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Sample records for academic support teacher

  1. Supporting Academic Literacies: University Teachers in Collaboration for Change

    ERIC Educational Resources Information Center

    Bergman, Lotta

    2016-01-01

    This article deals with an action research project, where a group of university teachers from different disciplines reflected on and gradually extended their knowledge about how to support students' academic literacy development. The project was conducted within a "research circle" [Bergman, L. 2014. "The Research Circle as a…

  2. Relation of academic support from parents, teachers, and peers to Hong Kong adolescents' academic achievement: the mediating role of academic engagement.

    PubMed

    Chen, Jennifer Jun-Li

    2005-05-01

    The author tested a model hypothesizing that students' self-perceived academic support (from parents, teachers, and peers) is related to their achievement directly and indirectly through their own perceived academic engagement. The participants were 270 adolescents (M age = 15.41 years, range = 14-20 years) from 3 grade levels (Forms 3-5, equivalent to Grades 9-11 in the United States) in a Hong Kong secondary school. The school principal and teachers helped to collect data based on these adolescents' responses to a self-report questionnaire, consisting of a demographic profile and 4 scales assessing their self-perceptions of the extent of parental, teacher, and peer support, and their own academic engagement. Academic achievement was measured by self-reported grades in math, English, and Chinese. Structural equation modeling analyses revealed that adolescents' perceived parental, teacher, and peer support were all indirectly related to their academic achievement mediated by their own perceived academic engagement. The strength of the relationships, however, varied by support system, with perceived teacher support to achievement being the strongest, followed closely by perceived parental support, and then perceived peer support. In addition, both perceived parental support and perceived teacher support were directly related to academic achievement. However, perceived teacher support made the most total (direct and indirect) contribution to student achievement. Perceived peer support had the smallest, nonetheless significant, indirect relationship to academic achievement. However, the negative, direct influence of perceived peer support canceled out its positive, indirect influence on academic achievement. PMID:16779945

  3. Supporting the students most in need: academic self-efficacy and perceived teacher support in relation to within-year academic growth.

    PubMed

    Mercer, Sterett H; Nellis, Leah M; Martínez, Rebecca S; Kirk, Megan

    2011-06-01

    Academic self-efficacy and perceived teacher support in relation to academic skill growth across one academic year were examined in the study. Participants included 193 5th-grade students. Teachers collected curriculum-based measures (CBM) of reading and math on three occasions as part of routine academic benchmarks, and researchers collected student-reported measures of academic self-efficacy and perceived teacher support in the spring of the same academic year. Results indicated that academic self-efficacy was positively related to fall reading and math CBM scores and that perceived teacher support was unrelated to fall scores or growth across the academic year. Academic self-efficacy and perceived teacher support interacted in relation to math CBM growth such that low levels of perceived teacher support were related to greater growth, particularly for students with high academic self-efficacy. Follow-up analyses indicated that students with the lowest fall CBM scores and smallest growth rates reported higher levels of perceived teacher support, suggesting that teachers support the students most in need.

  4. Elementary School Teachers Adapt Their Instructional Support According to Students' Academic Skills

    ERIC Educational Resources Information Center

    Kiuru, Noona; Nurmi, Jari-Erik; Leskinen, Esko; Torppa, Minna; Poikkeus, Anna-Maija; Lerkkanen, Marja-Kristiina; Niemi, Pekka

    2015-01-01

    This study examined the longitudinal associations between children's academic skills and the instructional support teachers gave individual students. A total of 253 Finnish children were tested on reading and math skills twice in the first grade and once in the second grade. The teachers of these children rated the instructional support that they…

  5. Support Teachers' Beliefs about the Academic Achievement of Students with Special Educational Needs

    ERIC Educational Resources Information Center

    Silva, Jos Castro; Morgado, Jos

    2004-01-01

    Jos Castro Silva, lecturer in sciences of education, and Jos Morgado, assistant professor, both work at the Instituto Superior de Psicologica Aplicada in Lisboa, Portugal. In this article, they describe their study of support teachers beliefs about the academic achievement of school students with special educational needs. The support teachers who…

  6. The Role of Responsive Teacher Practices in Supporting Academic Motivation at the Middle Level

    ERIC Educational Resources Information Center

    Kiefer, Sarah M.; Ellerbrock, Cheryl; Alley, Kathleen

    2014-01-01

    The purpose of this descriptive qualitative study was to investigate the ways teachers support young adolescents' academic motivation in one large, urban, ethnically diverse middle school. Data included individual interviews of 24 participants (18 students, 5 teachers, and 1 middle school assistant principal). Findings suggested that the…

  7. Students' ratings of teacher support and academic and social-emotional well-being.

    PubMed

    Tennant, Jaclyn E; Demaray, Michelle K; Malecki, Christine K; Terry, Melissa N; Clary, Michael; Elzinga, Nathan

    2015-12-01

    Data on students' perceptions of teacher social support, academic functioning, and social-emotional functioning were collected from a sample of 796 7th and 8th grade middle school students using the Child and Adolescent Social Support Scale (CASSS; Malecki, Demaray, & Elliott, 2000), Iowa Tests of Basic Skills (ITBS) and school records, and the Behavior Assessment Scale for Children, Second Edition, Adolescent Version, (BASC-2 SRP-A; Reynolds & Kamphaus, 2004). The purpose of the current study was to examine possible gender differences in perceptions of the frequency and importance of different types of teacher support and the related academic and social-emotional outcomes. Girls rated Emotional and Appraisal Support as more important than did boys. Teacher Emotional Support was significantly and positively related to grade point average (GPA) for boys and girls. For girls only, Emotional and Informational Support were significantly related to ITBS Reading scores, and Emotional, Informational, and Instrumental Support were significantly related to ITBS Math scores. Regarding social-emotional variables, Emotional Support was significantly and negatively related to School Problems, Internalizing Problems, Inattention/Hyperactivity, and overall Emotional Symptoms and positively related to Personal Adjustment for both boys and girls. Furthermore, Emotional Support from teachers was more strongly related to Inattention/Hyperactivity for girls than boys. These results emphasize the importance of providing teacher social support, especially emotional support, to students in early adolescence and recognizing gender differences in the function of specific types of teacher support.

  8. Students' Ratings of Teacher Support and Academic and Social-Emotional Well-Being

    ERIC Educational Resources Information Center

    Tennant, Jaclyn E.; Demaray, Michelle K.; Malecki, Christine K.; Terry, Melissa N.; Clary, Michael; Elzinga, Nathan

    2015-01-01

    Data on students' perceptions of teacher social support, academic functioning, and social-emotional functioning were collected from a sample of 796 7th and 8th grade middle school students using the Child and Adolescent Social Support Scale (CASSS; Malecki, Demaray, & Elliott, 2000), Iowa Tests of Basic Skills (ITBS) and school records, and…

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

    PubMed Central

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

    2014-01-01

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

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

    PubMed

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

    2014-06-01

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

  11. How Do Supports from Parents, Teachers, and Peers Influence Academic Achievement of Twice-Exceptional Students

    ERIC Educational Resources Information Center

    Wang, Clare Wen; Neihart, Maureen

    2015-01-01

    This study investigated how perceived external factors such as supports from parents and teachers, and influences from peers contributed to the academic successes and failures of Singaporean twice-exceptional (2e) students. A total of six 2e participants from one secondary school in Singapore voluntarily participated in the study. This study used…

  12. The Role of Teacher Challenge and Support in High School Students' Academic Engagement in Science

    ERIC Educational Resources Information Center

    Strati, Anna D.

    2013-01-01

    Using data collected through classroom videotaping, student surveys, and the Experience Sampling Method (ESM), the present study explored associations between teacher-provided intellectual challenge, two types of support (instrumental and emotional), and students' momentary academic engagement in high school science classrooms. Results of 3-level…

  13. Dual Language Teachers' Use of Conventional, Environmental, and Personal Resources to Support Academic Language Development

    ERIC Educational Resources Information Center

    Lucero, Audrey

    2015-01-01

    This article reports findings from a study that investigated the ways in which first-grade dual language teachers drew on various resources to instructionally support academic language development among Spanish-English emergent bilingual students. Classroom observations, semistructured interviews, and document collection were conducted over a…

  14. The Effects of Teacher Perceptions of Administrative Support, School Climate, and Academic Success in Urban Schools

    ERIC Educational Resources Information Center

    Robinson, Lakishia N.

    2015-01-01

    Teacher turnover refers to major changes in teachers' assignments from one school year to the next. Past research has given an overview of several factors of teacher turnover. These factors include the school environment, teacher collaborative efforts, administrative support, school climate, location, salary, classroom management, academic…

  15. School Engagement as a Mediator of Academic Performance among Urban Youth: The Role of Career Preparation, Parental Career Support, and Teacher Support

    ERIC Educational Resources Information Center

    Perry, Justin C.; Liu, Xiongyi; Pabian, Yvona

    2010-01-01

    Drawing from the contributions of vocational psychology, this study examined school engagement as a mediator of academic performance through the effects of career preparation (career planning, career decision-making self-efficacy), parental career support, and teacher support among diverse urban youth in middle school and high school (N = 285).…

  16. Supporting Teachers

    ERIC Educational Resources Information Center

    Lesaux, Nonie K.; Burkhauser, Mary A.; Kelley, Joan G.

    2013-01-01

    Material resources, personalized support, time to collaborate, and strong principal leadership are necessary for making curricular and instructional shifts. The authors of this article share the lessons they learned about supporting implementation of the Common Core State Standards. They draw on interviews with teachers, as well as field notes…

  17. Integrating Academic Language into Content Methodology: Supporting Math and Science Teacher Candidates to Meet Students' Language Needs

    ERIC Educational Resources Information Center

    Freking, Frederick; Park, Jaime; Francois, Annamarie

    2015-01-01

    This article describes how a teacher-education program (TEP), whose mission is to improve schooling for linguistically diverse students, develops its' teacher candidate's critical dispositions and pedagogy related to academic-language (AL) development and how candidate performance on PACT can help TEPs better assess and improve how AL…

  18. Influence of Teacher Support and Personal Relevance on Academic Self-Efficacy and Enjoyment of Mathematics Lessons: A Structural Equation Modeling Approach

    ERIC Educational Resources Information Center

    Aldridge, Jill M.; Afari, Ernest; Fraser, Barry J.

    2012-01-01

    The purpose of our study was to examine the effects of two psychosocial features of the classroom environment (teacher support and personal relevance) on college students' academic self-efficacy and enjoyment of mathematics lessons. Data collected from 352 mathematics students attending three higher education institutions in the United Arab…

  19. The Longitudinal Relation between Academic Support and Latino Adolescents' Academic Motivation

    ERIC Educational Resources Information Center

    Alfaro, Edna C.; Umaña-Taylor, Adriana J.

    2015-01-01

    This study examined whether longitudinal trajectories of academic support from mothers, fathers, and teachers predicted trajectories of Latino adolescents' (N = 323) academic motivation. Findings indicated those boys' perceptions of mothers' and fathers' academic support and girls' perceptions of mothers' academic support declined throughout high…

  20. Multiple Case Studies of Teachers and Classrooms Successful in Supporting Academic Success of High Potential Low Economic Students of Color

    ERIC Educational Resources Information Center

    Tomlinson, Carol Ann; Gould, Holly; Schroth, Stephen; Jarvis, Jane

    2006-01-01

    The National Research Center on the Gifted and Talented at the University of Virginia conducted a 4-year qualitative case study in three very different school sites to explore how teachers contribute to the academic success of high potential, low economic students of color. Typically, the ethnicity, race, and/or economic status of these…

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

    ERIC Educational Resources Information Center

    Hughes, Jan N.

    2011-01-01

    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…

  2. Engaging with Higher Education Academic Support: A First Year Student Teacher Transition Model

    ERIC Educational Resources Information Center

    Penn-Edwards, Sorrel; Donnison, Sharn

    2011-01-01

    The need for a redefinition of first year experience in higher education is advocated with the aid of two models, which, although focused on a sample of Australian pre-service teaching students, is proposed as generalisable across the first year. Introduction to the mores of higher education is generally supported by teaching institutions during…

  3. Supporting Beginning Science Teachers

    ERIC Educational Resources Information Center

    Luft, Julie A.; Bang, EunJin; Roehrig, Gillian H.

    2007-01-01

    The focus of this article is the more immediate way to help new science teachers, which comes from the experienced and professionally active teacher--you! As science teacher educators who work with and study the development of beginning teachers, the authors found the support offered knowingly and unknowingly by the teacher next door was a…

  4. Classroom and Teacher Support in Kindergarten: Associations with the Behavioral and Academic Adjustment of Low-Income Students

    ERIC Educational Resources Information Center

    Lee, Phyllis; Bierman, Karen L.

    2015-01-01

    For socioeconomically disadvantaged children, a positive experience in kindergarten may play a particularly important role in fostering the behavioral adjustment and learning engagement necessary for school success. Prior research has identified supportive student--teacher relationships and classroom emotional support as two features of the…

  5. Classroom and Teacher Support in Kindergarten: Associations with the Behavioral and Academic Adjustment of Low-Income Students

    PubMed Central

    Lee, Phyllis; Bierman, Karen L.

    2016-01-01

    For socio-economically disadvantaged children, a positive experience in kindergarten may play a particularly important role in fostering the behavioral adjustment and learning engagement necessary for school success. Prior research has identified supportive student-teacher relationships and classroom emotional support as two features of the classroom context that can promote student adjustment; however, very few studies have examined these two aspects of the classroom context simultaneously. Given their modest inter-correlations, these dimensions of classroom context may have both unique and shared associations with child progress. This study followed 164 children as they transitioned from Head Start into elementary school, and regressions revealed significant unique associations between each type of kindergarten support and children’s aggressive behaviors, social withdrawal, learning engagement, and emergent literacy skills in first grade, controlling for their pre-kindergarten adjustment. In addition, learning engagement significantly mediated the association between a supportive relationship with the kindergarten teacher and first grade literacy skills. PMID:27274606

  6. Academic Optimism of Individual Teachers: Confirming a New Construct

    ERIC Educational Resources Information Center

    Beard, Karen Stansberry; Hoy, Wayne K.; Hoy, Anita Woolfolk

    2010-01-01

    Teacher sense of academic optimism is individual teachers' beliefs that they can teach effectively, their students can learn, and parents will support them so the teacher can press hard for learning. This new construct is grounded in the social cognitive and self-efficacy theories, social capital theory, work on school culture and climate and…

  7. Supporting Music Teacher Mentors

    ERIC Educational Resources Information Center

    Zaffini, Erin Dineen

    2015-01-01

    While much discussion and research is focused on the importance of music teacher mentors for preservice teachers and novice in-service music educators, little discussion has been devoted to the topic of how we, as members of the music education profession, can support the role of music teacher mentors. This article explores some of the benefits…

  8. Academic Skills Rovers: A Just in Time Peer Support Initiative for Academic Skills and Literacy Development

    ERIC Educational Resources Information Center

    Copeman, Peter; Keightley, Polly

    2014-01-01

    In 2013 the University of Canberra (UC) initiated a program of peer-assisted academic skills help, the Academic Skills Rovers program, with the goal of providing drop-in peer learning support to students at campus locations where they congregate to study. The Academic Skills Rovers were initially recruited from the teacher education discipline,…

  9. 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

  10. Academic Optimism: An Individual Teacher Belief

    ERIC Educational Resources Information Center

    Ngidi, David P.

    2012-01-01

    In this study, academic optimism as an individual teacher belief was investigated. Teachers' self-efficacy beliefs were measured using the short form of the Teacher Sense of Efficacy Scale. One subtest from the Omnibus T-Scale, the faculty trust in clients subtest, was used to measure teachers' trust in students and parents. One subtest from the…

  11. Supporting Rural Teachers

    ERIC Educational Resources Information Center

    Williams, Doris Terry

    2012-01-01

    While city educators and "country" educators might argue whose hardships are greater, rural school leaders unquestionably recognize that their greatest challenge today is building, sustaining, and supporting a teacher corps so that schools can operate at high levels. Inattention to rural teachers' concerns in education reform arenas exacerbates…

  12. Academics' Teacher Identities, Authenticity and Pedagogy

    ERIC Educational Resources Information Center

    Kreber, Carolin

    2010-01-01

    Nine academics participated in semi-structured interviews to explore possible linkages between their teacher identities and the pedagogies they employ. A content analysis of the interviews was performed to gain insight into the factors playing a role in how academics define themselves as teachers, the larger educational goals they espouse and the…

  13. Teacher Expectations as Predictors of Academic Success.

    ERIC Educational Resources Information Center

    Keneal, Pamela; And Others

    1991-01-01

    Follows up previous study of social and psychological effects of orthodontic treatment upon children. Reports that teachers' ratings of student attractiveness correlated significantly with judgments of children's sociability, popularity, academic achievement, and leadership. Concludes that teachers' estimations of academic capability was a good…

  14. The Power of Community: How Foster Parents, Teachers, and Community Members Support Academic Achievement for Foster Youth

    ERIC Educational Resources Information Center

    Morton, Brenda M.

    2016-01-01

    Foster children have been identified as one of the most high-risk groups for academic failure in schools today. However, a small number of foster youth are beating the odds by achieving academically. How are they able to overcome tremendous barriers and succeed? This phenomenological study reports the findings of former foster youth and their P-12…

  15. The Effectiveness of Academic Supervision for Teachers

    ERIC Educational Resources Information Center

    Rahabav, Patris

    2016-01-01

    This research was conducted with the purpose of describing the general effectiveness of the academic supervision for teachers with three main focus, which is to analyze the competence of supervisors; academic supervision program implementation and the results and impact of academic supervision. The research location is SMU Maria Mediatrix Ambon,…

  16. Academic Induction for Professional Educators: Supporting the Workplace Learning of Newly Appointed Lecturers in Teacher and Nurse Education

    ERIC Educational Resources Information Center

    Boyd, Pete

    2010-01-01

    In the UK, most initial nurse and teacher education is provided by university departments working in partnership with local health trusts and schools. New university lecturers in these professional fields are generally selected due to their successful performance as practitioners, as nurses or school teachers, rather than on more traditional…

  17. Teacher Support of Student Autonomy in Comprehensive School Reform Classrooms

    ERIC Educational Resources Information Center

    Bozack, Amanda R.; Vega, Ruby; McCaslin, Mary; Good, Thomas L.

    2008-01-01

    Background/Context: Research in the self-determination theoretical (SDT) tradition indicates that teachers' autonomy-supportive behaviors result in students' greater perceived academic competence, better academic performance, and increased achievement. This study describes autonomy-supportive teacher behaviors in schools participating in…

  18. Teachers' Use of Linguistic Scaffolding to Support the Academic Language Development of First-Grade Emergent Bilingual Students

    ERIC Educational Resources Information Center

    Lucero, Audrey

    2014-01-01

    Research suggests that teachers need to scaffold emergent bilingual students as they develop the complex language associated with school success. This may especially be true in dual language settings, where children are learning two languages simultaneously. In this study, therefore, I investigate the linguistic scaffolding practices of…

  19. Interacting and Learning Together: Factors Influencing Preservice Teachers' Perceptions of Academic Wiki Use

    ERIC Educational Resources Information Center

    Israel, Maya; Moshirnia, Andrew

    2012-01-01

    Academic wikis hold promise in supporting preservice teachers' collaborative interactions in online contexts. Nonetheless, little is written in either technology or teacher education literature about facilitating wiki use and instruction within teacher education. This study investigated the use of an academic wiki within a technology teacher…

  20. Parental Academic Support: A Validity Report

    ERIC Educational Resources Information Center

    Mazer, Joseph P.; Thompson, Blair

    2016-01-01

    This study offers validity evidence for the Parental Academic Support Scale, a 16-item multidimensional measure that assesses support related to a child's academic performance, classroom behavior, preparation, hostile peer interactions, and health. Confirmatory factor analysis of the Parental Academic Support Scale (PASS) revealed a close model…

  1. Academic Coaching Produces More Effective Teachers

    ERIC Educational Resources Information Center

    Wong, Harry; Wong, Rosemary

    2008-01-01

    The most effective schools have coaches. They meet with the principal on a regular basis to assess the progress of every teacher and student. In an effective school, everyone functions as a team and there is a laser focus on student achievement. This article illustrates how academic coaching produces more effective teachers and how effective…

  2. Professional Development and Mentoring in Support of Teacher Retention

    ERIC Educational Resources Information Center

    Rodgers, Christopher; Skelton, Jillian

    2014-01-01

    The authors' discussion will describe how teacher retention is in jeopardy. Many novice teachers are ill-prepared to handle the rigorous school days and challenging students academically and behaviorally (Stansbury & Zimmerman, 2002). Novice teachers need guidance and support to ease tensions and stress levels which arise during teaching…

  3. Beyond Special Education: A New Vision of Academic Support

    ERIC Educational Resources Information Center

    Mowschenson, Julie Joyal; Weintraub, Robert J.

    2009-01-01

    This article describes Brookline High School's new Tutorial Program, an alternative to the more traditional special education learning center. The Tutorial serves students with learning disabilities, replacing conventional special education support with academic guidance from regular classroom teachers. Tutorial students meet daily with a team of…

  4. A Snapshot of Teacher Candidates' Readiness for Incorporating Academic Language in Lesson Plans

    ERIC Educational Resources Information Center

    Lim, Woong; Moseley, Lauren Jeneva; Son, Ji-Won; Seelke, John

    2014-01-01

    With the national rollout of edTPA that champions language supports in content lessons, there is a renewed interest in academic language across disciplines and related pedagogy in the U.S. This study examines current knowledge of academic language demonstrated by teacher candidates at middle grades. An analysis (n = 42) of teacher candidates'…

  5. Students' Perceptions of Parental and Teacher Academic Involvement: Consequences on Achievement Goals

    ERIC Educational Resources Information Center

    Regner, Isabelle; Loose, Florence; Dumas, Florence

    2009-01-01

    The present study examined whether students' perceptions of two major facets of parental and teacher academic involvement (i.e., academic support and academic monitoring), contribute to the process of students' achievement goals adoption. French junior high-school students completed two questionnaires assessing first their perceptions of parental…

  6. Teachers and the Academic Disciplines

    ERIC Educational Resources Information Center

    Fordham, Michael

    2016-01-01

    Alasdair MacIntyre's argument, that teaching is not a social practice, has been extensively criticised, and indeed teaching is normally understood more generally to be a form of generic activity that is a practice in its own right. His associated proposition, that teachers are practitioners of the discipline they teach, has, however, received…

  7. Development of the Parental Academic Support Scale: Frequency, Importance, and Modes of Communication

    ERIC Educational Resources Information Center

    Thompson, Blair; Mazer, Joseph P.

    2012-01-01

    Parent-teacher communication represents a primary form of parental support, a phenomenon meriting significant attention given the connections between support and academic achievement (Thompson, 2008b). A series of studies advance the Parental Academic Support Scale (PASS) to assess the frequency, importance, and modes parents use to communicate…

  8. Academic Stress, Supportive Communication, and Health

    ERIC Educational Resources Information Center

    MacGeorge, Erina L.; Samter, Wendy; Gillihan, Seth J.

    2005-01-01

    Academic stress is associated with a variety of negative health outcomes, including depression and physical illness. The current study examined the capacity of supportive communication reported as being received from friends and family to buffer the association between academic stress and health. College students completed measures of academic…

  9. Interactive Decision Support for Academic Advising

    ERIC Educational Resources Information Center

    Mohamed, Abdallah

    2016-01-01

    Purpose: This paper aims to support academic advising, which plays a crucial role in student success and retention. The paper focuses on one of the most challenging tasks involved in academic advising: individual course scheduling. This task includes not only careful planning for different courses over several semesters according to students'…

  10. Positive teacher and peer relations combine to predict primary school students' academic skill development.

    PubMed

    Kiuru, Noona; Aunola, Kaisa; Lerkkanen, Marja-Kristiina; Pakarinen, Eija; Poskiparta, Elisa; Ahonen, Timo; Poikkeus, Anna-Maija; Nurmi, Jari-Erik

    2015-04-01

    This study examined cross-lagged associations between positive teacher and peer relations and academic skill development. Reading and math skills were tested among 625 students in kindergarten and Grade 4. Teacher reports of positive affect toward each student and classmate reports of peer acceptance were gathered in Grades 1-3. The results showed, first, that positive teacher affect toward the student and peer acceptance were reciprocally associated: Positive teacher affect predicted higher peer acceptance, and higher peer acceptance predicted a higher level of positive teacher affect. Second, the effect of positive teacher affect on academic skill development was partly mediated via peer acceptance, while the effect of early academic skills on peer acceptance was partly mediated via positive teacher affect. The results suggest that a warm and supportive teacher can increase a student's peer acceptance, which, in turn, is positively associated with learning outcomes.

  11. Positive teacher and peer relations combine to predict primary school students' academic skill development.

    PubMed

    Kiuru, Noona; Aunola, Kaisa; Lerkkanen, Marja-Kristiina; Pakarinen, Eija; Poskiparta, Elisa; Ahonen, Timo; Poikkeus, Anna-Maija; Nurmi, Jari-Erik

    2015-04-01

    This study examined cross-lagged associations between positive teacher and peer relations and academic skill development. Reading and math skills were tested among 625 students in kindergarten and Grade 4. Teacher reports of positive affect toward each student and classmate reports of peer acceptance were gathered in Grades 1-3. The results showed, first, that positive teacher affect toward the student and peer acceptance were reciprocally associated: Positive teacher affect predicted higher peer acceptance, and higher peer acceptance predicted a higher level of positive teacher affect. Second, the effect of positive teacher affect on academic skill development was partly mediated via peer acceptance, while the effect of early academic skills on peer acceptance was partly mediated via positive teacher affect. The results suggest that a warm and supportive teacher can increase a student's peer acceptance, which, in turn, is positively associated with learning outcomes. PMID:25751095

  12. The Business of Academic Support

    ERIC Educational Resources Information Center

    Potacco, Donna R.; De Young, Sandra

    2007-01-01

    Academia has traditionally avoided adopting the fast-paced, profit-oriented operational style that accompanies corporate culture. However, a business model can be successfully adapted to the unique needs of an academic institution, discipline, faculty, and students through the selective adoption of business principles. A classic marketing mix…

  13. Team Teaching with Academic Core Curricula Teachers: Using Aviation Concepts

    ERIC Educational Resources Information Center

    Berentsen, Lowell W.

