical placement. A descriptive qualitative study. A total of 51 students were recruited from a nursing school in Hong Kong. Seven focus group interviews consisted of three groups of Year 3 students (n=26) and four groups of final year students (n=25). A semi-structured interview guideline was designed. Content analysis was employed to analyse the research data. The three core themes that emerged from the qualitative data were: (1) meanings of power - avoiding doing harm to patients; (2) the desired power dynamics - master vs apprentice; and (3) enhancing the clinical learning experience. The dominant theme in the participants' discourse was that teachers should possess more power than students in order to prevent students from causing harm to patients. The consensus was that the teacher's power in supervising students' clinical practice is accepted and necessary for the benefit of patient safety. The cultural relevance of the power dynamics in the teacher-student relationship should be embraced in order to understand the student's perspective. Copyright © 2016 Elsevier Ltd. All rights reserved.

  3. Final assessment of nursing students in clinical practice: Perspectives of nursing teachers, students and mentors.

    PubMed

    Helminen, Kristiina; Johnson, Martin; Isoaho, Hannu; Turunen, Hannele; Tossavainen, Kerttu

    2017-12-01

    To describe the phenomenon of final assessment of the clinical practice of nursing students and to examine whether there were differences in assessments by the students and their teachers and mentors. Final assessment of students in clinical practice during their education has great importance for ensuring that enough high-quality nursing students are trained, as assessment tasks affect what the nursing student learns during the clinical practice. This study used descriptive, cross-sectional design. The population of this study comprised nursing students (n = 276) and their teachers (n = 108) in five universities of applied sciences in Finland as well as mentors (n = 225) who came from five partner hospitals. A questionnaire developed for this study contained questions about background variables as well as structured questions scored on a four-point scale, which also allowed the respondents to provide additional comments. When comparing the results related to nursing teachers' presence in the final assessment situation, it was found that teachers and mentors evaluated this as being carried out more often than nursing students suggested. Nursing students noted that fair and consistent assessment is carried out more often than nursing teachers thought. Mentors and teachers said that honest and direct criteria-based final assessment was carried out more often than nursing students evaluated. Nursing students and mentors need support from educational institutions and from nursing teachers in order to ensure the completion of a relevant assessment process. The findings of this study highlight an awareness of final assessment process. It is desirable to have a common understanding, for example, of how the assessment should be managed and what the assessment criteria are, as this will ensure a good quality process. © 2017 John Wiley & Sons Ltd.

  4. The Cooperating Teacher: An Ambivalent Participant in Student Teaching.

    ERIC Educational Resources Information Center

    Koerner, Mari E.

    1992-01-01

    Inductive analyses of the journals of eight elementary, cooperating teachers revealed several consequences of having student teachers, including interruption of instruction, teacher displacement, disruption of classroom routine, breaking teachers' isolation, and shifting teachers' time and energy. (IAH)

  5. Teachers' and students' verbal behaviours during cooperative and small-group learning.

    PubMed

    Gillies, Robyn M

    2006-06-01

    Teachers play a critical role in promoting interactions between students and engaging them in the learning process. This study builds on a study by Hertz-Lazarowitz and Shachar (1990) who found that during cooperative learning teachers' verbal behaviours were more helpful to and encouraging of their students' efforts while during whole-class instruction, their verbal behaviours tended to be more authoritarian, rigid, and impersonal. This study seeks to determine if teachers who implement cooperative learning engage in more facilitative learning interactions with their students than teachers who implement group work only. The study also seeks to determine if students in the cooperative groups model their teachers' behaviours and engage in more positive helping interactions with each other than their peers in the group work groups. The study involved 26 teachers and 303 students in Grades 8 to 10 from 4 large high schools in Brisbane, Australia. All teachers agreed to establish cooperative, small-group activities in their classrooms for a unit of work (4 to 6 weeks) once a term for 3 school terms. The teachers were audiotaped twice during these lessons and samples of the students' language, as they worked in their groups, were also collected at the same time. The results show that teachers who implement cooperative learning in their classrooms engage in more mediated-learning interactions and make fewer disciplinary comments than teachers who implement group work only. Furthermore, the students model many of these interactions in their groups. The study shows that when teachers implement cooperative learning, their verbal behaviour is affected by the organizational structure of the classroom.

  6. Reflecting on Teacher Professionalism: A Student Perspective

    ERIC Educational Resources Information Center

    Crouse, Warren F.

    2003-01-01

    In this article, the author invites students to reflect on the characteristics of their own teachers. The author contends that this reflection can be a methodological process and model toward a better understanding of what identifies teachers as professionals. To "constructively reflect" on teacher professionalism, it is imperative that the four…

  7. Investigating Elementary Teachers' Thinking About and Learning to Notice Students' Science Ideas

    NASA Astrophysics Data System (ADS)

    Luna, Melissa Jo

    Children naturally use observations and everyday thinking to construct explanations as to why phenomena happen in the world. Science instruction can benefit by starting with these ideas to help children build coherent scientific understandings of how the physical world works. To do so, science teaching must involve attending to students' ideas so that those ideas become the basis for learning. Yet while science education reform requires teachers to pay close attention to their students' ideas, we know little about what teachers think this means in practice. To examine this issue, my dissertation research is two-fold. First, I examine teacher thinking by investigating how teachers understand what it means to pay attention to students' science ideas. Specifically, using new digital technology, three participating teachers captured moments of student thinking in the midst of instruction. Analysis of these moments reveals that teachers capture many different kinds of moments containing students' ideas and think about students' science ideas in different ways at different times. In particular, these three teachers most often think about students' ideas as being (a) from authority, (b) from experience, and (c) under construction. Second, I examine teacher learning through the development of an innovative science teaching video club model. The model differs from previous research on video clubs in several key ways in an attempt to focus teachers on student thinking in a sustained way. I investigate the ways in which this model was effective for engaging teachers in noticing and making sense of their students' science ideas during one implementation. Results indicate that teachers talked about student thinking early, often, and in meaningful ways. Science education leaders have recognized the potential of science teaching video clubs as a form of professional development, and the model presented in this work promotes the conditions for successful teacher learning. This

  8. Biology Student Teachers' Cognitive Structure about "Living Thing"

    ERIC Educational Resources Information Center

    Kurt, Hakan

    2013-01-01

    The current study aims to determine biology student teachers' cognitive structure on the concept of "living thing" through revealing their conceptual framework. Qualitative research method was applied in this study. The data were collected from 44 biology student teachers. A free word association test was used as a data collection…

  9. Describing Comprehension: Teachers' Observations of Students' Reading Comprehension

    ERIC Educational Resources Information Center

    Vander Does, Susan Lubow

    2012-01-01

    Teachers' observations of student performance in reading are abundant and insightful but often remain internal and unarticulated. As a result, such observations are an underutilized and undervalued source of data. Given the gaps in knowledge about students' reading comprehension that exist in formal assessments, the frequent calls for teachers'…

  10. Inclusive Educational Practice: Perceptions of Students and Teachers.

    ERIC Educational Resources Information Center

    Pudlas, Kenneth A.

