Sample records for teachers provide students

  1. 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…

  2. 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…

  3. The Effect of Performance Feedback Provided to Student-Teachers Working with Multiple Disabilities

    ERIC Educational Resources Information Center

    Safak, Pinar; Yilmaz, Hatice Cansu; Demiryurek, Pinar; Dogus, Mustafa

    2016-01-01

    The aim of the study was to investigate the effect of performance feedback (PF) provided to student teachers working with students with multiple disabilities and visual impairment (MDVI) on their teaching skills. The study group of the research was composed of 11 student teachers attending to the final year of the Teaching Students with Visual…

  4. Providing Written Feedback on Students' Mathematical Arguments: Proof Validations of Prospective Secondary Mathematics Teachers

    ERIC Educational Resources Information Center

    Bleiler, Sarah K.; Thompson, Denisse R.; Krajcevski, Milé

    2014-01-01

    Mathematics teachers play a unique role as experts who provide opportunities for students to engage in the practices of the mathematics community. Proof is a tool essential to the practice of mathematics, and therefore, if teachers are to provide adequate opportunities for students to engage with this tool, they must be able to validate student…

  5. Child Teacher Relationship Training (CTRT) with Children Exhibiting Disruptive Behavior: Effects on Teachers' Ability to Provide Emotional and Relational Support to Students and on Student-Teachers Relationship Stress

    ERIC Educational Resources Information Center

    Pronchenko-Jain, Yulia

    2012-01-01

    This study investigated the impact of child teacher relationship training (CTRT) on teachers' ability to provide emotional support in the classroom, teachers' use of relationship-building skills, and teachers' level of stress related to the student-child relationship. Teachers and aides from one Head Start school were randomly…

  6. Providing for Student Voice in Classroom Management: Teachers' Views

    ERIC Educational Resources Information Center

    Lewis, Ramon; Burman, Eva

    2008-01-01

    Recent research indicates that teachers would prefer to allow for more student voice in classroom discipline decision-making than is currently the case. This paper identifies factors that teachers suggest inhibit them from implementing their ideas of best disciplinary practice. It also examines which classroom discipline issues teachers are…

  7. 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…

  8. Teachers' Discoursal Strategies in Providing Positive Feedback to Student Responses: A Study of Four English Immersion Teachers in People's Republic of China

    ERIC Educational Resources Information Center

    Pei, Miao

    2012-01-01

    This paper investigates the discoursal strategies of four teachers in providing feedback to student responses in English classrooms in Xi'an, People's Republic of China. The findings indicate that the teachers provide positive feedback for students English learning in various ways, including using the most common strategies such as accepting,…

  9. 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

  10. Perceived Support Provided by Teachers and Classmates and Students' Self-Reported Academic Initiative

    ERIC Educational Resources Information Center

    Danielsen, Anne G.; Wiium, Nora; Wilhelmsen, Britt U.; Wold, Bente

    2010-01-01

    The aim of this study was to examine how perceived support provided by teachers and classmates in the school class environment related to students' academic initiative. Data were from a stratified sample of 13-year-old students (n = 1591) from the Norwegian part of the World Health Organization's survey of Health Behaviour in School-aged Children…

  11. Combined Student Ratings and Self-Assessment Provide Useful Feedback for Clinical Teachers

    ERIC Educational Resources Information Center

    Stalmeijer, Renee E.; Dolmans, Diana H. J. M.; Wolfhagen, Ineke H. A. P.; Peters, Wim G.; van Coppenolle, Lieve; Scherpbier, Albert J. J. A.

    2010-01-01

    Many evaluation instruments have been developed to provide feedback to physicians on their clinical teaching but written feedback alone is not always effective. We explored whether feedback effectiveness improved when teachers' self-assessment was added to written feedback based on student ratings. 37 physicians (10 residents, 27 attending…

  12. Providing Affordable, Community-Based Tutorial Services for K-8 Students Utilizing Master Teachers as Mentors to Preservice Education Majors.

    ERIC Educational Resources Information Center

    Lopez, Mary Kathryn

    The preservice teacher education practicum described in this practicum paper sought to provide affordable, convenient reading tutorial services for K-8 children. Participants were mentor teachers, preservice teachers, and students from the community. A twilight school was established that provided professional development opportunites for teachers…

  13. Understanding Teacher Effectiveness: Providing Feedback to Teacher Preparation Programs. Data for Action 2013

    ERIC Educational Resources Information Center

    Data Quality Campaign, 2014

    2014-01-01

    Teachers need longitudinal student-level data, such as attendance history, course-taking patterns, grades, and test scores, to tailor instruction to individual students' strengths and weaknesses.This factsheet uses the findings from the Data for Action 2013 analysis to discuss how states can provide teachers with student-level longitudinal data,…

  14. 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…

  15. 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.…

  16. Supporting students' scientific explanations: A case study investigating the synergy focusing on a teacher's practices when providing instruction and using mobile devices

    NASA Astrophysics Data System (ADS)

    Delen, Ibrahim

    Engage students in constructing scientific practices is a critical component of science instruction. Therefore a number of researchers have developed software programs to help students and teachers in this hard task. The Zydeco group, designed a mobile application called Zydeco, which enables students to collect data inside and outside the classroom, and then use the data to create scientific explanations by using claim-evidence-reasoning framework. Previous technologies designed to support scientific explanations focused on how these programs improve students' scientific explanations, but these programs ignored how scientific explanation technologies can support teacher practices. Thus, to increase our knowledge how different scaffolds can work together, this study aimed to portray the synergy between a teacher's instructional practices (part 1) and using supports within a mobile devices (part 2) to support students in constructing explanations. Synergy can be thought of as generic and content-specific scaffolds working together to enable students to accomplish challenging tasks, such as creating explanations that they would not normally be able to do without the scaffolds working together. Providing instruction (part 1) focused on understanding how the teacher scaffolds students' initial understanding of the claim-evidence-reasoning (CER) framework. The second component of examining synergy (part 2: using mobile devices) investigated how this teacher used mobile devices to provide feedback when students created explanations. The synergy between providing instruction and using mobile devices was investigated by analyzing a middle school teacher's practices in two different units (plants and water quality). Next, this study focused on describing how the level of synergy influenced the quality of students' scientific explanations. Finally, I investigated the role of focused teaching intervention sessions to inform teacher in relation to students' performance. In

  17. 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.

  18. Training and Resource Needs of Teachers Who Provide HIV Education to Special Population Students

    ERIC Educational Resources Information Center

    Sawyer, Richard J.; Blake, Susan; Ledsky, Rebecca; Goodenow, Carol; Evans, Doug

    2004-01-01

    This study identified substantial training and resource needs for special education (SPED), transitional bilingual education/ English as a Second Language (TBE/ESL), and general education (GENED) HIV education teachers relative to providing appropriate, effective HIV education to students with disabilities (SWD) and language minority/Limited…

  19. What Motivates Students to Provide Feedback to Teachers about Teaching and Learning? An Expectancy Theory Perspective

    ERIC Educational Resources Information Center

    Caulfield, Jay

    2007-01-01

    The purpose of this empirical research study was to investigate what motivates students to provide formative anonymous feedback to teachers regarding their perceptions of the teaching and learning experience in order to improve student learning. Expectancy theory, specifically Vroom's Model, was used as the conceptual framework for the study.…

  20. Teachers' Accounts of Their Perceptions and Practices of Providing Written Feedback to Nursing Students on Their Assignments

    ERIC Educational Resources Information Center

    Iqbal, Sajid; Gul, Raisa; Lakhani, Arusa; Rizvi, Nusrat Fatima

    2014-01-01

    Written feedback can facilitate students' learning in several ways. However, the teachers' practices of written feedback may be affected by various factors. This study aimed to explore the nurse teachers' accounts of their perceptions and practices of providing written feedback. A descriptive exploratory design was employed in the study. A…

  1. 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…

  2. Provide for Student Safety. Second Edition. Module E-5 of Category E--Instructional Management. Professional Teacher Education Module Series

    ERIC Educational Resources Information Center

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

    One in a series of 127 performance-based teacher education learning packages focusing on specific professional competencies of vocational teachers, this learning module deals with providing for student safety. It consists of four learning experiences. Covered in the individual learning experiences are the following topics: providing for student…

  3. 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…

  4. Providing undergraduate science partners for elementary teachers: benefits and challenges.

    PubMed

    Goebel, Camille A; Umoja, Aminata; DeHaan, Robert L

    2009-01-01

    Undergraduate college "science partners" provided content knowledge and a supportive atmosphere for K-5 teachers in a university-school professional development partnership program in science instruction. The Elementary Science Education Partners program, a Local Systemic Change initiative supported by the National Science Foundation, was composed of four major elements: 1) a cadre of mentor teachers trained to provide district-wide teacher professional development; 2) a recruitment and training effort to place college students in classrooms as science partners in semester-long partnerships with teachers; 3) a teacher empowerment effort termed "participatory reform"; and 4) an inquiry-based curriculum with a kit distribution and refurbishment center. The main goals of the program were to provide college science students with an intensive teaching experience and to enhance teachers' skills in inquiry-based science instruction. Here, we describe some of the program's successes and challenges, focusing primarily on the impact on the classroom teachers and their science partners. Qualitative analyses of data collected from participants indicate that 1) teachers expressed greater self-confidence about teaching science than before the program and they spent more class time on the subject; and 2) the college students modified deficit-model negative assumptions about the children's science learning abilities to express more mature, positive views.

  5. Providing Undergraduate Science Partners for Elementary Teachers: Benefits and Challenges

    PubMed Central

    Goebel, Camille A.; Umoja, Aminata

    2009-01-01

    Undergraduate college “science partners” provided content knowledge and a supportive atmosphere for K–5 teachers in a university–school professional development partnership program in science instruction. The Elementary Science Education Partners program, a Local Systemic Change initiative supported by the National Science Foundation, was composed of four major elements: 1) a cadre of mentor teachers trained to provide district-wide teacher professional development; 2) a recruitment and training effort to place college students in classrooms as science partners in semester-long partnerships with teachers; 3) a teacher empowerment effort termed “participatory reform”; and 4) an inquiry-based curriculum with a kit distribution and refurbishment center. The main goals of the program were to provide college science students with an intensive teaching experience and to enhance teachers' skills in inquiry-based science instruction. Here, we describe some of the program's successes and challenges, focusing primarily on the impact on the classroom teachers and their science partners. Qualitative analyses of data collected from participants indicate that 1) teachers expressed greater self-confidence about teaching science than before the program and they spent more class time on the subject; and 2) the college students modified deficit-model negative assumptions about the children's science learning abilities to express more mature, positive views. PMID:19723818

  6. 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

  7. 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…

  8. 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…

  9. The Perceptions of Principals and Teachers Regarding Mental Health Providers' Impact on Student Achievement in High Poverty Schools

    ERIC Educational Resources Information Center

    Perry, Teresa

    2012-01-01

    This study examined the perceptions of principals and teachers regarding mental health provider's impact on student achievement and behavior in high poverty schools using descriptive statistics, t-test, and two-way ANOVA. Respondents in this study shared similar views concerning principal and teacher satisfaction and levels of support for the…

  10. 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…

  11. 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

  12. 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…

  13. 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.

  14. 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.

  15. 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…

  16. 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.

  17. 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…

  18. 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.

  19. 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…

  20. 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

  1. Developing a Teacher Evaluation Instrument to Provide Formative Feedback Using Student Ratings of Teaching Acts

    ERIC Educational Resources Information Center

    van der Lans, Rikkert M.; van de Grift, Wim J. C. M.; van Veen, Klaas

    2015-01-01

    This study reports on the development of a teacher evaluation instrument, based on students' observations, which exhibits cumulative ordering in terms of the complexity of teaching acts. The study integrates theory on teacher development with theory on teacher effectiveness and applies a cross-validation procedure to verify whether teaching acts…

  2. 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)…

  3. 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…

  4. 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

  5. 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

  6. 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

  7. 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…

  8. 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.

  9. 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.

  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. Barriers to providing the sexuality education that teachers believe students need.

    PubMed

    Eisenberg, Marla E; Madsen, Nikki; Oliphant, Jennifer A; Sieving, Renee E

    2013-05-01

    Sexuality education teachers' perspectives are important to gain a full understanding of the issues surrounding teaching this subject. This study uses a statewide sample of public school teachers to examine what sexuality education content is taught, what barriers teachers face, and which barriers are associated with teaching specific topics. Participants included 368 middle and high school teachers with sexuality education assignments in Minnesota. Survey data included topics they teach, what they think they should teach, and barriers they face. Logistic regression was used to examine associations between barriers and teaching each of 9 sexual health topics, among those who believed the topic should be taught. Almost two thirds of participants faced structural barriers; 45% were concerned about parent, student, or administrator response; and one quarter reported restrictive policies. Structural barriers were inversely associated with teaching about communication (OR = 0.20), teen parenting (OR = 0.34), and abortion (OR = 0.32); concerns about responses were associated only with teaching about sexual violence (OR = 0.42); and restrictive policies were inversely associated with teaching about abortion (OR = 0.23) and sexual orientation (OR = 0.47). Addressing teachers' barriers requires a multipronged approach, including curriculum development and evaluation, training, and reframing the policy debate to support a wider range of sexuality education topics. © 2013, American School Health Association.

  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. 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…

  14. 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…

  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. 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.

  17. 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.

  18. Beyond Simple Participation: Providing a Reliable Informal Assessment Tool of Student Engagement for Teachers

    ERIC Educational Resources Information Center

    Wagetti, Rebecca J.; Johnston, Patricia; Jones, Leslie B.

    2017-01-01

    Educators have realized the importance of engaging students in learning. Teachers often see participatory behaviors like "hand raising" as evidence of students being engaged in an activity. These indications of engagement do not capture motivational factors behind true engagement. A research team developed a five item scale to easily…

  19. 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…

  20. 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.

  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. 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…

  3. 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…

  4. 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…

  5. 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

  6. 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

  7. 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…

  8. 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…

  9. 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

    interactions during the quantitative phase described the most instances of teacher cooperative behaviors, such as teacher helpfulness and understanding. Conversely, students reporting low motivation and low perceptions of teacher-student interactions described the most instances of teacher oppositional behavior, such as harsh and impatient behaviors. An in-depth description of categories and subcategories is also provided. This study concludes with an interpretive analysis of quantitative and qualitative results considered both separately and together. Implications for middle grades science education are discussed, including recommendations for behavior management, scaffolding students' transition to middle school, making explicit connections to science careers, and providing opportunities for small successes within the science classroom. Implications for science teacher education, limitations of the study, and future research directions are also discussed.

  10. 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

  11. 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.

  12. 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.…

  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. 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.

  15. Teacher Mindset and the Nature of Feedback Provided to Students in the Pennsylvania Keystone Courses

    ERIC Educational Resources Information Center

    Prevost, Kimberly Ann Jones

    2017-01-01

    This study explored the nature of feedback strategies that teachers of Pennsylvania's Keystone courses (Algebra I, biology, and literature) used to prepare their students to meet the minimum proficiency standard on the corresponding Keystone exam, taken at the end of the course. Teachers reported highest usage of the following feedback types:…

  16. 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…

  17. 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…

  18. 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…

  19. 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.

  20. 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.

  1. It's All about Student Learning: Assessing Teacher Candidates' Ability to Impact P-12 Students

    ERIC Educational Resources Information Center

    Wise, A. E., Ed.; Ehrenberg, P., Ed.; Leibbrand, J., Ed.

    2010-01-01

    "It's All About Student Learning Assessing Teacher Candidates' Ability to Impact P-12 Students", provides practical assistance for institutions designing or revising assessment systems or individual assessments for use by units or programs. The publication includes performance assessments currently used by teacher preparation institutions and…

  2. Preservice Teacher Perspectives on Prereferral Intervention and Student Support Teams

    ERIC Educational Resources Information Center

    Grogg, Kathryn R.

    2009-01-01

    This qualitative inquiry evaluated the Student Support Team Project and its effects on preservice teachers' knowledge and perceptions of prereferral intervention and student support teams. This investigation is important because prereferral intervention and student support teams have been used increasingly to provide assistance to teachers and to…

  3. 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,…

  4. 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.

  5. The Long-Term Impacts of Teachers: Teacher Value-Added and Student Outcomes in Adulthood. NBER Working Paper No. 17699

    ERIC Educational Resources Information Center

    Chetty, Raj; Friedman, John N.; Rockoff, Jonah E.