    2006-01-01

    Technology education teachers today have at their disposal the skills, opportunity, experience, ingenuity, expertise, equipment, and environment to greatly improve students' ability to learn and apply the knowledge they have gained in their academic programs. When a technology education teacher joins forces with an academic core teacher, the…

  14. Supportive Supervision: Becoming a Teacher of Teachers

    ERIC Educational Resources Information Center

    Coppola, Albert J.; Scricca, Diane B.; Connors, Gerard E.

    2004-01-01

    As an administrator, new or experienced, you are faced with a myriad of administrative, curricular, and supervisory tasks, while at the same time expected to provide ongoing professional training for your staff. How well prepared are you to deal effectively with the day-to-day business of supervising teachers? What specific support and training…

  15. Investigation of Pre-Service Science Teachers' Academic Self-Efficacy and Academic Motivation toward Biology

    ERIC Educational Resources Information Center

    Ates, Hüseyin; Saylan, Asli

    2015-01-01

    The purpose of this research was to examine pre-service science teachers' academic motivation and academic self-efficacy toward biology. The sample consisted of 369 pre-service science teachers who enrolled in the faculty of education of two universities in Turkey. Data were collected through Academic Motivation Scale (AMS) (Glynn & Koballa,…

  16. Levels of ICT Integration among Teacher Educators in a Teacher Education Academic College

    ERIC Educational Resources Information Center

    Avidov-Ungar, Orit; Iluz, Irit Emma

    2014-01-01

    This article examines the perspective of teacher educators and academic officials in an academic teacher education program regarding the integration of ICT in the teacher education program. The study portrays the current state of the ICT integration process and the implementation of the program for "Adapting Teacher Training Colleges to 21st…

  17. Investigating Academic Achievements and Critical Thinking Dispositions of Teacher Candidates

    ERIC Educational Resources Information Center

    Karagöl, Ibrahim; Bekmezci, Sinan

    2015-01-01

    The aim of this study is to examine the relationship between academic achievements and critical thinking dispositions of teacher candidates in Faculty of Education and to find out whether critical thinking dispositions and academic achievements scores of teacher candidates differ according to different variables. The population consists of the…

  18. Collaboration between Academics and Teachers: A Complex Relationship

    ERIC Educational Resources Information Center

    Bevins, Stuart; Price, Gareth

    2014-01-01

    Collaboration between academics and teachers has become increasingly prevalent over recent years. Whether its aim is joint research or continuing professional development for teachers, collaboration seems to offer a realistic opportunity for reducing the perceived gap between theory and practice. However, collaboration is not merely academics and…

  19. New Teachers Outdo Peers of Last Decade on Academic Scales

    ERIC Educational Resources Information Center

    Keller, Bess

    2007-01-01

    This article reports on a new study which concludes that teachers entering the profession today have higher academic qualifications than their counterparts a decade ago. The report, released this week by the Educational Testing Service, says the finding bodes well for greater student learning because of the evidence that teachers' academic ability…

  20. Academic Self-Efficacy Perceptions of Teacher Candidates

    ERIC Educational Resources Information Center

    Yesilyurt, Etem

    2013-01-01

    This study aims determining academic self-efficacy perception of teacher candidates. It is survey model. Population of the study consists of teacher candidates in 2010-2011 academic years at Ahmet Kelesoglu Education Faculty of Education Formation of Selcuk University. A simple random sample was selected as sampling method and the study was…

  1. Decision Support Systems for Academic Administration.

    ERIC Educational Resources Information Center

    Moore, Laurence J.; Greenwood, Allen G.

    1984-01-01

    The history and features of Decision Support Systems (DSS) and use of the approach by academic administrators are discussed. The objective of DSS is to involve the manager/decision maker in the decision-analysis process while simultaneously relieving that person of the burden of developing and performing detailed analysis. DSS represents a…

  2. Decision Support Systems in Academic Administration.

    ERIC Educational Resources Information Center

    Turban, Efraim; And Others

    1988-01-01

    Presents an overview of a computerized Decision Support System (DSS) for academic administrators. Following a discussion of its capabilities, the various components of a DSS are examined as well as the development tools needed. Examples follow of DSS in two universities, and various development and implementation issues are considered. (TE)

  3. Differences across Academic Subjects in Teachers' Attitudes about Professional Development

    ERIC Educational Resources Information Center

    Torff, Bruce; Byrnes, Katherine

    2011-01-01

    A survey study examined how attitudes about professional development (PD) vary among teachers of different subjects. Elementary teachers were more supportive of PD than health and physical education, social studies, and science teachers; special education teachers were more supportive of PD than social studies and science teachers; and five…

  4. Task-focused behavior mediates the associations between supportive interpersonal environments and students' academic performance.

    PubMed

    Kiuru, Noona; Pakarinen, Eija; Vasalampi, Kati; Silinskas, Gintautas; Aunola, Kaisa; Poikkeus, Anna-Maija; Metsäpelto, Riitta-Leena; Lerkkanen, Marja-Kristiina; Nurmi, Jari-Erik

    2014-04-01

    In the longitudinal study presented here, we tested the theoretical assumption that children's task-focused behavior in learning situations mediates the associations between supportive interpersonal environments and academic performance. The sample consisted of 2,137 Finnish-speaking children. Data on supportive interpersonal environments (characterized by authoritative parenting, positive teacher affect toward the child, and peer acceptance) were gathered in Grade 1. The children's task-focused behavior was measured in Grades 2 and 3, and academic performance was measured in Grades 1 and 4. The results supported our assumption by showing that all three supportive environments were positively associated with children's subsequent academic performance via increased task-focused behavior in learning situations. These findings suggest that students' academic performance can be promoted by increasing the support they receive from peers, parents, and teachers because such increased support leads to better task focus in learning tasks. PMID:24532054

  5. Longitudinal Investigation into the Role of Perceived Social Support in Adolescents' Academic Motivation and Achievement

    ERIC Educational Resources Information Center

    Song, Juyeon; Bong, Mimi; Lee, Kyehyoung; Kim, Sung-il

    2015-01-01

    We examined (a) the relative importance of perceived social support from parents, peers, and teachers; (b) the consequences associated with different types of perceived social support; and (c) the mediation by achievement goals in the relationship between perceived social support and academic outcomes. We analyzed the first 3 waves of the Korean…

  6. Characteristics of Teachers' Support on Learning: A Case Study

    ERIC Educational Resources Information Center

    Sardà, Anna; Márquez, Conxita; Sanmartí, Neus

    2014-01-01

    One of the problems in science education research is obtaining evidence that particular teacher support of learning helps achieve better academic results for students. Classroom ecology involves many variables that are difficult to control and, moreover, many results can only be seen in the medium term. The purpose of this case study on an expert…

  7. Can teachers' global ratings identify children with academic problems?

    PubMed

    Glascoe, F P

    2001-06-01

    Physicians often elicit ratings from teachers when making diagnostic, treatment, or referral decisions. The purpose of this study was to view the relationship between teachers' ratings and children's academic skills, assess the utility of teacher ratings in detecting academic problems, and thus determine whether physicians can depend on teacher ratings when making decisions about patients' needs. Subjects were a national sample of 80 teachers and 934 children between 6 and 13 years of age participating in a test standardization study. Families were representative of United States demographics in terms of parental level of education, income, and ethnicity, and sites were geographically diverse elementary schools. Children were administered the Comprehensive Inventory of Basic Skills--Revised (CIBS-R), a diagnostic academic achievement test. Teachers rated children's academic performance on a five-point scale ranging from far above average to far below average and were blinded to the results of the CIBS-R. Teacher ratings varied significantly with children's performance for all academic domains. Logistic regression revealed that teacher ratings were best predicted by children's performance in basic reading skills, followed by math skills, and were not influenced by race, parents' level of education, history of retention, or gender. Participation in Title I services, testing in winter or spring, and parents who spoke a language other than English produced significantly lower ratings. Nevertheless, teachers rated as average many students with mild to moderate academic difficulties. School system personnel and health care providers should avoid sole dependence on global teacher ratings when deciding which students need special education referrals or other services. Supplementing teacher ratings with standardized screening test results is needed to ensure accurate decision-making. PMID:11437191

  8. Supporting Newly Hired Teachers of Science: Attaining Teacher Professional Standards

    ERIC Educational Resources Information Center

    Luft, Julie A.; Dubois, Shannon L.; Nixon, Ryan S.; Campbell, Benjamin K.

    2015-01-01

    National standards for teachers are becoming more common. For newly hired teachers of science (NHTS), these standards have implications for how they are prepared and supported in their early years. In order to guide educators who prepare and study teachers of science and support NHTS, this review examines 30 years of research pertaining to…

  9. Academic Self-Efficacy and Prospective ELT Teachers' Achievement

    ERIC Educational Resources Information Center

    Sariçoban, Arif; Behjoo, Bahram Mohammadi

    2016-01-01

    This study aims to scrutinize the possible relationship between academic self-efficacy beliefs and foreign language achievement among prospective ELT teachers. To do so, the data for the study were collected through a questionnaire, "College Academic Self-Efficacy Scale" adapted from Owen & Froman (1988), consisting of 33 items…

  10. Students' and Teachers' Perceptions: An Inquiry into Academic Writing

    ERIC Educational Resources Information Center

    Wolsey, Thomas DeVere; Lapp, Diane; Fisher, Douglas

    2012-01-01

    Academic writing is a mainstay of expression in secondary schools. However, many students think of academic writing in terms of local operations that include spelling, punctuation, use of third person, and so on. Teachers may expect mastery of local operations, but often they want students to navigate the terrain of the content area or discipline…

  11. Supporting Teacher Professionalism: Insights from TALIS 2013

    ERIC Educational Resources Information Center

    OECD Publishing, 2016

    2016-01-01

    This report examines the nature and extent of support for teacher professionalism using the Teaching and Learning International Survey (TALIS) 2013, a survey of teachers and principals in 34 countries and economies around the world. Teacher professionalism is defined as the knowledge, skills, and practices that teachers must have in order to be…

  12. Supporting Academic Workloads in Online Learning

    ERIC Educational Resources Information Center

    Haggerty, Carmel E.

    2015-01-01

    Academic workloads in online learning are influenced by many variables, the complexity of which makes it difficult to measure academic workloads in isolation. While researching issues associated with academic workloads, professional development stood out as having a substantive impact on academic workloads. Many academics in applied health degrees…

  13. Teachers Adapt Their Instruction According to Students' Academic Performance

    ERIC Educational Resources Information Center

    Nurmi, Jari-Erik; Viljaranta, Jaana; Tolvanen, Asko; Aunola, Kaisa

    2012-01-01

    This study examined the extent to which a student's academic performance in first grade contributes to the active instruction given by a teacher to a particular student. To investigate this, 105 first graders were tested in mathematics and reading in the fall and spring of their first school year. At the same time points, their teachers filled in…

  14. Learning Support and Academic Achievement among Malaysian Adolescents: The Mediating Role of Student Engagement

    ERIC Educational Resources Information Center

    Jelas, Zalizan M.; Azman, Norzaini; Zulnaidi, Hutkemri; Ahmad, Nor Aniza

    2016-01-01

    The aim of this study was to examine the associations between learning support, student engagement and academic achievement among adolescents. We also examined the extent to which affective, behavioural and cognitive engagement play a mediating role in students' perceived learning support from parents, teachers and peers, and contribute to their…

  15. Teacher enthusiasm: a potential cure of academic cheating.

    PubMed

    Orosz, Gábor; Tóth-Király, István; Bőthe, Beáta; Kusztor, Anikó; Kovács, Zsuzsanna Üllei; Jánvári, Miriam

    2015-01-01

    In this research we claim that teachers' enthusiasm matters regarding student engagement in terms of academic cheating. Previous studies found that perceived enthusiasm of teachers is positively related to the intrinsic motivation of the students. However, it was less investigated how perceived enthusiasm is related to cheating. In the first exploratory questionnaire study (N = 244) we found that during the exams of those teachers who are perceived to be enthusiastic students tend to cheat less. In the second questionnaire study (N = 266) we took academic motivations into consideration and we found that the more teachers seem enthusiastic the cheating rate will be lower among university students. Aggregated teacher enthusiasm was positively related to intrinsic motivation, negatively related to amotivation, and not related to extrinsic motivation. Aggregated teacher enthusiasm was directly and negatively linked to cheating and it explained more variance in cheating than academic motivations together. These results suggest that teachers' perceived enthusiasm can be a yet unexplored interpersonal factor which could effectively prevent academic cheating. PMID:25873903

  16. Teacher enthusiasm: a potential cure of academic cheating.

    PubMed

    Orosz, Gábor; Tóth-Király, István; Bőthe, Beáta; Kusztor, Anikó; Kovács, Zsuzsanna Üllei; Jánvári, Miriam

    2015-01-01

    In this research we claim that teachers' enthusiasm matters regarding student engagement in terms of academic cheating. Previous studies found that perceived enthusiasm of teachers is positively related to the intrinsic motivation of the students. However, it was less investigated how perceived enthusiasm is related to cheating. In the first exploratory questionnaire study (N = 244) we found that during the exams of those teachers who are perceived to be enthusiastic students tend to cheat less. In the second questionnaire study (N = 266) we took academic motivations into consideration and we found that the more teachers seem enthusiastic the cheating rate will be lower among university students. Aggregated teacher enthusiasm was positively related to intrinsic motivation, negatively related to amotivation, and not related to extrinsic motivation. Aggregated teacher enthusiasm was directly and negatively linked to cheating and it explained more variance in cheating than academic motivations together. These results suggest that teachers' perceived enthusiasm can be a yet unexplored interpersonal factor which could effectively prevent academic cheating.

  17. Teacher Attitudes toward Dyslexia: Effects on Teacher Expectations and the Academic Achievement of Students with Dyslexia

    ERIC Educational Resources Information Center

    Hornstra, Lisette; Denessen, Eddie; Bakker, Joep; van den Bergh, Linda; Voeten, Marinus

    2010-01-01

    The present study examined teacher attitudes toward dyslexia and the effects of these attitudes on teacher expectations and the academic achievement of students with dyslexia compared to students without learning disabilities. The attitudes of 30 regular education teachers toward dyslexia were determined using both an implicit measure and an…

  18. Academic Libraries and Teacher Education Reform: The Education of the Professional Teacher.

    ERIC Educational Resources Information Center

    Carr, Jo Ann; Zeichner, Kenneth

    The reform of teacher education as envisioned by the Carnegie Task Force, Holmes Group, and National Commission reports in their recommendations for the creation of the professional teacher will change the characteristics of those involved in teaching. Academic libraries serving teacher education programs will most strongly feel the effects of the…

  19. Designing a Website to Support Students' Academic Writing Process

    ERIC Educational Resources Information Center

    Åberg, Eva Svärdemo; Ståhle, Ylva; Engdahl, Ingrid; Knutes-Nyqvist, Helen

    2016-01-01

    Academic writing skills are crucial when students, e.g., in teacher education programs, write their undergraduate theses. A multi-modal web-based and self-regulated learning resource on academic writing was developed, using texts, hypertext, moving images, podcasts and templates. A study, using surveys and a focus group, showed that students used…

  20. Beyond Academics: Challenging Issues Facing Community College Non-Academic Support Services

    ERIC Educational Resources Information Center

    Mitchell, Judith Lynn

    2012-01-01

    This research focused on identifying and exploring the significant current and emerging community college non-academic support service issues. These auxiliary services, not unlike academic or student affairs, support the community college mission and vision as well as students' academic success. Since December 2007, Americans have been…

  1. Administrative support of novice science teachers: A multiple case study

    NASA Astrophysics Data System (ADS)

    Iacuone, Leann

    Novice science teachers leave the confines of colleges and universities to embark on a new adventure in education where they aim to influence young minds, make a difference in the world, and share their love for their content. They have learned their pedagogical skills with the support and assistance of fellow classmates, a supporting professor, and a cooperating teacher. These teachers enter their new place of employment and are met with many unexpected challenges, such as a lack of resources, no one to ask questions of, and a busy staff with already established relationships, causing them to feel an overall lack of support and resulting in many new teachers rethinking their career choice and leaving the field of education within 5 years of entering. This multiple-case study investigated the administrative support 4 novice science teachers received during an academic year and the novice teachers' perceptions of the support they received to answer the following research question: How do novice science teachers who have consistent interactions with administrators develop during their first year? To answer this question, semistructured interviews, reflection journals, observations, resumes, long-range plans, and student discipline referrals were collected. The findings from this study show novice science teachers who had incidents occur in the classroom requiring administrative assistance and guidance felt more confident in enforcing their classroom management policies and procedures as the year progressed to change student behavior. The novice science teachers perceived administrators who provided resources including technology, office supplies, science supplies, and the guidance of a mentor as supportive. Novice science teachers who engaged in dialogue after administrative observations, were provided the opportunity to attend professional development outside the district, and had a mentor who taught the same discipline made more changes to their instructional

  2. Teacher and Peer Support for Young Adolescents' Motivation, Engagement, and School Belonging

    ERIC Educational Resources Information Center

    Kiefer, Sarah M.; Alley, Kathleen M.; Ellerbrock, Cheryl R.

    2015-01-01

    The purpose of this sequential explanatory mixed methods study was to investigate teacher and peer support for young adolescents' academic motivation, classroom engagement, and school belonging within one large, urban, ethnically diverse middle school. In the initial quantitative phase, associations among aspects of teacher support (autonomy,…

  3. Supporting Newly Hired Science Teachers

    ERIC Educational Resources Information Center

    Luft, Julie A.; Nixon, Ryan S.; Dubois, Shannon L.; Campbell, Benjamin K.

    2014-01-01

    New teachers are common in the teaching workforce (Ingersoll and Merrill 2012). All new teachers will learn about the school curriculum and school policies in their first years. New science teachers, however, need to attend to the "Next Generation of Science Standards" (NGSS Lead States 2013) as they build their instruction and knowledge…

  4. Teachers' education, classroom quality, and young children's academic skills: results from seven studies of preschool programs.

    PubMed

    Early, Diane M; Maxwell, Kelly L; Burchinal, Margaret; Alva, Soumya; Bender, Randall H; Bryant, Donna; Cai, Karen; Clifford, Richard M; Ebanks, Caroline; Griffin, James A; Henry, Gary T; Howes, Carollee; Iriondo-Perez, Jeniffer; Jeon, Hyun-Joo; Mashburn, Andrew J; Peisner-Feinberg, Ellen; Pianta, Robert C; Vandergrift, Nathan; Zill, Nicholas

    2007-01-01

    In an effort to provide high-quality preschool education, policymakers are increasingly requiring public preschool teachers to have at least a Bachelor's degree, preferably in early childhood education. Seven major studies of early care and education were used to predict classroom quality and children's academic outcomes from the educational attainment and major of teachers of 4-year-olds. The findings indicate largely null or contradictory associations, indicating that policies focused solely on increasing teachers' education will not suffice for improving classroom quality or maximizing children's academic gains. Instead, raising the effectiveness of early childhood education likely will require a broad range of professional development activities and supports targeted toward teachers' interactions with children.

  5. Science Teachers, We Have Digital Academic Liftoff!

    ERIC Educational Resources Information Center

    Angle, Julie; Ivey, Toni; Byers, Albert; Marks, Steve; Tingler, Paul

    2012-01-01

    Two of the nation's top providers of teacher professional development, NSTA and NASA, are a great source of materials that help educators brush up on their science content and process skills. So when they asked the authors to participate in the development of four live online short courses for teachers, the authors' immediate answer was yes! This…

  6. Teacher enthusiasm: a potential cure of academic cheating

    PubMed Central

    Orosz, Gábor; Tóth-Király, István; Bőthe, Beáta; Kusztor, Anikó; Kovács, Zsuzsanna Üllei; Jánvári, Miriam

    2015-01-01

    In this research we claim that teachers’ enthusiasm matters regarding student engagement in terms of academic cheating. Previous studies found that perceived enthusiasm of teachers is positively related to the intrinsic motivation of the students. However, it was less investigated how perceived enthusiasm is related to cheating. In the first exploratory questionnaire study (N = 244) we found that during the exams of those teachers who are perceived to be enthusiastic students tend to cheat less. In the second questionnaire study (N = 266) we took academic motivations into consideration and we found that the more teachers seem enthusiastic the cheating rate will be lower among university students. Aggregated teacher enthusiasm was positively related to intrinsic motivation, negatively related to amotivation, and not related to extrinsic motivation. Aggregated teacher enthusiasm was directly and negatively linked to cheating and it explained more variance in cheating than academic motivations together. These results suggest that teachers’ perceived enthusiasm can be a yet unexplored interpersonal factor which could effectively prevent academic cheating. PMID:25873903

  7. Corpus-Supported Academic Writing: How Can Technology Help?

    ERIC Educational Resources Information Center

    Chitez, Madalina; Rapp, Christian; Kruse, Otto

    2015-01-01

    Phraseology has long been used in L2 teaching of academic writing, and corpus linguistics has played a major role in the compilation and assessment of academic phrases. However, there are only a few interactive academic writing tools in which corpus methodology is implemented in a real-time design to support formulation processes. In this paper,…

  8. Academic Library Services Support for Research Information Seeking

    ERIC Educational Resources Information Center

    Du, Jia Tina; Evans, Nina

    2011-01-01

    This study investigated the use of a university library academic service to assist in research information seeking, and the role and value of the academic services in support of research from the viewpoints of both academic users and librarians. Ten Ph.D. students completed questionnaires followed by face-to-face discussions and four academic…

  9. Online Collaboration: Supporting Novice Teachers as Researchers.

    ERIC Educational Resources Information Center

    Davis, Barbara H.; Resta, Virginia K.

    2002-01-01

    Presents a descriptive study that examined the influence of using electronic mail to support novice teachers as they attempted to sustain action research projects in their classrooms. Suggests that online collaborations are an effective method of supporting novice teachers in their research efforts. (Author/LRW)

  10. Developing Blended Learning Resources and Strategies to Support Academic Reading: A Student-Centred Approach

    ERIC Educational Resources Information Center

    Levy, Roger; Dickerson, Claire; Teague, Joanna

    2011-01-01

    This article focuses on a blended learning curriculum development project, in which a student was "prospectively" engaged with teacher educators in developing resources designed to increase support for academic reading. Curriculum development took place at the University of Hertfordshire School of Education through the Change Academy for Blended…

  11. How Japan Supports Novice Teachers

    ERIC Educational Resources Information Center

    Ahn, Ruth

    2014-01-01

    When U.S. educators first hear that Japanese teacher preparation programs require only four weeks of formal student teaching at the end of the credential program, they're appalled: How can this be? More surprising still, few new teachers in Japan (1.35 percent) leave the profession during their first year. So where are these beginning…

  12. Supporting Quality Teachers with Recognition

    ERIC Educational Resources Information Center

    Andrews, Hans A.

    2011-01-01

    Value has been found in providing recognition and awards programs for excellent teachers. Research has also found a major lack of these programs in both the USA and in Australia. Teachers receiving recognition and awards for their teaching have praised recognition programs as providing motivation for them to continue high-level instruction.…

  13. Academic Freedom; To Teach and To Learn: Every Teacher's Issue.

    ERIC Educational Resources Information Center

    Ochoa, Anna S., Ed.

    The five chapters of this book on teachers' need and responsibility to prepare themselves for criticisms and attacks on their teaching methods and materials deal with the scope of censorship issues, the significance of academic freedom, recent judicial rulings, school-community tensions, and case studies of censorship cases. The first chapter,…

  14. The Relationship between Distributed Leadership and Teachers' Academic Optimism

    ERIC Educational Resources Information Center

    Mascall, Blair; Leithwood, Kenneth; Straus, Tiiu; Sacks, Robin

    2008-01-01

    Purpose: The goal of this study was to examine the relationship between four patterns of distributed leadership and a modified version of a variable Hoy et al. have labeled "teachers' academic optimism." The distributed leadership patterns reflect the extent to which the performance of leadership functions is consciously aligned across the sources…

  15. Teacher as Learner in the Academic Nursery School.

    ERIC Educational Resources Information Center

    Moss, Vanessa D.; Black, Harvey

    Described in this document are elements of a child-directed curriculum as implemented in the context of an academic nursery school. The teacher's role in adult-child interactions is seen as one that involves (1) learning emotionally, intellectually, and contextually from children; (2) focusing on the child's immediate needs, thereby motivating…

  16. The Relationship between Highly Qualified Teachers and Student Academic Achievement

    ERIC Educational Resources Information Center

    Macken, Sherry Lou

    2013-01-01

    This study examined the relationship between the percentage of highly qualified teachers and standardized measures of student proficiency in the core academic subjects of mathematics, reading, science, social studies, and writing. Signed into law in January of 2002 by President George W. Bush, the No Child Left Behind (NCLB) Act requires teachers…

  17. Negotiating Academic Teacher Identity Shifts during Higher Education Contextual Change

    ERIC Educational Resources Information Center

    McNaughton, Susan Maree; Billot, Jennie

    2016-01-01

    Higher education teachers' roles and identities are constantly shifting in response to contextual change. Pedagogy, values, and professional and personal narratives of self are all affected, particularly by technological change. This paper explores the role and identity shifts of academics during the introduction of large-class videoconferencing.…

  18. The Teacher and Academic Freedom. ERIC Fact Sheet No. 1.

    ERIC Educational Resources Information Center

    ERIC Clearinghouse for Social Studies/Social Science Education, Boulder, CO.