    2003-01-01

    Peer self-concept scores from 86 students (ages 8-18) in four different schools indicate students with identified special needs had significantly lower self-concept scores than did their peers. Measures of teacher negativity (n=40) toward inclusion indicate secondary teachers were more negative toward full inclusion on some measures. (Contains…

  11. Students at Risk: The Teachers' Call to Action!

    ERIC Educational Resources Information Center

    Bonilla, Carlos A., Ed.; Goss, Joyce, Ed.

    Written by a team of graduate student teachers, this collection of papers focuses on the challenges of teaching at-risk students and the development of successful classroom strategies. The first chapter, "Kids in Need: The Teachers' Perspective," addresses Hispanic children in poverty, the effects of poverty on academic achievement, and…

  12. 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…

  13. Racial Differences in Teacher Perception of Student Ability

    ERIC Educational Resources Information Center

    Teachers College Record, 2014

    2014-01-01

    Background/Context: Past research has examined many factors that contribute to the black-white achievement gap. While researchers have shown that teacher perceptions of students' academic ability is an important contributing factor to the gap, little research has explored the extent to which teacher perceptions of students' academic ability are…

  14. ACR Electrical Systems. Teacher Edition [and] Student Edition.

    ERIC Educational Resources Information Center

    Clemons, Mark

    This document contains a teacher's guide and student guide for a high school-level competency-based course in air conditioning and refrigeration (ACR) equipment electrical systems. Presented in the teacher's guide are the following: explanation of the instructional units' use; competency profile for recording students' performance of the tasks in…

  15. English Oral Communication Needs of Bhutanese Students: As Perceived by the Teachers and Students

    ERIC Educational Resources Information Center

    Singay

    2018-01-01

    The main aim of this study was to investigate the oral communication needs in English from the perspective of students and teachers to improve students' oral communication ability. A questionnaire was administered to 45 participants consisted of 36 students and 9 teachers. The data were analyzed using descriptive statistics like mean and standard…

  16. Ethnic Students' Perceptions of Effective Teachers.

    ERIC Educational Resources Information Center

    Patrick, Opal L.

    1978-01-01

    The Edwards Personal Preference Schedule was used to assess the personality variables of teachers named as effective by a sample of heterosexual, heterogeneous Black, Chicano, Indian, Asian, and White high school students. Specific attributes of effective teachers were identified, and include: intraception, change, dominance, nurturance, and…

  17. Optimising Teacher Input: Maximising Student Output

    ERIC Educational Resources Information Center

    Mathematics Teaching, 2009

    2009-01-01

    A group of teachers involved in embedding NRICH tasks into their everyday practice decided they needed to address the (im)balance between teacher and student activity in their classrooms. In this article they share the issues they identified, and what they have been doing to address them.

  18. Making sense of teacher-feedback to high school students in science classes: Science instruction and student learning

    NASA Astrophysics Data System (ADS)

    Pahl, Jarvis Van Netta Calvin

    When we perceive the world as whole and begin to explore how things are interrelated, we confer a sense of meaning and order to what we are studying. When we include the learner as an active participant in what is being learned, we have the basis for an educational practice that accentuates meaning. The connectedness between meaning and learning will become more apparent...connectedness is natural...it is everywhere and in everything. We have only to look for it. As our perceptions change, so will our practice. (Caine, Caine, and Cromwell, 1994) What can we learn about our teaching practices when we ask high school students their perceptions about teacher-feedback to them regarding their learning science? This research study uses students' written stories of what teacher-feedback in high school science classes means to them. Students provide vivid descriptions of how they use science teacher-feedback to create new meaning or how they do not use or receive science teacher-feedback. There were three essential questions in the study, one qualitative and two quantitative. These questions were: what types of teacher-feedback do high school students receive from their science teachers; how do students use the teacher-feedback they receive; and what teacher-feedback do students identify as most useful to them? This research study used a qualitative-quantitative approach for gathering and analyzing data. The design of the procedure was a blend of the qualitative research question to access initial data to be used with a modified quantitative approach in a followup of the remaining two research questions which were focused on a student survey for a practical application of the research. The following six emergent dichotomous types of teacher-feedback were found in the study: supportive and non supportive teacher-feedback; short term and long term teacher-feedback; academic and non academic teacher-feedback; teacher-initiated and student-initiated contact with the teacher

  19. Student Teacher Thinking: A Comparative Study of Elementary and Secondary Student Teachers.

    ERIC Educational Resources Information Center

    Galluzzo, Gary L.; Minix, Nancy A.

    1992-01-01

    Using videotaped simulated recall interviews, researchers assessed elementary and secondary student teachers' thoughts and concerns. Both groups considered pupil learning the greatest concern. There were consistent differences in how the groups perceived classroom interactions. Both groups addressed a narrower range of concerns regarding teaching…

  20. "In biology class we would just sit indoors…": Experiences of insideness and outsideness in the places student teachers' associate with science

    NASA Astrophysics Data System (ADS)

    Danielsson, Anna T.; Andersson, Kristina; Gullberg, Annica; Hussénius, Anita; Scantlebury, Kathryn

    2016-12-01

    In this article we explore the places pre- and primary school (K-6) student teachers associate with their science learning experiences and how they view the relationship between these places and science. In doing so, we use `place' as an analytical entry point to deepen the understanding of pre- and primary school student teachers' relationship to science. Inspired by theories from human geography we firstly explore how the university science classroom can be conceptualised as a meeting place, where trajectories of people as well as artefacts come together, using this conceptualisation as the stepping stone for arguing the importance of the place-related narrations of science the students bring to this classroom. We thereafter analyse how a sense of place, including affective dimensions, is reflected in Swedish student teachers' science learning narratives (collected in the form of an essay assignment where the student teachers' reflected upon their in and out of school science learning experiences). The empirical material consists of 120 student essays. The most prominent feature of the empirical material as a whole is the abundance of affective stories about the student teachers' experiences in natural environments, often expressing a strong sense of belonging to, and identification with, a particular place. However, the student narratives also give voice to an ambivalent valuing of the affective experiences of natural environments. Sometimes such affective experiences are strongly delineated from what the students consider actual science knowledge, on other occasions, students, in a somewhat contradictious way, stress natural environments as the authentic place for doing science, in contrast to the perceived in-authenticity of teaching science in the classroom. When student teachers explicitly discuss the classroom as a place, this was almost without exception with strong negative emotions, experiences of outsideness and alienation.