    2011-01-01

    Are teachers' impacts on students' test scores ("value-added") a good measure of their quality? This question has sparked debate largely because of disagreement about (1) whether value-added (VA) provides unbiased estimates of teachers' impacts on student achievement and (2) whether high-VA teachers improve students' long-term outcomes.…

  6. 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

  7. 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.

  8. 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…

  9. 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…

  10. 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.

  11. 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.

  12. 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…

  13. 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)

  14. 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…

  15. Developing Medical Students as Teachers: An Anatomy-Based Student-as-Teacher Program with Emphasis on Core Teaching Competencies

    ERIC Educational Resources Information Center

    Jay, Erie Andrew; Starkman, Sidney J.; Pawlina, Wojciech; Lachman, Nirusha

    2013-01-01

    Teaching is an increasingly recognized responsibility of the resident physician. Residents, however, often assume teaching responsibilities without adequate preparation. Consequently, many medical schools have implemented student-as-teacher (SAT) programs that provide near-peer teaching opportunities to senior medical students. Near-peer teaching…

  16. Teachers Providing Social and Emotional Support: A Study of Advisor Role Enactment in Small High Schools

    ERIC Educational Resources Information Center

    Phillippo, Kate L.

    2010-01-01

    Background/Context: This study investigates the teacher's role in the student advisory process, which to date has generated limited research literature. Teachers who serve as student advisors assume a role that extends beyond the more traditional instructional role, and includes implied or explicit expectations to provide student advisees with…

  17. The Role of Document Captions in Student Portfolios as a Link between Teacher and Student Assessment.

    ERIC Educational Resources Information Center

    Evans, Karen S.; Vavrus, Linda G.

    A follow-up study to Stanford University's Teacher Assessment Project (TAP) investigated captioning as a means of making sense of portfolios and explored how the captioning process might provide a way to use student portfolios to link student assessment and teacher assessment. Each of four teachers (three third grade and one fourth grade) from the…

  18. Teachers' Use of Student Data Systems to Improve Instruction

    ERIC Educational Resources Information Center

    Means, Barbara; Gallagher, Lawrence; Padilla, Christine

    2007-01-01

    Using data from national surveys of teachers and school districts, this brief provides the first national estimates of the prevalence of K-12 teachers' access to and use of electronic student data management systems. Specifically, the brief seeks to determine how broadly student data systems are being implemented in districts and schools; the…

  19. Perceptions of Pennsylvania School Librarians Regarding Their Role in Providing Copyright Advice to Students, Teacher, and Administrators in Their School

    ERIC Educational Resources Information Center

    Kell, Susan E.

    2014-01-01

    This qualitative study examined the perceptions of Pennsylvania school librarians about the role they play in providing copyright guidance to the students, teachers, and administrators in their school during the 2011-2012 school year. Using two electronic mailing lists for Pennsylvania school librarians, the researcher posted an email asking…

  20. 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

  1. Student-Teachers' Strategies in Classroom Interaction in the Context of the Teaching Practicum

    ERIC Educational Resources Information Center

    Heikonen, Lauri; Toom, Auli; Pyhältö, Kirsi; Pietarinen, Janne; Soini, Tiina

    2017-01-01

    Strategies student-teachers employ in classroom interaction with pupils during teaching practice periods are surprisingly understudied, considering that the teaching practicum provides a central arena for student-teachers learning to become teachers. This study investigates the primary strategies student-teachers utilised in classroom interaction…

  2. Promoting Student-Teacher Interactions: Exploring a Peer Coaching Model for Teachers in a Preschool Setting.

    PubMed

    Johnson, Stacy R; Finlon, Kristy J; Kobak, Roger; Izard, Carroll E

    2017-07-01

    Peer coaching provides an attractive alternative to traditional professional development for promoting classroom quality in a sustainable, cost-effective manner by creating a collaborative teaching community. This exploratory study describes the development and evaluation of the Colleague Observation And CoacHing (COACH) program, a peer coaching program designed to increase teachers' effectiveness in enhancing classroom quality in a preschool Head Start setting. The COACH program consists of a training workshop on coaching skills and student-teacher interactions, six peer coaching sessions, and three center meetings. Pre-post observations of emotional support, classroom organization, and instructional support using the Classroom Assessment Scoring System of twelve classrooms assigned to peer coaching were compared to twelve control classrooms at baseline and following the intervention. Findings provide preliminary support that the peer coaching program is perceived as acceptable and feasible by the participating preschool teachers and that it may strengthen student-teacher interactions. Further program refinement and evaluation with larger samples is needed to enhance student-teacher interactions and, ultimately, children's adaptive development.

  3. Sample Teacher/Student Critical Incident Form.

    ERIC Educational Resources Information Center

    Bucks County Public Schools, Doylestown, PA.

    This form was devised to provide a set of procedures for collecting and utilizing direct observations of specific student behaviors which clearly illustrate the achievement of one of the ten goals of this program. Forms can be used by teachers, students, and parents. (See TM 001 375 for summary of project.) (MS)

  4. Tertiary Teachers and Student Evaluations: Never the Twain Shall Meet?

    ERIC Educational Resources Information Center

    Stein, Sarah J.; Spiller, Dorothy; Terry, Stuart; Harris, Trudy; Deaker, Lynley; Kennedy, Jo

    2013-01-01

    Internationally, centralised systems of student evaluation have become normative practice in higher education institutions, providing data for monitoring teaching quality and for teacher professional development. While extensive research has been done on student evaluations, there is less research-based evidence about teachers' perceptions of and…

  5. Impact of Teacher's Income on Student's Educational Achievements

    ERIC Educational Resources Information Center

    Lukaš, Mirko; Samardžic, Darko

    2014-01-01

    The aim of this paper is to provide an objective overview of the impact of teacher salaries on the educational achievements of students. It is often debated about teacher salaries and improvement or jeopardizing their standard, but educational consequences that may ensue as a result of these intentions are rarely addressed. Teacher's role in…

  6. 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

  7. 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.

  8. 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

  9. 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…

  10. 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

  11. 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…

  12. 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…

  13. Within-Teacher Variation of Causal Attributions of Low Achieving Students

    ERIC Educational Resources Information Center

    Jager, Lieke; Denessen, Eddie

    2015-01-01

    In teacher research, causal attributions of low achievement have been proven to be predictive of teachers' efforts to provide optimal learning contexts for all students. In most studies, however, attributions have been studied as a between-teacher variable rather than a within-teacher variable assuming that teachers' responses to low achievement…

  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. How the Accountability Model and Teacher-Student Relationships Impact Drop Out

    ERIC Educational Resources Information Center

    Harris, Kristi

    2017-01-01

    Limited research results have been provided on the influence of schools on dropout prevention, which consist of the accountability system and how teachers' attitudes affect students' decisions to dropout. The specific problem of interest was how the accountability model and teacher-student relationships plays a vital role in student dropout. The…

  16. Historical Novels: Engaging Student Teachers in K-10 History Pre-Service Units

    ERIC Educational Resources Information Center

    Rodwell, Grant

    2010-01-01

    This paper aims to illustrate how the historical novel may be used as an engaging teacher/learning strategy for undergraduate student teachers in pre-service teacher education units, the vast majority of which simply provide for a single 10-credit point unit in order to prepare student teachers for the classroom. First, this paper will argue the…

  17. 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.

  18. 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.

  19. Teachers' Perceptions of Parent-Teacher Alliance and Student-Teacher Relational Conflict: Examining the Role of Ethnic Differences and "Disruptive" Behavior

    ERIC Educational Resources Information Center

    Thijs, Jochem; Eilbracht, Lizzy

    2012-01-01

    Although parents' relationships with teachers are considered to be an important aspect of parental school involvement, few studies have examined their implications for students' school adjustment. The present study provided further insight into the relevance of teachers' perceptions of the parent-teacher relationship by examining their link to…

  20. Student-Teacher Interaction in Online Learning Environments

    ERIC Educational Resources Information Center

    Wright, Robert D., Ed.

    2015-01-01

    As face-to-face interaction between student and instructor is not present in online learning environments, it is increasingly important to understand how to establish and maintain social presence in online learning. "Student-Teacher Interaction in Online Learning Environments" provides successful strategies and procedures for developing…

  1. Critical Issues in Teacher and Student Evaluation

    ERIC Educational Resources Information Center

    Purohit, Anal A.; And Others

    1977-01-01

    Background information is provided to clarify some of the issues surrounding teacher and student evaluation in pharmacy education. Major questions explored dealt with what should be evaluated, how the data should be collected and used, and the adaptability of the experiential domain for students. (Author/LBH)

  2. 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…

  3. The Quality of School Life: Teacher-Student Trust Relationships and the Organizational School Context

    ERIC Educational Resources Information Center

    Van Maele, Dimitri; Van Houtte, Mieke

    2011-01-01

    In exploring the quality of schools' social system, this study provides insight into in which types of schools students may encounter barriers in developing supportive teacher-student relationships because of teachers exposing low levels of trust in students. Student culture and teachability perceptions are assessed as incentives for teachers'…

  4. Understanding Teacher Effectiveness: Providing Feedback to Teacher Preparation Programs. Data for Action 2014

    ERIC Educational Resources Information Center

    Data Quality Campaign, 2014

    2014-01-01

    State leaders are increasingly focused on improving college and university programs that prepare teachers as a route to a high-quality teacher workforce. This work requires significant data capacity to reliably and securely link teachers with their students' achievement and growth data with the state's teacher preparation programs. This fact sheet…

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

    ERIC Educational Resources Information Center

    Quezada, Reyes L.

    2004-01-01

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

  6. A Predictive Study of Pre-Service Teachers and Success in Final Student Internship

    ERIC Educational Resources Information Center

    Ingle, Karen M.

    2017-01-01

    Student teaching provides the final pre-service clinical teaching experience of an initial teacher preparation program. Research that specifically studies the pre-service student teacher and predictive factors of student teaching is limited. Identifying predictive factors that contribute to the success of student interns' student teaching…

  7. 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…

  8. 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.

  9. 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…

  10. Differences in eighth grade science student and teacher perceptions of students' level of input into academic planning and decision making

    NASA Astrophysics Data System (ADS)

    Chapman, Jarrett Michael

    Teachers are expected to improve their planning, instruction, and assessment as they progress through their career. An important component to teachers knowing what to modify in their teaching style is being able to solicit meaningful feedback from students. This mixed-methods study was conducted to provide teachers with a quantitative method to collect data about their teaching using the Constructivist Learning Environment Survey (CLES). Phase 1 allowed students to provide anonymous feedback to their teachers that the teachers could later reflect upon in conjunction with the students' other feedback. Using measures of central tendencies, it was determined that of the five categories of the CLES the area of student negotiation was statistically different from the other categories. While eight teachers had sufficient (n>10) student data to be invited to participate in Phase 2, only five of the teachers choose to participate in a semi-structured interview to further examine the potential differences between teacher and student perception of student negotiation with the curriculum, instruction and assessment that occurs in the classroom. Coding the interview transcripts led to three categories: 1) teaching style (with themes including curriculum, instruction, and assessment, and sub themes of teacher centered and student centered); 2) external pressures (with themes of standards , standardized tests, and socioeconomic conditions); 3) effectiveness of student negotiation (with themes of positive effect or no effect on motivation). The five teachers who participated in Phase 2 had varying levels of awareness and willingness to adjust their classroom curriculum, instruction, and assessment to include student negotiation. All but one teacher, however, saw the value in increasing student negotiation in the classroom and desired to continue to change their teaching to include more student negotiation.

  11. 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.

  12. Student Teacher Perceptions of the Impact of Mentoring on Student Teaching

    ERIC Educational Resources Information Center

    Bird, Lori K.

    2012-01-01

    Mentoring is an essential component of the student teaching experience. The support provided by highly prepared and effective mentors contributes to the success of student teachers during this high stakes period of professional development. Findings from this mixed-methods study support five mentoring factors as valid and a useful framework for…

  13. 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

  14. 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…

  15. 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.

  16. 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.

  17. 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).

  18. 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…

  19. 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.

  20. 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…

  1. 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'…

  2. Reflective Journals as a Research Tool: The Case of Student Teachers' Development of Teamwork

    ERIC Educational Resources Information Center

    Bashan, Bilha; Holsblat, Rachel

    2017-01-01

    The study explores the development of teamwork among a group of Israeli student teachers enrolled in a practicum, in order to help teacher educators to understand better the processes student teachers experience in becoming a collaborative team. The student teachers' reflective journals provide qualitative evidence of the stages in the development…

  3. Instructional Development Report. Outstanding Teachers: How Do UND Students Describe Them?

    ERIC Educational Resources Information Center

    Jacobson, Carol R.

    Characteristics of outstanding faculty are considered, based on descriptions provided by 46 University of North Dakota students who were nominated for the university's 1982 Outstanding Teacher Awards. Based on descriptions in the students' own words, 124 separate characteristics were identified, and categorized as follows: teacher-student…

  4. 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…

  5. 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…

  6. Student Science Teachers' Ideas about Endangered Bird Species: Hermit Ibis, Chukar Partridge

    ERIC Educational Resources Information Center

    Cardak, Osman; Dikmenli, Musa

    2009-01-01

    In this study, student science teachers' ideas and views of endangered bird species and their protection are analysed. 173 student science teachers studying at Selcuk University in the department of science education, participated in the study. Data analysis provides evidence that the majority of students thought that human intervention is…

  7. 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…

  8. 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.

  9. Relationship Between Teacher Inquiry Science Instruction Self-Efficacy and Student Achievement

    NASA Astrophysics Data System (ADS)

    Hanners, Grace D.

    Standardized test data indicate that student achievement in science is a problem both nationally and locally. At the study site, only a small percentage of fifth-grade students score at the advanced level on the Maryland state science assessment (MSA). In addition, the performance of African American, economically disadvantaged, and special education students is well below that of the general student population. Some studies have shown that teacher self-efficacy affects student achievement. Therefore, the purpose of this study was to explore the relationship between fifth-grade teacher inquiry science instruction self-efficacy scores and the scores of their students on the MSA. Bandura's work on the effect of self-efficacy on human behavior provided the theoretical basis for this study. The research questions examined the relationship between teacher inquiry science instructional self-efficacy scores and students' science MSA scores as well as the relationship by student subgroups. A correlational research design was used. The Teaching Science as Inquiry survey instrument was used to quantify teacher self-efficacy, and archival MSA data were the source for student scores. The study included data from 22 teachers and 1,625 of their students. A 2-tailed Pearson coefficient analysis revealed significant, positive relationships with regard to overall student achievement ( r20 = .724, p < .01) and the achievement of each of the subgroups (African American: r20 = .549, p < .01; economically disadvantaged: r20 = .655, p < .01; and special education: r18 = .532, p < .05). The results of this study present an opportunity for positive social change because the local school system can provide professional development that may increase teacher inquiry science instruction self-efficacy as a possible means to improve overall science achievement and to reduce achievement gaps.

  10. A Program Evaluation of the Experiences Provided to Novice Teachers through M School District's Teacher-Mentor Training Program

    ERIC Educational Resources Information Center

    Puryear, Pamela Ann

    2012-01-01

    Novice teachers often lack effective teaching strategies and exhibit poor classroom management, which creates disruptions in the classroom that lessen the quality of instructional time for students. The purpose of this program evaluation was to examine a teacher-mentor training program and the experiences provided to participants to gain a deeper…

  11. 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.…

  12. 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…

  13. 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.

  14. 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…

  15. Space Shuttle. Teacher's Guide [and] Student Material.

    ERIC Educational Resources Information Center

    Butler, Della

    The teacher's guide and student materials provide elementary and junior high school students with an understanding of the space shuttle as a new kind of transportation for conveying goods and performing services in space. The unit is appropriate for a learning center approach, individual instruction, or use with the entire class. It is organized…

  16. Concept Maps Provide a Window onto Preservice Elementary Teachers' Knowledge in the Teaching and Learning of Mathematics

    ERIC Educational Resources Information Center

    Chichekian, Tanya; Shore, Bruce M.

    2013-01-01

    This collaborative concept-mapping exercise was conducted in a second-year mathematics methods course. Teachers' visual representations of their mathematical content and pedagogical knowledge provided insight into their understanding of how students learn mathematics. We collected 28 preservice student teachers' concept maps and analyzed them by…

  17. 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.