    Eight issues concerning academic freedom are discussed. The issues are: (1) the question of who should have the right to decide what should be taught; (2) the extent to which school districts should impose specific restrictions on subjects discussed in the classroom; (3) the controversy over the rights of teachers to refuse to teach content that…

  19. An Overview of Student Teachers' Academic Intrinsic Motivation

    ERIC Educational Resources Information Center

    Uyulgan, Melis Arzu; Akkuzu, Nalan

    2014-01-01

    Student teachers' desire to learn is affected by a variety of motivational factors. In this study, the effect of some internal and external variables on Academic Intrinsic Motivation (AIM) was explored. First, the validity and reliability of the scale of AIM was determined, then the effect on AIM of variables such as grade levels, academic…

  20. Korean Teachers' Attitudes toward Academic Brilliance

    ERIC Educational Resources Information Center

    Lee, Seon-Young; Cramond, Bonnie; Lee, Jongyeun

    2004-01-01

    This is a replication of a study designed by Tannenbaum (1962) and repeated by Cramond and Martin (1987) measuring U.S. attitudes toward intelligence by having respondents rate 8 hypothetical students who varied in their combinations of athleticism, effort, and academic ability. This study investigated 132 Korean preservice and in-service…

  1. Parent and Teacher Support among Latino Immigrant Youth: Effects on School Engagement and School Trouble Avoidance

    ERIC Educational Resources Information Center

    Garcia-Reid, Pauline; Peterson, Christina Hamme; Reid, Robert J.

    2015-01-01

    While a significant portion of Latino immigrant youth are failing to meet their academic potential, many others have been able to acquire the resources needed to excel academically. This study examined social capital assets (i.e., parent and teacher supports) for school engagement and trouble avoidance among a sample of recently arrived, non-U.S.…

  2. Academic Supports Provided for Struggling High School Students. Evaluation Brief

    ERIC Educational Resources Information Center

    McGaughey, Trisha A.; Wade, Julie H.; Zhao, Huafang

    2013-01-01

    This brief describes an evaluation of academic intervention supports available to high school students in Montgomery County Public Schools (MCPS) during the 2012-2013 school year. A website review identified information about academic supports available to students or parents within each high school's web pages. A survey of school staff gathered…

  3. Administrative Support and Alternatively Certified Teachers: A Mixed Methods Study on New Teacher Support and Retention

    ERIC Educational Resources Information Center

    Anderson, Erin M.

    2012-01-01

    A non-experimental study was conducted to examine the perceived administrative support needs of alternatively certified teachers and determine their impact on teacher retention. The study sought to identify the most valued administrative support needs of alternatively-certified teachers; to compare those needs by gender and tier teaching level;…

  4. Connecting Research to Teaching: Professional Communities: Teachers Supporting Teachers.

    ERIC Educational Resources Information Center

    Adajian, Lisa Byrd

    1996-01-01

    Reviews research on importance of strong professional communities for supporting reform. National Center for Research in Mathematical Sciences Education (NCRMSE) found significant correlation between teachers' professional community and reformed mathematics instruction. Urban Mathematics Collaboratives (UMC), Quantitative Understanding: Amplifying…

  5. How Academic Teachers Perceive and Facilitate Creativity

    ERIC Educational Resources Information Center

    Bjørner, Thomas; Kofoed, Lise Busk

    2013-01-01

    We will present a case study result from a cross-disciplinary education called Medialogy, which is taught in the Technical and Science Faculty at Aalborg University. The aim of Medialogy is to facilitate creativity within technical solutions. The intention of this paper is to answer the following: how do the Medialogy teachers perceive creativity…

  6. Effective Administrative Support for Able Teachers.

    ERIC Educational Resources Information Center

    Willing, Delight C.

    1979-01-01

    The continuing education administrator should provide support that will enable teachers to perform effectively. By using Herzberg's motivation-hygiene theory as a framework, the administrator can develop a positive working environment and seek ways of providing motivation to the teacher. (SK)

  7. How Principals Support Teacher Effectiveness

    ERIC Educational Resources Information Center

    Gallagher, Michael

    2012-01-01

    The current standards and accountability regime describes effective teaching as the ability to increase student achievement on standardized tests. This narrow definition of effectiveness can lead principals to create school cultures myopically focused on student achievement data. A "laser-like focus on academic achievement," if employed too…

  8. Teacher-student classroom interactions: the influence of gender, academic dominance, and teacher communication style.

    PubMed

    Ilatov, Z Z; Shamai, S; Hertz-Lazarovitz, R; Mayer-Young, S

    1998-01-01

    Two Israeli grade 7 classes, with different teachers, were monitored and the lessons coded according to categories that were based on the conceptual framework of speech acts theory combined with role theory. The two classes differed in their academic composition: one class was dominated by females and the other was balanced by gender. Different classroom interactions were observed. The two teachers manifested different communication styles: one exercised more control, while the other was more influenced by the dominant students. The teachers did not have any bias against females; they were "gender blind." Thus, the findings indicated that gender, academic composition, and teacher communication style are important factors in teacher-student interactions. PMID:9706314

  9. Exploring Academic Motivation, Academic Self-Efficacy and Attitudes toward Teaching in Pre-Service Early Childhood Education Teachers

    ERIC Educational Resources Information Center

    Bedel, Emine Ferda

    2016-01-01

    This study is designed to explore academic motivation, academic self-efficacy and attitudes toward teaching in pre-service early childhood education teachers and to investigate the relationships among those variables. Data were gathered through questionnaires administered to 251 pre-service early childhood education teachers. Results indicated…

  10. Science Adjustment, Parental and Teacher Autonomy Support and the Cognitive Orientation of Science Students

    ERIC Educational Resources Information Center

    Jungert, Tomas; Koestner, Richard

    2015-01-01

    Research has shown that autonomy support has positive effects on academic development, but no study has examined how systemising cognitive orientation is related to important outcomes for science students, and how it may interact with autonomy support. This prospective investigation considered how systemising and support from teachers and parents…

  11. The challenge of developing academic language in Spanish and English through science: The case of two teachers' strategic teaching practices

    NASA Astrophysics Data System (ADS)

    Mercuri, Sandra Patricia

    level. The differences in the ways the teachers taught academic language provides important lessons for bilingual teachers who wish to support the academic success of the bilingual students.

  12. Classroom Management Strategies and Behavioral Interventions to Support Academic Achievement

    ERIC Educational Resources Information Center

    Gilpatrick, Robin Sue Holzworth

    2010-01-01

    This mixed method project study identified the need for effective classroom management strategies to dissuade student noncompliant behavior and to ensure academic success for all students. Enhancing classroom management practices is vital to improved student achievement and teacher self-efficacy. Within a constructivist framework, it is critical…

  13. Georgia Teachers in Academic Laboratories: Research Experiences in the Geosciences

    NASA Astrophysics Data System (ADS)

    Barrett, D.

    2005-12-01

    The Georgia Intern-Fellowships for Teachers (GIFT) is a collaborative effort designed to enhance mathematics and science experiences of Georgia teachers and their students through summer research internships for teachers. By offering business, industry, public science institute and research summer fellowships to teachers, GIFT provides educators with first-hand exposure to the skills and knowledge necessary for the preparation of our future workforce. Since 1991, GIFT has placed middle and high school mathematics, science and technology teachers in over 1000 positions throughout the state. In these fellowships, teachers are involved in cutting edge scientific and engineering research, data analysis, curriculum development and real-world inquiry and problem solving, and create Action Plans to assist them in translating the experience into changed classroom practice. Since 2004, an increasing number of high school students have worked with their teachers in research laboratories. The GIFT program places an average of 75 teachers per summer into internship positions. In the summer of 2005, 83 teachers worked in corporate and research environments throughout the state of Georgia and six of these positions involved authentic research in geoscience related departments at the Georgia Institute of Technology, including aerospace engineering and the earth and atmospheric sciences laboratories. This presentation will review the history and the structure of the program including the support system for teachers and mentors as well as the emphasis on inquiry based learning strategies. The focus of the presentation will be a comparison of two placement models of the teachers placed in geoscience research laboratories: middle school earth science teachers placed in a 6 week research experience and high school teachers placed in 7 week internships with teams of 3 high school students. The presentation will include interviews with faculty to determine the value of these experiences

  14. Support for Retired Academic Staff: University Policies and Practices

    ERIC Educational Resources Information Center

    Tizard, Barbara

    2004-01-01

    Following an earlier survey of the attitudes and activities of academic staff who had retired three to five years earlier, a survey was undertaken of the policies and practices of university authorities in relation to supporting the academic activities of their retired staff. The sample included 21 universities in England and Scotland, and 28…

  15. Developing a Conceptual Model for Career Support for New Academics

    ERIC Educational Resources Information Center

    Adcroft, Andy

    2010-01-01

    The aim of this paper is to develop a conceptual model which allows for an understanding of the general and discipline specific support needed by academics new to the profession. The approach taken is qualitative in nature and centers around a series of semi-structured interviews carried out with new academics and senior managers in two…

  16. How academic teachers perceive and facilitate creativity

    NASA Astrophysics Data System (ADS)

    Bjørner, Thomas; Busk Kofoed, Lise

    2013-10-01

    We will present a case study result from a cross-disciplinary education called Medialogy, which is taught in the Technical and Science Faculty at Aalborg University. The aim of Medialogy is to facilitate creativity within technical solutions. The intention of this paper is to answer the following: how do the Medialogy teachers perceive creativity and how do they facilitate it? Many of the answers point to the pedagogical approach used in problem-based learning, which are perceived as an important element for the creative process. In this paper we will also argue the importance of including the social context (both at a macro and at a micro level) in the definition and use of creativity in engineering education.

  17. Essential Support Systems for Emerging Physics Teachers

    NASA Astrophysics Data System (ADS)

    Luttrell-Montes, Sally

    2006-12-01

    The University of Washington is one of eleven sites across the country participating in a Carnegie-funded project called Teachers for a New Era, which has a focus on renewing teacher preparation--from the undergraduate phase through the first five years of a teacher’s career. What happens at the preservice phase, especially during student teaching, is critical in laying the foundation for successful classroom teaching during the early career years. For the emerging physics teacher, having a cooperating teacher and university supervisor who have deep content/pedagogical knowledge within the discipline is ideal but providing specific supports and appropriate feedback are also necessary. During this talk, we will explore the value of a teacher continuum for emerging physics teachers and the kinds of experiences, structures, and feedback mechanisms the UW Teacher Education Program provides through the cooperating teachers and university supervisors to encourage alignment to reformed physics curriculum--using face-to-face interactions, dilemma-based protocols, documentation, and new possibilities for online support systems.

  18. Supporting Academic Honesty in Online Courses

    ERIC Educational Resources Information Center

    McGee, Patricia

    2013-01-01

    Ensuring academic honesty is a challenge for traditional classrooms, but more so for online course where technology use is axiomatic to learning and instruction. With the Higher Education Opportunity Act of 2008 (HEOA) requirement that online course providers reduce opportunities to cheat and verify student identity, all involved with course…

  19. Engineering Students' Perceptions of Academic Activities and Support Services: Factors that Influence Their Academic Performance

    ERIC Educational Resources Information Center

    Amenkhienan, Charlotte A.; Kogan, Lori R.

    2004-01-01

    The present study, through the use of focus groups, identified the academic activities and support services perceived by engineering students as having a positive impact on their academic performance. The results suggest three primary factors: (a) individual effort and involvement, (b) peer interaction, and (c) faculty contact. Differences in…

  20. Teacher (Mis)Perceptions of Preschoolers' Academic Skills: Predictors and Associations with Longitudinal Outcomes

    ERIC Educational Resources Information Center

    Baker, Courtney N.; Tichovolsky, Marianne H.; Kupersmidt, Janis B.; Voegler-Lee, Mary Ellen; Arnold, David H.

    2015-01-01

    Preschool teachers have important impacts on children's academic outcomes, and teachers' misperceptions of children's academic skills could have negative consequences, particularly for low-income preschoolers. This study utilized data gathered from 123 preschool teachers and their 760 preschoolers from 70 low-income, racially diverse centers.…

  1. Constructing the Academic Category of Teacher Educator in Universities' Recruitment Processes in Aotearoa, New Zealand

    ERIC Educational Resources Information Center

    Gunn, Alexandra C.; Berg, David; Hill, Mary F.; Haigh, Mavis

    2015-01-01

    An examination of recruitment materials and interviews with personnel involved in the employment of teacher educators to positions in university-based New Zealand initial teacher education (ITE) courses reveals three constructions of teacher educator as academic worker: the professional expert, the dually qualified, and the traditional academic.…

  2. Visualisations as a Means for Exploring Academics' Teacher Identities

    ERIC Educational Resources Information Center

    Nevgi, Anne; Löfström, Erika

    2014-01-01

    Academics' teacher identities is a relatively little explored area. This paper explores this through an analysis of drawings by academics. The data consist of 90 drawings. The participants are academics who have attended basic courses in university pedagogy. The drawings were content analysed. In the drawings, the academics expressed…

  3. Emotional Support and Expectations from Parents, Teachers, and Peers Predict Adolescent Competence at School

    ERIC Educational Resources Information Center

    Wentzel, Kathryn R.; Russell, Shannon; Baker, Sandra

    2016-01-01

    We examined perceived emotional support and expectations from parents, teachers, and classmates in relation to Mexican American adolescents' (n = 398) social behavior and academic functioning. Results of regression analyses indicated that direct associations between emotional support and expectations differ as a function of source and domain;…

  4. Initial Teacher Education: Does Self-Efficacy Influence Candidate Teacher Academic Achievement and Future Career Performance?

    ERIC Educational Resources Information Center

    Shawer, Saad F.

    2013-01-01

    This quantitative investigation examined the influence of low and high self-efficacy on candidate teacher academic performance in a foreign language teaching methodology course through testing the speculation that high self-efficacy levels would improve pedagogical-content knowledge (PCK). Positivism guided the research design at the levels of…

  5. Support for learning goes beyond academic support: Voices of students with Asperger's disorder and attention deficit hyperactivity disorder.

    PubMed

    Bolic Baric, Vedrana; Hellberg, Kristina; Kjellberg, Anette; Hemmingsson, Helena

    2016-02-01

    The purpose of this study was to describe and explore the experiences of support at school among young adults with Asperger's disorder and attention deficit hyperactivity disorder and also to examine what support they, in retrospect, described as influencing learning. Purposive sampling was used to enroll participants. Data were collected through semi-structured interviews with 13 young adults aged between 20 and 29 years. A qualitative analysis, based on interpreting people's experiences, was conducted by grouping and searching for patterns in data. The findings indicate that the participants experienced difficulties at school that included academic, social, and emotional conditions, all of which could influence learning. Support for learning included small groups, individualized teaching methods, teachers who cared, and practical and emotional support. These clusters together confirm the overall understanding that support for learning aligns academic and psychosocial support. In conclusion, academic support combined with psychosocial support at school seems to be crucial for learning among students with Asperger's disorder and attention deficit hyperactivity disorder.

  6. Beyond parenting practices: extended kinship support and the academic adjustment of African-American and European-American teens.

    PubMed

    Pallock, Linda L; Lamborn, Susie D

    2006-10-01

    This study examined adolescents' perceptions of parenting practices and extended kinship support in relation to academic adjustment for 104 African American and 60 European American 9th and 10th graders (14 and 15 year olds). For African-American teens, parental acceptance was associated with school values, teacher bonding, and work orientation. Higher levels of behavioral control and lower levels of psychological control were associated with a stronger work orientation. After accounting for the demographic variables and the three parenting practices, higher levels of extended kinship support related to stronger school values, higher teacher bonding, and a stronger work orientation. For European-American teens, parental acceptance related to academic adjustment, including stronger school values, higher teacher bonding, and a stronger work orientation. European-American adolescents with stronger extended kinship networks reported higher teacher bonding and a stronger work orientation. Results indicate the importance of extended kinship support for both African-American and European-American adolescents.

  7. How Teacher Emotional Support Motivates Students: The Mediating Roles of Perceived Peer Relatedness, Autonomy Support, and Competence

    ERIC Educational Resources Information Center

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

    2016-01-01

    Multilevel mediation analyses test whether students' mid-year reports of classroom experiences of autonomy, relatedness with peers, and competence mediate associations between early in the school year emotionally-supportive teacher-student interactions (independently observed) and student-reported academic year changes in mastery motivation and…

  8. A Model of Student Engagement and Academic Achievement: The Role of Teacher-Student Relationships and Teacher Expectations

    ERIC Educational Resources Information Center

    Temple, Aja

    2012-01-01

    The purpose of this study was to examine patterns of academic achievement among minority students and investigate teacher-student relationships, teachers' classroom and future educational expectations for students, and students' levels of classroom engagement in order to better understand their patterns of academic achievement.…

  9. Perceived parenting and social support: can they predict academic achievement in Argentinean college students?

    PubMed

    de la Iglesia, Guadalupe; Freiberg Hoffmann, Agustin; Fernández Liporace, Mercedes

    2014-01-01

    The aim of this study was to test the ability to predict academic achievement through the perception of parenting and social support in a sample of 354 Argentinean college students. Their mean age was 23.50 years (standard deviation =2.62 years) and most of them (83.3%) were females. As a prerequisite for admission to college, students are required to pass a series of mandatory core classes and are expected to complete them in two semesters. Delay in completing the curriculum is considered low academic achievement. Parenting was assessed taking into account the mother and the father and considering two dimensions: responsiveness and demandingness. Perceived social support was analyzed considering four sources: parents, teachers, classmates, and best friend or boyfriend/girlfriend. Path analysis showed that, as hypothesized, responsiveness had a positive indirect effect on the perception of social support and enhanced achievement. Demandingness had a different effect in the case of the mother as compared to the father. In the mother model, demandingness had a positive direct effect on achievement. In the case of the father, however, the effect of demandingness had a negative and indirect impact on the perception of social support. Teachers were the only source of perceived social support that significantly predicted achievement. The pathway that belongs to teachers as a source of support was positive and direct. Implications for possible interventions are discussed.

  10. Perceived parenting and social support: can they predict academic achievement in Argentinean college students?

    PubMed Central

    de la Iglesia, Guadalupe; Freiberg Hoffmann, Agustin; Fernández Liporace, Mercedes

    2014-01-01

    The aim of this study was to test the ability to predict academic achievement through the perception of parenting and social support in a sample of 354 Argentinean college students. Their mean age was 23.50 years (standard deviation =2.62 years) and most of them (83.3%) were females. As a prerequisite for admission to college, students are required to pass a series of mandatory core classes and are expected to complete them in two semesters. Delay in completing the curriculum is considered low academic achievement. Parenting was assessed taking into account the mother and the father and considering two dimensions: responsiveness and demandingness. Perceived social support was analyzed considering four sources: parents, teachers, classmates, and best friend or boyfriend/girlfriend. Path analysis showed that, as hypothesized, responsiveness had a positive indirect effect on the perception of social support and enhanced achievement. Demandingness had a different effect in the case of the mother as compared to the father. In the mother model, demandingness had a positive direct effect on achievement. In the case of the father, however, the effect of demandingness had a negative and indirect impact on the perception of social support. Teachers were the only source of perceived social support that significantly predicted achievement. The pathway that belongs to teachers as a source of support was positive and direct. Implications for possible interventions are discussed. PMID:25258563

  11. Climate Literacy: Supporting Teacher Professional Development

    NASA Astrophysics Data System (ADS)

    Haddad, N.; Ledley, T. S.; Dunlap, C.; Bardar, E.; Youngman, B.; Ellins, K. K.; McNeal, K. S.; Libarkin, J.

    2012-12-01

    Confronting the Challenges of Climate Literacy (CCCL) is an NSF-funded (DRK-12) project that includes curriculum development, teacher professional development, teacher leadership development, and research on student learning, all directed at high school teachers and students. The project's evaluation efforts inform and guide all major components of the project. The research effort addresses the question of what interventions are most effective in helping high school students grasp the complexities of the Earth system and climate processes, which occur over a range of spatial and temporal scales. The curriculum unit includes three distinct but related modules: Climate and the Cryosphere; Climate, Weather, and the Biosphere; and Climate and the Carbon Cycle. Climate-related themes that cut across all three modules include the Earth system, with the complexities of its positive and negative feedback loops; the range of temporal and spatial scales at which climate, weather, and other Earth system processes occur; and the recurring question, "How do we know what we know about Earth's past and present climate?" which addresses proxy data and scientific instrumentation. The professional development component of the project includes online science resources to support the teaching of the curriculum modules, summer workshops for high school teachers, and a support system for developing the teacher leaders who plan and implement those summer workshops. When completed, the project will provide a model high school curriculum with online support for implementing teachers and a cadre of leaders who can continue to introduce new teachers to the resource. This presentation will introduce the curriculum and the university partnerships that are key to the project's success, and describe how the project addresses the challenge of helping teachers develop their understanding of climate science and their ability to convey climate-related concepts articulated in the Next Generation

  12. Evidence of convergent and discriminant validity of child, teacher, and peer reports of teacher-student support.

    PubMed

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

    2012-03-01

    This study investigated the construct validity of measures of teacher-student support in a sample of 709 ethnically diverse 2nd- and 3rd-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 nonsignificant method variance. Child reports accounted for the smallest proportion of trait variance and the largest method variance. A model with 2 latent factors provided a better fit to the data than a model with 1 factor, providing further evidence of the discriminant validity of measures of teacher-student support. Implications for research, policy, and practice are discussed.

  13. Self-Help Support Groups for Teachers Under Stress.

    ERIC Educational Resources Information Center

    Walley, William V.; Stokes, Joseph P.

    The development of a program of self-help support groups for teachers experiencing stress in Chicago public schools is described. These support groups attempted to alleviate stress-related illness by reducing teacher isolation and by enabling teachers to help each other cope with problems and fears. The support groups were led by teachers who…

  14. Academic-Practice Partnerships: Driving and Supporting Educational Changes.

    PubMed

    Bakewell-Sachs, Susan

    2016-01-01

    The 3 recognized missions of academic nursing-education, practice, and research-are not new. Yet, the continued separation of nursing education and service, with a lack of integration between schools of nursing and clinical practice, continues to be discussed as contributing to academic programs that produce graduates unready for clinical practice, research that does not adequately support clinical care needs, and isolation of both the nurse faculty from the clinical enterprise and clinicians from the education and research missions. Recently, academic-practice partnerships have been reemphasized as a concept and mechanism for supporting changes in nursing education and improving clinical care. This article highlights some of the driving forces behind the focus on academic-practice partnerships and summarizes 3 changes in education. PMID:27465445

  15. Enhance Student Advising and Academic and Life Supports

    ERIC Educational Resources Information Center

    Kiker, Jason

    2008-01-01

    This article, part of a yearlong series, focuses on the fifth recommendation in ACTE's postsecondary reform position statement which is to enhance student advising and academic and life supports. The availability of effective student supports can play a critical role in student enrollment, persistence and completion of postsecondary credentials.…

  16. Supporting the learner and teacher online.

    PubMed

    Reynolds, P A; Eaton, K A; Mason, R

    2008-06-14

    Whether on or off campus, all students need support if they are to successfully complete their studies. Although 'good teachers' should be 'good teachers' in any medium, their support is especially important when technology is involved. Previous articles in the series have shown that the advent of ICT has added to the complexity of the type and provision of this help and advice, not least because it now involves technical as well as pedagogical and pastoral elements. However, rather than being a problem, ICT, particularly through its online facilities, can provide levels of support over and above those required by traditional face-to-face teaching. This has implications for tutors as well as students as it places greater pressure on their time and requires them to have a new skills-set, a situation that needs to be resolved if the full benefits of online support are to be realised. PMID:18552803

  17. Lifting the Status of Learning Support Teachers

    ERIC Educational Resources Information Center

    Kusuma-Powell, Ochan; Powell, William

    2016-01-01

    Status, the perception of one's standing in relation to others in a group, negatively influence learning. Status issue have implications for educating students with special learning needs: Both these students and the learning support or special education teachers who serve them often hold low status in a school community. Like adults, children…

  18. The relation between teachers' personal teaching efficacy and students' academic efficacy for science and inquiry science

    NASA Astrophysics Data System (ADS)

    Kurien, Sarah Anjali

    The purpose of this study was to examine the relation between middle school teachers' personal teaching efficacy and their students' academic efficacy for science and inquiry science. Teachers can create classroom environments that promote the development of students' science self-efficacy (Britner & Pajares, 2006). Teachers who are efficacious and believe they are able to effectively teach science are more comfortable teaching science (Plourde, 2002) and more likely to commit classroom time to teaching science. Additionally, they are better equipped to challenge and support students as they develop their science skills and efficacy beliefs. Therefore, it was expected that teachers' personal teaching efficacy for science would be related to their students' science efficacy. Similarly, it was predicted that teachers' personal teaching efficacy for inquiry science would be related to their students' inquiry science efficacy. It was expected that the relation between teacher and student efficacy would not differ by students' gender. Data was collected from 26 middle school science teachers who were participating in a professional development program and 660 students from their classes. Hierarchical Linear Modeling (HLM) analyses were completed to evaluate the relation between teacher and student efficacy for science and inquiry science. Planned analyses revealed no significant predictors of students' science and inquiry science efficacy. Exploratory analyses were then conducted which added student grade and a measure evaluating the quality of teacher-student relationships to the original HLM analyses. Results indicated a significant interaction between the quality of teacher-student relationships and student grade on the prediction of students' science and inquiry science efficacy. A discussion of the results along with limitations of the study and avenues for future research will be provided.

  19. The Professional Development Needs of Academic Teachers Adding Career-Technical Education Licenses

    ERIC Educational Resources Information Center

    O'Connor, Patrick J.