  1. Thinking processes of Filipino teachers representation of schema of some biology topics: Its effects to the students conceptual understanding

    NASA Astrophysics Data System (ADS)

    Barquilla, Manuel B.

    2018-01-01

    from the things, objects, events or processes being compared to. This suggests that teachers sometimes provide the condition for students' developing alternative conception through analogy/metaphors that they give. Also, the results suggest that there is significant differences between the pre and post instruction mean scores of concept maps before and after the teacher representation of their schema. Moreover, most of the topic (photosynthesis, human reproductive system, Mendelian and non-Mendelian genetics) studied have moderately or substantial to high agreement between the two groups. Hence, suggest that the teachers' representation highly influence student conceptual.

  2. When Teachers Give Up: Teacher Burnout, Teacher Turnover and Their Impact on Children.

    ERIC Educational Resources Information Center

    Dworkin, Anthony Gary

    A large-scale sociological study of teacher burnout in the public schools is summarized. Data presented in the study consist of: a sample of 3,500 teachers in Houston, whose attitudes were monitored in 1977; exit interviews of every teacher in the initial sample who subsequently quit teaching over a 5-year period; achievement and attendance…

  3. Teacher to Teacher: What Text Have You Found Most Successful with Your Students?

    ERIC Educational Resources Information Center

    Rallo, Curt; Roessing, Lesley J.

    2006-01-01

    "Teacher to Teacher" provides a forum for teachers to share ideas, materials, and activities. In this article, the first teacher describes the effects the well-known novel "Bleachers" (John Grisham, New York: Doubleday, 2003) had on a ninth-grade english class. The novel bought to life the high school culture that the students found challenging.…

  4. A Comparison of Teacher and Caregiver Perspectives of Collaboration in the Education of Students with Autism Spectrum Disorders

    ERIC Educational Resources Information Center

    LaBarbera, Robin

    2017-01-01

    To date, there has been little research into the school's practices that influence caregiver involvement in the education of students with autism spectrum disorders (ASD) that gives voice to both families and teachers, and little research has used a mixed-methods approach. In contrast to those studies that mainly concentrate on qualitative inquiry…

  5. Student Classroom Misbehavior: An Exploratory Study Based on Teachers' Perceptions

    PubMed Central

    Sun, Rachel C. F.; Shek, Daniel T. L.

    2012-01-01

    This study aimed to examine the conceptions of junior secondary school student misbehaviors in classroom, and to identify the most common, disruptive, and unacceptable student problem behaviors from teachers' perspective. Twelve individual interviews with teachers were conducted. A list of 17 student problem behaviors was generated. Results showed that the most common and disruptive problem behavior was talking out of turn, followed by nonattentiveness, daydreaming, and idleness. The most unacceptable problem behavior was disrespecting teachers in terms of disobedience and rudeness, followed by talking out of turn and verbal aggression. The findings revealed that teachers perceived student problem behaviors as those behaviors involving rule-breaking, violating the implicit norms or expectations, being inappropriate in the classroom settings and upsetting teaching and learning, which mainly required intervention from teachers. PMID:22919297

  6. The impact of teacher preparation on student achievement in rural secondary schools

    NASA Astrophysics Data System (ADS)

    Barnes, Shontier Prescott

    The primary purpose of this study was to examine significant differences, if any, in student achievement in the area of math and science of students taught by traditionally certified teachers and alternatively certified teachers. This study examined alternatively certified teachers, as identified from through the Georgia TAPP (Teacher Alternative Preparation Program), and traditionally certified teachers in rural high schools in the Central Savannah River Area of Georgia. Student achievement was measured by student scores on the Algebra I and Physical Science End-Of-Course Test, a criterion-referenced test aligned with state adopted curriculum standards. The study utilized frequency distributions, correlations, descriptive statistics, and univariate analysis of variance (ANOVA) to examine the data. Univariate tests were done to find individual differences for each dependent variable. The ANOVA was used for the single dependent (student achievement) and formed comparisons and tracked the effect of the independent variable (teacher preparation), each of which (traditional and alternative) may have a number of levels and may interact to affect the dependent variable. The covariates, the independent variables not manipulated, but still affecting the response, are students' ethnicity, gender, and school socioeconomic status were also analyzed to predict student achievement. KEY WORDS. Teacher Preparation, Student Achievement, Math, Science, Traditionally certified teachers, Alternatively certified teachers, Georgia TAPP (Teacher Alternative Preparation Program), End-Of-Course Test (EOCT), Performance standard.

  7. International Teachers' Judgment of Gifted Mathematics Student Characteristics

    ERIC Educational Resources Information Center

    Ficici, Abdullah; Siegle, Del

    2008-01-01

    Teachers play a key role in the identification and training of talented mathematicians, and their attitudes are important in improving math instruction for gifted students. We surveyed secondary mathematics teachers from South Korea, Turkey, and the United States. These teachers completed a survey instrument called the Teachers' Judgments of…

  8. Correlation between Students' Self-Efficacy and Teachers' Educational Leadership Style in Iranian Midwifery Students.

    PubMed

    Sohrabi, Zohreh; Kheirkhah, Masoomeh; Sahebzad, Elahe Sadegi; Rasoulighasemlouei, Seyedehsahel; Khavandi, Siamak

    2015-12-18

    Self-efficacy is believe in and feeling of ability to complete work. One of these factors is educational teachers ' role. This study aimed to determine relationship between teachers' leadership style and students' self-efficacy in midwifery students. This Study is a cross sectional correlation study. Sampling was conducted in midwifery students in Bachelor Science degree in 2013. Data collection tools were multi leadership questionnaire and self-efficacy clinical performance. After explaining the goals of study, 97 students completed the questionnaire. Scoring the questionnaire was based on a Liker's scale (0-5).Data were analyzed by SPSS 16. Correlation coefficient test was adopted to investigate the relationship and p value was considered 0.05. Mean of self-efficacy scores were 116.12 (24.66.). In 53.3% of the cases, self-efficacy was good, in 42.2% moderate and in 4.3%, it was bad. The majority of the students (88.9%) reported that their teachers had an idealized style in leadership. About 94.6% of the students with good self- efficacy believed that their teachers' leadership style was transformational style. There was a significant correlation between self- efficacy and leadership style (p<0.05). Results showed that transformational style is appropriate for midwifery teachers.