  18. Handbook for Teachers of Samoan Students in Western Schools.

    ERIC Educational Resources Information Center

    Vaipae, Sharon Siebert

    This handbook provides classroom teachers with information to assist them in enhancing Samoan students' social adjustment and academic achievement in U.S. schools. The information complements the 25-minute videotape, Samoa, which is designed for student viewing. The handbook provides background information on the Samoan people, their islands, and…

  19. Factors contributing to Korean teachers' attitudes toward students with epilepsy.

    PubMed

    Lee, Sang-Ahm; Yim, Soo Bin; Rho, Young Il; Chu, Minkyung; Park, Hyeon Mi; Lee, Geun-ho; Park, Sung-Pa; Jung, Dae Soo

    2011-02-01

    We investigated factors contributing to teachers' attitudes toward students with epilepsy. Data were collected from 604 teachers in Korea. The questionnaire included the Scale of Attitudes Toward Persons with Epilepsy (ATPE) and a demographic and teaching experience survey. In stepwise linear regression analysis, ATPE Knowledge scores (P<0.001) and prior experience teaching a student with epilepsy (P=0.001) were identified as significant factors for ATPE Attitude scores. The ATPE Knowledge scores accounted for 50.1% of the variance in the Attitude scores, and experience teaching a student with epilepsy accounted only for 1.0%. Our finding that teachers' knowledge is the most important factor influencing teacher's attitudes toward epilepsy indicates that teachers should be provided with information about epilepsy universally, across geographic settings, educational levels, and experience levels. Copyright © 2010 Elsevier Inc. All rights reserved.

  20. Teacher and student supports for implementation of the NGSS

    NASA Astrophysics Data System (ADS)

    Severance, Samuel

    Through three articles, this dissertation examines the use of supports for implementing the Next Generation Science Standards (NGSS) within a large urban school district. Article one, titled Organizing for Teacher Agency in Curricular Co-design, examines the need for coherent curriculum materials that teachers' had a meaningful role in shaping and how the use of a co-design approach and specific tools and routines can help to address this need. Article two, titled Relevant Learning and Student Agency within a Citizen Science Design Challenge, examines the need for curriculum materials that provide students with learning experiences they find relevant and that expands their sense of agency and how a curriculum centered around a community-based citizen science design challenge can help achieve such an aim. Article three, titled Implementation of a Novel Professional Development Program to Support Teachers' Understanding of Modeling, examines the need for professional development that builds teachers' understanding of and skill in engaging their students in the practice of developing and using models and how a novel professional development program, the Next Generation Science Exemplar, can aid teachers in this regard by providing them with carefully sequenced professional development activities and specific modeling tools for use in the classroom.

  1. 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.

  2. 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…

  3. 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…

  4. 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)…

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

    ERIC Educational Resources Information Center

    Public Impact, 2012

    2012-01-01

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

  6. Do Gains in Secondary Teachers’ Content Knowledge Provide an ASSET to Student Learning?

    NASA Astrophysics Data System (ADS)

    Hites, Travis

    2015-01-01

    During the Summer of 2013, a group of East Texas middle and high school science teachers attended the first year of the Astronomy Summer School of East Texas (ASSET), a two-week NASA funded workshop. This workshop focused on providing area teachers with a rigorous two-week experience loaded with interactive content lessons combined with hands-on activities, all relating to the universal laws of astronomy as well as solar system concepts.The effectiveness of this workshop was gauged in part through a series of content surveys given to each participating educator at the beginning and end of the workshop. Similar content surveys were also administered to each teacher's students as pre/post-content surveys in an effort to determine the extent to which teacher gains were transferred into student gains, as well as to judge the effectiveness of the teachers' lessons in conveying these concepts to the students.Overall, students performed best on concepts where teachers exhibited the highest gains in their learning and focused most of their emphasis. A question-by-question analysis, though, suggests that a broad analysis paints an incomplete picture of student learning. We will present an item analysis of student gains by topic along with a comparison of content coverage and teacher gains. Looking beyond these numbers will present results that demonstrate that giving secondary teachers professional development opportunities to increase content knowledge, and tools to present such knowledge to their students, can improve student learning and performance, but is dependent on teacher confidence and level of coverage.This project is supported by the NASA Science Mission Directorate Education and Public Outreach for Earth and Space Science (EPOESS), which is part of the Research Opportunities in Space and Earth Sciences (ROSES), Grant Number NNX12AH11G.

  7. 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…

  8. 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…

  9. 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…

  10. 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.

  11. Students' and teachers' perceptions of single-sex and mixed-sex mathematics classes

    NASA Astrophysics Data System (ADS)

    Rennie, Léonie J.; Parker, Lesley H.

    1997-11-01

    This study examines students' perceptions of the learning settings in single-sex and mixed-sex mathematics classes, and teachers' responses to those different classroom contexts. Nearly 300 students in four coeducational secondary schools gave their views of the nature of their participation and interaction in their mathematics classrooms, and data were also obtained from their teachers. There was congruence between students' and teachers' perceptions of the environment in the two kinds of classrooms. Overall, it was perceived that single-sex classrooms provided a more supportive environment for girls, but a rather less supportive environment for boys. Teachers used different strategies with the two kinds of classes and, although many experienced initial difficulty with unruly boys' classes, these problems were overcome. The single-sex environment provided opportunities for teachers to address apparent shortcomings arising from boys' and girls' previous educational experience, which resulted in improved attitudes and performance.

  12. Outsourcing Physical Education in Primary Schools: Evaluating the Impact of Externally Provided Programmes on Generalist Teachers

    ERIC Educational Resources Information Center

    Whipp, Peter R.; Hutton, Heidi; Grove, J. Robert; Jackson, Ben

    2011-01-01

    In place of generalist delivery, externally provided physical activity programmes (EPPAPs) are potentially an effective method for offering primary school students specialist physical education (PE) instruction, as well as providing training for generalist classroom teachers. In the present study, a group of generalist teachers were interviewed…

  13. Supporting students' construction of scientific explanation through curricular scaffolds and teacher instructional practices

    NASA Astrophysics Data System (ADS)

    McNeill, Katherine Lynch

    An essential goal of classroom science is to help all students become scientifically literate to encourage greater public understanding in a science infused world. This type of literacy requires that students participate in scientific inquiry practices such as construction of arguments or scientific explanations in which they justify their claims with appropriate evidence and reasoning. Although scientific explanations are an important learning goal, this complex inquiry practice is frequently omitted from k-12 science classrooms and students have difficulty creating them. I investigated how two different curricular scaffolds (context-specific vs. generic), teacher instructional practices, and the interaction between these two types of support influence student learning of scientific explanations. This study focuses on an eight-week middle school chemistry curriculum, How can I make new stuff from old stuff?, which was enacted by six teachers with 578 students during the 2004-2005 school year. Overall, students' written scientific explanations improved during the unit in which they were provided with multiple forms of teacher and curricular support. A growth curve model of student learning showed that there was a significant difference in the effect of the two curricular scaffolds towards the end of the unit and on the posttest. The context-specific scaffolds resulted in greater student learning of how to write scientific explanations, but only for three of the six teachers. The case studies created from the videotapes of classroom enactments revealed that teachers varied in which instructional practices they engaged in and the quality of those practices. Analyses suggested that the curricular scaffolds and teacher instructional practices were synergistic in that the supports interacted and the effect of the written curricular scaffolds depended on the teacher's enactment of the curriculum. The context-specific curricular scaffolds were more successful in

  14. 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…

  15. 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…

  16. Advancing Climate Change Education: Student Engagement and Teacher Talk in the Classroom

    NASA Astrophysics Data System (ADS)

    Holthuis, N.; Saltzman, J.; Lotan, R.; Mastrandrea, M. D.; Diffenbaugh, P.; Gray, S.; Kloser, M.

    2011-12-01

    Stanford's Global Climate Change: Professional Development for K-12 Teachers is a unique collaboration between the Stanford School of Education and School of Earth Sciences to provide teacher professional development on the science of global climate change, pedagogical strategies, and curriculum materials. Scientists and education specialists developed a curriculum for middle and high school science classrooms. It addresses the fundamental issues of climate science, the impacts of climate change on society and on global resources, mitigation and adaptation strategies. This project documents in detail the full circle of curriculum development, teacher professional development, classroom implementation, analysis of student achievement data, and curriculum revision. Ongoing evaluation has provided understanding of the unique conditions and requirements of climate change education. In a sample of 750 secondary students in 25 Bay Area classrooms, we found statistically significant differences between post- (x=11.56, sd=4.75) and pre- (x=8.64, sd=4.58) test scores on standardized items and short open-ended essay questions. Through systematic classroom observations (300 observations in 25 classrooms), we documented student engagement and interactions, and the nature of teachers' talk in the classroom. We found that on average, 73.4% of the students were engaged, 14.4% were interacting with peers, and about 12.1% were disengaged. We also documented teacher talk (165 observations) and found that on the average, teachers delivered factual content and talked about classroom processes and spent less time on scientific argumentation, reasoning and/ or analysis. We documented significant differences in the quality of implementation among the teachers. Our study suggests that in addition to strengthening content knowledge and pedagogical content knowledge, professional development for teachers needs to include classroom management strategies, explicit modeling of collaborative

  17. Bringing Science to Life for Students, Teachers and the Community

    NASA Astrophysics Data System (ADS)

    Pratt, K.

    2012-04-01

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

  18. Describing teacher-student interactions: a qualitative assessment of teacher implementation of the 7th grade keepin' it REAL substance use intervention.

    PubMed

    Pettigrew, Jonathan; Miller-Day, Michelle; Shin, Youngju; Hecht, Michael L; Krieger, Janice L; Graham, John W

    2013-03-01

    Variations in the delivery of school-based substance use prevention curricula affect students' acquisition of the lesson content and program outcomes. Although adaptation is sometimes viewed as a lack of fidelity, it is unclear what types of variations actually occur in the classroom. This observational study investigated teacher and student behaviors during implementation of a middle school-based drug prevention curriculum in 25 schools across two Midwestern states. Trained observers coded videos of 276 lessons, reflecting a total of 31 predominantly Caucasian teachers (10 males and 21 females) in 73 different classes. Employing qualitative coding procedures, the study provides a working typology of implementation patterns based on varying levels of teacher control and student participation. These patterns are fairly consistent across lessons and across classes of students, suggesting a teacher-driven delivery model where teachers create a set of constraints within which students vary their engagement. Findings provide a descriptive basis grounded in observation of classroom implementation that can be used to test models of implementation fidelity and quality as well as impact training and other dissemination research.

  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. Student Perceptions of Chemistry Laboratory Learning Environments, Student-Teacher Interactions and Attitudes in Secondary School Gifted Education Classes in Singapore

    NASA Astrophysics Data System (ADS)

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

    2005-09-01

    This study investigated the chemistry laboratory classroom environment, teacher-student interactions and student attitudes towards chemistry among 497 gifted and non-gifted secondary-school students in Singapore. The data were collected using the 35-item Chemistry Laboratory Environment Inventory (CLEI), the 48-item Questionnaire on Teacher Interaction (QTI) and the 30-item Questionnaire on Chemistry-Related Attitudes (QOCRA). Results supported the validity and reliability of the CLEI and QTI for this sample. Stream (gifted versus non-gifted) and gender differences were found in actual and preferred chemistry laboratory classroom environments and teacher-student interactions. Some statistically significant associations of modest magnitude were found between students' attitudes towards chemistry and both the laboratory classroom environment and the interpersonal behaviour of chemistry teachers. Suggestions for improving chemistry laboratory classroom environments and the teacher-student interactions for gifted students are provided.

  1. Middle School Students, Teachers, and Parents Contracting for Success.

    ERIC Educational Resources Information Center

    Willems, Arnold L.; McConnell, Rodney; Willems, Emily M.

    1997-01-01

    Educational contracts define the parameters of teacher obligations to students, parents, and other stakeholders freeing teachers to design and implement instruction rather than trying to fulfill roles (counselor, social worker, parent) best filled by other stakeholders. Describes analogous contracts used in the business world and provides examples…

  2. The Portrait of "Good University Teacher" as Perceived by Tunisian Students

    ERIC Educational Resources Information Center

    Belhaj, Amira Nouri; Ben Abderrahman, Mohamed Lamine

    2015-01-01

    Starting from the idea that "students are the best judges of the competence of their teachers" (Ramsden,1992), we propose in this work, which has comparative aim, to provide an update on the human and professional qualities of the university teacher as perceived by Tunisian students in response to the question: "what is a good…

  3. 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.…

  4. 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.…

  5. Professional concerns of beginning teachers of deaf and hard of hearing students.

    PubMed

    Guteng, Simon I

    2005-01-01

    The professional concerns of beginning teachers of students who are deaf or hard of hearing were examined. Five first-year teachers of deaf and hard of hearing students served as participants. Two of the participants were itinerant teachers; three taught in self-contained classrooms. Participants were selected from programs serving deaf and hard of hearing students in rural and urban areas of the midwestern and southwestern United States. To interview the study participants, the researcher used an in-depth phenomenological method employing semi-structured questions and guided by a constructivist paradigm. Data were analyzed using qualitative analysis strategies (Bogdan & Biklen, 1992; Miles & Huberman, 1994). Results showed that concerns of beginning teachers of deaf and hard of hearing students are specific to service delivery models and geography. Participants provided specific recommendations for addressing the concerns of beginning teachers of deaf and hard of hearing students.

  6. Mathematical Tasks and the Student: Navigating "Tensions of Intentions" between Designers, Teachers, and Students

    ERIC Educational Resources Information Center

    Johnson, Heather Lynn; Coles, Alf; Clarke, David

    2017-01-01

    We articulate a student perspective on task design in mathematics education, foregrounding a dynamic relationship between intentions of task designers, teachers, and students. First, we characterize a student perspective on task design. Second, we provide theoretical perspectives that we use as tools to account for different facets of task design…

  7. 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…

  8. High school teachers' perspectives on effective approaches for teaching biology to students with special needs

    NASA Astrophysics Data System (ADS)

    Kos, Agnieszka

    The demands of national educational reforms require high school biology teachers to provide high quality instruction to students with and without special needs. The reforms, however, do not provide teachers with adequate teaching strategies to meet the needs of all students in the same context. The purpose of this grounded theory study was to understand high school biology teachers' perspectives, practices, and challenges in relation to teaching students with special needs. This approach was used to develop a substantive model for high school biology teachers who are challenged with teaching students with and without special needs. Data were collected via in-depth interviews with 15 high school teachers in a Midwestern school district. The data were analyzed using open coding, axial coding, and selective coding procedures in accordance with the grounded theory approach. Essential model components included skills and training for teachers, classroom management strategies, teaching strategies, and student skills. The emergent substantive theory indicated that that teacher preparation and acquired skills greatly influence the effectiveness of inclusion implementation. Key findings also indicated the importance of using of a variety of instructional strategies and classroom management strategies that address students' special needs and their learning styles. This study contributes to social change by providing a model for teaching students and effectively implementing inclusion in regular science classrooms. Following further study, this model may be used to support teacher professional development and improve teaching practices that in turn may improve science literacy supported by the national educational reforms.

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

    NASA Astrophysics Data System (ADS)

    Luna, Melissa Jo

    work contributes to research on teacher cognition by advancing what we know about teachers' understanding of attending to students' science ideas. In addition, it provides practical information concerning the design of teacher professional development supporting their learning to attend closely to the ideas students raise about scientific phenomena.

  10. High School Students' Perceptions of and Attitudes towards Teacher Power in the Classroom

    ERIC Educational Resources Information Center

    Koutrouba, Konstantina; Baxevanou, Eleni; Koutroumpas, Athanasios

    2012-01-01

    The present study examines Greek High School students' perceptions of and attitudes towards their teachers' power, from findings produced during a questionnaire-based study conducted in the period 2010-2011, with the participation of 1076 students attending 68 schools across Greece. Greek students provided information on how their teachers exert…

  11. Providing Elementary Teachers in South Texas with Professional Development to Improve Earth Science Instruction

    NASA Astrophysics Data System (ADS)

    Borrego, H.; Ellins, K. K.