    2012-01-01

    This study reports the results on the needs of an emerging population of Career-Technical Education (CTE) teachers in Ohio. The purposes of the study were to determine the needs of the teachers and the effectiveness of the teacher education program they completed to add the CTE license. Twenty six academic teachers added a CTE license through a…

  20. Teacher- and School-Level Predictors of Teacher Efficacy and Burnout: Identifying Potential Areas for Support

    ERIC Educational Resources Information Center

    Pas, Elise T.; Bradshaw, Catherine P.; Hershfeldt, Patricia A.

    2012-01-01

    Although several studies relate low teacher efficacy and high burnout to the quality of instruction and students' academic achievement, there has been limited research examining factors that predict teacher efficacy and burnout. The current study employed a longitudinal, multilevel modeling approach to examine the influence of teacher- and…

  1. Teacher-Student Interpersonal Relationships and Academic Motivation within One School Year: Developmental Changes and Linkage

    ERIC Educational Resources Information Center

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

    2012-01-01

    The present study explored the developmental changes of teacher-student interpersonal relationships as well as that of academic motivation among first-grade secondary school students. In addition, the link between teacher-student interpersonal behaviour and academic motivation across the school year was investigated. The data were collected 5…

  2. The Relation between Prospective Teachers' Goal Orientations and Academic E-Dishonesty

    ERIC Educational Resources Information Center

    Sicak, Ali; Arslan, Ali

    2016-01-01

    The purpose of this study is to investigate the relation between prospective teachers' goal orientations and academic e-dishonesty behaviors, and also the effects of their goal orientations on academic e-dishonesty behaviors. This research was conducted with correlational method. Participants of the study were 669 prospective teachers attending at…

  3. A Study of Teacher Retention and Academic Performance in Public Elementary and Middle Schools in Georgia

    ERIC Educational Resources Information Center

    Stevens, Karmenlita L.

    2009-01-01

    The purpose of this study is to compare the teacher retention rates in public elementary and middle schools in Georgia that met or did not meet the academic performance component of Adequate Yearly Progress. The teacher retention rates were expected to be higher in schools that met the academic performance component of AYP and lower in the schools…

  4. Teacher Turnover Impact on 1st-8th Grade Student Academic Achievement: A Correlational Study

    ERIC Educational Resources Information Center

    Reid, Johnnie M.

    2010-01-01

    The impact of schools and students not meeting academic achievement standards affects the community and the nation's future workforce. This paper examines many of the factors influencing achievement with special attention given to the facts of teacher turnover in the schools. Teacher turnover and the sad state of the academic achievement of…

  5. A Proposed Pedagogical Approach for Preparing Teacher Candidates to Incorporate Academic Language in Mathematics Classrooms

    ERIC Educational Resources Information Center

    Lim, Woong; Stallings, Lynn; Kim, Dong Joong

    2015-01-01

    The purpose of this article is to present issues related to prioritizing academic language in teaching performance assessments and to propose a pedagogical approach that prepares middle grades mathematics teacher candidates to teach academic language. Based on our experience with teacher candidates and our knowledge of edTPA standards involving…

  6. Preservice Teachers' Professional Knowledge and Its Relation to Academic Self-Concept

    ERIC Educational Resources Information Center

    Paulick, Isabell; Großschedl, Jörg; Harms, Ute; Möller, Jens

    2016-01-01

    We investigated the factorial structure of preservice teachers' academic self-concept with regard to three domains of professional knowledge (content knowledge [CK], pedagogical content knowledge [PCK], and pedagogical/psychological knowledge [PPK]). We also analyzed the relation between preservice teachers' academic self-concept and their…

  7. Teaching Beliefs and Teaching Styles of Mathematics Teachers and Their Relationship with Academic Achievement

    ERIC Educational Resources Information Center

    Canto-Herrera, Pedro; Salazar-Carballo, Humberto

    2010-01-01

    The purpose of this study was to study the relationship between beliefs and teaching styles of teachers of mathematics and their students' academic performance in high schools of Yucatan. For this purpose, a questionnaire was administered to 72 high school mathematics teachers and the student academic achievement score of 1241 were used. A…

  8. School Climate, Teacher-Child Closeness, and Low-Income Children’s Academic Skills in Kindergarten

    PubMed Central

    Lowenstein, Amy E.; Friedman-Krauss, Allison H.; Raver, C. Cybele; Jones, Stephanie M.; Pess, Rachel A.

    2015-01-01

    In this study we used data on a sample of children in the Chicago Public Schools in areas of concentrated poverty-related disadvantage to examine associations between school climate and low-income children’s language/literacy and math skills during the transition to kindergarten. We also explored whether teacher-child closeness moderated these associations. Multilevel modeling analyses conducted using a sample of 242 children nested in 102 elementary schools revealed that low adult support in the school was significantly associated with children’s poorer language/literacy and math skills in kindergarten. Teacher-child closeness predicted children’s higher language/literacy and math scores and moderated the association between low adult support and children’s academic skills. Among children who were high on closeness with their teacher, those in schools with high levels of adult support showed stronger language/literacy and math skills. There were no significant associations between adult support and the academic skills of children with medium or low levels of teacher-child closeness. Results shed light on the importance of adult support at both school and classroom levels in promoting low-income children’s academic skills during the transition to kindergarten. PMID:26925186

  9. An Examination of the Interrelationships between Self-Esteem, Others' Expectations, Family Support, Learning Approaches and Academic Achievement

    ERIC Educational Resources Information Center

    Roman, Sergio; Cuestas, Pedro J.; Fenollar, Pedro

    2008-01-01

    The current research represents an initial step into the analysis of the effect of self-esteem, others' (peers and teachers) expectations and family support on academic achievement through learning approaches (deep processing, surface processing and effort). Data were gathered from 553 university students from different faculties of a Spanish…

  10. Beyond Parenting Practices: Extended Kinship Support and the Academic Adjustment of African-American and European-American Teens

    ERIC Educational Resources Information Center

    Pallock, Linda L.; Lamborn, Susie D.

    2006-01-01

    This study examined adolescents' perceptions of parenting practices and extended kinship support in relation to academic adjustment for 104 African American and 60 European American 9th and 10th graders (14 and 15 year olds). For African-American teens, parental acceptance was associated with school values, teacher bonding, and work orientation.…

  11. Relationship between Multiple Sources of Perceived Social Support and Psychological and Academic Adjustment in Early Adolescence: Comparisons across Gender

    ERIC Educational Resources Information Center

    Rueger, Sandra Yu; Malecki, Christine Kerres; Demaray, Michelle Kilpatrick

    2010-01-01

    The current study investigated gender differences in the relationship between sources of perceived support (parent, teacher, classmate, friend, school) and psychological and academic adjustment in a sample of 636 (49% male) middle school students. Longitudinal data were collected at two time points in the same school year. The study provided…

  12. Oral Academic Discourse Socialization of In-Service Teachers in a TEFL Program

    ERIC Educational Resources Information Center

    Ahmadi, Parviz; Samad, Arshad Abd.

    2015-01-01

    Oral academic discourse socialization refers to a process through which students learn about the conventions and practices of their disciplinary fields while doing academic spoken practices. In this study, it refers to the interactions of the participant teachers with their peers and instructors as well as their engagement with academic texts.…

  13. Coupons for Success: A Marketing Incentive in Academic Support

    ERIC Educational Resources Information Center

    Potacco, Donna R.; Chen, Peter; Desroches, Danielle; Chisholm, Daniel R.; De Young, Sandra

    2013-01-01

    How does a Coupon Incentive Program motivate students to seek academic support in high-risk courses? Results from this study demonstrated that the Coupon Incentive Program was effective in motivating voluntary student attendance and improving student outcomes. Recommendations related to implementation of the Coupon Incentive Program are discussed.…

  14. A Web-Based Decision Support Tool for Academic Advising

    ERIC Educational Resources Information Center

    Feghali, Tony; Zbib, Imad; Hallal, Sophia

    2011-01-01

    Student advising is an important and time-consuming effort in academic life. This paper attempts to solve a technology-based "last mile" problem by developing and evaluating a web-based decision support tool (the Online Advisor) that helps advisors and students make better use of an already present university student information system. Two…

  15. Supporting Academic Persistence in Low-Skilled Adult Learners

    ERIC Educational Resources Information Center

    O'Neill, Susan; Thomson, Margareta Maria

    2013-01-01

    The current literature review explores the factors that contribute to academic persistence for adult learners. The aim of the study is to identify current research-based strategies aimed at supporting learner persistence, particularly for low-skilled adults. Elements of three theoretical frameworks, namely, expectancy-value theory (EVT), goal…

  16. Where Does Handwriting Fit in? Strategies to Support Academic Achievement

    ERIC Educational Resources Information Center

    Cahill, Susan M.

    2009-01-01

    In today's environment of high-stakes testing, handwriting is a skill that is often overlooked in order to focus on other areas of the curriculum. However, research indicates that handwriting is tied to academic achievement, especially composition and literacy skills. This article provides strategies that can be used to support students with…

  17. Identifying Configurations of Perceived Teacher Autonomy Support and Structure: Associations with Self-Regulated Learning, Motivation and Problem Behavior

    ERIC Educational Resources Information Center

    Vansteenkiste, Maarten; Sierens, Eline; Goossens, Luc; Soenens, Bart; Dochy, Filip; Mouratidis, Athanasios; Aelterman, Nathalie; Haerens, Leen; Beyers, Wim

    2012-01-01

    Grounded in self-determination theory, the aim of this study was (a) to examine naturally occurring configurations of perceived teacher autonomy support and clear expectations (i.e., a central aspect of teacher structure), and (b) to investigate associations with academic motivation, self-regulated learning, and problem behavior. Based on…

  18. Student supports: developmental education and other academic programs.

    PubMed

    Bettinger, Eric P; Boatman, Angela; Long, Bridget Terry

    2013-01-01

    Low rates of college completion are a major problem in the United States. Less than 60 percent of students at four-year colleges graduate within six years, and at some colleges, the graduation rate is less than 10 percent. Additionally, many students enter higher education ill-prepared to comprehend college-level course material. Some estimates suggest that only one-third of high school graduates finish ready for college work; the proportion is even lower among older students. Colleges have responded to the poor preparation of incoming students by placing approximately 35 to 40 percent of entering freshmen into remedial or developmental courses, along with providing academic supports such as summer bridge programs, learning communities, academic counseling, and tutoring, as well as student supports such as financial aid and child care. Eric Bettinger, Angela Boatman, and Bridget Terry Long describe the role, costs, and impact of these college remediation and academic support programs. According to a growing body of research, the effects of remedial courses are considerably nuanced. The courses appear to help or hinder students differently by state, institution, background, and academic preparedness. The mixed findings from earlier research have raised questions ranging from whether remedial programs, on average, improve student academic outcomes to which types of programs are most effective. Administrators, practitioners, and policy makers are responding by redesigning developmental courses and searching for ways to implement effective remediation programs more broadly. In addition, recent research suggests that colleges may be placing too many students into remedial courses unnecessarily, suggesting the need for further examining the placement processes used to assign students to remedial courses. The authors expand the scope of remediation research by discussing other promising areas of academic support commonly offered by colleges, including advising, tutoring

  19. Teacher's Academic Optimism: The Development and Test of a New Construct

    ERIC Educational Resources Information Center

    Hoy, Anita Woolfolk; Hoy, Wayne K.; Kurz, Nan M.

    2008-01-01

    The objective of this exploratory study of teacher beliefs was twofold: first, to determine whether the construct of academic optimism could be defined and measured as an individual teacher characteristic as it has been at the collective school level, and second, to identify sets of teacher beliefs and practices that were good predictors of…

  20. Ensuring Academic Depth and Rigour in Teacher Education through Benchmarking, with Special Attention to Context

    ERIC Educational Resources Information Center

    Steyn, H. J.; van der Walt, J. L.; Wolhuter, C. C.

    2016-01-01

    Benchmarking is one way of ensuring academic depth and rigour in teacher education. After making a case for setting benchmarks in teacher education based on the widely recognised intra-education system contextual factors, the importance of also taking into account the external (e.g. the national-social) context in which teacher education occurs is…

  1. The Relationship between Perceived Organizational Support and Teachers' Organizational Commitment

    ERIC Educational Resources Information Center

    Nayir, Funda

    2012-01-01

    Problem Statement: It can be said that one of the key factors ensuring teachers adaptation to developments is teachers' level of commitment to their schools. In this commitment, the teacher is expected to internalize the organizational objectives. The teacher's perception of organizational support is important for him to internalize the…

  2. Teacher Views of Support for Inclusive Education in Beijing, China

    ERIC Educational Resources Information Center

    Xu, Xiaoli; Malinen, Olli-Pekka

    2015-01-01

    This study reports teachers' views and experiences about the support they receive for their teaching in inclusive classrooms focusing on support from families, resource teachers, and school leaders and administration. The results are based on 16 individual and focus group teacher interviews that were conducted in four different schools in Beijing…

  3. Navigating Hybridized Language Learning Spaces through Translanguaging Pedagogy: Dual Language Preschool Teachers' Languaging Practices in Support of Emergent Bilingual Children's Performance of Academic Discourse

    ERIC Educational Resources Information Center

    Gort, Mileidis; Sembiante, Sabrina Francesca

    2015-01-01

    In recent years, there has been a growing interest among policymakers, practitioners, and researchers in early bilingual development and the unique role of the educational setting's language policy in this development. In this article, we describe how one dual language preschool teacher, in partnership with two co-teachers, navigated the…

  4. Academic dishonesty and attitudes towards academic dishonest acts: support for cognitive dissonance theory.

    PubMed

    Storch, Eric A; Storch, Jason B

    2003-02-01

    The present study examined the relation between self-reported academic dishonesty and attitudes towards dishonest academic behaviors in 244 college students. Analysis suggested that self-reported academic dishonesty and approval of academic dishonest behaviors were positively correlated.

  5. 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…

  6. College Student Ratings of Student Academic Support: Frequency, Importance, and Modes of Communication

    ERIC Educational Resources Information Center

    Thompson, Blair; Mazer, Joseph P.

    2009-01-01

    Research suggests that student academic support plays a vital role at the college level as students often view communication with peers as their primary source of academic support (Thompson, 2008). This research advances the Student Academic Support Scale (SASS) as a method of assessing the frequency, importance, and mode of communicating academic…

  7. Teachers Learning to Research Climate: Development of hybrid teacher professional development to support climate inquiry and research in the classroom

    NASA Astrophysics Data System (ADS)

    Odell, M. R.; Charlevoix, D. J.; Kennedy, T.

    2011-12-01

    The GLOBE Program is an international science and education focused on connecting scientists, teachers and students around relevant, local environmental issues. GLOBE's focus during the next two years in on climate, global change and understanding climate from a scientific perspective. The GLOBE Student Climate Research Campaign (SCRFC) will engage youth from around the world in understanding and researching climate through investigations of local climate challenges. GLOBE teachers are trained in implementation of inquiry in the classroom and the use of scientific data collection protocols to develop inquiry and research projects of the Earth System. In preparation for the SCRC, GLOBE teachers will need additional training in climate science, global change and communicating climate science in the classroom. GLOBE's reach to 111 countries around the world requires development of scalable models for training teachers. In June GLOBE held the first teacher professional development workshop (Learning to Research Summer Institute) in a hybrid format with two-thirds of the teachers participating face-to-face and the remaining teachers participating virtually using Adobe Connect. The week long workshop prepared teachers to integrate climate science inquiry and research projects in the classrooms in the 2011-12 academic year. GLOBE scientists and other climate science experts will work with teachers and their students throughout the year in designing and executing a climate science research project. Final projects and research results will be presented in May 2012 through a virtual conference. This presentation will provide the framework for hybrid teacher professional development in climate science research and inquiry projects as well as summarize the findings from this inaugural session. The GLOBE Program office, headquartered in Boulder, is funded through cooperative agreements with NASA and NOAA with additional support from NSF and the U.S. Department of State. GLOBE

  8. Physics Teacher SOS: Supporting New Teachers without Pushing an Agenda

    ERIC Educational Resources Information Center

    Baird, Dean

    2013-01-01

    Few workshops for teachers focus primarily on instruction methods for basic high school physics. In Northern California, Physics Teacher SOS (PTSOS) has gained popularity doing just that. PTSOS workshops are directed toward early-career science teachers, though veterans are welcome too. The program is not influenced by scientific supply companies,…

  9. The Teacher Exception under the Work for Hire Doctrine: Safeguard of Academic Freedom or Vehicle for Academic Free Enterprise?

    ERIC Educational Resources Information Center

    Blanchard, Joy

    2010-01-01

    According to the "work made for hire doctrine" of the Copyright Act, the creators of artistic and literary works are not legally granted ownership of works created in the course of employment; ownership rests with the employer. However, through "de facto" custom and court dicta, academics may enjoy a "teacher exception" that grants them copyright…

  10. Positive Behavior Supports in Classrooms and Schools: Effective and Practical Strategies for Teachers and Other Service Providers

    ERIC Educational Resources Information Center

    Storey, Keith; Post, Michal

    2012-01-01

    This unique book will provide teachers and other service providers the knowledge and skills for positive behavior supports in school settings, thereby improving the academic and social skills of their students. The text is generic across age levels K-12, and focuses on the positive behavior supports in school settings. Each chapter begins with Key…

  11. Novice ESOL Teachers' Perceptions of Social Support Networks

    ERIC Educational Resources Information Center

    Brannan, Debi; Bleistein, Tasha

    2012-01-01

    As new teachers navigate the challenging first years of work, they need positive support providers (Villani, 2002). The impact of support providers on novice educators' beliefs about teaching efficacy previously went unexplored. This study examined novice English to speakers of other languages (ESOL) teachers' perceptions of social support and…

  12. 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…

  13. Caring Mentoring for Academic Literacy: A Case Study of a Teacher Education College in Israel

    ERIC Educational Resources Information Center

    Wolffensperger, Yochie

    2010-01-01

    This article describes aspects of research relating to the influences of mentoring on the teaching and learning of academic literacy conducted at the College Centre for Academic Literacy (WAL) at a teacher education college in Israel. This multiple case study, based on the principles of grounded theory, describes five cases. Data were collected…

  14. Reliability and Structural Validity of The Teacher Rating Scales of Early Academic Competence

    ERIC Educational Resources Information Center

    Reid, Erin E.; Diperna, James C.; Missall, Kristen; Volpe, Robert J.

    2014-01-01

    Currently, there are few strengths-based preschool rating scales that sample a wide array of behaviors believed to be essential for early academic success. The purpose of this study was to assess the factor structure of a new measure of early academic competence for at-risk preschool populations. The Teacher Rating Scales of Early Academic…

  15. Do School Bullying and Student-Teacher Relationships Matter for Academic Achievement? A Multilevel Analysis

    ERIC Educational Resources Information Center

    Konishi, Chiaki; Hymel, Shelley; Zumbo, Bruno D.; Li, Zhen

    2010-01-01

    In extending our understanding of how the social climate of schools can affect academic outcomes, this study examined the relationship between school bullying, student-teacher (S-T) connectedness, and academic performance. Using data collected in Canada as part of a larger international study conducted by the Organisation for Economic Co-operation…

  16. English Language Proficiency and Teacher Judgments of the Academic and Interpersonal Competence of English Language Learners

    ERIC Educational Resources Information Center

    Freberg, Miranda E.

    2014-01-01

    The purpose of the study was to investigate how English language proficiency is related to teacher judgments of students' academic and interpersonal competence. It was hypothesized that English Language Learner (ELL) students would generally be perceived as having weaker academic and interpersonal skills than their non-ELL counterparts regardless…

  17. Co-Relates between Anxiety and Academic Achievement in Teacher Trainees

    ERIC Educational Resources Information Center

    Yadav, Shivani; Sharma, Savita

    2013-01-01

    Anxiety is one of the major predictors of academic performance. Teacher trainees with anxiety disorder display a passive attitude in their studies such as lack of interest in learning, poor performance in exams, and on lesson plans & assignments. This research observes the relationship between level of anxiety and academic achievement of…

  18. Voices of Teachers in Academic and Vocational Schools: Perceived Consequences of Secondary Education Reform in Egypt.

    ERIC Educational Resources Information Center

    Megahed, Nagwa; Ginsburg, Mark

    This study involved focus group interviews with 12 experienced Egyptian teachers working in academic and vocational secondary schools, comparing their perspectives on the implications of a 1999 educational reform which converted many vocational/commercial schools to academic schools and sought to reduce the need for extra-school, private tutoring.…

  19. The Relation between Pre-Service Music Teachers' Psychological Resilience and Academic Achievement Levels

    ERIC Educational Resources Information Center

    Yokus, Tuba

    2015-01-01

    This study aims to examine the relation between pre-service music teachers' psychological resilience and academic achievement levels and to determine what variables influence their psychological resilience levels. The study sample consisted of students enrolled in a music education program in the 2013-2014 academic year (N = 333). In respect with…

  20. Relationships Among Academic Performance, Basic Skills, Subject Matter Knowledge, and Teaching Skills of Teacher Education Graduates.

    ERIC Educational Resources Information Center

    Guyton, Edith; Farokhi, Elizabeth

    1987-01-01

    In order to determine if successful academic performance assures good teaching, four measures of academic achievement of teacher education graduates of Georgia State University from 1981 through 1984 were correlated with on-the-job performance assessments. Results are presented and implications for education policies are discussed. (Author/MT)

  1. Academic Language in Shared Book Reading: Parent and Teacher Input to Mono- and Bilingual Preschoolers

    ERIC Educational Resources Information Center

    Aarts, Rian; Demir-Vegter, Serpil; Kurvers, Jeanne; Henrichs, Lotte

    2016-01-01

    The current study examined academic language (AL) input of mothers and teachers to 15 monolingual Dutch and 15 bilingual Turkish-Dutch 4- to 6-year-old children and its relationships with the children's language development. At two times, shared book reading was videotaped and analyzed for academic features: lexical diversity, syntactic…

  2. The Relation between Time Management Skills and Academic Achievement of Potential Teachers

    ERIC Educational Resources Information Center

    Cemaloglu, Necati; Filiz, Sevil

    2010-01-01

    The aim of this study is to determine the relationship between the time management skills and academic achievement of students who are potential teachers studying in faculties of education. The research was conducted in the 2007-08 academic term among 849 graduate students in the Faculty of Education at Gazi University. The "Time Management…

  3. Communication Apprehension, Teacher Perception, Intelligence, and Academic Achievement: A Correlational Study.

    ERIC Educational Resources Information Center

    Watson, Arden K.; Monroe, Eula Ewing

    To determine which variables best predict academic achievement, a study explored relationships among teacher perception of student communication apprehension (CA), intelligence, academic achievement, and self-reported CA in 203 public elementary school students, ages 8 to 12 years in grades 3-6. The Personal Report of Communication Fear (a 14-item…

  4. The Impact of Modernization Programs on Academic Teachers' Work: A Mexican Case Study

    ERIC Educational Resources Information Center

    Zavala, Blanca Arciga

    2006-01-01

    For more than ten years, academics of public universities in Mexico have endured modernization programs that promote individual productivity and operate as a mechanism of selection and assessment. The implementation of the programs has exposed a tension between the values implicit in the programs and the values of the academic teachers. There is a…

  5. Prekindergarten and Kindergarten Teachers' Perceptions of Childhood Demographic Determinants and Academic Achievement

    ERIC Educational Resources Information Center

    Boyle, Melanie Ellen

    2013-01-01

    The purpose of this study was to examine kindergarten and prekindergarten teachers' perceptions of academic success for children based on the type of care children received prior to beginning kindergarten, as well as other demographics, which could cause variations in academic success. The researcher used a seven section multi-method survey…

  6. Predictors of Academic Achievement for Elementary Teacher Education Students in Turkey

    ERIC Educational Resources Information Center

    Buyukozturk, Sener

    2004-01-01

    Studies examining the important predictors of academic achievement of elementary teacher education students help us to understand the predictors of student achievement. These studies (House, 2000b; Ting & Bryant, 2001; Zheng, Saunders, Shelley, & Whalen, 2002)focus on the relationship between academic achievement and a number of cognitive as well…

  7. Induction: A Brief Introduction for Beginning Special Education Teachers. Induction Insights. Supporting Special Education Teachers - Teachers [TII-1

    ERIC Educational Resources Information Center

    National Center to Inform Policy and Practice in Special Education Professional Development, 2010

    2010-01-01

    Induction is a term that describes the support a new teacher receives. Teacher induction begins when a new teacher enters the workforce, and it may extend throughout the next several years of teaching. Induction represents a phase in development that focuses on new teachers' concerns and problems of practice. It also serves as a catalyst for new…

  8. Linking Teachers' Perceptions of Educational Value Discontinuity to Low-Income Middle School Students' Academic Engagement & Self-Efficacy

    ERIC Educational Resources Information Center

    Tyler, Kenneth M.; Boelter, Christina M.; Boykin, A. Wade

    2008-01-01

    The purpose of this study is to examine whether teachers' perceptions of educational value discontinuity are predictive of the psychological antecedents of academic performance (e.g., academic engagement and academic self-efficacy) during middle school. Educational value discontinuity is defined as the difference between teachers' actual…

  9. Early Career Support Program: Telecommunication Mentoring for Rural Teachers.

    ERIC Educational Resources Information Center

    Thoresen, Carol

    1997-01-01

    Describes the Early Career Support Program (STEP) which uses the Montana Educational Telecommunication Network (METNET) to connect early career teachers in Montana with mentors. Contains 20 references. (DDR)

  10. Upper Elementary School Teachers' Voices Concerning Positive Behavior Support Plans

    ERIC Educational Resources Information Center

    Steele, Timothy Charles

    2013-01-01

    This phenomenological study examined the perceptions of teachers and their involvement with positive behavior support (PBS) plans in a school district in Southern California. Three sub-questions emerged revealing the perceptions of the teachers: (a) how had the teachers been involved in preparing for the use of PBS plans; (b) What experiences have…

  11. University Support of Secondary STEM Teachers through Professional Development

    ERIC Educational Resources Information Center

    Beaudoin, Colleen R.; Johnston, Pattie C.; Jones, Leslie B.; Waggett, Rebecca J.