  9. Teacher recommended academic and student engagement strategies for learning disabled students: A qualitative study

    NASA Astrophysics Data System (ADS)

    Nwachukwu, Bethel C.

    There has been a push towards the education of students with Learning Disabilities in inclusive educational settings with their non-disabled peers. Zigmond (2003) stated that it is not the placement of students with disabilities in general education setting alone that would guarantee their successes; instead, the strategies teachers use to ensure that these children are being engaged and learning will enable them become successful. Despite the fact that there are several bodies of research on effective teaching of students with learning disabilities, special education teachers continue to have difficulties concerning the appropriate strategies for promoting student engagement and improving learning for students with learning disabilities placed in inclusive educational settings (Zigmond, 2003). This qualitative study interviewed and collected data from fifteen high performing special education teachers who were employed in a Southern state elementary school district to uncover the strategies they have found useful in their attempts to promote student engagement and attempts to improve student achievement for students with learning disabilities placed in inclusive educational settings. The study uncovered strategies for promoting engagement and improving learning outcomes for students with learning disabilities placed in inclusive classrooms. The findings showed that in order to actually reach the students with learning disabilities, special education teachers must go the extra miles by building rapport with the school communities, possess good classroom management skills, and become student advocates.

  10. What Secondary Teachers Think and Do about Student Engagement in Mathematics

    ERIC Educational Resources Information Center

    Skilling, Karen; Bobis, Janette; Martin, Andrew J.; Anderson, Judy; Way, Jennifer

    2016-01-01

    What teachers' think about student engagement influences the teaching practices they adopt, their responses to students and the efforts they make in the classroom. Interviews were conducted with 31 mathematics teachers from ten high schools to investigate their perceptions and beliefs about student engagement in mathematics. Teachers also reported…

  11. Pedagogical Self-Image Is the Key to Better Student-Teacher Interaction.

    ERIC Educational Resources Information Center

    Danahy, Michael

    Imagery and metaphors for language teaching, language teachers, and language students that appear in the literature of language teacher training do not reflect a sense of mutual teacher-student cooperation or complementarity, but may instead show why most second language students seldom achieve more than minimal language proficiency. Terminology…

  12. Practice Teachers' Responses to a Suicidal Student.

    ERIC Educational Resources Information Center

    Davidson, Michael; Range, Lillian M.

    1997-01-01

    Observes that because of the rate of suicides and attempted suicides among young people, teachers can expect to face suicidal students during their careers. Explores whether teachers can effectively employ no-suicide pacts with children. Finds that teachers took any suicide threat seriously but were uncomfortable using a no-suicide agreement. (DSK)

  13. Teachers Use of a Differentiated Curriculum for Gifted Students

    ERIC Educational Resources Information Center

    Marotta-Garcia, Christina

    2011-01-01

    Teachers have the responsibility to educate a diverse group of students in heterogeneous classes. One way in which teachers meet this challenge is to differentiate the curriculum to meet the needs, interests, and abilities of each student. One particular group of students in need of a differentiated curriculum to maximize learning potential is the…

  14. Reflections on urban science teacher-student self-efficacy dynamics

    NASA Astrophysics Data System (ADS)

    Hagiwara, Sumi; Maulucci, Maria S. Rivera; Ramos, S. Lizette

    2011-12-01

    This forum article consists of commentaries—authored by Sumi Hagiwara, Maria S. Rivera Maulucci and Lizette Ramos—on the feature article by Virginia Jennings Bolshakova, Carla C. Johnson, and Charlene M. Czerniak. We reflect on a series of questions that take retrospective, introspective, and prospective views of self-efficacy in science education. We review selected studies that explore some of the historical developments and methodological approaches in the literature and examine a teacher-student self-efficacy system model that shows the ways in which teachers' and students' self-efficacy judgments are based upon multiple individual and shared components, such as identity and social interaction within the classroom and school. We close with a call for the design of measures of teacher-student self-efficacy systems, so that we can begin to tailor professional development experiences to the goals and motivations of individual and collective groups of teachers and students in ways that accommodate the unique cultural features of their classrooms and foster student self-efficacy.

  15. Student Teachers' Attitude towards Twitter for Educational Aims

    ERIC Educational Resources Information Center

    Marín, Victoria I.; Tur, Gemma

    2014-01-01

    This paper presents an educational experience with 100 student teachers from different courses of the University of the Balearic Islands (Spain) in which Twitter is used for various different activities. The aim of this experiment was to explore student teachers' perceptions in order to value their attitude towards Twitter for educational aims.…

  16. Relations among Teacher Expectancies, Student Perceptions of Teacher Oral Feedback, and Student Self-Concept: An Empirical Study in Taiwanese Elementary Schools.

    ERIC Educational Resources Information Center

    Chen, Yi-Hsin; Thompson, Marilyn S.

    This research investigated the relationships among teacher expectancy, student perception, and student self-concept. A sample of 1,598 Taiwanese elementary school children in grades 3-6 were administered a school self-concept scale and a measure of their perceptions of teachers' positive and negative oral feedback in academic and nonacademic…

  17. 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…

  18. 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…

  19. Understanding Web Activity Patterns among Teachers, Students and Teacher Candidates

    ERIC Educational Resources Information Center

    Kimmons, Royce; Clark, B.; Lim, M.

    2017-01-01

    This study sought to understand generational and role differences in web usage of teachers, teacher candidates and K-12 students in a state in the USA (n = 2261). The researchers employed unique methods, which included using a custom-built persistent web browser to track user behaviours free of self-report, self-selection and perception bias.…

  20. Teacher to Teacher: What Is Your Most Compelling Reason for Teaching Grammar?

    ERIC Educational Resources Information Center

    English Journal, 2006

    2006-01-01

    This article presents compelling reasons from teachers why they teach grammar. Amy Benjamin from Hendrick Hudson High School says, she teaches grammar for two reasons. The first is that grammar instruction gives students metalanguage, "language about language." The second reason is that students are interested in language--its changes and…

  1. 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.