    2011-12-01

    Through three years of participation in the TeXas Earth and Space Science (TXESS) Revolution, an NSF-sponsored teacher professional development program, my knowledge of earth science, new pedagogical approaches, and confidence has improved dramatically. I have also received instructional materials and learned how to access high quality online resources and use a variety of web-based tools. In this session, I will share my experiences and report on how I used my own learning to help both teachers and students to become more earth science literate individuals. Earth Science test scores at the elementary level throughout South Texas are consistently low in comparison to other regions in the state. The majority of the teachers lack the content-knowledge, confidence, or experience to teach Earth Sciences. My TXESS Revolution experience helped me to understand the needs of these teachers and to identify teaching resources that would be useful to them. Particularly noteworthy are TERC's EarthLabs: Earth System Science and GLOBE activities. Although these Earthlab investigations are designed for high schools students, I demonstrated how they could be adapted for elementary students. As a result, I have provided professional development in the Earth Sciences to about 300 South Texas elementary teachers. TXESS Revolution has also equipped me to empower the students I teach. My students this past year presented their challenge Legacy Cycle Project to the community. The TXESS Revolution teamed up with the Texas Water Development Board to deliver training on the implementation of a new online challenged-based curriculum called the Water Exploration Legacy Cycles. This training gave me the tools to guide my students learning through authentic scientific research. To carry out their challenge, students researched an area of interest, read literature, consulted with experts in the field, consider different prospective, and presented their final products via PowerPoint, poster

  12. Integration of ICT Methods for Teaching Science and Astronomy to Students and Teachers

    NASA Astrophysics Data System (ADS)

    Ghosh, Sumit; Chary, Naveen; Raghavender, G.; Aslam, Syed

    All children start out as scientist, full of curiosity and questions about the world, but schools eventually destroy their curiosity. In an effective teaching and learning process, the most challenging task is to motivate the students. As the science subjects are more abstract and complex, the job of teachers become even more daunting. We have devised an innovative idea of integrating ICT methods for teaching space science to students and teachers. In a third world country like India, practical demonstrations are given less importance and much emphasis is on theoretical aspects. Even the teachers are not trained or aware of the basic concepts. With the intention of providing the students and as well as the teachers more practical, real-time situations, we have incorporated innovative techniques like video presentation, animations, experimental models, do-yourself-kits etc. In addition to these we provide hands on experience on some scientific instruments like telescope, Laser. ICT has the potential to teach complex science topics to students and teachers in a safe environment and cost effective manner. The students are provided with a sense of adventure, wherein now they can manipulate parameters, contexts and environment and can try different scenarios and in the process they not only learn science but also the content and also the reasoning behind the content. The response we have obtained is very encouraging and students as well as teachers have acknowledged that they have learnt new things, which up to now they were ignorant of.

  13. 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…

  14. The Evaluation of the Student Teachers' Attitudes toward Internet and Democracy

    ERIC Educational Resources Information Center

    Oral, Behcet

    2008-01-01

    The aims of this study are to find out (1) how student teachers' attitudes toward Internet affect their attitudes toward democracy, (2) how student teachers' attitudes toward democracy are in terms of their purpose of using Internet and (3) benefits provided by the Internet. The research is carried out in Ziya Gokalp Education Faculty at Dicle…

  15. Seven Tips for Teachers of Newcomer Emergent Bilingual Students

    ERIC Educational Resources Information Center

    Cain, Amelia Ashworth

    2018-01-01

    When a newcomer arrives, classroom teachers may wonder what to do. This article provides seven practical tips for getting started with a newcomer, nurturing healthy relationships, and facilitating learning experiences. Teachers can ease the transition for newcomers by attempting to perceive situations from the student's perspective. Awareness of…

  16. 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…

  17. 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,…

  18. 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'…

  19. Effects of biology teachers' professional knowledge and cognitive activation on students' achievement

    NASA Astrophysics Data System (ADS)

    Förtsch, Christian; Werner, Sonja; von Kotzebue, Lena; Neuhaus, Birgit J.

    2016-11-01

    This study examined the effects of teachers' biology-specific dimensions of professional knowledge - pedagogical content knowledge (PCK) and content knowledge (CK) - and cognitively activating biology instruction, as a feature of instructional quality, on students' learning. The sample comprised 39 German secondary school teachers whose lessons on the topic neurobiology were videotaped twice. Teachers' instruction was coded with regard to cognitive activation using a rating manual. Multilevel path analysis results showed a positive significant effect of cognitive activation on students' learning and an indirect effect of teachers' PCK on students' learning mediated through cognitive activation. These findings highlight the importance of PCK in preservice biology teachers' education. Items of the rating manual may be used to provide exemplars of concrete teaching situations during university seminars for preservice teacher education or professional development initiatives for in-service teachers.

  20. 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.

  1. 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…

  2. 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…

  3. Discover science: Hands-on science workshops for elementary teachers and summer science camps for elementary students

    DOE Office of Scientific and Technical Information (OSTI.GOV)

    Gotlib, L.; Bibby, E.; Cullen, B.

    1994-12-31

    Teams of local mentor teachers (assisted by college students in the NC Teaching Fellows Program) run week-long workshops for elementary teachers (at four sites in 1993, six in 1994). Major funding for the camps is provided through The Glaxo Foundation, supplemented with local funds. The workshops focus on hands-on science (using inexpensive materials) and provide familiarity and experience with the new NC science curriculum and assessment program. The use of local resources is stressed (including visiting scientists and readily available store-bought materials). Each camp has its own theme and provides teachers with a variety of resources to be used withmore » students of all abilities. The mentor teachers then run week-long, all expense paid, non-residential science camps for elementary students (open to all students, but with females and minorities as target groups). Students take part in long-and short-term projects, working individually and in groups. Pre and post participation surveys of all participants were conducted and analyzed, with favorable results for both the student and teacher weeks. Additional activities include parent nights, and follow-up workshops. Eighty-nine teachers and 208 students participated in 1993.« less

  4. The Effects of Community-Based Service Learning on Preservice Teachers' Beliefs About the Characteristics of Effective Science Teachers of Diverse Students

    NASA Astrophysics Data System (ADS)

    Cone, Neporcha

    2012-12-01

    The purpose of this study was to investigate the effects of community-based service learning (CBSL) on preservice elementary teachers' beliefs of the characteristics of effective science teachers of diverse students. Using semi-structured interviews, data were collected from 74 preservice teachers enrolled in four sections of an elementary science methods course over a semester. Findings suggest that preservice teachers who participated in CBSL developed beliefs about the characteristics of effective science teachers that are complimentary to the descriptions of effective teachers of diverse students provided in the literature.

  5. Teacher Resource Packet for Vietnamese Students.

    ERIC Educational Resources Information Center

    Washington Office of the State Superintendent of Public Instruction, Olympia.

    This packet provides information for classroom teachers who will be working with Vietnamese students. Among the subject matter discussed in the history and general information section are the Republic of Vietnam, family loyalty, professional man, politeness and restraint, village life, fruits and vegetables, meat dishes, festivals, and religion.…

  6. Evaluation of medical students of teacher-based and student-based teaching methods in Infectious diseases course.

    PubMed

    Ghasemzadeh, I; Aghamolaei, T; Hosseini-Parandar, F

    2015-01-01

    Introduction: In recent years, medical education has changed dramatically and many medical schools in the world have been trying for expand modern training methods. Purpose of the research is to appraise the medical students of teacher-based and student-based teaching methods in Infectious diseases course, in the Medical School of Hormozgan Medical Sciences University. Methods: In this interventional study, a total of 52 medical scholars that used Section in this Infectious diseases course were included. About 50% of this course was presented by a teacher-based teaching method (lecture) and 50% by a student-based teaching method (problem-based learning). The satisfaction of students regarding these methods was assessed by a questionnaire and a test was used to measure their learning. information are examined with using SPSS 19 and paired t-test. Results: The satisfaction of students of student-based teaching method (problem-based learning) was more positive than their satisfaction of teacher-based teaching method (lecture).The mean score of students in teacher-based teaching method was 12.03 (SD=4.08) and in the student-based teaching method it was 15.50 (SD=4.26) and where is a considerable variation among them (p<0.001). Conclusion: The use of the student-based teaching method (problem-based learning) in comparison with the teacher-based teaching method (lecture) to present the Infectious diseases course led to the student satisfaction and provided additional learning opportunities.

  7. Teaching and Learning Science Through Song: Exploring the experiences of students and teachers

    NASA Astrophysics Data System (ADS)

    Governor, Donna; Hall, Jori; Jackson, David

    2013-12-01

    This qualitative, multi-case study explored the use of science-content music for teaching and learning in six middle school science classrooms. The researcher sought to understand how teachers made use of content-rich songs for teaching science, how they impacted student engagement and learning, and what the experiences of these teachers and students suggested about using songs for middle school classroom science instruction. Data gathered included three teacher interviews, one classroom observation and a student focus-group discussion from each of six cases. The data from each unit of analysis were examined independently and then synthesized in a multi-case analysis, resulting in a number of merged findings, or assertions, about the experience. The results of this study indicated that teachers used content-rich music to enhance student understanding of concepts in science by developing content-based vocabulary, providing students with alternative examples and explanations of concepts, and as a sense-making experience to help build conceptual understanding. The use of science-content songs engaged students by providing both situational and personal interest, and provided a mnemonic device for remembering key concepts in science. The use of songs has relevance from a constructivist approach as they were used to help students build meaning; from a socio-cultural perspective in terms of student engagement; and from a cognitive viewpoint in that in these cases they helped students make connections in learning. The results of this research have implications for science teachers and the science education community in developing new instructional strategies for the middle school science classroom.

  8. Boundaries and Bricolage: Examining the Roles of Universities and Schools in Student Teacher Learning

    ERIC Educational Resources Information Center

    Hutchinson, Steven Andrew

    2011-01-01

    The literature shows that an active exploration of difference between university- and school-based perspectives can provide important opportunities for student teacher learning in initial teacher education. This paper presents a study that looks at the learning opportunities presented to student teachers as they talk about teaching and learning…

  9. MTFeedback: Providing Notifications to Enhance Teacher Awareness of Small Group Work in the Classroom

    ERIC Educational Resources Information Center

    Martinez-Maldonado, Roberto; Clayphan, Andrew; Yacef, Kalina; Kay, Judy

    2015-01-01

    The teacher has very important roles in the classroom, particularly as manager of most resources for learning activities and in providing timely feedback that can enhance learning. But teachers need to be aware of students' achievements and weaknesses to decide how to time feedback. We present MTFeedback, a system that harnesses the new…

  10. Preparing Future Teachers through Distance Learning: An Empirical Study on Students' Perception of Teacher Education Program Provided by AIOU Pakistan

    ERIC Educational Resources Information Center

    Nadeem, Mohammed; Ali, Akhtar; Maqbool, Saira

    2013-01-01

    The purpose of the current study was to analyse the pre service teachers training programs for the distance learners of Allama Iqbal Open University (AIOU) Islamabad, Pakistan. This kind of training is provided to the future teachers enrolled to acquire pre service training to become a teacher in a Government educational institution in Pakistan.…

  11. 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

  12. Conservation Education in Schools: Aligning Teachers' Perceptions with Students' Attitudes

    ERIC Educational Resources Information Center

    Sutherland, Melany R.

    2017-01-01

    As global environmental problems intensify, the importance of providing effective conservation education to young people is increasingly apparent. To accomplish this, teachers' perceptions and students' attitudes about conservation education in schools must align. This article explores students' attitudes via a survey distributed to students from…

  13. 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…

  14. 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)

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

    NASA Astrophysics Data System (ADS)

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

    2004-12-01

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

  16. Teachers' Experiences with Literacy Instruction for Dual-Media Students Who Use Print and Braille

    ERIC Educational Resources Information Center

    Herzberg, Tina S.; Rosenblum, Penny; Robbins, Mary E.

    2017-01-01

    Introduction: This study analyzed survey responses from 84 teachers of students with visual impairments who had provided literacy instruction to dual-media students who used both print and braille. Methods: These teachers in the United States and Canada completed an online survey during spring 2015. Results: The teachers reported that they…

  17. Impact of Adaptive Materials on Teachers and their Students with Visual Impairments in Secondary Science and Mathematics Classes

    NASA Astrophysics Data System (ADS)

    Rule, Audrey C.; Stefanich, Greg P.; Boody, Robert M.; Peiffer, Belinda

    2011-04-01

    Science, technology, engineering, and mathematics (STEM) fields, important in today's world, are underrepresented by students with disabilities. Students with visual impairments, although cognitively similar to sighted peers, face challenges as STEM subjects are often taught using visuals. They need alternative forms of access such as enlarged or audio-converted text, tactile graphics, and involvement in hands-on science. This project focused on increasing teacher awareness of and providing funds for the purchase of supplemental adaptive resources, supplies, and equipment. We examined attitude and instructional changes across the year of the programme in 15 science and mathematics teachers educating students with visual impairments. Positive changes were noted from pretest to posttest in student and teacher perspectives, and in teacher attitudes towards students with disabilities in STEM classes. Teachers also provided insights into their challenges and successes through a reflective narrative. Several adolescent students resisted accommodations to avoid appearing conspicuous to peers. Teachers implemented three strategies to address this: providing the adaptations to all students in the class; convincing the student of the need for adaptation; and involving the class in understanding and accepting the student's impairment. A variety of teacher-created adaptations for various science and mathematics labs are reported. Another finding was many adaptations provided for the student with visual impairment benefitted the entire class. This study supports the claim that given knowledgeable, supportive teachers, and with appropriate accommodations such as tactile or auditory materials, students with visual impairments can be as successful and engaged as other students in science and mathematics.

  18. How Dollars Make Cents. Teacher's Guide [and] Student Materials.

    ERIC Educational Resources Information Center

    Auman, L. Charles

    This unit provides secondary school students with methods for comparison shopping of savings institutions. It contains both student materials and teacher's guide and is designed for individualized instruction. Approximate time for the unit is six hours. Activities include analyzing cartoons, defining the terms "savings" and…

  19. 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.

  20. Bringing Science to Life for Students, Teachers and the Community

    NASA Astrophysics Data System (ADS)

    Pratt, Kimberly

    2010-05-01

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

  1. 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'…

  2. 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…

  3. "Philia" and Pedagogy "Side by Side": The Perils and Promise of Teacher-Student Friendships

    ERIC Educational Resources Information Center

    Shuffelton, Amy B.

    2012-01-01

    This paper asks whether teachers and students can be friends with one another and yet maintain their integrity as teachers and students. It provides an account of friendship, drawing on Aristotle, Montaigne, and contemporary work by Elizabeth Telfer and Lawrence Blum, and addresses two key challenges: first, that teachers must be impartial and…

  4. 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…

  5. How Preservice Teachers Interpret and Respond to Student Geometric Errors

    ERIC Educational Resources Information Center

    Son, Ji-Won; Sinclair, Nathalie

    2010-01-01

    Recognizing and responding to students' thinking is essential in teaching mathematics, especially when students provide incorrect solutions. This study examined, through a teaching scenario task, elementary preservice teachers' interpretations of and responses to a student's work on a task involving reflective symmetry. Findings revealed that a…

  6. The ISI Classroom Observation System: Examining the Literacy Instruction Provided to Individual Students

    ERIC Educational Resources Information Center

    Connor, Carol McDonald; Morrison, Frederick J.; Fishman, Barry J.; Ponitz, Claire Cameron; Glasney, Stephanie; Underwood, Phyllis S.; Piasta, Shayne B.; Crowe, Elizabeth Coyne; Schatschneider, Christopher

    2009-01-01

    The Individualizing Student Instruction (ISI) classroom observation and coding system is designed to provide a detailed picture of the classroom environment at the level of the individual student. Using a multidimensional conceptualization of the classroom environment, foundational elements (teacher warmth and responsiveness to students, classroom…

  7. Diesel Technology: Introduction. Teacher Edition [and] Student Edition. Second Edition.

    ERIC Educational Resources Information Center

    Joerschke, John D.; Eichhorn, Lane

    This complete teacher edition of a diesel technology course consists of introductory pages, teacher pages, and the student edition. The introductory pages provide these tools: training and competency profile; National Automotive Technicians Education Foundation Crosswalk; instructional/task analysis; basic skills icons and classifications; basic…

  8. 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…

  9. Learning To Teach Science: Activities for Student Teachers and Mentors.

    ERIC Educational Resources Information Center

    Monk, Martin, Ed.; Dillon, Justin, Ed.

    Despite the variations in the spontaneous ability of new teachers, teaching is both an art and a craft that can be learned through hard work and that demands close attention to detail. The practical purpose of this book is to provide mentors in England with activities to be used with their student teachers and to provide guidance on activities to…

  10. Teacher Adherence and Its Relation to Teacher Attitudes and Student Outcomes in an Elementary School-Based Violence Prevention Program

    ERIC Educational Resources Information Center

    Biggs, Bridget K.; Vernberg, Eric M.; Twemlow, Stuart W.; Fonagy, Peter; Dill, Edward J.