    2013-01-01

    Problems associated with recruiting, supporting and retaining quality teachers in the STEM areas have been well documented in the literature. Specifically, findings suggest STEM teachers have indicated a need for pedagogy and increased content knowledge. These needs may be attributed to the fact that more STEM teachers have been alternatively…

  12. 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…

  13. Adapting Math Instruction to Support Prospective Elementary Teachers

    ERIC Educational Resources Information Center

    LeSage, Ann

    2012-01-01

    Purpose: Elementary teachers' understanding of mathematics is a significant contributor to student success with mathematics. Consequently, teacher educators are frequently charged with the responsibility of supporting the development of prospective elementary teachers' mathematics content knowledge as they re-learn concepts in ways they are…

  14. A Better Beginning: Supporting and Mentoring New Teachers.

    ERIC Educational Resources Information Center

    Scherer, Marge, Ed.

    This book lays out the fundamentals for helping new teachers succeed in the schools of the next century. Each part features a collection of chapters from educational leaders. An introductory part presents, "A New Teacher's World: Not Your Grandmother's Classroom" (Marge Scherer). Part 1, "What Do New Teachers Need?" includes: "Beyond Support:…

  15. Synergistic Scaffolds as a Means to Support Preservice Teacher Learning

    ERIC Educational Resources Information Center

    Van Zoest, Laura R.; Stockero, Shari L.

    2008-01-01

    This study investigates the role of synergistic scaffolds in supporting preservice teachers' knowledge of self-as-teacher. Data include preservice teacher papers written before and after the introduction of scaffolds, surveys, and interviews. Quantitative and qualitative methods were used to analyze differences in the quality of the papers, the…

  16. Using an Attribution Support Tool to Enhance the Teacher Efficacy of Student Science Teachers

    NASA Astrophysics Data System (ADS)

    de Boer, Eveline; Janssen, Fred J. J. M.; van Driel, Jan H.

    2016-04-01

    To increase the teacher efficacy of student teachers, they need positive classroom experiences: mastery experiences. These mastery experiences have to be created by the student teachers themselves. Therefore, student teachers need a tool to better understand problematic teaching experiences and help them create positive classroom experiences. Nine student biology teachers used this attribution support tool when reflecting on multiple lessons taught in classes they considered difficult. They scored their lessons and filled in a teacher efficacy questionnaire after each lesson. The results show that teacher efficacy increased and the number of failures during the lessons decreased; on average, the self-awarded marks per teacher per lesson increased, indicating an increase in mastery experiences. Therefore, the attribution tool seems to be a promising tool for student teachers to enhance their teacher efficacy and to support reflection on problematic teaching experiences.

  17. Review of carbon dioxide research staffing and academic support

    NASA Astrophysics Data System (ADS)

    Clark, S. B.; Howard, L.; Stevenson, W.; Trice, J.

    1985-04-01

    More than 60 percent of the staff on Carbon Dioxide Research Division (CDRD) projects were university affiliated, and over one third of project scientists and engineers also had university teaching responsibilities. Almost 20 percent of project staff were students. CO2 research is unlikely to affect the general labor market for scientists and engineers because it uses such a small portion of the total pool. On the other hand, anticipated tight labor markets in some disciplines important to CO2 research may make it advantageous for CDRD to expand its support of university faculty, students, and staff to ensure that competent, knowledgeable researchers and managers are available for eventual policy decisions on CO2 issues. Options for academic support that lend themselves readily to the diffuse nature of CO2 research, while providing flexibility in the identification and accomplishment of specific programmatic objectives, include modifying procurement procedures for research contracts to enhance academic involvement, sponsoring summer institutes tailored to specific participants and focused on issues of interest to CDRD, and supporting traveling lecture programs designed to bring information of concern to CDRD to technical and nontechnical audiences.

  18. Teacher Educators and "Accidental" Careers in Academe: An Australian Perspective

    ERIC Educational Resources Information Center

    Mayer, Diane; Mitchell, Jane; Santoro, Ninetta; White, Simone

    2011-01-01

    While teacher education is often seen as the key to preparing qualified teachers who are able to educate students for the demands of the twenty-first century, relatively little attention is paid to the teacher educators who actually do this work. Given the increased demand for teacher educators in Australia due to retirements, and the changing…

  19. Design Approaches to Support Preservice Teachers in Scientific Modeling

    NASA Astrophysics Data System (ADS)

    Kenyon, Lisa; Davis, Elizabeth A.; Hug, Barbara

    2011-02-01

    Engaging children in scientific practices is hard for beginning teachers. One such scientific practice with which beginning teachers may have limited experience is scientific modeling. We have iteratively designed preservice teacher learning experiences and materials intended to help teachers achieve learning goals associated with scientific modeling. Our work has taken place across multiple years at three university sites, with preservice teachers focused on early childhood, elementary, and middle school teaching. Based on results from our empirical studies supporting these design decisions, we discuss design features of our modeling instruction in each iteration. Our results suggest some successes in supporting preservice teachers in engaging students in modeling practice. We propose design principles that can guide science teacher educators in incorporating modeling in teacher education.

  20. Elementary Teacher Assessments of Principal Servant Leadership, Their Experience with Team Learning and Student Academic Achievement

    ERIC Educational Resources Information Center

    Zahn, Brian

    2011-01-01

    This study compared teacher assessments of principal servant leadership and their experience with team learning in high, moderate, and low student academic achieving elementary schools. The participants were from fifteen moderate need elementary schools located in southern New York State counties. One hundred sixty two teachers responded to a 36…

  1. An Evaluation of Two National Science Foundation Academic Year Institutes for Earth Science Teachers.

    ERIC Educational Resources Information Center

    Sutherland, Berry

    Reported is a study of the effectiveness of specially designed Earth Science teacher improvement programs, with emphasis on content competency. Thirty-three National Science Foundation (NSF) Academic Year Institute (AYI) participants from two 1969-70 institutes for Earth Science teachers were administered pretests of the Earth Science Achievement…

  2. Positive Teacher and Peer Relations Combine to Predict Primary School Students' Academic Skill Development

    ERIC Educational Resources Information Center

    Kiuru, Noona; Aunola, Kaisa; Lerkkanen, Marja-Kristiina; Pakarinen, Eija; Poskiparta, Elisa; Ahonen, Timo; Poikkeus, Anna-Maija; Nurmi, Jari-Erik

    2015-01-01

    This study examined cross-lagged associations between positive teacher and peer relations and academic skill development. Reading and math skills were tested among 625 students in kindergarten and Grade 4. Teacher reports of positive affect toward each student and classmate reports of peer acceptance were gathered in Grades 1-3. The results…

  3. Prospective Teachers' Future Time Perspective and Professional Plans about Teaching: The Mediating Role of Academic Optimism

    ERIC Educational Resources Information Center

    Eren, Altay

    2012-01-01

    This study aimed to examine the mediating role of prospective teachers' academic optimism in the relationship between their future time perspective and professional plans about teaching. A total of 396 prospective teachers voluntarily participated in the study. Correlation, regression, and structural equation modeling analyses were conducted in…

  4. Math and Science Academic Success in Three Large, Diverse, Urban High Schools: A Teachers' Story

    ERIC Educational Resources Information Center

    McKenzie, Kathryn Bell; Skrla, Linda; Scheurich, James Joseph; Rice, Delores; Hawes, Daniel P.

    2011-01-01

    Large, traditional urban high schools are among the most difficult education environments in the United States. These schools, which serve a high percentage of the Black and Latino students in the United States, often have low academic performance, high dropout rates, high teacher and school leader turnover, and inexperienced teachers. They often…

  5. Making Connections: A Curriculum Ideabook for Teachers of Applied Academics and Industrial & Engineering Systems.

    ERIC Educational Resources Information Center

    Harrington, Lois G.

    This document is designed to help vocational/tech prep and applied academics teachers plan and present their subject matter in a more integrated manner. The introduction presents the rationale for the ideabook. It is designed to help teachers modify their instructional program to more closely match the demands and realities of the real world. The…

  6. Making Connections: A Curriculum Ideabook for Teachers of Applied Academics and Health Services.

    ERIC Educational Resources Information Center

    Harrington, Lois G.

    This Ideabook is designed to help vocational/tech prep and applied academics teachers plan and present their subject matter in a more integrated way. Section 1 discusses integrating the curriculum, rationale for using the curriculum, and how the book helps teachers modify their instructional programs to more closely match demands and realities of…

  7. Teachers' Conduct in the 21st Century: The Need for Enhancing Students' Academic Performance

    ERIC Educational Resources Information Center

    Dimkpa, Daisy I.

    2015-01-01

    This paper explores the teaching profession and the impact of teachers' conduct on the academic performance of students. It noted that as teaching is one of the oldest and well respected professions in the world, the role of the teacher in the effective delivery of knowledge and in bringing about a conducive atmosphere for learning cannot be over…

  8. A Bourdieuian Analysis: Teachers' Beliefs about English Language Learners' Academic Challenges

    ERIC Educational Resources Information Center

    Shim, Jenna Min

    2014-01-01

    Using Pierre Bourdieu's concept of "habitus," this work analyzes five teachers' beliefs about English language learners' academic challenges. In reference to reproductive and inventive qualities of "habitus," this article argues that teachers' beliefs that are linked to their socio-cultural backgrounds can delimit or enhance…

  9. The Influence of Academic Articles on an ESL Teacher's Stated Beliefs

    ERIC Educational Resources Information Center

    Kamiya, Nobuhiro; Loewen, Shawn

    2014-01-01

    The current study investigated the relationship between one English as a second language (ESL) teacher's encounters with three academic articles on the topic of oral corrective feedback (CF) and the impact that they had on his stated beliefs regarding CF. The teacher had 14 years of English teaching experience and an MA TESOL degree. Two…

  10. Using Visual Literacy to Teach Science Academic Language: Experiences from Three Preservice Teachers

    ERIC Educational Resources Information Center

    Kelly-Jackson, Charlease; Delacruz, Stacy

    2014-01-01

    This original pedagogical study captured three preservice teachers' experiences using visual literacy strategies as an approach to teaching English language learners (ELLs) science academic language. The following research questions guided this study: (1) What are the experiences of preservice teachers' use of visual literacy to teach…

  11. Teachers' Feedback on Homework, Homework-Related Behaviors, and Academic Achievement

    ERIC Educational Resources Information Center

    Núñez, José Carlos; Suárez, Natalia; Rosário, Pedro; Vallejo, Guillermo; Cerezo, Rebeca; Valle, António

    2015-01-01

    The authors intended to (a) identify the association between gender or grade level and teachers' homework (HW) feedback and (b) examine the relationship between teachers' HW feedback, HW-related behaviors (e.g., amount of HW completed), and academic achievement. Four hundred fifty-four students (Grades 5-12) participated in this study. The results…

  12. Beginning Blueprint: Electronic Exhibits for a Teacher Education Accreditation Council Academic Audit

    ERIC Educational Resources Information Center

    Koonce, Glenn L.; Hoskins, Joan J.; Goldman, Katie D.

    2012-01-01

    This study illustrates the development, usability, and advantages of an electronic exhibit for the TEAC (Teacher Education Accreditation Council) academic audit from the perspective of program education faculty. The examination of the successful utilization of electronic exhibits for teacher licensure and educational leadership program IBs…

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

    ERIC Educational Resources Information Center

    Sajan, K. S.

    2010-01-01

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

  14. Relationships among Preservice Primary Mathematics Teachers' Gender, Academic Success and Spatial Ability

    ERIC Educational Resources Information Center

    Turgut, Melih; Yilmaz, Suha

    2012-01-01

    The aim of this work is to investigate relationships among pre-service primary mathematics teachers' gender, academic success and spatial ability. The study was conducted in Izmir with 193 pre-service primary mathematics teachers of Dokuz Eylul University. In the work, spatial ability test, which consists of two main sub-tests measuring spatial…

  15. Improving Social and Academic Outcomes for All Learners through the Use of Teacher Praise

    ERIC Educational Resources Information Center

    Marchant, Michelle; Anderson, Darlene H.

    2012-01-01

    Students who frequently engage in problem behavior tend to disrupt teacher instruction and impede others' learning, and they can seriously limit their own opportunities for academic and social success. The view that negative student-teacher interaction adversely impacts classroom climate is well documented. A positive and engaging classroom…

  16. Teachers' Academic Appraisals and Referral Decisions: The Effect of Sharing Health Information when Diabetes Is Present

    ERIC Educational Resources Information Center

    Cunningham, Melissa M.; Wodrich, David L.

    2012-01-01

    Two prior studies showed that giving teachers more information about a student's illness led them to make better attributions about that student's classroom problems and better classroom accommodations. In this study, 235 teachers appraised academic competence and judged whether to seek help or make a referral for a hypothetical student with type…

  17. Searching for the Next Generation of Teacher Educators: Assessing the Success of Academic Searches

    ERIC Educational Resources Information Center

    Twombly, Susan B.; Wolf-Wendel, Lisa; Williams, James; Green, Pamela

    2006-01-01

    In light of a documented shortage of candidates for teacher education faculty positions, this article explores the academic labor market for teacher education faculty using job announcements from the Chronicle of Higher Education and a survey of search chairs to examine the qualifications sought. The authors conclude that the demand for teacher…

  18. Teacher Scaffolding of Academic Language in an Advanced Placement U.S. History Class

    ERIC Educational Resources Information Center

    Gritter, Kristine; Beers, Scott; Knaus, Robert W.

    2013-01-01

    This article examines teacher scaffolding of academic language in an Advanced Placement United States History (APUSH) course throughout a school year for one student who received a perfect score on the end of year APUSH exam. Data includes four months of observation of teacher instructional strategies to scaffold student writing and vignettes of…

  19. A Path Analysis of Basic Need Support, Self-Efficacy, Achievement Goals, Life Satisfaction and Academic Achievement Level among Secondary School Students

    ERIC Educational Resources Information Center

    Diseth, Age; Danielsen, Anne G.; Samdal, Oddrun

    2012-01-01

    Teachers' support of basic psychological needs, self-efficacy, achievement goals, life satisfaction and academic achievement level was measured in a sample of 240 secondary school students (8th and 10th grades). Correlation analysis showed significant positive relations between all of the variables, except for the relation between need support of…

  20. Teacher Support Systems: A Collaboration Model

    ERIC Educational Resources Information Center

    Perez-Katz, Alicia

    2007-01-01

    As the principal of Baruch College Campus High School in New York City, the author wanted to help her teachers communicate with one another and put structures in place to develop the vision of the school while giving teachers opportunities for input and growth. After conducting a needs assessment, she found that teachers who had an ally in the…

  1. Stepping up Support for New Teachers

    ERIC Educational Resources Information Center

    Moore, Alicia

    2016-01-01

    New teacher attrition is a serious problem, with some studies estimating that 50 percent of teachers leave the profession within their first few years. This high attrition rate means that many schools have large number of inexperienced teachers and that districts must spend scarce funds for recruitment and replacement costs. Springfield Public…

  2. Academic response rate as a function of teacher- and self-imposed contingencies1

    PubMed Central

    Lovitt, Thomas C.; Curtiss, Karen A.

    1969-01-01

    The purpose of this study was to assess the effects of the contingency manager (teacher or pupil) on a pupil's academic response rate. The results of two such experiments disclosed that higher academic rates occurred when the pupil arranged the contingency requirements than when the teacher specified them. A third study manipulated only reinforcement magnitude to ascertain whether amount of reinforcement had interacted with pupil-specified contingencies to produce the increase in academic response rate. The latter findings revealed that the contingency manager, not reinforcement magnitude, accounted for this subject's gain in performance. PMID:16795202

  3. Teacher-child relationships and academic achievement: a multilevel propensity score model approach.

    PubMed

    McCormick, Meghan P; O'Connor, Erin E; Cappella, Elise; McClowry, Sandee G

    2013-10-01

    A robust body of research finds positive cross-sectional and longitudinal associations between teacher-child relationships and children's academic achievement in elementary school. Estimating the causal effect of teacher-child relationships on children's academic achievement, however, is challenged by selection bias at the individual and school level. To address these issues, we used two multilevel propensity score matching approaches to estimate the effect of high-quality teacher-child relationships in kindergarten on math and reading achievement during children's transition to first grade. Multi-informant data were collected on 324 low-income, Black and Hispanic students, and 112 kindergarten and first-grade teachers. Results revealed significant effects of high-quality teacher-child relationships in kindergarten on math achievement in first grade. No significant effects of teacher-child relationships were detected for reading achievement. Implications for intervention development and public policy are discussed. PMID:24060063

  4. Burden versus benefit: continuing nurse academics' experiences of working with sessional teachers.

    PubMed

    Peters, Kath; Jackson, Debra; Andrew, Sharon; Halcomb, Elizabeth J; Salamonson, Yenna

    2011-01-01

    Sessional teachers are taking an increasing role in classroom teaching in Schools of Nursing. However, there is a paucity of literature reporting the experiences of, and impact on, career academics working with or alongside the burgeoning numbers of sessional teachers. Therefore, the purpose of this paper is to explore the experiences of continuing academics working with sessional teachers. This qualitative study used purposive sampling to recruit nurse academics and collect narrative data related to their experiences of working with sessional teachers. Four major themes emerged from the data, namely: They have got real credibility - perceptions of clinical currency, We've got people who are very good clinically, but don't know how to teach - lacking skills and confidence, No allegiance to the school or the students - perceived lack of commitment and accountability, and A terrible burden - workload implications for continuing academics. The development and implementation of standards for the recruitment and employment of sessional teachers would benefit both continuing academics and sessional teachers, and assist in the delivery of quality teaching and learning to nursing students. PMID:21854236

  5. Redefining First-Year Teacher Support

    ERIC Educational Resources Information Center

    Fox, Kathy R.; McNulty, Carol P.

    2013-01-01

    Monique was the kind of student every college professor remembers fondly. She seemed to excel in all areas. She enrolled in additional course work to earn a double academic major, completed an academic honors program for which she received national recognition, earned accolades for her high grade-point average and competed on the university swim…

  6. Teacher Learning Cohorts: A Vehicle for Supporting Beginning Teachers

    ERIC Educational Resources Information Center

    Brownell, Mary T.; Yeager, Elizabeth Anne; Sindelar, Paul T.; vanHover, Stephanie; Riley, Tamar

    2004-01-01

    One of the greatest challenges that general education teachers face is how to address the educational needs of an increasingly diverse student population. Perhaps what is most disturbing about this challenge is that many general education teachers seem unprepared to face it. Researchers investigating inclusive classrooms have found that general…

  7. Mentoring Teachers toward Excellence: Supporting and Developing Highly Qualified Teachers

    ERIC Educational Resources Information Center

    Shulman, Judith H., Ed.; Sato, Mistilina, Ed.

    2006-01-01

    Every year, more than 15,000 teachers vie for the chance to become certified by the National Board for Professional Teaching Standards. Although the process is voluntary, National Board Certification is a widely recognized mark of distinction and is increasingly tied to leadership opportunities for teachers, salary increases, and improved student…

  8. What Teachers Want: Supporting Primary School Teachers in Teaching Science

    ERIC Educational Resources Information Center

    Fitzgerald, Angela; Schneider, Katrin

    2013-01-01

    Impending change can provide us with the opportunity to rethink and renew the things that we do. The first phase of the Australian Curriculum implementation offers primary school teachers the chance to examine their approaches to science learning and teaching. This paper focuses on the perceptions of three primary school teachers regarding what…

  9. The Relationship between Teachers' Motivational Support and Engagement versus Disaffection

    ERIC Educational Resources Information Center

    Guvenc, Hulya

    2015-01-01

    The purpose of this study is to investigate relationships between students' engagement versus disaffection and their perceptions of teachers' motivational support styles. To do this a hypothesized structural model specifying the direct relationships of students' engagement and their perceptions of teachers' motivational support is used. The model,…

  10. Teacher Support, School Goal Structures, and Teenage Mothers' School Engagement

    ERIC Educational Resources Information Center

    Kalil, Ariel; Ziol-Guest, Kathleen M.

    2008-01-01

    This study investigates how perceptions of teacher support and achievement goal structures in the school environment correlate with school engagement, and whether depressive symptoms mediate or moderate this association, among 64 low-income teenage mothers. Controlling for prior grades, perceptions of teacher support correlate with higher levels…

  11. Supporting Experienced and Beginning Teachers of Students with Disabilities.

    ERIC Educational Resources Information Center

    Billingsley, Bonnie S.; And Others

    Administrative support is critical to the professional success and self-esteem of special education teachers. This chapter provides practical strategies for administrators at both the building and central office level to use to support special education teachers. J. S. House's framework is used for considering the different types of administrative…

  12. Rhode Island Model Evaluation & Support System: Teacher. Edition III

    ERIC Educational Resources Information Center

    Rhode Island Department of Education, 2015

    2015-01-01

    Rhode Island educators believe that implementing a fair, accurate, and meaningful educator evaluation and support system will help improve teaching and learning. The primary purpose of the Rhode Island Model Teacher Evaluation and Support System (Rhode Island Model) is to help all teachers improve. Through the Model, the goal is to help create a…

  13. "CrowdTeaching": Supporting Teacher Collective Intelligence Communities

    ERIC Educational Resources Information Center

    Recker, Mimi M.; Yuan, Min; Ye, Lei

    2013-01-01

    The widespread availability of high-quality Web-based tools and content offers new promise and potential for supporting teachers as creators of instructional activities. When coupled with a participatory Web culture and infrastructure, teachers can share their creations as well as leverage from the best that their peers have to offer to support a…

  14. Supporting and Sustaining Teachers' Professional Development: A Principal's Guide

    ERIC Educational Resources Information Center

    Tallerico, Marilyn

    2005-01-01

    Although school administrators consider supporting and sustaining teachers' professional development a priority, more pressing day-to-day imperatives often eclipse this goal. "Supporting and Sustaining Teachers' Professional Development" specifically targets busy school principals who want practical suggestions for how to balance these everyday…

  15. Teachers' Perceptions of Administrative Support in Incentive Grant Schools

    ERIC Educational Resources Information Center

    Crowder, William J., Jr.

    2013-01-01

    The purpose of this study is to investigate teachers' perceptions of administrative support in incentive grant schools. The primary objective of this study is to determine the effect of participation in an incentive grant on the perceived level of administrative support. The research questions were as follows: 1) Do teachers who are participating…

  16. Supporting Teachers in Structuring Mathematics Lessons Involving Challenging Tasks

    ERIC Educational Resources Information Center

    Sullivan, Peter; Askew, Mike; Cheeseman, Jill; Clarke, Doug; Mornane, Angela; Roche, Anne; Walker, Nadia

    2015-01-01

    The following is a report on an investigation into ways of supporting teachers in converting challenging mathematics tasks into classroom lessons and supporting students in engaging with those tasks. Groups of primary and secondary teachers, respectively, were provided with documentation of ten lessons built around challenging tasks. Teachers…

  17. Teacher Burnout and Self-Efficacy in Eliciting Social Support.

    ERIC Educational Resources Information Center

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

    This study examined the relationship between perceived lack of social support, perceived self-efficacy in eliciting support at the workplace, and the three successive burnout symptoms (emotional exhaustion, depersonalization, and personal accomplishment) in a sample of 277 Dutch secondary school teachers. The study hypothesized that teachers'…

  18. Who's Using the Language? Supporting Middle School Students with Content Area Academic Language

    ERIC Educational Resources Information Center

    Townsend, Dianna

    2015-01-01

    This mixed-methods study examines middle school students' academic language development in the context of a year-long professional development project titled, Developing Content Area Academic Language (DCAAL). The purpose of DCAAL was to partner middle school teachers (n = 8) with a team of university researchers to explore how to integrate…

  19. The Use of Fingerspelling in Teachers' Academic Communication.

    ERIC Educational Resources Information Center

    Luetke-Stahlman, Barbara

    1990-01-01

    This study analyzed the fingerspelling of 25 teachers using Signing Exact English (SEE) 1 or 2, and 25 teachers using Manual/Signed English or Pidgin Signed English with their hearing-impaired students. Intergroup differences were not significant. Teachers used fingerspelling primarily to introduce novel words, spell short words, and spell proper…

  20. Relationship of Teachers' Cognitive Styles to Pupils' Academic Achievement Gains.

    ERIC Educational Resources Information Center

    Saracho, Olivia N.; Dayton, C. Mitchell

    1980-01-01

    The relationship of teachers' cognitive styles and their pupils' achievement was examined for second and fifth graders. Results indicated significant effects due to teachers' cognitive styles, but there was no significant outcome (main or interaction effect) associated with the matching of teachers' and pupils' cognitive styles, or with grade…

  1. Experimentally based, longitudinally designed, teacher-focused intervention to help physical education teachers be more autonomy supportive toward their students.

    PubMed

    Cheon, Sung Hyeon; Reeve, Johnmarshall; Moon, Ik Soo

    2012-06-01

    Using the field's state-of-the-art knowledge, we designed, implemented, and assessed the effectiveness of an intervention to help physical education (PE) teachers be more autonomy supportive during instruction. Nineteen secondary-school PE teachers in Seoul were randomly assigned into either an experimental or a delayed-treatment control group, and their 1,158 students self-reported their course-related psychological need satisfaction, autonomous motivation, amotivation, classroom engagement, skill development, future intentions, and academic achievement at the beginning, middle, and end of the semester. Observers' ratings and students' self-reports confirmed that the intervention was successful. Repeated-measures ANCOVAs showed that the students of teachers in the experimental group showed midsemester and end-of-semester improvements in all dependent measures. A multilevel structural equation model mediation analysis showed why the teacher-training program produced improvements in all six student outcomes - namely, teachers in the experimental group vitalized their students' psychological need satisfaction during PE class in ways that teachers in the control group were unable to do, and it was this enhanced need satisfaction that explained the observed improvements in all six outcomes.