  2. Fundamentals of Welding. Teacher Edition [and] Student Edition [and] Student Workbook. Second Edition.

    ERIC Educational Resources Information Center

    Fortney, Clarence; Gregory, Mike; New, Larry

    Teacher and student editions and a student workbook for fundamentals of welding comprise the first of six in a series of competency-based instructional materials for welding programs. Introductory pages in the teacher edition are training and competency profile, instructional/task analysis, basic skills icons and classifications, basic skills…

  3. Teacher Morale, Student Engagement, and Student Achievement Growth in Reading: A Correlational Study

    ERIC Educational Resources Information Center

    Sabin, Jenny T.

    2015-01-01

    This research study explored the current state of teacher morale in fourth and fifth grade classrooms in three low socio-economic schools in North Carolina. Additional research questions address correlational relationships among the variables of teacher morale, student engagement, and student achievement growth as measured by the NC Teacher…

  4. Gender differences in teachers' perceptions of students' temperament, educational competence, and teachability.

    PubMed

    Mullola, Sari; Ravaja, Niklas; Lipsanen, Jari; Alatupa, Saija; Hintsanen, Mirka; Jokela, Markus; Keltikangas-Järvinen, Liisa

    2012-06-01

    Student's temperament plays a significant role in teacher's perception of the student's learning style, educational competence (EC), and teachability. Hence, temperament contributes to student's academic achievement and teacher's subjective ratings of school grades. However, little is known about the effect of gender and teacher's age on this association. We examined the effect of teacher's and student's gender and teacher's age on teacher-perceived temperament, EC, and teachability, and whether there is significant same gender or different gender association between teachers and students in this relationship. The participants were population-based sample of 3,212 Finnish adolescents (M= 15.1 years) and 221 subject teachers. Temperament was assessed with Temperament Assessment Battery for Children - Revised and Revised Dimensions of Temperament Survey batteries and EC with three subscales covering Cognitive ability, Motivation, and Maturity. Data were analyzed with multi-level modelling. Teachers perceived boys' temperament and EC more negatively than girls'. However, the differences between boys and girls were not as large when perceived by male teachers, as they were when perceived by female teachers. Males perceived boys more positively and more capable in EC and teachability than females. They were also stricter regarding their perceptions of girls' traits. With increasing age, males perceived boys' inhibition as higher and mood lower. Generally, the older the teacher, the more mature he/she perceived the student. Teachers' ratings varied systematically by their gender and age, and by students' gender. This bias may have an effect on school grades and needs be taken into consideration in teacher education. ©2011 The British Psychological Society.

  5. Pre-Service Teachers' Conceptions of Effective Teacher Talk: Their Critical Reflections on a Sample Teacher-Student Dialogue

    ERIC Educational Resources Information Center

    Lee, Ji-Eun; Kim, Kyoung-Tae

    2016-01-01

    This study aimed to explore pre-service elementary teachers' (PSTs') conceptions of effective teacher talk in mathematics instruction, which were interpreted primarily based on the concept of communicative approach. This was accomplished through a task that involves analyzing and evaluating a sample teacher-student dialogue. This study…

  6. Innovative Field Experiences in Teacher Education: Student-Teachers and Mentors as Partners in Teaching

    ERIC Educational Resources Information Center

    Baeten, Marlies; Simons, Mathea

    2016-01-01

    This study investigates team teaching between student teachers and mentors during student teachers' field experiences. A systematic literature search was conducted, which resulted into a narrative review. Three team teaching models could be distinguished: (1) the co-planning and co-evaluation model, (2) the assistant teaching model, and (3) the…

  7. Targeting students, teachers and parents in a wellness-based prevention program in schools.

    PubMed

    Russell-Mayhew, Shelly; Arthur, Nancy; Ewashen, Carol

    2007-01-01

    This study examines the effectiveness of a wellness-based prevention program on elementary and junior high students' body image, personal attitudes, and eating behaviors. Group differences in measures of student attitudes and eating behaviors are examined to determine the effect of targeting different participant combinations (students, parents, and teachers) in 10 groups. For elementary schools, student participants consisted of control (no intervention) (n = 36), student only (n = 81), student/parent (n = 124), student/parent/teacher (n = 103), and parent/teacher (n = 149). For junior high schools, student participants consisted of control (n = 143), student only (n=215), student/parent (n=65), student/parent/teacher (n = 14), and parent/teacher (n = 177). Overall, complete data was available for 1,095 students, 114 parents and 92 teachers. Results indicate that self-concept and eating attitudes and behaviors were positively affected by participation in the program. For example, in elementary schools posttest scores on the behavior subscale of the self-concept measure are significantly higher for the student/parent/teacher group than for the control group. Results indicate that a one-time wellness-based eating disorder prevention program with students, which have in the past shown to be minimally effective, may be more effective in changing attitudes and behaviors when teachers and parents are involved.

  8. 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.

  9. What affects teacher ratings of student behaviors? The potential influence of teachers' perceptions of the school environment and experiences.

    PubMed

    Pas, Elise T; Bradshaw, Catherine P

    2014-12-01

    Teachers serve as the natural raters of students within the school and classroom contexts. Yet teachers' ratings of their students may vary based on these contextual factors. The current study explored the extent to which teacher perceptions of the school environment predict their longitudinal ratings of student behaviors. Data for this study come from 702 teachers in 42 elementary schools. Teachers self-reported their perceptions of the school context at a single time point, and provided ratings of their students' behavior via the Teacher Observation of Classroom Adaption-Checklist (TOCA-C) across three school years. Latent profile analysis identified three latent classes of teachers based on their ratings of school organizational health, burnout, and efficacy. A regression framework demonstrated an association between the baseline profiles in relation to TOCA-C ratings of student behavior across 3 years. Teachers with more favorable perceptions of the environment had lower initial ratings of concentration problems, disruptive behavior, and internalizing symptoms, and higher ratings of prosocial behaviors and family involvement. They also showed slower growth in their ratings of emotion dysregulation and greater increases of their ratings of family involvement over time. This work is particularly important for determining the extent to which teacher ratings may be biased by teacher and contextual factors, and may have implications for the identification of teachers who may rate students poorly over time.