    2008-01-01

    This study examined variability in teachers' reported adherence to a school-based violence prevention program, Creating a Peaceful School Learning Environment, and investigated the relations of teacher adherence to teachers' attitudes related to the intervention and students' attitudes about and responses to bullying. The results provide evidence…

  11. 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,…

  12. Redesigning Schools to Reach Every Student with Excellent Teachers: Teacher & Staff Selection, Development, & Evaluation Toolkit

    ERIC Educational Resources Information Center

    Public Impact, 2012

    2012-01-01

    This toolkit is a companion to the school models provided on OpportunityCulture.org. The school models use job redesign and technology to extend the reach of excellent teachers to more students, for more pay, within budget. Most of these school models create new roles and collaborative teams, enabling all teachers and staff to develop and…

  13. 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…

  14. A Study of Policy for Providing Feedback to Students on College English

    ERIC Educational Resources Information Center

    Chen, Liping

    2009-01-01

    Feedback is central to the development of effective learning in college English. This article presents a study on feedback to students on college English. The purpose of providing feedback to the students is to help teachers and students to identify their strengths and weaknesses. The author offers different kinds of feedback in her teaching.…

  15. 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…

  16. Enabling the Development of Student Teacher Professional Identity through Vicarious Learning during an Educational Excursion

    ERIC Educational Resources Information Center

    Steenekamp, Karen; van der Merwe, Martyn; Mehmedova, Aygul Salieva

    2018-01-01

    This paper explores the views of student teachers who were provided vicarious learning opportunities during an educational excursion, and how the learning enabled them to develop their teacher professional identity. This qualitative research study, using a social-constructivist lens highlights how vicarious learning influenced student teachers'…

  17. Guiding students towards sensemaking: teacher questions focused on integrating scientific practices with science content

    NASA Astrophysics Data System (ADS)

    Benedict-Chambers, Amanda; Kademian, Sylvie M.; Davis, Elizabeth A.; Palincsar, Annemarie Sullivan

    2017-10-01

    Science education reforms articulate a vision of ambitious science teaching where teachers engage students in sensemaking discussions and emphasise the integration of scientific practices with science content. Learning to teach in this way is complex, and there are few examples of sensemaking discussions in schools where textbook lessons and teacher-directed discussions are the norm. The purpose of this study was to characterise the questioning practices of an experienced teacher who taught a curricular unit enhanced with educative features that emphasised students' engagement in scientific practices integrated with science content. Analyses indicated the teacher asked four types of questions: explication questions, explanation questions, science concept questions, and scientific practice questions, and she used three questioning patterns including: (1) focusing students on scientific practices, which involved a sequence of questions to turn students back to the scientific practice; (2) supporting students in naming observed phenomena, which involved a sequence of questions to help students use scientific language; and (3) guiding students in sensemaking, which involved a sequence of questions to help students learn about scientific practices, describe evidence, and develop explanations. Although many of the discussions in this study were not yet student-centred, they provide an image of a teacher asking specific questions that move students towards reform-oriented instruction. Implications for classroom practice are discussed and recommendations for future research are provided.

  18. Teacher-Student Interaction and Learning in Online Theological Education. Part Four: Findings and Conclusions

    ERIC Educational Resources Information Center

    Heinemann, Mark H.

    2007-01-01

    Many theological educators ask how online classes can provide students with the kind of personal teacher-student interaction that is needed in a healthy and holistic approach to preparation for ministry. A quantitative study was undertaken for the purposes of examining the relationships between three major types of teacher-student interaction…

  19. Teachers' Scaffolding of Students' Learning of Geometry While Using a Dynamic Geometry Program

    ERIC Educational Resources Information Center

    Dove, Anthony; Hollenbrands, Karen

    2014-01-01

    This study examined the scaffolds that three high school mathematics teachers provided to their geometry students as they used technology to explore geometric ideas. Teachers often used structured activities using a dynamic geometry program and provided significant emotive feedback while students worked through the tasks. This provided…

  20. 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…

  1. Elementary and Secondary School Students' Perceptions of Teachers' Classroom Management Competencies

    ERIC Educational Resources Information Center

    Kalin, Jana; Peklaj, Cirila; Pecjak, Sonja; Levpušcek, Melita Puklek; Zuljan, Milena Valencic

    2017-01-01

    Teachers with proper training in knowledge transfer to different students, in the creation of suitable learning conditions, the motivation of students for active cooperation and peer learning, in the formation of classroom community, as well as independent and responsible personalities, can provide quality education. Teacher's classroom management…

  2. 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…

  3. 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…

  4. 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…

  5. 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)…

  6. Evaluation of a statewide science inservice and outreach program: Teacher and student outcomes

    NASA Astrophysics Data System (ADS)

    Lott, Kimberly Hardiman

    Alabama Science in Motion (ASIM) is a statewide in-service and outreach program designed to provide in-service training for teachers in technology and content knowledge. ASIM is also designed to increase student interest in science and future science careers. The goals of ASIM include: to complement, enhance and facilitate implementation of the Alabama Course of Study: Science, to increase student interest in science and scientific careers, and to provide high school science teachers with curriculum development and staff development opportunities that will enhance their subject-content expertise, technology background, and instructional skills. This study was conducted to evaluate the goals and other measurable outcomes of the chemistry component of ASIM. Data were collected from 19 chemistry teachers and 182 students that participated in ASIM and 6 chemistry teachers and 42 students that do not participate in ASIM using both surveys and student records. Pre-treatment Chi-Square tests revealed that the teachers did not differ in years of chemistry teaching experience, major in college, and number of classes other than chemistry taught. Pre-treatment Chi-Square tests revealed that the students did not differ in age, ethnicity, school classification, or school type. The teacher survey used measured attitudes towards inquiry-based teaching, frequency of technology used by teacher self-report and perceived teaching ability of chemistry topics from the Alabama Course of Study-Science. The student surveys used were the Test of Science Related Attitudes (TOSRA) and a modified version of the Test of Integrated Process Skills (TIPS). The students' science scores from the Stanford Achievement Test (SAT-9) were also obtained from student records. Analysis of teacher data using a MANOVA design revealed that participation in ASIM had a significantly positive effect on teacher attitude towards inquiry-based teaching and the frequency of technology used; however, there was no

  7. 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…

  8. 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…

  9. Basic Metrics--Part I, II and III. Teacher's Guide [and] Student Materials.

    ERIC Educational Resources Information Center

    Noyes, Joan

    Individualized classroom activities for use in learning centers to teach junior and senior high school students about the metric system are provided. The activities are organized into three sequential parts, each of which takes from four to six hours to complete. There is a teacher's guide and a student booklet for each part. The teachers' guides…

  10. 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…

  11. 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…

  12. Teacher-Student Interaction and Learning in On-Line Theological Education. Part III: Methodological Approach

    ERIC Educational Resources Information Center

    Heinemann, Mark H.

    2006-01-01

    Many theological educators ask how on-line classes can provide students with the kind of personal teacher-student interaction that is needed in a healthy and holistic approach to preparation for ministry. A quantitative study was undertaken for the purposes of examining the relationships between three major types of teacher-student interaction…

  13. Teacher-Student Interaction and Learning in Online Theological Education. Part II: Additional Theoretical Frameworks

    ERIC Educational Resources Information Center

    Heinemann, Mark H.

    2005-01-01

    Many theological educators ask how on-line classes can provide students with the kind of personal teacher-student interaction that is needed in a healthy and holistic approach to preparation for ministry. A quantitative study was undertaken for the purpose of examining the relationships between three major types of teacher-student interaction…

  14. An Analysis of Teacher Discourse that Introduces Real Science Activities to High School Students

    ERIC Educational Resources Information Center

    Hsu, Pei-Ling; Roth, Wolff-Michael

    2009-01-01

    Most academic science educators encourage teachers to provide their students with access to more authentic science activities. What can and do teachers say to increase students' interests in participating in opportunities to do real science? What are the discursive "resources" they draw on to introduce authentic science to students? The purpose of…

  15. Developing medical students as teachers: an anatomy-based student-as-teacher program with emphasis on core teaching competencies.

    PubMed

    Andrew Jay, Erie; Starkman, Sidney J; Pawlina, Wojciech; Lachman, Nirusha

    2013-01-01

    Teaching is an increasingly recognized responsibility of the resident physician. Residents, however, often assume teaching responsibilities without adequate preparation. Consequently, many medical schools have implemented student-as-teacher (SAT) programs that provide near-peer teaching opportunities to senior medical students. Near-peer teaching is widely regarded as an effective teaching modality; however, whether near-peer teaching experiences in medical school prepare students for the teaching demands of residency is less understood. We explored whether the anatomy-based SAT program through the Human Structure didactic block at Mayo Medical School addressed the core teaching competencies of a medical educator and prepared its participants for further teaching roles in their medical careers. A web-based survey was sent to all teaching assistants in the anatomy-based SAT program over the past five years (2007-2011). Survey questions were constructed based on previously published competencies in seven teaching domains--course development, course organization, teaching execution, student coaching, student assessment, teacher evaluation, and scholarship. Results of the survey indicate that participants in the anatomy-based SAT program achieved core competencies of a medical educator and felt prepared for the teaching demands of residency. Copyright © 2013 American Association of Anatomists.

  16. 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…

  17. 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…

  18. 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…

  19. 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…

  20. 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…

  1. 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

  2. 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…

  3. Using a motivation-based instructional model for teacher development and students' learning of science

    NASA Astrophysics Data System (ADS)

    Bae, Min-Jung

    2009-10-01

    Science teachers often have difficulty helping students participate in scientific practices and understand scientific ideas. In addition, they do not frequently help students value their science learning. As one way to address these problems, I designed and examined the effects of professional development using a motivation-based instructional model with teachers and students. This motivation-based inquiry and application instructional model (MIAIM) consists of four steps of activities and identifies instructional and motivational functions that teachers can use to engage their students in scientific inquiry and application and to help them value their science learning. In order to conduct this study, I worked with three teachers (4 th, 8th, and 8th) in both suburban and urban environments. This study consisted of three parts-an initial observation of teachers' classrooms, professional development with MIAIM, and an observation of teachers' classrooms after the professional development. Data analysis of class observations, interviews, and class artifacts shows that there was a moderate change in teachers' teaching approach after the intervention. The three teachers designed and enacted some inquiry and application lessons that fit the intent of MIAIM. They also used some instructional and motivational practices more frequently after the intervention than they did before the intervention. In particular, they more frequently established central questions for investigations, helped students find patterns in data by themselves, provided opportunities for application, related science to students' everyday lives, and created students' interests in scientific investigation by using interesting stories. However, there was no substantial change in teachers' use of some practices such as providing explanations, supporting students' autonomy, and using knowledge about students in designing and enacting science lessons. In addition, data analysis of students' surveys, class

  4. 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

  5. The effect of teacher education level, teaching experience, and teaching behaviors on student science achievement

    NASA Astrophysics Data System (ADS)

    Zhang, Danhui

    Previous literature leaves us unanswered questions about whether teaching behaviors mediate the relationship between teacher education level and experience with student science achievement. This study examined this question with 655 students from sixth to eighth grade and their 12 science teachers. Student science achievements were measured at the beginning and end of 2006-2007 school year. Given the cluster sampling of students nested in classrooms, which are nested in teachers, a two-level multilevel model was employed to disentangle the effects from teacher-level and student-level factors. Several findings were discovered in this study. Science teachers possessing of advanced degrees in science or education significantly and positively influenced student science achievement. However, years of teaching experience in science did not directly influence student science achievement. A significant interaction was detected between teachers possessing an advanced degree in science or education and years of teaching science, which was inversely associated to student science achievement. Better teaching behaviors were also positively related to student achievement in science directly, as well as mediated the relationship between student science achievement and both teacher education and experience. Additionally, when examined separately, each teaching behavior variable (teacher engagement, classroom management, and teaching strategies) served as a significant intermediary between both teacher education and experience and student science achievement. The findings of this study are intended to provide insights into the importance of hiring and developing qualified teachers who are better able to help students achieve in science, as well as to direct the emphases of ongoing teacher inservice training.

  6. Diesel Technology: Engines. [Teacher and Student Editions.

    ERIC Educational Resources Information Center

    Barbieri, Dave; Miller, Roger; Kellum, Mary

    Competency-based teacher and student materials on diesel engines are provided for a diesel technology curriculum. Seventeen units of instruction cover the following topics: introduction to engine principles and procedures; engine systems and components; fuel systems; engine diagnosis and maintenance. The materials are based on the…

  7. Handbook for Teachers of Vietnamese Refugee Students.

    ERIC Educational Resources Information Center

    Wei, Tam Thi Dang

    This teacher's handbook delineates core features of Vietnamese culture, identifies conflicts Vietnamese children may face as students in American schools and provides suggestions for accurate school records, grade placement and assessment and instruction in English. Part I outlines religous beliefs and practices, indicates basic values (filial…

  8. Gender-related beliefs of Turkish female science teachers and their effect on interactions with female and male students

    NASA Astrophysics Data System (ADS)

    Uysal, Sibel

    The purpose of this study is to examine the relationship between Turkish female science teachers' gender-related beliefs and those teachers' corresponding interaction with their male and female students. The data was collected from five different sources: Surveys, interviews, observations, chi square data from the observation phase, and interviews with selected teachers. The data was analyzed using the Ericson interpretive method of socio-cultural theories which provided a framework for understanding the development of teacher beliefs and their interactions with their students. In this study, the survey revealed three types of teachers ranging from traditional, moderate to modern. Moderate teachers exhibited characteristics that were on a continuum between the traditional and modern teachers. Traditional teachers believed that males and females should have certain defined roles. Females should be responsible for taking care of the needs of their children and their husbands. By comparison, modern teachers did not assign specific roles to either males or females. With regard to the role of women in science, traditional teachers believed that female scientists could not be as successful as male scientists. By comparison, modern teachers believed that female scientists could be as successful as male scientists. Modern teachers did indicate that they thought females needed to work harder than males to prove themselves. When it came to the teachers' views and beliefs regarding their female and male students' success in their science classrooms, traditional teachers believed that their male students were brighter than their female students. They also believed that female students excelled only because they worked harder. Modern teachers believed that success is dependent on each student's background and his or her interest in science. Classroom observation indicated that traditional and modern teachers interacted differently with their male and female students

  9. 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.

  10. 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…

  11. 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…

  12. 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…

  13. 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…

  14. 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…

  15. Beginning Special Education Teachers of Students with Emotional/Behavioral Disorders

    ERIC Educational Resources Information Center

    Pressley, Denise Marie

    2013-01-01

    In an attempt to provide educational services to students eligible to receive special education, school systems are using beginning out-of-field teachers. The purpose of this phenomenological study was to determine which skills, knowledge, training methods, and support beginning out-of-field special education teachers identified as necessary to…

  16. Teacher and student perspectives on motivation within the high school science classroom

    NASA Astrophysics Data System (ADS)

    Pickens, Melanie Turnure

    The purpose of this study was to investigate teacher and student perspectives on the motivation of high school science students and to explore specific motivational strategies used by teachers as they attempt to enhance student motivation. Four science teachers took part in an initial audio-taped interview, classroom observations with debriefing conversations, and a final audio-taped interview to discuss findings and allow member checking for data triangulation and interpretation. Participating teachers also took part in a final focus group interview. Student participants from each teacher's class were given a Likert style anonymous survey on their views about motivation and learning, motivation in science class, and specific motivational strategies that emerged in their current science class. This study focused on effective teaching strategies for motivation commonly used by the four teachers and on specific teaching strategies used by two of these four teachers in different tracks of science classes. The intent was to determine not only what strategies worked well for all types of science classes, but also what specific motivational approaches were being used in high and low tracked science classes and the similarities and differences between them. This approach provided insight into the differences in motivating tracked students, with the hope that other educators in specific tracks might use such pedagogies to improve motivation in their own science classrooms. Results from this study showed that science teachers effectively motivate their students in the following ways: Questioning students to engage them in the lesson, exhibiting enthusiasm in lesson presentations, promoting a non-threatening environment, incorporating hands-on activities to help learn the lesson concepts, using a variety of activities, believing that students can achieve, and building caring relationships in the classroom. Specific to the higher tracked classroom, effective motivational

  17. 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…

  18. Developing Prospective Elementary Teachers' Abilities to Identify Evidence of Student Mathematical Achievement

    ERIC Educational Resources Information Center

    Spitzer, Sandy M.; Phelps, Christine M.; Beyers, James E. R.; Johnson, Delayne Y.; Sieminski, Elizabeth M.