  2. Teacher Retention Issues: How Some Principals Are Supporting and Keeping New Teachers

    ERIC Educational Resources Information Center

    Brown, Kathleen M.; Wynn, Susan R.

    2007-01-01

    Beginning teachers continue to exit the classroom in alarming numbers, despite numerous recruitment and retention strategies. High teacher turnover rates result in a deficit of quality teachers and instruction; a loss of continuity and commitment; and time, attention, and funds devoted to recruitment versus support. The purpose of this empirical…

  3. Examining the Importance of the Teachers' Emotional Support for Students' Social Inclusion Using the One-with-Many Design.

    PubMed

    Hogekamp, Zarina; Blomster, Johanna K; Bursalıoğlu, Aslı; Călin, Mihaela C; Çetinçelik, Melis; Haastrup, Lauge; van den Berg, Yvonne H M

    2016-01-01

    The importance of high quality teacher-student relationships for students' well-being has been long documented. Nonetheless, most studies focus either on teachers' perceptions of provided support or on students' perceptions of support. The degree to which teachers and students agree is often neither measured nor taken into account. In the current study, we will therefore use a dyadic analysis strategy called the one-with-many design. This design takes into account the nestedness of the data and looks at the importance of reciprocity when examining the influence of teacher support for students' academic and social functioning. Two samples of teachers and their students from Grade 4 (age 9-10 years) have been recruited in primary schools, located in Turkey and Romania. By using the one-with-many design we can first measure to what degree teachers' perceptions of support are in line with students' experiences. Second, this level of consensus is taken into account when examining the influence of teacher support for students' social well-being and academic functioning.

  4. Resiliency to Success: Supporting Novice Urban Teachers

    ERIC Educational Resources Information Center

    Huisman, Sarah; Singer, Nancy Robb; Catapano, Susan

    2010-01-01

    Each year, the National Center for Educational Statistics, through the US Department of Education Institute of Educational Sciences, publishes information about the need for millions of new teachers in the USA. Many of these positions are in urban schools. What makes new teachers beat the odds and remain in challenging schools? This study…

  5. When Teachers Support and Evaluate Their Peers

    ERIC Educational Resources Information Center

    Darling-Hammond, Linda

    2013-01-01

    One of the failings of teacher evaluation systems in the United States has been their reliance on the school principal alone as the person expected to observe teachers, mentor those who struggle, document concerns and processes, and make the final call on whether to recommend dismissal. Given the enormous scope of their duties, it's simply…

  6. Teacher Reflection: Supports, Barriers, and Results

    ERIC Educational Resources Information Center

    Jaeger, Elizabeth L.

    2013-01-01

    In the context of rapidly changing classroom environments, it is crucial that teachers be able to make appropriate decisions. Those teachers who reflect on their practice, particularly while they are teaching (what Schon terms reflection-in-action), are best able to do so. It is the intent of this article to investigate the role of teacher…

  7. Contingent and Marginalised? Academic Development and Part-Time Teachers

    ERIC Educational Resources Information Center

    Anderson, Valerie

    2007-01-01

    Academics employed on non-standard contracts are a numerically significant part of the labour market in higher education. Concerns about access to formal academic development for this staff group have been articulated in many countries in the context of increasing emphasis on teaching quality assessment and employment regulation of "non-permanent"…

  8. How Many Teachers Does It Take to Support a Student? Examining the Relationship between Teacher Support and Adverse Health Outcomes in High-Performing, Pressure-Cooker High Schools

    ERIC Educational Resources Information Center

    Conner, Jerusha O.; Miles, Sarah B.; Pope, Denise C.

    2014-01-01

    Although considerable research has demonstrated the importance of supportive teacher-student relationships to students' academic and nonacademic outcomes, few studies have explored these relationships in the context of high-performing high schools. Hierarchical linear modeling with a sample of 5,557 students from 14 different high-performing…

  9. Supporting academic publication: evaluation of a writing course combined with writers' support group.

    PubMed

    Rickard, Claire M; McGrail, Matthew R; Jones, Rebecca; O'Meara, Peter; Robinson, Anske; Burley, Mollie; Ray-Barruel, Gillian

    2009-07-01

    Publication rates are a vital measure of individual and institutional performance, yet many nurse academics publish rarely or not at all. Despite widespread acceptance of the need to increase academic publication rates and the pressure university faculty may experience to fulfil this obligation, little is known about the effectiveness of practical strategies to support academic writing. In this small cohort study (n=8) comprising nurses and other professionals involved in university education, a questionnaire survey was used to evaluate the effectiveness of a one-week "Writing for Publication" course combined with a monthly writers support group to increase publication rates. Two year pre and post submissions increased from 9 to 33 articles in peer-reviewed journals. Publications (in print) per person increased from a baseline of 0.5-1.2 per year. Participants reported increased writing confidence and greater satisfaction with the publishing process. Peer support and receiving recognition and encouragement from line managers were also cited as incentives to publish. Writing for publication is a skill that can be learned. The evaluated model of a formal writing course, followed by informal monthly group support meetings, can effectively increase publication rates.

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

    ERIC Educational Resources Information Center

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

    2015-01-01

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

  11. The "Perfect" Senior (VCE) Secondary Physical Education Teacher: Student Perceptions of Teacher-Related Factors That Influence Academic Performance

    ERIC Educational Resources Information Center

    Whittle, Rachael J.; Telford, Amanda; Benson, Amanda C.

    2015-01-01

    Improving student academic performance in senior-secondary education increases student opportunities for employment, training and further education. The aim of this research was to identify students', completing the Victorian Certificate of Education (VCE) Physical Education, perceptions of teacher-related factors that influence subject specific…

  12. Relationship between Academic Optimism and Classroom Management Styles of Teachers--Case Study: Elementary School Teachers in Isfahan

    ERIC Educational Resources Information Center

    Moghtadaie, L.; Hoveida, R.

    2015-01-01

    The purpose of this study was to investigate the relationship between classroom management styles of the teachers and their academic optimism. In this study, three types of classroom management styles (interventionist style, interactionist style, and non-interventionist style) have been considered. Research community is all public primary school…

  13. Mathematics teachers' support and retention: using Maslow's hierarchy to understand teachers' needs

    NASA Astrophysics Data System (ADS)

    Fisher, Molly H.; Royster, David

    2016-10-01

    As part of a larger study, four mathematics teachers from diverse backgrounds and teaching situations report their ideas on teacher stress, mathematics teacher retention, and their feelings about the needs of mathematics teachers, as well as other information crucial to retaining quality teachers. The responses from the participants were used to develop a hierarchy of teachers' needs that resembles Maslow's hierarchy, which can be used to better support teachers in various stages of their careers. The interviews revealed both non content-specific and content-specific needs within the hierarchy. The responses show that teachers found different schools foster different stress levels and that as teachers they used a number of resources for reducing stress. Other mathematics-specific ideas are also discussed such as the amount of content and pedagogy courses required for certification.

  14. Early Career Academic Staff Support: Evaluating Mentoring Networks

    ERIC Educational Resources Information Center

    Thomas, J. Denard; Lunsford, Laura Gail; Rodrigues, Helena A.

    2015-01-01

    Which academics benefit from participation in formal mentoring programmes? This study examined the needs and mentoring networks of new academics with evaluative data from a pilot mentoring programme. Themes from these data point towards re-envisioning initiatives for academic staff development. First, an examination of the expansion of mentoring…

  15. Engaging students and faculty: implications of self-determination theory for teachers and leaders in academic medicine

    PubMed Central

    2013-01-01

    Background Much of the work of teachers and leaders at academic health centers involves engaging learners and faculty members in shared goals. Strategies to do so, however, are seldom informed by empirically-supported theories of human motivation. Discussion This article summarizes a substantial body of motivational research that yields insights and approaches of importance to academic faculty leaders. After identification of key limitations of traditional rewards-based (i.e., incentives, or 'carrots and sticks’) approaches, key findings are summarized from the science of self-determination theory. These findings demonstrate the importance of fostering autonomous motivation by supporting the fundamental human needs for autonomy, competence, and relatedness. In turn, these considerations lead to specific recommendations about approaches to engaging autonomous motivation, using examples in academic health centers. Summary Since supporting autonomous motivation maximizes both functioning and well-being (i.e., people are both happier and more productive), the approaches recommended will help academic health centers recruit, retain, and foster the success of learners and faculty members. Such goals are particularly important to address the multiple challenges confronting these institutions. PMID:24215369

  16. e-Support4U: An evaluation of academic writing skills support in practice.

    PubMed

    Griffiths, Lauren; Nicolls, Barbara

    2010-11-01

    The Faculty of Society and Health at Buckinghamshire New University is committed to the widening participation agenda and to providing support that enables our students to achieve the requirements of the programme and registration. Literacy and numeracy skill development is an integral part of the academic modules of our current pre-registration curriculum. E-Support4U was launched in semester two of 2008 with the aim of extending academic writing support beyond the confines of the University and into the practice arena. Evaluation of the project tentatively suggests that the scaffold approach to academic writing, based on Salmon's 5-stage framework, may have contributed to a 100% pass rate for the reflective practice-based assignment for this cohort of students. However, participants experienced issues around access; differing levels of IT skills, dispersed placements that contributed to a lack of active collaboration within the group. Recommendations include early introduction of blended learning and incorporation of web 2.0 technology into the curriculum.

  17. The Social Support for International Graduate Students to Obtain Academic Success

    ERIC Educational Resources Information Center

    He, Ping

    2013-01-01

    Previous studies suggest that international graduate students' academic success is significantly associated with the average grade point (GPA), and this measure is closely related with international graduate students' received academic and financial supports. However, international graduate students' academic success can involve a multidimensional…

  18. The Role of Perceived Parental Autonomy Support in Academic Achievement of Asian and Latino American Adolescents

    ERIC Educational Resources Information Center

    Jiang, Ying Hong; Yau, Jenny; Bonner, Patricia; Chiang, Linda

    2011-01-01

    Introduction: Driven by an overarching conceptual framework adapted from Self-Determination Theory, this study tested the direct and indirect effects of perceived parental academia autonomy support vs. academic planning control on the interrelated variables of adolescents' self-esteem, academic motivation, and academic achievement, using…

  19. Supporting Students in Close Reading. From the College and Career Ready Standards to Teaching and Learning in the Classroom: A Series of Resources for Teachers. Updated February 2015

    ERIC Educational Resources Information Center

    Jones, Barbara; Chang, Sandy; Heritage, Margaret; Tobiason, Glory; Herman, Joan

    2015-01-01

    This resource is part of a series produced by the Center for Standards and Assessment Implementation (CSAI) to assist teachers and those who support teachers to plan teaching and learning from College and Career Ready Standards (CCRS) for all students, including students with disabilities, English learners, academically at-risk students, students…

  20. Successful Teachers Develop Academic Momentum with Reluctant Students

    ERIC Educational Resources Information Center

    Strahan, David

    2008-01-01

    In a series of investigations, the author and his colleagues have examined ways that students who once did poorly in school made progress and how their teachers nurtured their accomplishments. They have chronicled ways that successful teachers learned to understand why students are reluctant to do their work, how to help them think through their…

  1. Supporting Novice Special Education Teachers through Quality Professional Development

    ERIC Educational Resources Information Center

    Tate, Mary E.

    2013-01-01

    The special education teaching environment is a teaching environment with unique duties that often challenge novice special education teachers. The purpose of this qualitative case study was to gain clarity of the work environment of special education teachers to uncover professional development practices that would work to support them. Research…

  2. Teachers' Perceptions of Administrative Support and Antecedents of Turnover

    ERIC Educational Resources Information Center

    Russell, Elizabeth Morgan; Williams, Sue W.; Gleason-Gomez, Cheryl

    2010-01-01

    The purpose of this pilot study was to determine the degree to which teachers' age, perceptions of fair pay, receipt of employer-sponsored health insurance, and administrative support, as operationalized by the Competing Values Framework, predicted antecedents of turnover. Teachers' thoughts of leaving their current job and commitment to a center…

  3. Principal Concerns and Superintendent Support during Teacher Evaluation Changes

    ERIC Educational Resources Information Center

    Derrington, Mary Lynne; Campbell, John W.

    2015-01-01

    Teacher evaluation is a major reform initiative in public education's high accountability policy environment. Principals' effective implementation of this high-stakes reform is challenged by time management, policy coherence, communication with teachers, district support, and staff development imperatives. Effective implementation requires moving…

  4. Preparing for School Crises: Administrator Perceptions on Supports for Teachers

    ERIC Educational Resources Information Center

    Brophy, Chelsey M.; Maras, Melissa A.; Wang, Ze

    2015-01-01

    Traumatic events and crises involving schools and children often become high-profile occurrences; however, little attention is given to teachers and how they cope with crisis. The purpose of this study was to investigate administrators' perceptions of including additional support for teachers in school crisis policies. Specifically, the study…

  5. Modeling Positive Behavior Interventions and Supports for Preservice Teachers

    ERIC Educational Resources Information Center

    Hill, Doris Adams; Flores, Margaret M.

    2014-01-01

    The authors modeled programwide positive behavior interventions and supports (PBIS) principles to 26 preservice teachers during consolidated yearly extended school year (ESY) services delivered to elementary students from four school districts. While PBIS were in place for preservice teachers to implement with students, a similar system was…

  6. Distance Education for EFL Teachers: Perceptions of Learner Support

    ERIC Educational Resources Information Center

    Roux, Ruth; Trejo Guzmán, Nelly Paulina; González, Elsa Fernanda

    2014-01-01

    This article reports the findings of a qualitative study exploring in-service EFL teachers' perceptions of the learner support resources provided to them while they were taking a teacher research distance course. Findings indicate that students valued videoconferencing technology because it facilitated interacting with adviser, peers and…

  7. Bridging the Gap: The Halifax New Teacher Support Program

    ERIC Educational Resources Information Center

    Power, Alayne

    2013-01-01

    New teachers require specific and targeted support, as witnessed by alarming rates of attrition in their first years in the profession. Research shows they often struggle to bridge the gap between their university study and effective practice, especially with issues such as assessment, classroom management and diversity. New teachers should have…

  8. Finnish and Russian Teachers Supporting the Development of Social Skills

    ERIC Educational Resources Information Center

    Väyrynen, Sai; Kesälahti, Essi; Pynninen, Tanja; Siivola, Jenny; Flotskaya, Natalia; Bulanova, Svetlana; Volskaya, Olga; Usova, Zoya; Kuzmicheva, Tatyana; Afonkina, Yulia

    2016-01-01

    We argue that a key aspect of inclusive pedagogy is the interaction between the learners, their teachers and the environment. For effective interaction, learners need to develop social competence. This study explores how teachers support the development of the key social skills in schools in Finland and in Russia. The data were collected by…

  9. Supporting Teachers' Use of Research-Based Instructional Sequences

    ERIC Educational Resources Information Center

    Cobb, Paul; Jackson, Kara

    2015-01-01

    In this paper, we frame the dissemination of the products of classroom design studies as a process of supporting the learning of large numbers of teachers. We argue that high-quality pull-out professional development is essential but not sufficient, and go on to consider teacher collaboration and one-on-one coaching in the classroom as additional…

  10. How Can Video Supported Reflection Enhance Teachers' Professional Development?

    ERIC Educational Resources Information Center

    McCullagh, John F.

    2012-01-01

    This paper responds to Eva Lundqvist, Jonas Almqvist and Leif Ostman's account of how the manner of teaching can strongly influence pupil learning by recommending video supported reflection as a means by which teachers can transform the nature of their practice. Given the complex nature of the many conditions which influence and control teachers'…

  11. Promising New Teacher Support Strategies and Their Costs.

    ERIC Educational Resources Information Center

    Dianda, Marcella R.; Quartz, Karen Hunter

    1995-01-01

    Describes several promising new teacher support strategies implemented by California universities and their district partners as part of the California New Teacher Project, noting resources expended to implement each strategy. The strategies are framed according to their programmatic and economic dimensions. Strategies that make the most sense…

  12. Do Beginning Teachers Receive Adequate Support from Their Headteachers?

    ERIC Educational Resources Information Center

    Menon, Maria Eliophotou

    2012-01-01

    The article examines the problems faced by beginning teachers in Cyprus and the extent to which headteachers are considered to provide adequate guidance and support to them. Data were collected through interviews with 25 school teachers in Cyprus, who had recently entered teaching (within 1-5 years) in public primary schools. According to the…

  13. Teacher Outcomes of School-Wide Positive Behavior Support

    ERIC Educational Resources Information Center

    Ross, Scott W.; Horner, Robert H.

    2007-01-01

    Thousands of schools throughout the country are now implementing School-Wide Positive Behavior Support (SWPBS) as a way to improve school culture, safety, and climate. Research is needed to assess the effects of implementing SWPBS on (a) teacher stress and (b) teacher efficacy. The present pilot study provides a preliminary study of these…

  14. Professional Parity Between Co-Teachers in Secondary Science and Math As Influenced By Administrative Support

    NASA Astrophysics Data System (ADS)

    Nordh, Camilla S.

    2011-12-01

    School improvement plans, budget constraints, and compliance mandates targeting academic progress for all students indicate a need for maximal professional efficacy at every level in the educational system, including parity between co-teachers in the co-teaching service delivery model. However, research shows that the special education co-teacher frequently assumes an assistive role while the general education co-teacher adopts a leading role in the classroom. When the participants in a co-teaching partnership fail to equitably share the professional responsibilities for which both teachers are qualified to perform, overall efficacy is compromised in that the special education teacher is not exercising his or her qualified expertise. Administrative support can be a primary influencing factor in increasing parity between the co-teachers. A qualitative study using a phenomenological design was conducted to explore the influences of co-teacher attitudes and administrative support on professional parity in co-taught secondary science and math classrooms. Content analysis was used to interpret data from interviews with five special education and 15 general education co-teachers at eight secondary schools in a suburban school district in a mid-Atlantic state. Five themes emerged from the data: content mastery by the special education co-teacher, joint planning time for co-teachers, continuity within co-teaching dyads, compatible personalities between co-teachers, and clear administrative expectations about co-teaching. Results indicate that administrative support to consider the content mastery of the special education co-teacher is the most influential factor to parity, followed by the co-teaching partners having joint planning time and that both can be implemented through scheduling and assignment considerations rather than training initiatives. The results provide an examination of each theme as it pertains to the issue of professional efficacy in co-teaching and

  15. Building a Third Space: How Academic Language Knowledge Helps Pre-Service Teachers Develop Content Literacy Practices

    ERIC Educational Resources Information Center

    Sussbauer, Erik J.

    2013-01-01

    Though attention to academic language is a key component of the Teacher Performance Assessment and the new Common Core Standards, little has been researched regarding how pre-service teachers build academic language knowledge and integrate it into their practice teaching experience. This study focuses on the construction and delivery of academic…

  16. Examining the Importance of the Teachers' Emotional Support for Students' Social Inclusion Using the One-with-Many Design

    PubMed Central

    Hogekamp, Zarina; Blomster, Johanna K.; Bursalıoğlu, Aslı; Călin, Mihaela C.; Çetinçelik, Melis; Haastrup, Lauge; van den Berg, Yvonne H. M.

    2016-01-01

    The importance of high quality teacher–student relationships for students' well-being has been long documented. Nonetheless, most studies focus either on teachers' perceptions of provided support or on students' perceptions of support. The degree to which teachers and students agree is often neither measured nor taken into account. In the current study, we will therefore use a dyadic analysis strategy called the one-with-many design. This design takes into account the nestedness of the data and looks at the importance of reciprocity when examining the influence of teacher support for students' academic and social functioning. Two samples of teachers and their students from Grade 4 (age 9–10 years) have been recruited in primary schools, located in Turkey and Romania. By using the one-with-many design we can first measure to what degree teachers' perceptions of support are in line with students' experiences. Second, this level of consensus is taken into account when examining the influence of teacher support for students' social well-being and academic functioning. PMID:27458409

  17. Supporting Technology Integration within a Teacher Education System

    ERIC Educational Resources Information Center

    Schaffer, Scott P.; Richardson, Jennifer C.

    2004-01-01

    The purpose of this case study was to examine a teacher education system relative to the degree of performance support for the use of technology to support learning. Performance support was measured by the presence of factors such as clear expectations, feedback, tools, rewards, incentives, motivation, capacity, skills, and knowledge within the…

  18. Teacher Assistant Support and Deployment in Mainstream Schools

    ERIC Educational Resources Information Center

    Butt, Rosemary

    2016-01-01

    Models of support for students with disability and learning difficulties in mainstream classes in Australia rely extensively on teacher assistants (TAs). Current models, however, inadvertently perpetuate low expectations because providing TA support can be one of the most restrictive supports offered in a school [Giangreco, M. F. 2010a.…

  19. Supporting Primary and Secondary Beginning Teachers Online: Key Findings of the Education Alumni Support Project

    ERIC Educational Resources Information Center

    Maxwell, T. W.; Harrington, I.; Smith, H. J.

    2010-01-01

    During 2005, the Education Alumni Support Project (EdASP) (Maxwell, Smith, Baxter, Boyd, Harrington, Jenkins, Sargeant & Tamatea 2006) provided online support for University of New England (UNE) graduand, and later, graduate, teachers as they commenced their careers. The project was based on research which reported that many beginning teachers did…

  20. Ensuring Strong Induction Policies and Support. Induction Insights. Supporting Special Education Teachers - Policymakers [PII-6

    ERIC Educational Resources Information Center

    National Center to Inform Policy and Practice in Special Education Professional Development, 2010

    2010-01-01

    Strong induction programs influence novice special education teachers' determination to remain in teaching. Those who experience high levels of induction support tend to report greater job satisfaction and success in teaching challenging students. Although novice special education teachers can benefit from standard induction support, they also may…

  1. Supporting student nurse professionalisation: the role of the clinical teacher.

    PubMed

    Brown, Janie; Stevens, John; Kermode, Stephen

    2012-07-01

    This paper reports aspects of the findings from the qualitative component of a mixed methods research study that investigated the role of the Clinical Teacher in student nurse professional socialisation. Graduates and Clinical Teachers were interviewed to identify the domains where the support of a Clinical Teacher was crucial in the students' development of a professional identity. Emergent themes were clustered into seven (7) domains as follows: Professional role concept; Acculturation; Acquisition of Knowledge; Acquisition of Skill; Acquisition of Professional Values; Assimilation into the Organisation; and a seventh domain encompassing the role model attributes of Clinical Teachers. The domains are presented alongside exemplars from the interviews, in order to illustrate the importance of the support of a Clinical Teacher.

  2. Supporting Preservice Teacher Inquiry with Electronic Portfolios

    ERIC Educational Resources Information Center

    Shepherd, Craig; Hannafin, Michael

    2011-01-01

    Six preservice social studies teachers created electronic portfolios to examine techniques believed to promote active student engagement during a 12-week field experience. Inquiry into these practices was facilitated through embedded tutorials, assignment suggestions, and question prompts based on principles of evidential reasoning. Although…

  3. Supporting the Digitally Able Beginning Teacher

    ERIC Educational Resources Information Center

    Starkey, Louise

    2010-01-01

    This article reports on research which explored the experiences six digitally able beginning teachers during their first year in secondary schools. Using a complexity theoretical framework, the barriers and enablers that influenced the integration of digital technologies into teaching practice were examined. The findings indicate that context…

  4. Evaluating and Supporting Early Childhood Teachers

    ERIC Educational Resources Information Center

    Passe, Angèle Sancho

    2015-01-01

    There's a lot of conversation in the early childhood community on evaluating teachers to improve their performance. Raising the quality of early care and education is a priority for policymakers and practitioners on local, state, and federal levels. As a result, much attention is being focused on early childhood educators to ensure that they do a…

  5. The Effects of E-Mail Messages in a Distance Learning University on Perceived Academic and Social Support, Academic Satisfaction, and Coping

    ERIC Educational Resources Information Center

    Heiman, Tali

    2008-01-01

    The study examines the effects of e-mail messages on students' perceived social support, academic satisfaction, academic outcomes, and on students' coping modes. E-mails with a social or academic content were submitted by the university academic staff responsible for the courses to the 229 undergraduate students enrolled in an online social…

  6. Assessing the Academic Medical Center as a Supportive Learning Community

    ERIC Educational Resources Information Center

    Gannon, Sam C.

    2011-01-01

    Academic medical centers are well-known for their emphasis on teaching, research and public service; however, like most large, bureaucratic organizations, they oftentimes suffer from an inability to learn as an organization. The role of the research administrator in the academic medical center has grown over time as the profession itself has…

  7. Not Just Good Science Teaching: Supporting Academic Language Development

    ERIC Educational Resources Information Center

    Silva, Cecilia; Weinburgh, Molly; Smith, Kathy Horak

    2013-01-01

    In this article, the authors explore ways in which they have worked together in understanding the complexities of academic language within the science classroom and discuss strategies they have used to teach academic language to young adolescent English Language Learners (ELLs) within inquiry-based science lessons. They discuss strategies they use…

  8. Academic Writing: Supporting Faculty in a Critical Competency for Success

    ERIC Educational Resources Information Center

    Dankoski, Mary E.; Palmer, Megan M.; Banks, Julianna; Brutkiewicz, Randy R.; Walvoord, Emily; Hoffmann-Longtin, Krista; Bogdewic, Stephen P.; Gopen, George D.

    2012-01-01

    All faculty regardless of discipline or school need to be highly competent at writing for an academic audience. The "publish or perish" pressure is alive and well for academic advancement, publications, and external grant funding. Yet few faculty, particularly in the health professions and sciences, receive formal training on the craft of writing.…

  9. In Support of Reading: Reading Outreach Programs at Academic Libraries

    ERIC Educational Resources Information Center

    Mahaffy, Mardi

    2009-01-01

    Encouraging pleasure reading is not traditionally seen as the role of academic libraries. Those students who take time for reading, however, are better poised to succeed in college. Declining rates in reading among young people are cause for alarm, and many libraries at academic institutions are developing programs to promote this pastime. This…

  10. A Comparison of Role/Task/Environment Stress Experienced By Beginning Academic and Career-Technical Teachers in Southwestern Ohio Career-Technical Schools.