  10. Student-Centred Learning Environments: An Investigation into Student Teachers' Instructional Preferences and Approaches to Learning

    ERIC Educational Resources Information Center

    Baeten, Marlies; Dochy, Filip; Struyven, Katrien; Parmentier, Emmeline; Vanderbruggen, Anne

    2016-01-01

    The use of student-centred learning environments in education has increased. This study investigated student teachers' instructional preferences for these learning environments and how these preferences are related to their approaches to learning. Participants were professional Bachelor students in teacher education. Instructional preferences and…

  11. 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.…

  12. How second-grade students internalize rules during teacher-student transactions: a case study.

    PubMed

    Méard, Jacques; Bertone, Stefano; Flavier, Eric

    2008-09-01

    Vygotsky's theory of the internalization of signs provided the basis for this study. This study tried to analyse the processes by which second-grade students internalize school rules. Ethnographic data were collected on 102 lessons in a second-grade class (6-8 years) during 1 year. This study focused on three lessons (ethnographic data completed by video-recordings, post-lesson interviews with the teacher, and re-transcriptions of the verbal interactions of the lessons and interviews). The longitudinal observation data were broken down into discrete transactions, crossed with the recorded data, and analysed in a four-step procedure. The results showed that the students' self-regulated actions (voluntary performance of prescribed actions) corresponded to the teacher's presentation of the rules, which was varied and personalized. She used explanation/justification, negotiation, persuasion, or imposition as a function of the situation and the students concerned. The results revealed: (a) Multiple actions of explanation/justification of the rules, negotiation and persuasion to the entire class, (b) Personalized actions of persuasion and rule imposition in instances of heteronomous actions by students, (c) Actions adjusted to the dynamics of the transactions. This study demonstrates how closely the actions of teacher and students are linked. More than a linear process of rules internalization, education looks like a co-construction of rules between teacher and students. These results can serve as a basis for the tools of teacher teaching.

  13. Getting Teachers Excited about Student Feedback: It's All in the Ask

    ERIC Educational Resources Information Center

    Robinson, Carly; Finefter-Rosenblum, Ilana; Benshoof, Christopher; Gehlbach, Hunter

    2016-01-01

    Until recently, asking K-12 students--who spend hundreds of hours with their teachers annually--to weigh in on their teachers' performance was considered taboo. Many have questioned students' capacities to provide reliable, fair feedback on teaching quality. Media outlets report that teacher unions staunchly oppose integrating student feedback in…

  14. 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…

  15. Failing Intercultural Education? "Thoughtfulness" in Intercultural Education for Student Teachers

    ERIC Educational Resources Information Center

    Lanas, Maija

    2014-01-01

    This paper proposes a rethinking of intercultural education in teacher education, arguing that discussion of the intercultural education of student teachers tends to have the following two gaps: "one," such discussion tends to overlook student teacher education as a context for teaching intercultural education, and "two," it…

  16. The Differing Perceptions of Teachers & Students Regarding Teachers' Emphasis on Evaluation in High School Biology Classrooms

    ERIC Educational Resources Information Center

    Moore, Randy

    2007-01-01

    In a sample of 107 biology teachers from Minnesota's public schools, most teachers claimed that they emphasize evolution and allocated little or no time to creationism in the classes. However, in a sample of 685 students from Minnesota's public schools, students claimed that their teachers allocated much less time to evolution and much more time…

  17. Interactions Between Teacher and Students in a Physical Education Setting Observation of Students' Behaviors.

    ERIC Educational Resources Information Center

    Pieron, Maurice; Haan, Jean-Marie

    An investigation was made into the dependency of student behaviors on teacher behaviors in a physical education setting. It was assumed that the interaction between students and teachers as well as the time spent in skill-practice play a prominent role in learning. An effort was made to determine if students' behavior profiles differ in male,…

  18. Teachers' and students' perspectives on teaching and learning through virtual learning environments

    NASA Astrophysics Data System (ADS)

    Limniou, M.; Smith, M.

    2010-12-01

    The aim of this investigation was to get an insight into how teachers and students responded to the use of virtual learning environments (VLE) in engineering education and what their expectations were from online courses. Teachers designed their online courses with the assistance of a support e-learning team and questionnaires were used for teachers and students to express their views on the online courses. Teachers pointed out that the online courses by themselves would be able to tackle limited lecture time and strengthen the students' background knowledge. Students, on the other hand, stated that their difficulties regarding the courses could be facilitated by using a more interactive teaching approach with the use of collaboration tools and receiving individual feedback. Thus, students suggested that teachers adopt a more student-centred approach by using VLE. Teachers' and students' perspectives were related to their personal characteristics, as students were more familiar with everyday e-communication tools.

  19. The Student-Teacher Relationship Quality of Abused Children

    PubMed Central

    Haskett, Mary E.; Hawkins, Amy L.

    2016-01-01

    Considering the association between children’s quality of relationships with teachers and their academic adjustment, information pertaining to how abused children are functioning in their relationships with teachers could be useful in promoting their academic success— yet there has been limited research in this area. The purpose of this study was to use cluster analyses to explore within-group differences in relational schemas and quality of student-teacher relationships for 70 abused children. Two clusters of abused children emerged, and as hypothesized, there were significant differences in student-teacher relationships for the two clusters. The cluster with more positive relational schemas had less conflict and less dependency reported by their teachers compared to the cluster with negative relational schemas. However, there were no differences between the clusters in terms of closeness with teachers. Implications for practice in schools is discussed. PMID:28713179

  20. Teachers' Conceptions of Student Creativity in Higher Education

    ERIC Educational Resources Information Center

    Jahnke, Isa; Haertel, Tobias; Wildt, Johannes

    2017-01-01

    Creativity is one of the important skills of the twenty-first century and central to higher education (HE). When we look closer into research on creativity in HE, however, it is not clear how university teachers conceptualise student creativity. How do teachers grasp, observe and express student creativity? Different methods such as interviews and…

  1. Relations between third grade teachers' depressive symptoms and their feedback to students, with implications for student mathematics achievement.