    2011-01-01

    This study investigated the effects of a classroom intervention on prospective elementary teachers' ability to evaluate evidence of student achievement of mathematical learning goals. The intervention was informed by a framework for teacher education which aims to provide prospective teachers (PTs) with the skills needed to systematically learn…

  19. How Do Preservice Teacher Education Students Move from Novice to Expert Assessors?

    ERIC Educational Resources Information Center

    Grainger, Peter R.; Adie, Lenore

    2014-01-01

    Despite the acknowledged importance of assessment in education, there has been minimal research into the preparation of preservice teachers for the important role of involving preservice teachers in marking, grading, moderating and providing feedback on student work. This article reports on a pilot project in which preservice teachers participated…

  20. A Blended Professional Development Program to Help a Teacher Learn to Provide One-to-One Scaffolding

    NASA Astrophysics Data System (ADS)

    Belland, Brian R.; Burdo, Ryan; Gu, Jiangyue

    2015-04-01

    Argumentation is central to instruction centered on socio-scientific issues (Sadler & Donnelly in International Journal of Science Education, 28(12), 1463-1488, 2006. doi: 10.1080/09500690600708717). Teachers can play a big role in helping students engage in argumentation and solve authentic scientific problems. To do so, they need to learn one-to-one scaffolding—dynamic support to help students accomplish tasks that they could not complete unaided. This study explores a middle school science teacher's provision of one-to-one scaffolding during a problem-based learning unit, in which students argued about how to optimize the water quality of their local river. The blended professional development program incorporated three 1.5-h seminars, one 8-h workshop, and 4 weeks of online education activities. Data sources were video of three small groups per period, and what students typed in response to prompts from computer-based argumentation scaffolds. Results indicated that the teacher provided one-to-one scaffolding on a par with inquiry-oriented teachers described in the literature.

  1. 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…

  2. Multiple Problem-Solving Strategies Provide Insight into Students' Understanding of Open-Ended Linear Programming Problems

    ERIC Educational Resources Information Center

    Sole, Marla A.

    2016-01-01

    Open-ended questions that can be solved using different strategies help students learn and integrate content, and provide teachers with greater insights into students' unique capabilities and levels of understanding. This article provides a problem that was modified to allow for multiple approaches. Students tended to employ high-powered, complex,…

  3. 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…

  4. The Role of Teachers in Identifying and Supporting Homeless Secondary School Students: Important Lessons for Teacher Education

    ERIC Educational Resources Information Center

    Thielking, Monica; La Sala, Louise; Flatau, Paul

    2017-01-01

    Young people entering homelessness often do so while still at school. This study explores Australian teachers' and other student support staff perspectives of the experiences of students who are running away from home, the barriers to student help-seeking, and how local youth services can best support secondary schools to provide necessary…

  5. Assessing and Interpreting Student Progress: Evaluating the Competency in the Preparation of Teachers.

    ERIC Educational Resources Information Center

    Stolworthy, Reed L.

    The purpose of this study was to determine the adequacy of the preparation provided by the teacher preparation program at Washburn University (Kansas) relative to the competency of assessing and interpreting student progress. Answers were sought to the following questions: (1) How does the student teacher evaluate his/her competence in regards to…

  6. Teacher students' dilemmas when teaching science through inquiry

    NASA Astrophysics Data System (ADS)

    Krämer, Philipp; Nessler, Stefan H.; Schlüter, Kirsten

    2015-09-01

    Background: Inquiry-based science education (IBSE) is suitable to teach scientific contents as well as to foster scientific skills. Similar conclusions are drawn by studies with respect to scientific literacy, motivational aspects, vocabulary knowledge, conceptual understandings, critical thinking, and attitudes toward science. Nevertheless, IBSE is rarely adopted in schools. Often barriers for teachers account for this lack, with the result that even good teachers struggle to teach science as inquiry. More importantly, studies indicate that several barriers and constraints could be ascribed to problems teacher students have at the university stage. Purpose: The purpose of this explorative investigation is to examine the problems teacher students have when teaching science through inquiry. In order to draw a holistic picture of these problems, we identified problems from three different points of view leading to the research question: What problems regarding IBSE do teacher students have from an objective, a subjective, and a self-reflective perspective? Design & method: Using video analysis and observation tools as well as qualitative content analysis and open questionnaires we identified problems from each perspective. Results: The objectively stated problems comprise the lack of essential features of IBSE especially concerning 'Supporting pupils' own investigations' and 'Guiding analysis and conclusions.' The subjectively perceived problems comprise concerns about 'Teachers' abilities' and 'Pupils' abilities,' 'Differentiated instruction' and institutional frame 'Conditions' while the self-reflectively noticed problems mainly comprise concerns about 'Allowing inquiry,' 'Instructional Aspects,' and 'Pupils' behavior.' Conclusions: Each of the three different perspectives provides plenty of problems, partially overlapping, partially complementing one another, and partially revealing completely new problems. Consequently, teacher educators have to consider these

  7. Science Pedagogy, Teacher Attitudes, and Student Success

    ERIC Educational Resources Information Center

    Munck, Miriam

    2007-01-01

    Through a century-long process, there has been a resolute effort to shape science teaching in elementary classrooms. A close look at science teaching and student learning may provide a better understanding of what really happens in elementary classrooms. This study examines relationships between science teaching pedagogy, teachers' science…

  8. 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…

  9. 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…

  10. 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…

  11. 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)

  12. 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.…

  13. 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…

  14. 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…

  15. 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…

  16. Professor Age Affects Student Ratings: Halo Effect for Younger Teachers

    ERIC Educational Resources Information Center

    Wilson, Janie H.; Beyer, Denise; Monteiro, Heather

    2014-01-01

    Student evaluations of teaching provide valued information about teaching effectiveness, and studies support the reliability and validity of such measures. However, research also illustrates potential moderation of student perceptions based on teacher gender, attractiveness, and even age, although the latter receives little research attention. In…

  17. 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.

  18. Nature of Interactions during Teacher-Student Writing Conferences, Revisiting the Potential Effects of Self-Efficacy Beliefs

    ERIC Educational Resources Information Center

    Bayraktar, Aysegül

    2013-01-01

    Problem Statement: Within Language Arts instruction the use of teacher-student writing conferences is accepted as an effective strategy for teaching writing. The writing conference allows for an individual one-on-one teacher-student conversation about the students' writing or writing process and provides the student an audience in terms of…

  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. Introduction to Surgical Technology. Third Edition. Teacher Edition [and] Student Edition.

    ERIC Educational Resources Information Center

    Bushey, Vicki; Hildebrand, Bob; Hildebrand, Dinah; Johnson, Dave; Sikes, John; Tahah, Ann; Walker, Susan; Zielsdorf, Lani

    These teacher and student editions provide instructional materials for an introduction to surgical technology course. Introductory materials in the teacher edition include information on use, instructional/task analysis, academic and workplace skill classifications and definitions, related academic and workplace skill list, and crosswalk to…

  1. Experiences of Student Mathematics-Teachers in Computer-Based Mathematics Learning Environment

    ERIC Educational Resources Information Center

    Karatas, Ilhan

    2011-01-01

    Computer technology in mathematics education enabled the students find many opportunities for investigating mathematical relationships, hypothesizing, and making generalizations. These opportunities were provided to pre-service teachers through a faculty course. At the end of the course, the teachers were assigned project tasks involving…

  2. 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.

  3. 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)

  4. 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.

  5. 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…

  6. 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…

  7. 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…

  8. Oxyacetylene Welding and Oxyfuel Cutting. Third Edition. Teacher Edition [and] Student Edition [and] Student Workbook.

    ERIC Educational Resources Information Center

    Knapp, John; Harper, Eddie

    This Oklahoma curriculum guide, which includes a teacher edition, a student edition, and a student workbook, provides three units for a course on oxyacetylene welding, oxyfuel cutting, and cutting done with alternative fuels such as MAPP, propane, and natural gas. The three units are: "Oxyacetylene Welding"; "Oxyfuel Cutting";…

  9. 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.

  10. Careers in Industrial Sewing for the Apparel Manufacturing Industry: Teacher-Student Guide.

    ERIC Educational Resources Information Center

    American Apparel Manufacturers Association, Arlington, VA. Education Committee.

    The teacher-student guide has been developed as a service to schools in an effort to help them organize and operate meaningful courses in apparel manufacturing. For the school it furnishes practical information in implementing the course, such as facility design, equipment requirements, and teacher selection. For the teacher it provides a…

  11. Teacher-Student Interaction and Learning in On-Line Theological Education. Part I: Concepts and Concerns

    ERIC Educational Resources Information Center

    Heinemann, Mark H.

    2005-01-01

    Many theological educators ask how on-line classes can provide students with the kind of personal teacher-student interaction that is needed in a healthy and holistic approach to preparation for ministry. A quantitative study was undertaken for the purpose of examining the relationships between three major types of teacher-student interaction…

  12. 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.…

  13. 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…

  14. 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…

  15. 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…

  16. 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.

  17. Teaching High School Chemistry in the Context of Pharmacology Helps Both Teachers and Students Learn

    PubMed Central

    Schwartz-Bloom, Rochelle D.; Halpin, Myra J.; Reiter, Jerome P.

    2014-01-01

    Few studies demonstrate the impact of teaching chemistry embedded in a context that has relevance to high school students. We build upon our prior work showing that pharmacology topics (i.e., drugs), which are inherently interesting to high school students, provide a useful context for teaching chemistry and biology. In those studies, teachers were provided professional development for the Pharmacology Education Partnership (PEP) in an onsite venue (either five-day or one-day workshop). Given financial difficulties to travel, teachers have asked for alternatives for professional development. Thus, we developed the same PEP training workshop using a distance learning (DL) (two-way live video) approach. In this way, 121 chemistry and biology teachers participated in the DL workshops to learn how to incorporate the PEP modules into their teaching. They field-tested the modules over the year in high school chemistry and biology classes. Teacher knowledge of chemistry and biology increased significantly after the workshop and was maintained for at least a year. Their students (N = 2309) demonstrated a significant increase in knowledge of chemistry and biology concepts, with higher scores as the number of modules used increased. The increase in both teacher and student knowledge in these subjects was similar to that found previously when teachers were provided with onsite professional development. PMID:24882881

  18. 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…

  19. 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…

  20. Training Teachers and Serving Students: Applying Usability Testing in Writing Programs

    ERIC Educational Resources Information Center

    McGovern, Heather

    2007-01-01

    Teachers often test course materials by using them in class. Usability testing provides an alternative: teachers receive student feedback and revise materials "before" teaching a class. Case studies based on interviews and observations with two teaching assistants who usability tested materials before teaching introductory technical writing…

  1. Teacher Assistance Teams: Supporting At-Risk Students in Rural Areas. A Three Year Plan.

    ERIC Educational Resources Information Center

    Chalfant, James C.; And Others

    Teacher Assistance Teams (TAT) can support the collaboration and empowerment of teachers, address student and schoolwide problems, provide preventive intervention for at-risk students, and identify appropriate referrals to special education. This paper describes the implementation of TAT throughout the state of Arkansas over a 3-year period.…

  2. Students' Perceptions of Emotional and Instrumental Teacher Support: Relations with Motivational and Emotional Responses

    ERIC Educational Resources Information Center

    Federici, Roger A.; Skaalvik, Einar M.

    2014-01-01

    We explored whether students' perceptions of emotional and instrumental support provided by their mathematics teacher constitute separate dimensions of teacher support and how they are related. We also analyzed how students' perceptions of emotional and instrumental support in math lessons relate to math anxiety, intrinsic motivation, help-seeking…

  3. 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).…

  4. Teacher Efficacy in Student Engagement, Instructional Management, Student Stressors, and Burnout: A Theoretical Model Using In-Class Variables to Predict Teachers' Intent-to-Leave

    ERIC Educational Resources Information Center

    Martin, Nancy K.; Sass, Daniel A.; Schmitt, Thomas A.

    2012-01-01

    The models presented here posit a complex relationship between efficacy in student engagement and intent-to-leave that is mediated by in-class variables of instructional management, student behavior stressors, aspects of burnout, and job satisfaction. Using data collected from 631 teachers, analyses provided support for the two models that…

  5. Do teachers believe they are competent to promote healthy ICT use among their students?

    PubMed

    Zlamanski, R; Ciccarelli, M

    2012-01-01

    Information and communication technologies (ICT), including computers, are becoming commonplace tools for learning by school children in Australia and around the world. Teachers are responsible for integrating ICT into the school learning environment; however, they may not recognize how and when ICT use may compromise their students' physical health. Children's exposure to physical harm through the unhealthy use of ICT may have liability implications for the education sector. To determine (i) whether teachers consider it their responsibility to promote healthy ICT use among their students; (ii) teachers' self-perceived competence to do so; and (iii) what teachers perceive are the barriers and enablers to promoting healthy ICT use among their students. An online survey was developed for the study. All Catholic Education school principals in Western Australia (n=157) were sent an email link to the survey for distribution to teachers at their respective schools. Over the three week survey period, 95 teachers completed the survey. Descriptive and inferential statistics were used to analyze the data and summarize participants' responses. Fifty-five percent of teachers agreed they were concerned about their students' physical health when using ICT. Only 19% of teachers reported they frequently or always provided their students with information on how to use computers in their class in a way, so as to promote physical health. Teachers identified barriers to promoting healthy computing use among students including; insufficient time (47%), non-adjustable furniture (46%), and insufficient knowledge (41%). Male teachers reported more confidence in their ability to promote healthy ICT use among students than female teachers. Just over half of the teachers in this study were concerned for the physical health of their students when using ICT in the classroom. Respondents identified barriers that limit their ability to promote healthy practices to their students. Designing and

  6. 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…

  7. 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)

  8. 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,…

  9. 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.

  10. 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…

  11. 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…

  12. 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'…

  13. 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…

  14. 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,…

  15. STUDENT-TEACHER POPULATION GROWTH MODEL--DYNAMOD II.

    ERIC Educational Resources Information Center

    ZABROWSKI, EDWARD K.; AND OTHERS

    DYNAMOD II IS A COMPUTERIZED MARKOVIAN-TYPE FLOW MODEL DEVELOPED TO PROVIDE ESTIMATES OF THE EDUCATIONAL POPULATION OF STUDENTS AND TEACHERS OVER SELECTED INTERVALS OF TIME. THE POPULATION IS CROSS-CLASSIFIED INTO 108 GROUPS BY SEX, RACE, AGE, AND EDUCATIONAL CATEGORY. THIS NOTE DESCRIBES THE METHODOLOGY USED IN DYNAMOD II, COMPARES DYNAMOD II…

  16. 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),…

  17. Student Misbehaviour in Secondary Education: Greek Teachers' Views and Attitudes

    ERIC Educational Resources Information Center

    Koutrouba, Konstantina

    2013-01-01

    The present paper examines Greek secondary education teachers' views on and attitudes towards in-classroom students' misbehaviour. Eight hundred and sixty-nine participants provided information, firstly, on the frequency and the forms of in-class misbehaviour incidents, secondly, on their beliefs about the origins of students' misbehaviour, and,…

  18. 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…

  19. 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…

  20. 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)

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

    NASA Astrophysics Data System (ADS)

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

    2012-11-01

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

  2. Beyond Judgment Bias: How Students' Ethnicity and Academic Profile Consistency Influence Teachers' Tracking Judgments

    ERIC Educational Resources Information Center

    Glock, Sabine; Krolak-Schwerdt, Sabine; Klapproth, Florian; Böhmer, Matthias

    2013-01-01

    Research on school tracking has provided evidence that students with immigrant backgrounds are overrepresented in the lower school tracks. As teachers are the main decision makers when it comes to tracking, we investigated whether teachers' tracking judgments are biased by the immigrant backgrounds of the students and how teachers'…

  3. ESL Student Teachers' Perceptions of a Short-Term Overseas Immersion Programme

    ERIC Educational Resources Information Center

    Lee, Jackie F. K.

    2009-01-01

    In recent years there has been an increasing demand for teachers to develop the international knowledge and skills necessary to help promote their students' global perspectives. The Hong Kong Special Administrative Region Government has seized the initiative to provide mandatory overseas immersion programmes for pre-service English teachers to…

  4. 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…

  5. 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)

  6. How Do Surgery Students Use Written Language to Say What They See? A Framework to Understand Medical Students' Written Evaluations of Their Teachers.