    ERIC Educational Resources Information Center

    Kerlin, Timothy F.

    This study investigated whether academic or career-technical teachers perceived greater role, task, and environmental stress in a career center setting. Participants were academic and career-technical teachers employed by a career center schools district in southwest Ohio. A total of 24 academic and 50 career-technical teachers, all of whom had…

  11. Fostering Teachers' Design Expertise in Teacher Design Teams: Conducive Design and Support Activities

    ERIC Educational Resources Information Center

    Huizinga, Tjark; Handelzalts, Adam; Nieveen, Nienke; Voogt, Joke

    2015-01-01

    Supporting Teacher Design Teams (TDTs) during local curriculum development efforts is essential. To be able to provide high-quality support, insights are needed about how TDTs carry out design activities and how support is valued by the members of TDTs and how it affects their design expertise. In this study, the design and support processes of…

  12. Teacher Qualification and Students' Academic Performance in Science Mathematics and Technology Subjects in Kenya

    ERIC Educational Resources Information Center

    Musau, Lydia M.; Abere, Migosi Joash

    2015-01-01

    Performance in Science, Mathematics and Technology (SMT) subjects among students in Kitui County, Kenya has perpetually been unsatisfactory. The aim of this study was to look into the extent to which teacher qualification influenced students' academic performance in SMT subjects. The study applied ex-post-facto survey research design. Random…

  13. What Effect Does Reading Academic Articles on Oral Corrective Feedback Have on ESL Teachers?

    ERIC Educational Resources Information Center

    Kamiya, Nobuhiro

    2016-01-01

    This study focuses on four teachers teaching a speaking and listening class at an intensive English program in the United States who read three academic articles on oral corrective feedback (CF). The researcher investigated their stated beliefs and classroom practices of CF as well as their responses to the readings through three classroom…

  14. Kindergarten Teachers Adjust Their Teaching Practices in Accordance with Children's Academic Pre-Skills

    ERIC Educational Resources Information Center

    Pakarinen, Eija; Lerkkanen, Marja-Kristiina; Poikkeus, Anna-Maija; Siekkinen, Martti; Nurmi, Jari-Erik

    2011-01-01

    This study examined the extent to which kindergarten children's academic pre-skills are associated with their teachers' subsequent teaching practices. The pre-skills in reading and math of 1268 children (655 boys, 613 girls) were measured in kindergarten in the fall. A pair of trained observers used the Classroom Assessment Scoring System…

  15. The Effect of Computer Assisted Grammar Teaching on the Academic Success of Classroom Teacher Candidates

    ERIC Educational Resources Information Center

    Eyup, Bircan

    2012-01-01

    The aim of this study is to determine the effect of computer assisted grammar teaching on the academic success of classroom teacher candidates. The study group consists of 2nd grade students from Karadeniz Technical University Fatih, Faculty of Education, Department of Classroom Teaching in the educational year of 2010 to 2011. Experimental…

  16. Learning and Developing as a University Teacher: Narratives of Early Career Academics in Estonia

    ERIC Educational Resources Information Center

    Remmik, Marvi; Karm, Mari; Lepp, Liina

    2013-01-01

    In recent years the higher education context in Estonia, as in most European countries, has changed a lot. All changes have an impact on university teachers' practice and their work organisation, and are presenting new challenges. The current research aims at developing an understanding of Estonian early career academics' professional…

  17. Models of Pre-Service Teachers' Academic Achievement: The Influence of Cognitive Motivational Variables

    ERIC Educational Resources Information Center

    Castro-Villarreal, Felicia; Guerra, Norma; Sass, Daniel; Hseih, Pei-Hsuan

    2014-01-01

    Theoretical models were tested using structural equation modeling to evaluate the interrelations among cognitive motivational variables and academic achievement using a sample of 128 predominately Hispanic pre-service teachers enrolled in two undergraduate educational psychology classes. Data were gathered using: (1) a quantitative questionnaire…

  18. Gender Differences in Academic Achievement among Turkish Prospective Teachers of English as a Foreign Language

    ERIC Educational Resources Information Center

    Erten, Ismail Hakki

    2009-01-01

    This study seeks to explain prevalent gender differences in academic achievement of 84 third-year students enrolled in a pre-service ELT (English Language Teaching) teacher training department. The study collected both qualitative and quantitative data through semi-structured interviews from a sample of 38 students. A content analysis of the data…

  19. Teacher: Students' Interpersonal Relationships and Students' Academic Achievements in Social Studies

    ERIC Educational Resources Information Center

    Fan, F. A.

    2012-01-01

    Background: The classroom is a social system in which the teacher and the students interact as organizational members. The quality of classroom relations is dependent on the activities of both the instructor and the students. Several environmental conditions and circumstances often tend to either improve or depress the academic performances of…

  20. A National Issue: Whether the Teacher Turnover Effects Students' Academic Performance?

    ERIC Educational Resources Information Center

    Terry, Loretta A.; Kritsonis, William Allan

    2008-01-01

    The high teacher turnover rate and low student academic performance are two urgent issues that threaten the education of America's children--our greatest resource. The technical core of schools nationally is to provide a quality education to produce literate generations to function in our global society. If the United States is to equip its young…

  1. Teacher-Student Interpersonal Relationships Do Change and Affect Academic Motivation: A Multilevel Growth Curve Modelling

    ERIC Educational Resources Information Center

    Maulana, Ridwan; Opdenakker, Marie-Christine; Bosker, Roel

    2014-01-01

    Background: Research has shown that the teacher-student interpersonal relationship (TSIR) is important for student motivation. Although TSIR has received a growing interest, there are only few studies that focus on changes and links between TSIR and student academic motivation in a longitudinal fashion in non-Western contexts. Aims: This study…

  2. Teacher Competence and the Academic Achievement of Sixth Grade Students in Uganda

    ERIC Educational Resources Information Center

    Wamala, Robert; Seruwagi, Gerald

    2013-01-01

    The study investigates the influence of teacher competence on the academic achievement of sixth grade students in Uganda. The investigation is based on data sourced from the 2009 Southern African Consortium for Monitoring Education Quality (SACMEQ) survey comprising 5,148 records of sixth grade students enrolled in primary schools in Uganda. The…

  3. Humanistic versus Authoritarian Teachers: A Reflection on Students' Academic Motivation and Performance

    ERIC Educational Resources Information Center

    Sultan, Sarwat; Hussain, Irshad

    2012-01-01

    This prospective study using self-determination theory was conducted to predict the students' motivation and academic performance based on their perceived teachers' humanistic vs. authoritarian orientations in the classrooms. The sample consisted of 300 students aged 14-18 years taken from different schools of Multan. The Pupil Control Behavior…

  4. Four Language Skills Performance, Academic Achievement, and Learning Strategy Use in Preservice Teacher Training Programs

    ERIC Educational Resources Information Center

    Shawer, Saad Fathy

    2016-01-01

    This article examines the differences in language learning strategies (LLS) use between preservice teachers of English as a foreign language (EFL) and Arabic as a second language (ASL). It also examines the relationship between LLS use and language performance (academic achievement and four language skills) among ASL students. The study made use…

  5. Longitudinal Predictors of Teacher Ratings of Adolescent Academic and Social Performance.

    ERIC Educational Resources Information Center

    Berkowitz, Marvin W.; Keller, Monica

    This study explored differential patterns of variables at 7 and 9 years of age that predict teacher evaluations of academic and social performance at 15 years of age. A total of 101 Icelandic school children were assessed on a variety of variables at ages 7, 9, 12, and 15. Only two variables significantly entered into the regression equation…

  6. Impact of Teachers' Motivational Indices on Science Students' Academic Performance in Nigerian Senior Secondary Schools

    ERIC Educational Resources Information Center

    Oredein, Afolakemi; Awodun, Adebisi

    2013-01-01

    The impact of science teachers' motivation on science students' academic performance in Senior Secondary Schools in Ondo and Ekiti States of Nigeria was investigated in this study. This was a descriptive survey research which was questionnaire based and past WAEC O/L ((May/June 2008 and 2009) student results on the science subjects. The population…

  7. The Academic Librarian: Buying Into, Playing Out, and Resisting the Teacher Role in Higher Education

    ERIC Educational Resources Information Center

    Austin, Trevor; Bhandol, Janine

    2013-01-01

    This article reports the findings of a small-scale study in a UK university. The research investigated how academic librarians experienced the processes of becoming a teacher. As more librarians are drawn into a teaching role, understanding these developments becomes crucial. A narrative approach revealed the challenges faced as they participated…

  8. Assessing Educational Outcomes in Middle Childhood: Validation of the Teacher Academic Attainment Scale

    ERIC Educational Resources Information Center

    Johnson, Samantha; Marlow, Neil; Wolke, Dieter

    2012-01-01

    Aim: Assessing educational outcomes in high-risk populations is crucial for defining long-term outcomes. As standardized tests are costly and time-consuming, we assessed the use of the Teacher Academic Attainment Scale (TAAS) as an outcome measure. Method: Three hundred and forty three children in mainstream schools aged 10 to 11 years (144 males,…

  9. Understanding Teachers' Perceptions of Academic Coaching Quality in an On-Site Professional Development Program

    ERIC Educational Resources Information Center

    Wood, Phillip R.

    2013-01-01

    Quality teacher training and continued learning is essential to providing the high quality education that yields adequate levels of student success. Though called by many different names, academic coaches appear to be the answer to the continuing problem of creating a positive learning environment that meets the challenges of educating students…

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

    ERIC Educational Resources Information Center

    Al-Madani, Feras Mohammed

    2015-01-01

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

  11. Low (Linear) Teacher Effect on Student Achievement in Pre-Academic Physics Education

    ERIC Educational Resources Information Center

    Cottaar, Alice

    2012-01-01

    This study investigates the effect of physics education on students' achievement in a large-scale quantitative study of pre-academic high school students throughout the Netherlands. Two aspects of teacher characteristics as perceived by their students are included: "pleasantness" principally defined by their perceived friendliness and positive…

  12. Basic Factors that Affect General Academic Motivation Levels of Candidate Preschool Teachers

    ERIC Educational Resources Information Center

    Celikoz, Nadir

    2010-01-01

    The purpose of this study is to investigate some personal and familial factors that affect overall academic motivation levels of candidate preschool teachers. The study group of this research consists of 285 students attending the child development and preschool education department at Selcuk University Faculty of Vocational Education in the…

  13. Foreign Language Professional Communicative Competence as a Component of the Academic Science Teacher's Professional Competence

    ERIC Educational Resources Information Center

    Valeeva, Roza A.; Baykova, Olga V.; Kusainov, Askarbek K.

    2016-01-01

    The urgency of the problem raised in the article is explained by the increasing demand for qualified specialists who have a good command of a foreign language. The communicative competence of an academic science teacher under the conditions of international cooperation development is of great importance. The article discusses the problem of…

  14. Reading the Map: Locating and Navigating the Academic Skills Development of Pre-Service Teachers

    ERIC Educational Resources Information Center

    Moles, Janet; Wishart, Llewellyn

    2016-01-01

    This article reports on an action research project that was implemented to strengthen preservice teachers' academic skills and competencies in a Bachelor of Early Childhood Education course. Strategies identified as effective included mapping assessment tasks to State and National Early Childhood Education Curriculum and Standards Frameworks and…

  15. How Can Teachers Increase Classroom Use of Academic Vocabulary?

    ERIC Educational Resources Information Center

    Larson, Lisa; Dixon, Temoca; Townsend, Dianna

    2013-01-01

    The purpose for this action research study was to answer the question: "How can we enhance students' active engagement with academic vocabulary in social studies classes?" In this article, the authors share the strategies they developed through their research that proved most effective in engaging middle school students with active academic…

  16. Making academic dentistry more attractive to new teacher-scholars.

    PubMed

    Trower, Cathy A

    2007-05-01

    This perspectives article written under the sponsorship of the Commission on Change and Innovation in Dental Education (CCI) of the American Dental Education Association (ADEA) summarizes data on the numbers of women and persons of color earning the D.D.S./D.M.D. degrees and entering the U.S. dentistry profession in the first decade of the twenty-first century and examines job factors of importance to recent graduates of doctoral programs in other academic disciplines that may have relevance for planning recruitment and retention strategies within academic dentistry. The characteristics and expectations of Generation X faculty are explored: who are they and what do they want from the academic workplace? The article describes the culture clash that often occurs when Gen Xers encounter policies and practices that were designed by and for prior generations (e.g., Traditionalists and Boomers) who filled the ranks of dental school faculty in the 1970s, 1980s, and 1990s. Recommendations for rethinking academic employment systems in ways that might make the university workplace more attractive to Generation X are described.

  17. The Relationship of Loneliness and Social Support with College Freshmen's Academic Performance and Persistence

    ERIC Educational Resources Information Center

    Nicpon, Megan Foley; Huser, Laura; Blanks, Elva Hull; Sollenberger, Sonja; Befort, Christie; Kurpius, Sharon E. Robinson

    2007-01-01

    Based on Tinto's (1993) model of academic persistence, this study investigated the relationship of loneliness, social support, and living arrangements with academic persistence decisions of 401 college freshmen. Participants completed a series of standardized instruments during class time. Social support was negatively related to loneliness and…

  18. Examining the Academic Counseling Courses as a Support Service in Distance Learning

    ERIC Educational Resources Information Center

    Cekerol, Kamil; Bozkaya, Mujgan

    2010-01-01

    Academic counseling courses, in which learner support is provided in a face-to-face environment, maintain their importance and continuity since the beginning of the distance education system in Anadolu University. Academic counseling courses, which are carried out by getting support from various universities, are conducted by bringing the…

  19. An Analysis of Disability, Academic Performance, and Seeking Support in One University Setting

    ERIC Educational Resources Information Center

    Dong, Shengli; Lucas, Margaretha S.

    2016-01-01

    This study focused on the academic performance and use of disability support services (DSS) of students with different types of disabilities who attend a postsecondary education institution. Findings show different patterns of academic success over four semesters as well as different patterns of DSS usage. Students who requested support from DSS…

  20. Academic Support Services and Career Decision-Making Self-Efficacy in Student Athletes

    ERIC Educational Resources Information Center

    Burns, Gary N.; Jasinski, Dale; Dunn, Steve; Fletcher, Duncan

    2013-01-01

    This study examined the relationship between evaluations of academic support services and student athletes' career decision-making self-efficacy. One hundred and fifty-eight NCAA athletes (68% male) from 11 Division I teams completed measures of satisfaction with their academic support services, career decision-making self-efficacy, general…

  1. Reciprocal effects of student-teacher and student-peer relatedness: Effects on academic self efficacy

    PubMed Central

    Hughes, Jan N.; Chen, Qi

    2010-01-01

    This study investigated the reciprocal effects between teacher student relationship quality (TSRQ) and two dimensions of classroom peer relatedness, peer liking and peer academic reputation (PAR), across three years in elementary school and the effect of both TSRQ and the peer relatedness dimensions on academic self efficacy. Participants were 695 relatively low achieving, ethnically diverse students recruited into the longitudinal study when they were in first grade. Measures of TSRQ and peer relatedness were assessed in years/grades 2-4. Peer liking and PAR were moderately correlated with each other at each time period. As expected, peer liking and TSRQ exhibited bidirectional effects across the three years. Year 3 TSRQ had an effect on Year 4 PAR, but PAR did not have an effect on TSRQ at either time interval. In an additional analysis, Year 4 PAR mediated the effect of Year 3 TSRQ on Year 5 academic self efficacy. Implications for teacher professional development are discussed. PMID:21927528

  2. Social support, stress, health, and academic success in Ghanaian adolescents: a path analysis.

    PubMed

    Glozah, Franklin N; Pevalin, David J

    2014-06-01

    The aim of this study is to gain a better understanding of the role psychosocial factors play in promoting the health and academic success of adolescents. A total of 770 adolescent boys and girls in Senior High Schools were randomly selected to complete a self-report questionnaire. School reported latest terminal examination grades were used as the measure of academic success. Structural equation modelling indicated a relatively good fit to the posteriori model with four of the hypothesised paths fully supported and two partially supported. Perceived social support was negatively related to stress and predictive of health and wellbeing but not academic success. Stress was predictive of health but not academic success. Finally, health and wellbeing was able to predict academic success. These findings have policy implications regarding efforts aimed at promoting the health and wellbeing as well as the academic success of adolescents in Ghana.

  3. A Study of the Relationships between Distributed Leadership, Teacher Academic Optimism and Student Achievement in Taiwanese Elementary Schools

    ERIC Educational Resources Information Center

    Chang, I-Hua

    2011-01-01

    The purpose of this study was to explore the relationships between distributed leadership, teachers' academic optimism and student achievement in learning. The study targeted public elementary schools in Taiwan and adopted stratified random sampling to investigate 1500 teachers. Teachers' perceptions were collected by a self-report scale. In…

  4. Investigating Teachers' Approval and Disapproval Behaviors Towards Academic and Social Behaviors of Students with and without Special Needs

    ERIC Educational Resources Information Center

    Sazak-Pinar, Elif; Guner-Yildiz, Nevin

    2013-01-01

    The present study was designed to (a) investigate teachers' approval and disapproval behaviors towards academic and social behaviors of students in mainstreaming classrooms and (b) determine whether or not having special needs be a predictor of teachers' approval and disapproval behaviors. The study group consisted of 43 teachers who…

  5. Middle School Students' Perceptions of Teachers' Expectations as They Relate to the Academic Performance of African-American Males

    ERIC Educational Resources Information Center

    VanDorn, Daphne N.

    2012-01-01

    Teacher expectations and their effects on student academic performance began with the work of Robert Rosenthal (1968). His work led to a plethora of studies by researchers investigating teacher behaviors with high and low expectations of students. However, there are few studies on how students' perceptions of teacher expectations influence…

  6. The Association between Externalizing Behavior Problems, Teacher-Student Relationship Quality, and Academic Performance in Young Urban Learners

    ERIC Educational Resources Information Center

    Sanchez Fowler, Laura T.; Banks, Tachelle I.; Anhalt, Karla; Der, Heidi Hinrichs; Kalis, Tara

    2008-01-01

    The present study examined the relation between teacher ratings of student social functioning and academic performance and teacher-student relationship quality. Data were collected from 230 students and 20 teachers in two high-poverty, low-performing schools in a large urban school district in the Midwest. Students were 93% African American.…

  7. Promoting Teacher Development in a Racially/Ethnically, Socioeconomically, Linguistically and Academically Diverse School: A US Case Study

    ERIC Educational Resources Information Center

    Byrd-Blake, Marie; Hundley, Eddie

    2012-01-01

    This article provides analysis of a site-based professional development model that is grounded in teacher best practices. Developed by the administration and teacher leaders of a racially/ethnically, socioeconomically, linguistically and academically diverse school in the USA, the teacher-centered coaching model described is an example of an…

  8. Teacher Network of Relationships Inventory: Measurement Invariance of Academically At-Risk Students across Ages 6 to 15

    ERIC Educational Resources Information Center

    Wu, Jiun-Yu; Hughes, Jan N.

    2015-01-01

    We tested the longitudinal measurement invariance of the Teacher Network of Relationships Inventory (TNRI), a teacher-report measure of teacher-student relationship quality (TSRQ), on a sample of 784 academically at-risk students across ages 6 to 15 years by comparing the model for each subsequent year with that of the previous year(s). The TNRI…

  9. Tiered Models of Integrated Academic and Behavioral Support: Effect of Implementation Level on Academic Outcomes

    ERIC Educational Resources Information Center

    Noltemeyer, Amity; Sansosti, Frank J.

    2012-01-01

    This exploratory study examined (a) Integrated Systems Model (ISM) implementation levels, and (b) the effect of implementation of the academic and behavioral components of ISM on student academic outcomes. Participants included 2,660 students attending six suburban elementary schools. Hierarchical linear regression was conducted using a control…

  10. Sessional Academic Success: A Distributed Framework for Academic Support and Development

    ERIC Educational Resources Information Center

    Hamilton, Jillian; Fox, Michelle; McEwan, Mitchell

    2013-01-01

    With approximately half of Australian university teaching now performed by Sessional Academics, there has been growing recognition of the contribution they make to student learning. At the same time, sector-wide research and institutional audits continue to raise concerns about academic development, quality assurance, recognition and belonging…

  11. Factors affecting elementary principals' and teachers' decisions to support outdoor field trips

    NASA Astrophysics Data System (ADS)

    Kaspar, Michael Joseph

    Outdoor field trips are recommended in science education reform, yet they are not frequently taken. Barriers may prevent elementary public school teachers from participating in outdoor field trips (Mirka, 1973; Falk & Balling, 1979; Ham, 1988; Orion, 1993). To determine what would increase students' attendance at a nature preserve, factors that may affect elementary private and public school principals' and teachers' decisions to support field trips were identified and compared. Private school principals supported field trips. They believed field trips were safe, and easy to arrange, and that the field trips helped students experience culture in the community. Experienced public school principals who were supportive and believed field trips should be required believed field trips fit into the teacher's lesson plan and were taken for enrichment. Public school principals who were less experienced with field trips believed field trips should be extracurricular. They believed that field trips served as a reward, and that they needed more information. They did not support field trips. Private school teachers believed that field trips did not have overly demanding administrative concerns. They believed field trips were safe, easy to arrange, and were supported by their administrator. Public school teachers who supported field trips and believed field trips should be required were white, female, experienced, and older. They believed that field trips were safe, easy to arrange, enjoyable, and that they had enough help to conduct trips. Public school teachers who may not support trips had administrative concerns, and they did not believe field trips met the needs of students. These were male, white or non-white, young or middle-aged, and less experienced. They may believe field trips are a waste of time and money. They believed they had a nonsupportive administrator. Money for transportation was a barrier for older public school teachers and principals. No improvement on

  12. Collaborative Classroom Practice for Inclusion: Perspectives of Classroom Teachers and Learning Support/Resource Teachers

    ERIC Educational Resources Information Center

    Mulholland, Monica; O'Connor, Una

    2016-01-01

    Collaborative practice is integral to effective inclusion. Within schools, teacher collaboration can foster communities of practice through a series of professional relationships that enhance the educational experience and learning outcomes of pupils with special educational needs (SEN). In Ireland, Learning Support Teachers (LSTs) and Resource…

  13. Teacher Involvement in Curriculum Design: Need for Support to Enhance Teachers' Design Expertise

    ERIC Educational Resources Information Center

    Huizinga, Tjark; Handelzalts, Adam; Nieveen, Nienke; Voogt, Joke M.

    2014-01-01

    Teacher involvement in curriculum design has a long tradition. However, although it fosters implementation of curriculum reforms, teachers encounter various problems while designing related to conditions set for the design process, and lack the knowledge and skills needed to enact collaborative design processes. Providing support to enhance…

  14. Supporting Democratic Discourses of Teacher Professionalism: The Case of the Alberta Teachers' Association

    ERIC Educational Resources Information Center

    Osmond-Johnson, Pamela

    2015-01-01

    This paper explores understandings related to teacher professionalism amongst a sample of highly engaged members of the Alberta Teacher's Association (ATA). Highlighting the many ways in which the Association supported members in their bid to embody roles as leaders, learners, advocates, and policy actors, I argue that the ATA serves as a platform…

  15. Can We Prepare Effective Writing Teachers for Academically Diverse Classrooms?

    ERIC Educational Resources Information Center

    Uyar, Yusuf

    2016-01-01

    This study examines whether preservice teachers, who provide writing instruction in native language education, are ready to teach students with different learning needs effectively. This study used a survey research design and qualitative data collection tools. An interview form and writing samples from students in the same class with different…

  16. Critical Pedagogy: EFL Teachers' Views, Experience and Academic Degrees

    ERIC Educational Resources Information Center

    Mahmoodarabi, Mahsa; Khodabakhsh, Mohammad Reza

    2015-01-01

    Although critical pedagogy has brought about positive changes in the field of education by shifting from traditional pedagogy to emancipatory pedagogy, not much attention has been paid to the factors affecting teachers' beliefs of critical pedagogy and only few studies have been conducted to design reliable and valid instruments to study EFL…

  17. Relationship Between Teacher Personality Ratings and Student Academic Success

    ERIC Educational Resources Information Center

    Richter, James; Scandrette, Onas

    1971-01-01

    The importance of personality factors in determining success in school and work is widely recognized. In the school setting, ratings of students by their teachers have been widely used as a means of assessing certain personality traits. There is evidence that ratings scales do have validity and that they can be improved. (Authors/JB)

  18. Teacher-Astronaut out to Lift Academic Sights of Students

    ERIC Educational Resources Information Center

    Trotter, Andrew

    2007-01-01

    The space shuttle Endeavour, slated to begin an 11-day mission August 7, will carry an educational payload that includes two "growth chambers" loaded with basil and lettuce seeds, and a list of activities to be led by teacher-turned-astronaut Barbara R. Morgan. The activities targeted to K-12 students are add-ons to the shuttle crew's primary…

  19. English Language Teacher Education in Turkey: Policy vs Academic Standards

    ERIC Educational Resources Information Center

    Mahalingappa, Laura J.; Polat, Nihat

    2013-01-01

    This qualitative study examines curriculum frameworks in English language teacher education (ELTE) programs in Turkey in light of current second language (L2) teaching standards and research vs Turkey's Higher Education Council (HEC) mandates. It also investigates program directors' perceptions about the current situations of their programs with…

  20. Organisational and Training Factors Affecting Academic Teacher Training Outcomes

    ERIC Educational Resources Information Center

    Renta-Davids, Ana-Inés; Jiménez-González, José-Miguel; Fandos-Garrido, Manel; González-Soto, Ángel-Pío

    2016-01-01

    University teacher training has become an important topic in recent years due to the curricular and methodological reforms introduced by the Bologna process. Despite its acknowledged importance, evaluations have been limited to measures of participants' satisfaction, and little is known about its impact on teaching practices. This study seeks to…

  1. Relationship between multiple sources of perceived social support and psychological and academic adjustment in early adolescence: comparisons across gender.