    PubMed

    McLean, Leigh; Connor, Carol McDonald

    2018-06-01

    Recent studies have observed connections among teachers' depressive symptoms and student outcomes; however, the specific mechanisms through which teachers' mental health characteristics operate in the classroom remain largely unknown. The present study used student-level observation methods to examine the relations between third-grade teachers' (N = 32) depressive symptoms and their academic feedback to students (N = 310) and sought to make inferences about how these factors might influence students' mathematics achievement. A novel observational tool, the Teacher Feedback Coding System-Academic (TFCS-A), was used that assesses feedback across 2 dimensions-teacher affect and instructional strategy, which have been shown to be important to student learning. Multilevel exploratory factor analysis of TFCS-A data suggested 2 primary factors: positive feedback and neutral/negative feedback. Hierarchical linear modeling revealed that positive feedback was related to higher math achievement among students who began the year with weaker math skills and that teachers who reported more depressive symptoms less frequently provided this positive feedback. Results offer new information about a type of instruction that may be affected by teachers' depressive symptoms and inform efforts aimed at improving teachers' instructional interactions with students. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

  2. 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…

  3. What makes a good clinical student and teacher? An exploratory study.

    PubMed

    Goldie, John; Dowie, Al; Goldie, Anne; Cotton, Phil; Morrison, Jill

    2015-03-10

    What makes a good clinical student is an area that has received little coverage in the literature and much of the available literature is based on essays and surveys. It is particularly relevant as recent curricular innovations have resulted in greater student autonomy. We also wished to look in depth at what makes a good clinical teacher. A qualitative approach using individual interviews with educational supervisors and focus groups with senior clinical students was used. Data was analysed using a "framework" technique. Good clinical students were viewed as enthusiastic and motivated. They were considered to be proactive and were noted to be visible in the wards. They are confident, knowledgeable, able to prioritise information, flexible and competent in basic clinical skills by the time of graduation. They are fluent in medical terminology while retaining the ability to communicate effectively and are genuine when interacting with patients. They do not let exam pressure interfere with their performance during their attachments. Good clinical teachers are effective role models. The importance of teachers' non-cognitive characteristics such as inter-personal skills and relationship building was particularly emphasised. To be effective, teachers need to take into account individual differences among students, and the communicative nature of the learning process through which students learn and develop. Good teachers were noted to promote student participation in ward communities of practice. Other members of clinical communities of practice can be effective teachers, mentors and role models. Good clinical students are proactive in their learning; an important quality where students are expected to be active in managing their own learning. Good clinical students share similar characteristics with good clinical teachers. A teacher's enthusiasm and non-cognitive abilities are as important as their cognitive abilities. Student learning in clinical settings is a

  4. Effective Teacher? Student Self-Evaluation of Development and Progress on a Teacher Education Programme

    ERIC Educational Resources Information Center

    Gossman, Peter; Horder, Sue

    2016-01-01

    This article examines 28 teachers' views about their teacher education requirements. The participants were enrolled on a one-year full-time pre-service teacher education programme with a focus on post-compulsory education and training. The study examines how student teachers' self-evaluations against aspects of teaching professional practice…

  5. Job Satisfaction and Teacher-Student Relationships across the Teaching Career: Four Case Studies

    ERIC Educational Resources Information Center

    Veldman, Ietje; van Tartwijk, Jan; Brekelmans, Mieke; Wubbels, Theo

    2013-01-01

    We studied the development of teacher-student relationships and teachers' job satisfaction throughout the careers of four veteran teachers who retained high job satisfaction. Teacher data gathered with the narrative-biographical method were compared with students' perceptions of the teacher-student relationships, using the Questionnaire on Teacher…

  6. 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.

  7. Anxiety of Preservice Teachers Teaching Students with Disabilities: A Preliminary Investigation

    ERIC Educational Resources Information Center

    Everhart, Brett

    2009-01-01

    Preservice teachers have indicated that they are somewhat less comfortable working with students with disabilities. Research shows that curricular modifications in teacher education programs would enable preservice teachers to be more prepared for classrooms that include students with disabilities. Much of the work in teacher education dealing…

  8. A study of pre-service classroom teachers' beliefs about teachers' and students' roles

    NASA Astrophysics Data System (ADS)

    Köğce, Davut

    2017-08-01

    The aim of this study is to determine pre-service classroom teachers' beliefs and thoughts about the roles of teachers and students in the classroom before taking the Mathematics Teaching I course. With this purpose, the study employed the survey method, a descriptive research technique. The study sample included 75 pre-service teachers (55 females and 20 males) who studied in Omer Halisdemir University's education faculty's primary level teaching department classroom teaching programme in the 2013-2014 academic year, and took the Mathematics Teaching I course. The study data were collected using a survey form including three open-ended structured questions. The data were analysed using the qualitative data analysis method. The study results indicated that the pre-service teachers' beliefs, in terms of both teachers' and students' roles, were between the absolute and transitional levels based on Baxter Magolda's epistemological refection model. This reveals that pre-service teachers' beliefs are in line with conventional teaching and learning approaches.

  9. Climate Literacy Through Student-Teacher-Scientist Research Partnerships

    NASA Astrophysics Data System (ADS)

    Niepold, F.; Brooks, D.; Lefer, B.; Linsley, A.; Duckenfield, K.

    2006-12-01

    Expanding on the GLOBE Program's Atmosphere and Aerosol investigations, high school students can conduct Earth System scientific research that promotes scientific literacy in both content and the science process. Through the use of Student-Teacher-Scientist partnerships, Earth system scientific investigations can be conducted that serve the needs of the classroom as well as participating scientific investigators. During the proof-of-concept phase of this partnership model, teachers and their students developed science plans, through consultation with scientists, and began collecting atmospheric and aerosol data in support of the Gulf of Mexico Atmospheric Composition and Climate Study (GoMACCS) campaign in Houston Texas. This effort uses some pre-existing GLOBE materials, but draws on a variety of other resources to tailor the teacher development activities and intended student participation in a way that addresses local and regional problems. Students and teachers have learned about best practices in scientific inquiry and they also helped to expand the pipeline of potential future scientists and researchers for industry, academia, and government. This work began with a Student-Teacher-Scientist partnership started in 2002 during a GLOBE Aerosol Protocol Cross- Ground Validation of AERONET with MODIS Satellite Aerosol Measurements. Several other GLOBE schools, both national and international, have contributed to this research. The current project support of the intensive GoMACCS air quality and atmospheric dynamics field campaign during September and October of 2006. This model will be evaluated for wider use in other project-focused partnerships led by NOAA's Climate Program Office.