    PubMed

    Lim, David W; White, Jonathan S

    2015-11-01

    There remains debate regarding the value of the written comments that medical students are traditionally asked to provide to evaluate the teaching they receive. The purpose of this study was to examine written teaching evaluations to understand how medical students conceptualize teachers' behaviors and performance. All written comments collected from medical students about teachers in the two surgery clerkships at the University of Alberta in 2009-2010 and 2010-2011 were collated and anonymized. A grounded theory approach was used for analysis, with iterative reading and open coding to identify recurring themes. A framework capturing variations observed in the data was generated until data saturation was achieved. Domains and subdomains were named using an in situ coding approach. The conceptual framework contained three main domains: "Physician as Teacher," "Physician as Person," and "Physician as Physician." Under "Physician as Teacher," students commented on specific acts of teaching and subjective perceptions of an educator's teaching values. Under the "Physician as Physician" domain, students commented on elements of their educator's physicianship, including communication and collaborative skills, medical expertise, professionalism, and role modeling. Under "Physician as Person," students commented on how both positive and negative personality traits impacted their learning. This framework describes how medical students perceive their teachers and how they use written language to attach meaning to the behaviors they observe. Such a framework can be used to help students provide more constructive feedback to teachers and to assist in faculty development efforts aimed at improving teaching performance.

  7. 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…

  8. Seed Experiments for Students. Tips & Demonstrations for Teachers & Parents.

    ERIC Educational Resources Information Center

    Tant, Carl

    This book provides a short course in the mysteries of seed structure, function, and development. Chapter 1, "Backgrounds, Hints, And Tips For Teachers And Parents," provides a basis for working with the mid-years student. Chapater 2, "Where Do I Start? What Do I Do?" provides procedural tips for science research. Chapter 3,…

  9. Argumentation and Equity in Inquiry-Based Science Instruction: Reasoning Patterns of Teachers and Students

    NASA Astrophysics Data System (ADS)

    Irish, Tobias E. L.

    This multiple case study explores issues of equity in science education through an examination of how teachers' reasoning patterns compare with students' reasoning patterns during inquiry-based lessons. It also examines the ways in which teachers utilize students' cultural and linguistic resources, or funds of knowledge, during inquiry-based lessons and the ways in which students utilize their funds of knowledge, during inquiry-based lessons. Three middle school teachers and a total of 57 middle school students participated in this study. The data collection involved classroom observations and multiple interviews with each of the teachers individually and with small groups of students. The findings indicate that the students are capable of far more complex reasoning than what was elicited by the lessons observed or what was modeled and expected by the teachers, but that during the inquiry-based lessons they conformed to the more simplistic reasoning patterns they perceived as the expected norm of classroom dialogue. The findings also indicate that the students possess funds of knowledge that are relevant to science topics, but very seldom use these funds in the context of their inquiry-based lessons. In addition, the teachers in this study very seldom worked to elicit students' use of their funds in these contexts. The few attempts they did make involved the use of analogies, examples, or questions. The findings from this study have implications for both teachers and teacher educators in that they highlight similarities and differences in reasoning that can help teachers establish instructional congruence and facilitate more equitable science instruction. They also provide insight into how students' cultural and linguistic resources are utilized during inquiry-based science lessons.

  10. 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…

  11. 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.

  12. 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,…

  13. 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.…

  14. 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…

  15. 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…

  16. 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…

  17. 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)

  18. 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…

  19. 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…

  20. 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.

  1. Distribution of Feedback among Teacher and Students in Online Collaborative Learning in Small Groups

    ERIC Educational Resources Information Center

    Coll, Cesar; Rochera, Maria Jose; de Gispert, Ines; Diaz-Barriga, Frida

    2013-01-01

    This study explores the characteristics and distribution of the feedback provided by the participants (a teacher and her students) in an activity organized inside a collaborative online learning environment. We analyse 853 submissions made by two groups of graduate students and their teacher (N1 = 629 & N2 = 224) involved in the collaborative…

  2. 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…

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

    PubMed Central

    Orpinas, Pamela; Home, Arthur M.

    2009-01-01

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

  4. Working with Students Who Are Late-Deafened. NETAC Teacher Tipsheet.

    ERIC Educational Resources Information Center

    Clark, Mary

    This tipsheet provides suggestions to help teachers work more effectively with students who are late-deafened. Suggestions include: (1) allow time for the student to introduce himself and discuss possible needs; (2) learn the basics of CART (Computer-Aided Realtime Translation) and other communication options; (3) learn the basics of using…

  5. 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…

  6. 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…

  7. 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…

  8. 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.

  9. Barriers to Providing the Sexuality Education That Teachers Believe Students Need

    ERIC Educational Resources Information Center

    Eisenberg, Marla E.; Madsen, Nikki; Oliphant, Jennifer A.; Sieving, Renee E.

    2013-01-01

    Background: Sexuality education teachers' perspectives are important to gain a full understanding of the issues surrounding teaching this subject. This study uses a statewide sample of public school teachers to examine what sexuality education content is taught, what barriers teachers face, and which barriers are associated with teaching specific…

  10. Teachers as Allies: Transformative Practices for Teaching DREAMers and Undocumented Students

    ERIC Educational Resources Information Center

    Wong, Shelley, Ed.; Gosnell, Elaisa Sánchez, Ed.; Luu, Anne Marie Foerster, Ed.; Dodson, Lori, Ed.

    2017-01-01

    Learn how to engage and advocate for undocumented children and youth with this new resource written by and for teachers. "Teachers as Allies" provides educators with the information and tools they need to involve immigrant students and their American-born siblings and peers in inclusive and transformative classroom experiences. The…

  11. 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…

  12. 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…

  13. Student-Teacher Collaboration: A Skateboard Project that Really Rocks!

    ERIC Educational Resources Information Center

    Moore, Tim

    2005-01-01

    As a teacher, the author gets his biggest charge from seeing students' eyes light up when he asks them a question related to a topic on which they are the experts and he is the novice. Skateboarding provides a prime example. Since most of his students have a personal interest and involvement in skateboarding, he introduced a skateboard project to…

  14. 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.…

  15. 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…

  16. Providing Early Childhood Teachers with Opportunities to Understand Diversity and the Achievement Gap

    ERIC Educational Resources Information Center

    Meece, Darrell; Wingate, Kimberly O'Kelley

    2010-01-01

    High quality teaching--providing children with support, feedback, and positive communication--is associated with closing the achievement gap between minority and majority children. It is important for students in teacher preparation programs to understand changes in curricular approaches to diversity--from the color-blind approach, to…

  17. 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,…

  18. 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…

  19. 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…

  20. 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.

  1. "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…

  2. 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…

  3. 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…

  4. Why Go to School? Student, Parent and Teacher Beliefs about the Purposes of Schooling

    ERIC Educational Resources Information Center

    Widdowson, Deborah A.; Dixon, Robyn S.; Peterson, Elizabeth R.; Rubie-Davies, Christine M.; Irving, S. Earl

    2015-01-01

    This qualitative study explored the beliefs of students, parents and teachers on the purposes of schooling in order to provide a context for understanding beliefs and attitudes to school learning and achievement. Focus groups were conducted with Year 9 and 10 students (aged 13-15 years) and parents and teachers in three secondary schools in…

  5. 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…

  6. 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.…

  7. The Case Law on Student Teachers' Rights

    ERIC Educational Resources Information Center

    Karanxha, Zorka; Zirkel, Perry A.

    2008-01-01

    The article provides a concise and up-to-date synthesis of the published case law where a student teacher was the plaintiff, or suing party, and the defendant was an institution of higher education and/or the cooperating local school district. There were 28 of these court decisions, and the outcomes favored the defendant institutions in 23 of them…

  8. Understanding the Relationship Between Teacher Behavior and Motivation in Students with Acquired Deafblindness.

    PubMed

    Haakma, Ineke; Janssen, Marleen; Minnaert, Alexander

    2016-01-01

    Because little is known about teacher-student relationships that involve students with acquired deafblindness, the authors performed a multiple case study with a multiple-method design to investigate the relationship between need-supportive teaching behaviors and student engagement. Using self-determination theory (Deci & Ryan, 2000), they analyzed video observations of interactions. It was found that teachers' provision of structure, autonomy support, and involvement often cooccurs with higher levels of student engagement. Moreover, varying degrees of need support over time seem to result in varying levels of student engagement. Examples are provided of need-supportive teaching behaviors that can be used to foster the motivation of students with acquired deafblindness.

  9. 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…

  10. Our Nation: Guide for Consultants and Teachers [and] Student Materials.

    ERIC Educational Resources Information Center

    Junior Achievemnt, Inc., Colorado Springs, CO.

    This document consists of two booklets, one for teachers and one for students. These booklets are part of the Elementary School Program of Junior Achievement, Inc. where students learn about their roles as individuals, workers, and consumers. The booklets are designed to provide practical information about people, businesses, and services in a…

  11. Our Region: Guide for Consultants and Teachers [and] Student Materials.

    ERIC Educational Resources Information Center

    Junior Achievemnt, Inc., Colorado Springs, CO.

    This document consists of two booklets, one for teachers and one for students. These booklets are part of the Elementary School Program of Junior Achievement, Inc. where students learn about their roles as individuals, workers, and consumers. The booklets are designed to provide practical information about people, businesses, and services in a…

  12. `Learning Experience' Provided by Science Teaching Practice in a Classroom and the Development of Students' Competences

    NASA Astrophysics Data System (ADS)

    Lopes, J. Bernardino; Branco, Julia; Jimenez-Aleixandre, Maria Pilar

    2011-11-01

    According to the literature, there is a very important corpus of knowledge that allows for the investigation of some dimensions of `learning experience' provided to students, in relation to epistemic, pedagogical and meta-cognitive practices. However, in the literature, there is little investigation into the invariance (or not) of the characteristics of students' learning experience while being taught a scientific subject by the same teacher. This paper suggests that the relationship between the learning experience provided and the competences developed is not properly highlighted. This paper analyses the learning experience provided to students in epistemic, pedagogical and meta-cognitive terms. The students were taught the proprieties and applications of light by one teacher, in three classes, over 7 weeks. We analysed the data in each referred learning experience, using a pre-defined category system. The students' competences were evaluated by a competence test. The epistemic demand of each item and the students' performances were also analysed. Our findings point to the non invariance of learning experiences provided to students and the influence of some dimensions of learning experiences provided in the development of certain competences. These findings and their implications are contextualized and discussed.

  13. Developing and Validating a Competence Framework for Secondary Mathematics Student Teachers through a Delphi Method

    ERIC Educational Resources Information Center

    Muñiz-Rodríguez, Laura; Alonso, Pedro; Rodríguez-Muñiz, Luis J.; Valcke, Martin

    2017-01-01

    Initial teacher education programmes provide student teachers with the desired competences to develop themselves as teachers. Although a generic framework for teaching competences is available covering all school subjects in Spain, the initial teacher education programmes curriculum does not specify which competences secondary mathematics student…

  14. 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)

  15. 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…

  16. 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…

  17. Student Vocational Teachers: The Significance of Individual Positions in Workplace Learning

    ERIC Educational Resources Information Center

    Goh, Adeline Yuen Sze; Zukas, Miriam

    2016-01-01

    In most initial teacher preparation (ITP) programmes, learning in teaching placements is considered to be an important component for providing workplace learning experiences to develop the skills of being a teacher. This paper is based on a bigger qualitative study which explored the learning experiences of a group of in-service student vocational…

  18. A Qualitative Study of Irish Teachers' Perspective of Student Substance Use

    ERIC Educational Resources Information Center

    Van Hout, Marie Claire; Connor, Sean

    2008-01-01

    Research Aim: This research aimed to provide an anecdotal perception of student substance use according to the teachers' personal experience in the Irish secondary level educational setting. Methodology: Sampling Interviews were conducted with teachers (n=95) at 10 randomly selected schools in County Carlow in the South East of Ireland, as part of…

  19. Teachers' learning about research for enhancing students' thinking skills in science learning

    NASA Astrophysics Data System (ADS)

    Nammungkhun, Wisanugorn; Satchukorn, Sureerat; Saenpuk, Nudchanard; Yuenyong, Chokchai; Chantharanuwong, Warawun

    2018-01-01

    This paper aimed to clarify teachers' learning about research for enhancing students' thinking skills in science learning. The study applied the lens of sociocultural view of learning to discuss teachers' learning about research. Participants included teachers who participated in the project of thinking research schools: research for enhancing students' thinking skills. The project of thinking research schools provided participants chance to learn knowledge about research and thinking research, doing research and publication, and participate in the international conference. Methodology regarded ethnographic research. The tools of interpretation included participant observation, interview, and document analysis. The researchers as participants of the research project of thinking research schools tried to clarify what they learned about research from their way of seeing the view of research about enhancing students' thinking skills through participant observation. The findings revealed what and how teachers as apprenticeship learn about research through legitimate peripheral participation in the research project community of practice. The paper clarified teachers' conceptualization about research for enhancing students' thinking through the workshop, doing research, writing up research article with supported by experts, presenting research in the international conference, editing their research article on the way of publishing, and so on.

  20. 22 Students and 22 Teachers: Socio-Cultural Mediation in the Early Childhood Classroom

    ERIC Educational Resources Information Center

    Lozano, Leticia I.

    2014-01-01

    It is essential for teachers to provide a setting where student interaction is fostered as a mediational tool for learning, thus expediting the natural transfer of language and knowledge among students (Cummins, 1979). Doing so provides students a way of learning in an additive environment (Soltero, 2004). Could such a classroom have the potential…

  1. 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.

  2. 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…

  3. 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

  4. Co-teaching Perspectives from Secondary Science Co-teachers and Their Students with Disabilities

    NASA Astrophysics Data System (ADS)

    King-Sears, Margaret E.; Brawand, Anne Eichorn; Jenkins, Melissa C.; Preston-Smith, Shantha

    2014-10-01

    An in-depth case study of one team of co-teachers' practice from multiple perspectives is described. A high school science co-teaching team and their students with disabilities completed surveys about their perceptions of co-teaching. Additionally, observations of the two co-teachers occurred to determine roles and types of interactions for each co-teacher during science instruction. Observational data revealed effective teaching behaviors demonstrated by each co-teacher. Detailed descriptions of the co-teachers' instruction are provided. The science educator was observed interacting with the large group twice as often as the special educator. The science educator also presented new content nearly three times as often as the special educator. The co-teacher surveys were consistent with the observational data. Both educators disagreed that the special educator was primarily the lead for instruction. Both educators strongly agreed they had an effective co-teaching relationship, although the science educator indicated stronger agreement for parity in roles and responsibilities than the special educator noted. Forty-three percent of the students identified the science educator as in charge of lessons, while 43% identified both educators. Most students thought teaching was divided in half, and all students enjoyed having two teachers in science. Eighty-six percent of the students indicated team teaching was the most frequently used co-teaching model, and 14% indicated one teach, one drift. Implications for co-teachers' reflections on their collaboration, including the relevance of student perceptions (i.e., Who is the "real" teacher?), and the extent to which educators are prepared at preservice and inservice levels for co-teaching are discussed.

  5. 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.

  6. 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.

  7. 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.

  8. 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…

  9. A Study of Students' Experiences regarding the Phenomenon of Teacher-to-Student Maltreatment in Grades 1-12

    ERIC Educational Resources Information Center

    Childers, Sherry Baker

    2009-01-01

    Much has been written about peer-to-peer maltreatment, but very little research has been conducted on the topic of teacher-to-student maltreatment. Numerous empirical studies have documented the importance of school climate upon academic achievement. The role a teacher plays in providing this nurturing and secure environment is vital. The purpose…

  10. Las Prendas de Vestir (The Articles of Clothing). Teacher's and Student's Booklets, First Edition.

    ERIC Educational Resources Information Center

    Dade County Public Schools, Miami, FL.

    The materials of this program are written to individualize the teaching of Spanish to English speakers, and are designed to provide as much flexibility as possible for both the teacher and student. The materials can be used for large groups, small groups, and individual work, although direct teacher-student contact is considered to be beneficial.…

  11. 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…

  12. 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,…

  13. 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…

  14. 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…

  15. 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…

  16. ``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.

  17. 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.

  18. Teachers Unions and Student Performance: Help or Hindrance?

    ERIC Educational Resources Information Center

    Eberts, Randall W.

    2007-01-01

    Randall Eberts explores the role of teachers unions in public education. He focuses particularly on how collective bargaining agreements shape the delivery of educational services, how unions affect both student achievement and the cost of providing quality education, and how they support educational reform efforts. Eberts's synthesis of the…

  19. 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,…

  20. Elementary Teachers' Perceptions of Teaching Science to Improve Student Content Knowledge

    NASA Astrophysics Data System (ADS)

    Stephenson, Robert L.