  10. Training graduate students to be teachers.

    PubMed

    de-Macedo, D V; de-Paula, E; Torres, B B

    1999-12-01

    Pedagogic education of graduate students, when and where it exists, is restricted to theoretical courses or to the participation of the students as teachers' assistants. This model is essentially reproductive and offers few opportunities for any significant curriculum innovation. To open an opportunity for novelty we have introduced a new approach in "Biochemistry Teaching", a course included in the Biochemistry Graduate Program of the Biochemistry Department (Universidade Estadual de Campinas and Universidade de São Paulo). The content of the course consists of a) choosing the theme, b) selecting and organizing the topics, c) preparing written material, d) establishing the methodological strategies, e) planning the evaluation tools and, finally, f) as teachers, conducting the course as an optional summer course for undergraduate students. During the first semester the graduate students establish general and specific educational objectives, select and organize contents, decide on the instructional strategies and plan evaluation tools. The contents are explored using a wide range of strategies, which include computer-aided instruction, laboratory classes, small group teaching, a few lectures and round table discussions. The graduate students also organize printed class notes to be used by the undergraduate students. Finally, as a group, they teach the summer course. In the three versions already developed, the themes chosen were Biochemistry of Exercise (UNICAMP), Biochemistry of Nutrition (UNICAMP) and Molecular Biology of Plants (USP). In all cases the number of registrations greatly exceeded the number of places and a selection had to be made. The evaluation of the experience by both graduate and undergraduate students was very positive. Graduate students considered this experience to be unique and recommended it to their schoolmates; the undergraduate students benefited from a more flexible curriculum (more options) and gave very high scores to both the courses

  11. Crossing the Border from Science Student to Science Teacher: Preservice Teachers' Views and Experiences Learning to Teach Inquiry

    NASA Astrophysics Data System (ADS)

    Kang, Emily J. S.; Bianchini, Julie A.; Kelly, Gregory J.

    2013-04-01

    Preservice science teachers face numerous challenges in understanding and teaching science as inquiry. Over the course of their teacher education program, they are expected to move from veteran science students with little experience learning their discipline through inquiry instruction to beginning science teachers adept at implementing inquiry in their own classrooms. In this study, we used Aikenhead's (Sci Educ 81: 217-238, 1997, Science Educ 85:180-188, 2001) notion of border crossing to describe this transition preservice teachers must make from science student to science teacher. We examined what one cohort of eight preservice secondary science teachers said, did, and wrote as they both conducted a two-part inquiry investigation and designed an inquiry lesson plan. We conducted two types of qualitative analyses. One, we drew from Costa (Sci Educ 79: 313-333, 1995) to group our preservice teacher participants into one of four types of potential science teachers. Two, we identified successes and struggles in preservice teachers' attempts to negotiate the cultural border between veteran student and beginning teacher. In our implications, we argue that preservice teachers could benefit from explicit opportunities to navigate the border between learning and teaching science; such opportunities could deepen their conceptions of inquiry beyond those exclusively fashioned as either student or teacher.

  12. Student Science Teachers' Ideas of the Digestive System

    ERIC Educational Resources Information Center

    Cardak, Osman

    2015-01-01

    The aim of this research is to reveal the levels of understanding of student science teachers regarding the digestive system. In this research, 116 student science teachers were tested by applying the drawing method. Upon the analysis of the drawings they made, it was found that some of them had misconceptions such as "the organs of the…

  13. Enhancing of Self-Efficacy in Teacher Education Students

    ERIC Educational Resources Information Center

    Malinauskas, Romualdas K.

    2017-01-01

    In this study, the effectiveness of training module on enhancing self-efficacy in teacher education students was investigated. Sixty-eight (68) teacher education students (M age = 22.74; SD = 0.57) participated in this study, 36 of whom were assigned to an experimental group and the other 32 were assigned to a control group. The training module on…

  14. Successful White Mathematics Teachers of African American Students

    ERIC Educational Resources Information Center

    Bidwell, Carla R.

    2010-01-01

    In the United States, a growing disparity exists between the racial composition of teachers and the students they teach. In 2006, 43.1% of K-12 public school students were reported as non-White--in 1990, 32.4% (U.S. Department of Education, 2008). Teachers, however, are predominantly White, 83.3% (U.S. Department of Education, 2007a). Exacerbating…

  15. Measuring Urban Teachers' Beliefs about African American Students: A Psychometric Analysis

    ERIC Educational Resources Information Center

    Natesan, Prathiba; Kieftenbeld, Vincent

    2013-01-01

    Understanding urban teachers' beliefs about African American students has become important because (a) many teachers are reluctant to teach students from other cultures, and (b) most teachers are European American. To construct a psychometrically sound measure of teacher beliefs, the authors investigate the measurement properties of a teacher…

  16. Validation of Assessment for Learning Questionnaires for teachers and students.

    PubMed

    Pat-El, Ron Jonathan; Tillema, Harm; Segers, Mien; Vedder, Paul

    2013-03-01

    Assessment can be a powerful force in promoting student learning. Still, few measures exist to gauge Assessment for Learning (AFL) in the classroom. Literature on AFL suggests that it encompasses both a monitor to track student progress as well as a scaffold to show or help students recognize in what areas they need to improve. Based on a review of recent attempts to measure the AFL, we constructed Assessment for Learning Questionnaires for Teachers (TAFL-Q) and for students (SAFL-Q) for evaluating perceptions regarding AFL practices in classrooms using matching items. The total sample included 1,422 students (49% girls, 51% boys) and 237 teachers (43% females, 57% males) in lower vocational secondary education. The 28-item questionnaires were examined by means of confirmatory factor analysis (CFA) using EQS on one random half of the sample. The CFA was cross-validated on the second half. Measurement invariance tests were conducted to compare the students and teacher versions of the questionnaires. CFA revealed a stable second-order two-factor structure that was cross-validated: perceived monitoring, and perceived scaffolding subsumed under a common factor: AFL. Tests for measurement invariance showed that the parallel constructs were measured similarly for both students and teachers. The TAFL-Q and SAFL-Q capture the construct AFL in two subscales: Monitoring and Scaffolding, and allows for comparisons between teacher and student perceptions. The instruments can be useful tools for teachers and students alike to identify and scrutinize assessment practices in classroom. © 2011 The British Psychological Society.

  17. 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'…

  18. 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

  19. Amid Downturn, Law Students Give Aggrieved Investors a Day in Court

    ERIC Educational Resources Information Center

    Mangan, Katherine

    2009-01-01

    The University of San Francisco School of Law is one of at least a dozen law schools in the United States where students represent small investors facing big headaches, often because their brokers were more interested in maximizing their own commissions than in giving sound advice. Supervised by law professors, teams of students file motions,…

  20. Effective Teacher Education: From Student-Teacher Candidates to Novice Teachers Prepared for Urban Education

    ERIC Educational Resources Information Center

    Jackson, Chavon L.

    2011-01-01

    The purpose of this study was to examine to what extent a teacher education program prepares teacher candidates to be effective urban educators who are reflective, innovative, and committed to diversity based on the perceptions and insight from students. As the nation grapples with an extreme range of outputs from our public schools, an…