    The majority of Grade 5 students demonstrate limited science knowledge on state assessments. This trend has been documented since 2010 with no evidence of improvement. Because state accountability formulas include proficiency scores and carry sanctions against districts that fail to meet proficiency thresholds, improved student performance in science is an important issue to school districts. The purpose of this study was to explore elementary teachers' perceptions about their students' science knowledge, the strategies used to teach science, the barriers affecting science teaching, and the self-efficacy beliefs teachers maintain for teaching science. This study, guided by Vygotsky's social constructivist theory and Bandura's concept of self-efficacy, was a bounded instrumental case study in which 15 participants, required to be teaching K-5 elementary science in the county, were interviewed. An analytic technique was used to review the qualitative interview data through open coding, clustering, and analytical coding resulting in identified categorical themes that addressed the research questions. Key findings reflect students' limited content knowledge in earth and physical science. Teachers identified barriers including limited science instructional time, poor curricular resources, few professional learning opportunities, concern about new state standards, and a lack of teaching confidence. To improve student content knowledge, teachers identified the need for professional development. The project is a professional development series provided by a regional education service agency for K-5 teachers to experience science and engineering 3-dimensional learning. Area students will demonstrate deeper science content knowledge and benefit from improved science instructional practice and learning opportunities to become science problem solvers and innovative contributors to society.

  1. Teacher-Provided Positive Attending to Improve Student Behavior

    ERIC Educational Resources Information Center

    Perle, Jonathan G.

    2016-01-01

    A teacher serves many important roles within a classroom, including an educator and a manager of child behavior. Inattention, overactivity, and noncompliance have long been cited as some of the most common areas of reported difficulty for schools (Axelrod & Zank, 2012; Goldstein, 1995). The evidence-based practice of positive attending (i.e.,…

  2. 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…

  3. Cognitive-Behavioural Approaches for Students with Autism Spectrum Disorder: A Teacher Survey

    ERIC Educational Resources Information Center

    Ho, Betty P. V.; Stephenson, Jennifer; Carter, Mark

    2017-01-01

    This study provided an investigation of the knowledge, implementation and perspectives of Australian teachers of students with autism spectrum disorder regarding cognitive-behavioural approaches, using an anonymous survey. The sample of 270 New South Wales teachers reported a reasonable level of knowledge and implementation of strategies commonly…

  4. 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…

  5. 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…

  6. 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.

  7. 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,…

  8. Introducing Engineering in Elementary Education: A 5-Year Study of Teachers and Students

    ERIC Educational Resources Information Center

    Diefes-Dux, Heidi A.

    2015-01-01

    Engineering, when integrated into K-12 education, may offer a number of potential student learning and future success benefits. In a 5-year study, four cohorts of elementary teachers of grades 2 to 4 in a single US school district were provided with teacher professional development with engineering education. Teachers were prepared to teach…

  9. 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).

  10. Differences in Eighth Grade Science Student and Teacher Perceptions of Students' Level of Input into Academic Planning and Decision Making

    ERIC Educational Resources Information Center

    Chapman, Jarrett Michael

    2014-01-01

    Teachers are expected to improve their planning, instruction, and assessment as they progress through their career. An important component to teachers knowing what to modify in their teaching style is being able to solicit meaningful feedback from students. This mixed-methods study was conducted to provide teachers with a quantitative method to…

  11. 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…

  12. 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…

  13. 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…

  14. 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.

  15. 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.…

  16. 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.…

  17. 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…

  18. 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.

  19. Diesel Technology: Safety Skills. [Teacher and Student Editions.

    ERIC Educational Resources Information Center

    Kellum, Mary

    Competency-based teacher and student materials are provided for three units on safety skills as part of a diesel technology curriculum. The units cover the following topics: general safety; workplace safety; and first aid. The materials are based on the curriculum-alignment concept of first stating the objectives, then developing instructional…

  20. 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…

  1. 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…

  2. Providing Teachers with Research- and Cognitive Learning Theory-Based Instructional Materials for Promoting Students' Metacognition: A Replication Study of a Community College Mathematics Teacher and Curriculum Reformation Program

    ERIC Educational Resources Information Center

    Nall, Katherine Ligon

    2011-01-01

    The purpose of this study was to assess the effect of a 3-stage community college mathematics teacher and curriculum conceptual change program on student achievement. The study, which was a replication and extension of Lake (2008), was conducted during Fall 2009 and Spring 2010 terms and focused on teachers' instructional practices relative to…

  3. Do Admission Criteria for Teacher Education Institutions Matter? A Comparative Study on Beliefs of Student Teachers from Serbia and Slovenia about Inclusive Practices

    ERIC Educational Resources Information Center

    Pecek, Mojca; Macura-Milovanovic, Suncica

    2015-01-01

    The relationship between admissions criteria, the preparation provided by teacher education programmes and student teachers' (STs) beliefs about inclusive education (IE) are rarely made explicit. The paucity of data regarding this relationship leads us to question whether teacher candidates' prior beliefs matter relative to admissions criteria or…

  4. 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,…

  5. 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.

  6. 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…

  7. 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…

  8. 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…

  9. 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…

  10. Exploring How Teachers' Personal Experiences with Childhood Bullying Influence Their Response to Student Bullying

    ERIC Educational Resources Information Center

    Lay, Debra J.

    2010-01-01

    The results of the study provided a unique perspective of 20 teachers and how their personal childhood bullying experiences influenced their response to student bullying. Teachers who participated in this study acknowledged that they had a heightened awareness of student bullying, felt their positive attitude was due to their Olweus training as…

  11. 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…

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

    PubMed

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

    2015-04-01

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

  13. 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…

  14. 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…

  15. 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…

  16. 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…

  17. 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…

  18. 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.

  19. Dynamic Response of the Environment at the Moon (DREAM): Providing Opportunities for Students and Teachers to Learn About the Solar-lunar Environmental Connection

    NASA Astrophysics Data System (ADS)

    Bleacher, L.; Weir, H. M.; Twu, Y.; Farrell, W. M.; Gross, N. A.

    2009-12-01

    The Dynamic Response of the Environment at the Moon (DREAM) team is one of seven teams comprising the NASA Lunar Science Institute. DREAM’s goal is to reveal, advance, and test the extremes of the solar-lunar environmental connection. DREAM’s education and outreach (E/PO) program is focused on student and teacher participation with scientists. The primary component of the DREAM E/PO program is two Lunar Extreme Workshops (LEWs) and the supporting materials developed for each LEW. The workshops will bring together scientists and modelers from the DREAM team with advanced high school and/or community college students and their teachers. The LEWs will allow student/teacher participants to interact directly with the scientists and to experience the process of science in action. Participation in LEWs and pre-LEW training will expose students to science, technology, engineering, and math (STEM) careers and engage them in learning new STEM content. During the two LEWs, the new, integrated lunar models developed by the DREAM team will be tested using extreme environmental drivers. These extreme events include: 1) solar storms and human excursion into Shackleton Crater and 2) human activity/lunar excavation and impact cratering. Although the LEWs will be complex in nature, the students and teachers will receive extensive pre-LEW training via access to online curricular resources already in development and Webinars with DREAM science team members, during which the students/teachers will get to know the team members and put their new knowledge into context. The curricular materials will include resources and activities pertaining to space weather, plasma, electricity, circuits, magnetism, magnetospheres, exospheres, impact cratering, and modeling. The activities are being mapped to the National Science Education Standards and the American Association for the Advancement of Science’s Benchmarks for Science Literacy. Students will be encouraged to read and review

  20. 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…

  1. 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…

  2. 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…

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

    PubMed

    Myers, Sonya S; Pianta, Robert C

    2008-07-01

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

  4. 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…

  5. 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.

  6. 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.

  7. 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.

  8. 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…

  9. 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…

  10. 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.

  11. 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…

  12. Reflections of a Latina Student-Teacher: Refusing Low Expectations for Latina/o Students

    ERIC Educational Resources Information Center

    Cavazos, Alyssa G.

    2009-01-01

    This narrative provides a personal account of the author's student-teaching experience in a primarily Latina/o high school. In an analysis of the journal in which observations were during the experience, the following themes emerged: (a) high expectations before the semester, (b) conflicting messages, (c) teachers' expectations for standard…

  13. 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…

  14. 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…

  15. 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…

  16. Forging new, non-traditional partnerships among physicists, teachers and students

    DOE Office of Scientific and Technical Information (OSTI.GOV)

    Bardeen, Marjorie; Adams, Mark; Wayne, Mitchell

    The QuarkNet collaboration has forged new, nontraditional relationships among particle physicists, high school teachers and their students. QuarkNet provides professional development for teachers and creates opportunities for teachers and students to engage in particle physics data investigations and join research teams. Embedded in the U.S. particle research community, QuarkNet leverages the nature of particle physics research$-$the long duration of the experiments with extensive lead times, construction periods, and data collection and analysis periods. QuarkNet is patterned after the large collaborations with a central management infrastructure and a distributed workload across university- and lab-based research groups. As a result, we describemore » the important benefits of the QuarkNet outreach program that flow to university faculty and present successful strategies that others can adapt for use in their countries.« less

  17. Forging new, non-traditional partnerships among physicists, teachers and students

    DOE PAGES

    Bardeen, Marjorie; Adams, Mark; Wayne, Mitchell; ...

    2016-10-26

    The QuarkNet collaboration has forged new, nontraditional relationships among particle physicists, high school teachers and their students. QuarkNet provides professional development for teachers and creates opportunities for teachers and students to engage in particle physics data investigations and join research teams. Embedded in the U.S. particle research community, QuarkNet leverages the nature of particle physics research$-$the long duration of the experiments with extensive lead times, construction periods, and data collection and analysis periods. QuarkNet is patterned after the large collaborations with a central management infrastructure and a distributed workload across university- and lab-based research groups. As a result, we describemore » the important benefits of the QuarkNet outreach program that flow to university faculty and present successful strategies that others can adapt for use in their countries.« less

  18. 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…

  19. Effect of Teachers Training Workshop Outcomes on Real Classroom Situations of Undergraduate Medical Students.

    PubMed

    Baral, N; Nepal, A K; Paudel, B H; Lamsal, M

    2015-01-01

    Faculty development by conducting regular training, workshops and research related to medical education has been a key feature to upgrade quality of medical education. The aim of this study was to explore responses of the health science teachers, students and peers after the workshop after providing training on student assessment tools and teaching-learning methods. Two teacher-training workshops were conducted to the faculty members of B.P. Koirala Institute of Health Sciences from the departments of basic, clinical and allied sciences in Oct. 2010 and Jan. 2011. Qualitative questionnaire based study was conducted, and the questions were validated before the study by expert peer review process. The effect of the training workshop in real classroom outcomes was assessed incorporating student's feedback, evaluation by peers and the self-evaluation by the teacher trainees. Pre-test and post-test scores of the participating teachers, before and after the workshop were 62.53 and 71.17 respectively. Among the participants 90.3% teachers expressed enhanced in their role as a teacher for medical undergraduates after the workshop. In present study, the faculty members showed accrued interest to participate in teacher's training workshops. The peer evaluation of teacher's performance in their real classroom situations were rated higher than evaluation by the students. Therefore, such training workshops will have a greater impact on the ability of teachers in effective teaching in real classroom situations.

  20. 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…

  1. 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…

  2. 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.

  3. 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…

  4. 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…

  5. Providing a Full Circle of Support to Teachers in an Inclusive Elementary School

    ERIC Educational Resources Information Center

    Waldron, Nancy L.; Redd, Lacy

    2011-01-01

    Providing a full circle of support to teachers in an inclusive elementary school, the Newberry Elementary School (NES) principal and staff have worked for 5 years to ensure the inclusion of students with disabilities in general education classrooms. The authors would like to share their perceptions of how this full circle (the multiple systems) of…

  6. Teaching Students with Fetal Alcohol Syndrome/Effects: A Resource Guide for Teachers.

    ERIC Educational Resources Information Center

    Conry, Julie

    This teacher's resource guide from British Columbia provides an overview of the needs of students with fetal alcohol syndrome (FAS). It begins by discussing the definition of FAS and fetal alcohol effects (FAE), characteristics of students with FAS/E, and steps for preparing to teach students with FAS/E (collecting information, making and carrying…

  7. 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…

  8. 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…

  9. 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…

  10. 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…

  11. 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'…

  12. Comparison between exclusively school teacher-based and mixed school teacher and healthcare provider-based programme on basic cardiopulmonary resuscitation for secondary schools.

    PubMed

    Jiménez-Fábrega, X; Escalada-Roig, X; Miró, O; Sanclemente, G; Díaz, N; Gómez, X; Villena, O; Rodríguez, E; Gaspar, A; Molina, J E; Salvador, J; Sánchez, M

    2009-09-01

    To compare two teaching methodologies for PROCES (a basic cardiopulmonary resuscitation (b-CPR) programme for secondary school students): one exclusively performed by school teachers (study group) and another by a mixed team of school teachers and healthcare providers (control group). According to their preferences, teachers chose either method and students were consequently assigned to the control or study group. All participants took a 10 multiple-choice question exam regarding b-CPR skills twice: immediately after PROCES and one year later. Eight or more correct answers was considered satisfactory learning. Results between groups were compared. Associations between satisfactory learning and some student characteristics were analysed. Immediately after PROCES, 442 students (219 in the study group and 223 in the control group) took the exam. The percentage of satisfactory learning was not different: 67.1% in the study group and 64.6% in the control group. Immediate satisfactory learning was related to the absence of pending subjects in the control (odds ratio (OR) 2.31, 95% CI 1.16 to 4.64) and study (OR 5.87, 95% CI 1.22 to 28.20) groups. One year later, a greater percentage of retention of b-CRP skills was detected in the study group (57.1% vs 40.6%; p = 0.01). The absence of any pending subject (OR 6.86, 95% CI 1.83 to 25.66) was independently associated with better retention in the study group, but not the control group. Secondary school teachers, previously trained in b-CPR, can teach these skills effectively to 14-16-year-old students using PROCES. The retention of b-CPR skills is greater with this methodology compared with a more standardised programme.

  13. 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.

  14. Tenure: How Due Process Protects Teachers and Students

    ERIC Educational Resources Information Center

    Kahlenberg, Richard D.

    2015-01-01

    Teacher tenure rights, first established more than a century ago, are under unprecedented attack. Tenure--which was enacted to protect students' education and those who provide it--is under assault from coast to coast, in state legislatures, in state courtrooms, and in the media. In June 2014, in the case of "Vergara v. California," a…

  15. 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…

  16. Infrared Astronomy and Education: Linking Infrared Whole Sky Mapping with Teacher and Student Research

    NASA Astrophysics Data System (ADS)

    Borders, Kareen; Mendez, Bryan; Thaller, Michelle; Gorjian, Varoujan; Borders, Kyla; Pitman, Peter; Pereira, Vincent; Sepulveda, Babs; Stark, Ron; Knisely, Cindy; Dandrea, Amy; Winglee, Robert; Plecki, Marge; Goebel, Jeri; Condit, Matt; Kelly, Susan

    The Spitzer Space Telescope and the recently launched WISE (Wide Field Infrared Survey Explorer) observe the sky in infrared light. Among the objects WISE will study are asteroids, the coolest and dimmest stars, and the most luminous galaxies. Secondary students can do authentic research using infrared data. For example, students will use WISE data to mea-sure physical properties of asteroids. In order to prepare students and teachers at this level with a high level of rigor and scientific understanding, the WISE and the Spitzer Space Tele-scope Education programs provided an immersive teacher professional development workshop in infrared astronomy.The lessons learned from the Spitzer and WISE teacher and student pro-grams can be applied to other programs engaging them in authentic research experiences using data from space-borne observatories such as Herschel and Planck. Recently, WISE Educator Ambassadors and NASA Explorer School teachers developed and led an infrared astronomy workshop at Arecibo Observatory in PuertoRico. As many common misconceptions involve scale and distance, teachers worked with Moon/Earth scale, solar system scale, and distance and age of objects in the Universe. Teachers built and used basic telescopes, learned about the history of telescopes, explored ground and satellite based telescopes, and explored and worked on models of WISE Telescope. An in-depth explanation of WISE and the Spitzer telescopes gave participants background knowledge for infrared astronomy observations. We taught the electromagnetic spectrum through interactive stations. We will outline specific steps for sec-ondary astronomy professional development, detail student involvement in infrared telescope data analysis, provide data demonstrating the impact of the above professional development on educator understanding and classroom use, and detail future plans for additional secondary professional development and student involvement in infrared astronomy. Funding was

  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…