    PubMed

    Rueger, Sandra Yu; Malecki, Christine Kerres; Demaray, Michelle Kilpatrick

    2010-01-01

    The current study investigated gender differences in the relationship between sources of perceived support (parent, teacher, classmate, friend, school) and psychological and academic adjustment in a sample of 636 (49% male) middle school students. Longitudinal data were collected at two time points in the same school year. The study provided psychometric support for the Child and Adolescent Social Support Scale (Malecki et al., A working manual on the development of the Child and Adolescent Social Support Scale (2000). Unpublished manuscript, Northern Illinois University, 2003) across gender, and demonstrated gender differences in perceptions of support in early adolescence. In addition, there were significant associations between all sources of support with depressive symptoms, anxiety, self-esteem, and academic adjustment, but fewer significant unique effects of each source. Parental support was a robust unique predictor of adjustment for both boys and girls, and classmates' support was a robust unique predictor for boys. These results illustrate the importance of examining gender differences in the social experience of adolescents with careful attention to measurement and analytic issues.

  2. Supporting Female Students in Mathematics for Alternative Certification Teachers

    ERIC Educational Resources Information Center

    Evans, Brian R.

    2013-01-01

    This article is a follow-up to the last editor's perspective article about supporting new alternative certification teachers as they teach students from underrepresented groups in mathematics (Evans, 2013). The focus for this article narrows the scope to emphasize support needed for female mathematics students. Alternative certification teachers…

  3. Teacher Candidates' Perceptions of Technology Supported Literacy Practices

    ERIC Educational Resources Information Center

    Wake, Donna; Whittingham, Jeff

    2013-01-01

    This study explores teacher education candidates' perceptions of technologies used to support K-12 student literacy development. Candidates scored each technology based on their impressions of its ability to support student literacy development. They also evaluated their own level of expertise with each piece of technology using a pre-post…

  4. Principals' Roles in Supporting the Induction of Special Education Teachers

    ERIC Educational Resources Information Center

    Correa, Vivian I.; Wagner, Jennifer Y.

    2011-01-01

    Principals are a critical component of creating a positive school environment that supports new teachers to meet the diverse needs of their students. The induction process for beginning special educators can often be more challenging for school administrators and may require different supports than those provided for novice general educators. The…

  5. The Teachers College New Teacher Institute: Supporting New Teachers through Mentoring Relationships.

    ERIC Educational Resources Information Center

    Cuddapah, Jennifer Locraft

    This study examined new teachers' perspectives of the mentoring they were or were not receiving, who their mentors were, types of mentoring they were receiving, and roles played by facilitators at the Teachers College New Teacher Institute (NTI). Data came from focus groups and interviews with nine past NTI teachers, needs assessment focus groups…

  6. Where Is the Learning in Smaller Learning Communities? Academic Press, Social Support for Learning, and Academic Engagement in Smaller Learning Community Classrooms

    ERIC Educational Resources Information Center

    Fischer, Christopher; Bol, Linda; Pribesh, Shana; Nunnery, John

    2013-01-01

    The extent to which smaller learning communities' (SLCs) focus on academic press and strong social relationships affects academic engagement among 9th graders in urban high schools was investigated. Data were collected through classroom observations, student questionnaires, and focus groups with teachers. Data were analyzed using descriptive…

  7. 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…

  8. Using Games to Support the Curriculum: Getting Teachers on "Board"

    ERIC Educational Resources Information Center

    Crews, Annalisa

    2011-01-01

    Research supports the use of games in public, academic, and school libraries as a way to engage patrons and students, and to help develop important skills. Games provide stories and information, presented in a new format. They encourage critical thinking and problem solving and accomplish objectives of curriculum frameworks and meet AASL Standards…

  9. Teachers' Perceptions of the Availability and Need of a Support Program for Students with Learning Difficulties Attending Elementary Schools in the Atlantic Union Conference

    ERIC Educational Resources Information Center

    Coke, Lileth Althea

    2013-01-01

    Purpose of the Study. Support programs have been known to be very effective in helping students succeed academically, socially, behaviorally, and emotionally. The purpose of this study was to investigate teachers' perceptions of the availability and need of a support program for students with learning difficulties who attend elementary schools…

  10. Supporting the Academic Majority: Policies and Practices Related to Part-Time Faculty's Job Satisfaction

    ERIC Educational Resources Information Center

    Eagan, M. Kevin, Jr.; Jaeger, Audrey J.; Grantham, Ashley

    2015-01-01

    The academic workforce in higher education has shifted in the last several decades from consisting of mostly full-time, tenure-track faculty to one comprised predominantly of contingent, non-tenure-track faculty. This substantial shift toward part-time academic labor has not corresponded with institutions implementing more supportive policies and…

  11. Perceived Social Support and Academic Achievement: Cross-Lagged Panel and Bivariate Growth Curve Analyses

    ERIC Educational Resources Information Center

    Mackinnon, Sean P.

    2012-01-01

    As students transition to post-secondary education, they experience considerable stress and declines in academic performance. Perceived social support is thought to improve academic achievement by reducing stress. Longitudinal designs with three or more waves are needed in this area because they permit stronger causal inferences and help…

  12. Social Competence, Social Support, and Academic Achievement in Minority, Low-Income, Urban Elementary School Children

    ERIC Educational Resources Information Center

    Elias, Maurice J.; Haynes, Norris M.

    2008-01-01

    Despite living in disadvantaged urban communities experiencing social and economic hardships, many children emerge with positive outcomes. Social-emotional competence and social support were hypothesized to have strong influences on academic trajectories during the critical period of academic skill acquisition. Participants were 282 third-grade…

  13. Elementary School Counselors' Motivation to Support Student Academic Achievement through Identified Standards

    ERIC Educational Resources Information Center

    Barna, Jennifer S.; Brott, Pamelia E.

    2012-01-01

    The researchers explored the relationship between elementary school counselors' motivational orientation, perceptions of importance and levels of implementation of Academic and Personal/Social Standards as a strategy for supporting academic achievement. Responses from 212 elementary school counselors confirm both types of Standards as being highly…

  14. Accounting for the Attrition of African American Males in an Academic Support Setting

    ERIC Educational Resources Information Center

    Lancia, Ronald R.

    2013-01-01

    This dissertation addresses a continuing crisis in our nation's education system. Historically African American students have underperformed academically. This achievement gap is particularly pronounced for African American males. AVID (Advancement Via Individual Determination), an academic support program for underachieving students, most…

  15. Academic Stressors and Anxiety in Children: The Role of Paternal Support

    ERIC Educational Resources Information Center

    Leung, Grace S. M.; Yeung, K. C.; Wong, Daniel F. K.

    2010-01-01

    We examined the role of paternal support in the relation between academic stress and the mental health of primary school children in Hong Kong. The participants of this cross-sectional study were 1,171 fifth and sixth graders. The results indicated that academic stress was a risk factor that heightened student anxiety levels and that parental…

  16. The Effect of a Student Support Services Program on Academic Success at an Appalachian Comprehensive University

    ERIC Educational Resources Information Center

    Wilson, Ryan

    2013-01-01

    This study examined the effect of the NOVA program, a Students Support Services program at Eastern Kentucky University, on academic success for first-generation and low-income college students. An archival database was used to identify differences in the level of academic success among first-year students in the NOVA program from fall-to-fall of…

  17. Impact of Academic Support Centers on Students with Disabilities in Postsecondary Institutions

    ERIC Educational Resources Information Center

    Walker, Luann

    2016-01-01

    Students with disabilities are attending institutions of higher education at an increasing rate. This trend leads to questions concerning academic success, institution responsibility, and the impact of academic support centers. Unfortunately, faculty and professional staff often do not have sufficient knowledge to address the ever-changing needs…

  18. Supporting Teachers' Use of Technology in Science Instruction Through Professional Development: A Literature Review

    NASA Astrophysics Data System (ADS)

    Higgins, Tara E.; Spitulnik, Michele W.

    2008-10-01

    Professional development is critical in supporting teachers' use of technological tools in classrooms. This review of empirical research synthesizes the effective elements of professional development programs that support science teachers in learning about technology integration. Studies are examined that explore how professional development supports technology use within inquiry-based and traditional science instruction. Implications for future research are discussed in four areas: understanding and building on teachers' beliefs about science and technology; supporting teacher learning by supporting teachers' examination of students' work; using technology to support teacher communities and social networks; and sustaining teachers' learning beyond formal professional development programs.

  19. How IELTS Preparation Courses Support Students: IELTS and Academic Socialisation

    ERIC Educational Resources Information Center

    Yang, Yanxian; Badger, Richard

    2015-01-01

    IELTS scores are widely used in combination with academic results as a way of judging whether non-English background students should be admitted to degree-level courses in Anglophone contexts. However, successful study at university requires more than language competence and intellectual ability and international students often seem to start from…

  20. Chief Academic Officers and Support for Instructional Effectiveness.

    ERIC Educational Resources Information Center

    Smith, Albert B.; Hawthorne, Elizabeth M.

    1994-01-01

    Describes a study investigating the perceived commitment for instructional improvement among two-year college chief academic officers (CAOs). Compares data from 712 2-year college CAOs with that from 1,328 4-year college CAOs. Indicates that both groups reported a relatively low level of perceived commitment to activities designed to improve the…

  1. Impeccable Advice: Supporting Women Academics through Supervision and Mentoring

    ERIC Educational Resources Information Center

    Ali, Suki; Coate, Kelly

    2013-01-01

    At the time when Diana was writing " A Woman's Guide to Doctoral Studies" (2001), she was supervising a number of female doctoral students. She drew on some of their experiences in the writing of the book, and they in return benefited from the extensive insights she had about the politics of academic life that she portrays in her…

  2. (Re)conceptualisation of ELT Professionals: Academic High School English Teachers' Professional Identity in Korea

    ERIC Educational Resources Information Center

    Han, Insuk

    2016-01-01

    This study investigates Korean English teachers' responses to the current English Language Teaching (ELT) policies and reveals the attributes of their professional identity from their responses. Data collected from different narratives demonstrate that the teachers value the principles of communicative language teaching, but are not supportive of…

  3. A Teacher's Manifesto: Designing Learning Which Cures Rather Than Causes Academic Risk: Part 1.

    ERIC Educational Resources Information Center

    Kennedy, Mark

    1996-01-01

    The middle school teacher is the first line of defense against dropout risk for students. This article presents a plan for teachers to design and conduct learning units that cure, rather than cause, further risk. The plan is supported by a model based on recent brain research that meshes student interests with curricular constraints and goals.…

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

    NASA Astrophysics Data System (ADS)

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

    2014-12-01

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

  5. Parent involvement in the academic adjustment of Latino middle and high school youth: teacher expectations and school belonging as mediators.

    PubMed

    Kuperminc, Gabriel P; Darnell, Adam J; Alvarez-Jimenez, Anabel

    2008-08-01

    A path model based in a theory of social capital was tested with Latino middle school (n=195, 58% female, average 13.8 years of age) and high school students (n=129, 64% female, average 16.8 years of age). Most participants (77%) were immigrants (predominantly from Mexico). Questionnaires assessed student perceptions of parent involvement, school belonging, and academic competence. Teachers rated their expectations for student academic attainment and grades were obtained from school records. Perceived school belonging and teacher expectations mediated cross-sectional associations of parent involvement with academic adjustment. Links between parent involvement and academic adjustment were stronger for high school than middle school students. Middle school parent involvement was unrelated to teacher expectations and its indirect effect on school grades was non-significant. Future research should examine the link between middle school parent involvement and teacher expectations and its potential role in increasing Latino youths' school success.

  6. Academic Accommodations, Social Supports, and Academic Self-Efficacy: Predictors of Academic Success for Postsecondary Students with Disabilities

    ERIC Educational Resources Information Center

    Howe, Stefanie Marie

    2013-01-01

    Although the "Rehabilitation Act of 1973" and the "Americans with Disabilities Act of 1990" have mandated the necessity of services for students with disabilities to receive equal access to education, a clear picture of what contributes to academic success is still lacking. Research indicates that students with disabilities…

  7. The Networked Teacher: How New Teachers Build Social Networks for Professional Support. Series on School Reform

    ERIC Educational Resources Information Center

    Baker-Doyle, Kira J.

    2011-01-01

    New teachers need support from their peers and mentors to locate resources, information, new ideas, emotional support, and inspiration. This timely book explains the research and theory behind social networks (face-to-face and online), describes what effective social networking for educators looks like, reveals common obstacles that new teachers…

  8. Academic and Social Support Critical to Success in Academically Rigorous Environment

    ERIC Educational Resources Information Center

    Campbell, Melissa

    2010-01-01

    To ensure that more American students attend college and are prepared to participate in a global economy, secondary schools have increased academic rigor and raised standards. By emphasizing vertical alignment of courses from preschool through college, secondary schools can help close the expectation gap that exists between high school and college…

  9. Induction Programs for the Support and Development of Beginning Teachers of Science. National Science Teachers Association Position Statement

    ERIC Educational Resources Information Center

    National Science Teachers Association (NJ1), 2007

    2007-01-01

    The National Science Teachers Association (NSTA) recommends that schools and teacher preparation programs provide new teachers of science with comprehensive induction programs. Research suggests these programs should address specifics for teachers of science, involve trained mentors, provide adequate time to support continual learning of new…

  10. Technology Supported Learning Platform: Moodle Integrated Academic Course

    ERIC Educational Resources Information Center

    Yaman, Saziye

    2010-01-01

    It is substantially accepted that constructivism proposes knowledge as "not a fixed object"; constructed by an individual through her own experiences. As a learning theory, constructivism in education emphasizes collaborative learning, such as authentic challenging projects involving in students, teachers and experts in the learning…

  11. Pyramid of Interventions: A Progression of Academic Support

    ERIC Educational Resources Information Center

    Shonewise, Enid; Weichel, Mark

    2007-01-01

    What happens in a school when, despite teachers' best efforts in the classroom, students do not learn? The administrators and faculty members at Papillion-La Vista South High School in Nebraska asked themselves this question when they realized that some of their students were struggling, were not turning in work, did not seem to care, and were…

  12. Efficacy of Teachers Training Paraprofessionals to Implement Peer Support Arrangements

    ERIC Educational Resources Information Center

    Brock, Matthew E.; Carter, Erik W.

    2016-01-01

    Although peer support arrangements are a promising strategy to promote inclusion in general education classrooms, previous studies have not addressed how paraprofessionals might implement this strategy under typical circumstances without extensive researcher involvement. In this single-case design study, four special education teachers trained and…

  13. Understanding Motivation & Supporting Teacher Renewal. Quality Teaching and Learning Series.

    ERIC Educational Resources Information Center

    Dzubay, Dawn

    This publication provides findings from two related areas of research for people who work outside the classroom in supporting roles (e.g., principals, service providers, policymakers, and change agents): human motivation in general and teacher motivation to change practice. After discussing the creation of conditions which will motivate growth,…

  14. Leading Learning: Theorizing Principals' Support for Teacher PD in Ontario

    ERIC Educational Resources Information Center

    Hardy, Ian J.

    2010-01-01

    This paper describes and theorizes principals' support for teacher professional development ("PD") during a time of strong provincial pressure for an increased focus upon literacy, numeracy, and improvements in standardized test scores in elementary schools in Ontario, Canada. The paper draws upon semi-structured interviews with 12 principals in…

  15. Teachers' Support with Ad-Hoc Collaborative Networks

    ERIC Educational Resources Information Center

    Cortez, C.; Nussbaum, M.; Lpez, X.; Rodrguez, P.; Santelices, R.; Rosas, R.; Marianov, V.

    2005-01-01

    Efforts to improve the educational process must focus on those most responsible for implementing it: the teachers. It is with them in mind that we propose a face-to-face computer-supported collaborative learning system that uses wirelessly networked hand-held computers to create an environment for helping students assimilate and transfer…

  16. Supporting Teachers, Strengthening Families: A Model Child Abuse Prevention Approach

    ERIC Educational Resources Information Center

    Olson, Maril

    2007-01-01

    This article talks about a model child abuse prevention approach called, "Supporting Teachers, Strengthening Families." It is NAEYC's professional development initiative to help early childhood educators play leading roles in preventing child abuse and neglect through family strengthening efforts. It focuses on six strategies that high-quality…

  17. Preparing Teachers to Support Struggling First-Grade Readers

    ERIC Educational Resources Information Center

    Baker, Bettina

    2007-01-01

    The purpose of this report is to provide education professors teaching early literacy methods courses with information for beginning teachers to support struggling first-grade readers. This analysis identifies the specific word structures children are expected to know by the end of first grade, and shows the actual learning rates of these…

  18. Supporting Teachers in Data-Informed Educational Design

    ERIC Educational Resources Information Center

    McKenney, Susan; Mor, Yishay

    2015-01-01

    Recent years have seen a growing recognition of the value of positioning teaching as a design science. In this context, we see a great potential in the possible synergy between educational design, learning analytics and teacher inquiry. This synergy is demonstrated in the form of Computer Supported Curriculum Analysis, Design and Evaluation for…

  19. Implementing New Teacher Evaluation Systems: Principals' Concerns and Supervisor Support

    ERIC Educational Resources Information Center

    Derrington, Mary Lynne; Campbell, John W.

    2015-01-01

    Principal leadership is the key to successful implementation of mandated, high-accountability, teacher evaluation systems. Given the magnitude and complexity of change at the school level, understanding principals' perceptions, responses, and concerns is essential for effective change and support during implementation. Thus, research that…

  20. External Mentoring Support for Early Career Special Education Teachers

    ERIC Educational Resources Information Center

    Dempsey, Ian; Christenson-Foggett, Judith

    2011-01-01

    The special education teaching profession has experienced longstanding problems with shortages of qualified teaching staff and with high turnover rates of these staff. A variety of issues are related to these problems, including the nature of the support that early career special education teachers receive. In this case study research, the use of…

  1. Teachers' Evaluation of Professional Development in Support of National Reforms

    ERIC Educational Resources Information Center

    Gökmenoglu, Tuba; Clark, Christopher M.

    2015-01-01

    As in many other nations, the Turkish education system has undergone many significant curricular and structural reforms in the last decade. This study was designed to learn from teachers about the quality of professional development programs that were designed to support national reforms. Ten years into a period of intensive national reform,…

  2. Developing a Language Support Model for Mainstream Primary School Teachers

    ERIC Educational Resources Information Center

    McCartney, Elspeth; Ellis, Sue; Boyle, James; Turnbull, Mary; Kerr, Jane

    2010-01-01

    In the UK, speech and language therapists (SLTs) work with teachers to support children with language impairment (LI) in mainstream schools. Consultancy approaches are often used, where SLTs advise educational staff who then deliver language-learning activities. However, some research suggests that schools may not always sustain activities as…

  3. The Student Has Become the Teacher: Tracking the Racial Diversity and Academic Composition of the Teacher Supply Pipeline. Policy Research: IERC 2013-3

    ERIC Educational Resources Information Center

    White, Bradford R.; DeAngelis, Karen J.; Lichtenberger, Eric J.

    2013-01-01

    This study uses a unique, longitudinal statewide database to track students through the new teacher supply pipeline from high school through college and initial teacher certification. The report examines how each stage influences the characteristics of those who enter the teaching profession, with particular attention to academic skills and…

  4. Elementary Teacher Perceptions of Principal Leadership, Teacher Self-Efficacy in Math and Science, and Their Relationships to Student Academic Achievement

    ERIC Educational Resources Information Center

    Richard, Bertha Cookie

    2013-01-01

    The purpose of this study was to investigate elementary teacher perceptions of elementary principal instructional leadership and elementary teacher evaluation of self-efficacy at low and high performing low socio-economic elementary schools. These variables were examined to determine whether relationships with math and science academic achievement…

  5. The Interplay between Adolescents' Perceptions of Teacher-Student Relationships and Their Academic Self-Regulation: Does Liking a Specific Teacher Matter?

    ERIC Educational Resources Information Center

    Raufelder, Diana; Scherber, Sandra; Wood, Megan A.

    2016-01-01

    Although positive teacher-student relationships are known to aid students' academic self-regulation, the emotional aspects of teacher liking are often neglected within research. The present study used a large sample of seventh- and eighth-grade students (N = 1,088; M[subscript Age] = 13.7) in secondary schools in Germany to investigate whether the…

  6. Four "Academic Sub-Tribes", but One Territory? Teacher Educators and Teacher Education in Scotland

    ERIC Educational Resources Information Center

    Menter, Ian

    2011-01-01

    This paper takes a sociocultural approach to questions around the professional identity of teacher educators in Scotland. Through an analysis of the historical trajectory of Scottish teacher education and its institutions, it is suggested that there are four distinctive groups of staff currently working in the university departments that provide…

  7. Leadership in Higher Education: An Analysis of the Leadership Styles of Academic Deans in Ohio's 13 State-Supported Universities

    ERIC Educational Resources Information Center

    Thrash, Alberta B.

    2009-01-01

    The role of academic deans is critical to the success of higher education academic institutions. However, little is known about the leadership styles of these chief academic officers. This study illustrated the leadership approach of Ohio's academic deans in the 13 state-supported universities. This quantitative study researched and analyzed…

  8. Academic Majors and Subject-Area Certifications of Health Education Teachers in the United States, 2011-2012

    ERIC Educational Resources Information Center

    Cardina, Catherine

    2014-01-01

    Purpose: The purpose of this study was to identify academic preparation and subject-area certifications of K-12 public school staff teaching at least one health education class during 2011-2012 academic year. In general, teachers who are well qualified to teach a subject area are more likely to positively affect student achievement. Methods: Data…

  9. Innovative and Traditional Elements in the Work of Academic Staff: The Views of Pre-Service Teachers

    ERIC Educational Resources Information Center

    Jurgena, Inese; Cedere, Dagnija; Keviša, Ingrida

    2015-01-01

    The academic staff of the institutions of higher education plays a key role in the implementation of innovations in the study process. This article aims to analyze the views of students, pre-service teachers, on the role of innovations and traditions in the work of the academic staff at their institution of higher education. The survey data from…

  10. General Education Teachers' Ratings of the Academic Engagement Level of Students Who Read Braille: A Comparison with Sighted Peers

    ERIC Educational Resources Information Center

    Bardin, Julie A.; Lewis, Sandra

    2011-01-01

    English and language arts teachers of braille-reading students in general education classes rated these students' academic engagement and the academic achievement of low- and average-achieving sighted students in the same classrooms. The braille readers were found to be statistically similar to the low-achieving students with regard to effort,…

  11. Uncovering the Links between Prospective Teachers' Personal Responsibility, Academic Optimism, Hope, and Emotions about Teaching: A Mediation Analysis

    ERIC Educational Resources Information Center

    Eren, Altay

    2014-01-01

    Prospective teachers' sense of personal responsibility has not been examined together with their academic optimism, hope, and emotions about teaching in a single study to date. However, to consider hope, academic optimism, and emotions about teaching together with personal responsibility is important to uncover the factors affecting…

  12. Effects of Teacher Efficacy on Student Academic and Social Emotional Achievements as Reported on Georgia Kindergarten Inventory of Developing Skills

    ERIC Educational Resources Information Center

    Brown, Tisha J.

    2012-01-01

    Students in kindergarten are not meeting state standards on standardized academic and social/emotional scores in the southeastern United States. The focus of this study was to determine if a teacher's perceptions of self-efficacy affects student success in academic and social/emotional standards as reported on the Georgia Kindergarten of…

  13. Contextual Supports and Barriers to Academic Choices: A Policy-Capturing Analysis

    ERIC Educational Resources Information Center

    Dahling, Jason J.; Thompson, Mindi N.

    2010-01-01

    In this study, we use an experimental methodology called policy capturing to examine the effects of contextual barriers and supports on students' decisions to change academic majors. Consistent with Social Cognitive Career Theory (SCCT), we found that information about family supportiveness, peer supportiveness, financial status, and job market…

  14. Social Support Systems and Academic Performance of Single-Parent Students.

    ERIC Educational Resources Information Center

    Roy, Crystal M.; Fuqua, Dale R.

    1983-01-01

    Investigated the mediating effects of social support on the academic achievement of children in single parent families. Parents and oldest school-age children completed questionnaires on demographic and support group information. Results indicated adequate social support may mediate negative effects of single parent family status on academic…

  15. What Makes a Motivating Teacher? Teachers' Motivation and Beliefs as Predictors of Their Autonomy-Supportive Style

    ERIC Educational Resources Information Center

    Katz, Idit; Shahar, Bat-Hen

    2015-01-01

    Findings from several studies suggest that teachers who embrace an autonomy-supportive style vis-à-vis their students promote student motivation. However, the question of what makes teachers adopt this supportive style remains unanswered. Using Self-Determination Theory as a framework, we suggest that teachers' own motivation and their beliefs…

  16. Distance-mediated mentoring: A telecommunication-supported model for novice rural mathematics and science teachers

    NASA Astrophysics Data System (ADS)

    Luebeck, Jennifer Lyn

    Rural educators face unique professional challenges and limitations. This study investigated the effectiveness of an innovative distance-mediated mentoring program for rural novice mathematics and science teachers. Four purposes were pursued: (1) characterize and document the nature and development of the mentor-novice relationship; (2) describe how discourse influenced the novice teachers' perceptions about mathematics and science teaching; (3) determine whether telecommunication effectively supported a distance-mediated mentoring relationship for novice rural teachers; and (4) investigate program effects on novice teachers' attitudes, concerns, and professional growth. A qualitative research design was implemented during academic years 1996-98. Primary data collection focused on nine rural novice teachers and their mentors and included three sets of interviews spanning three semesters, field observation of classrooms, schools, and communities, and analysis of electronic mail messages over a four-month period. Supporting data were collected during observation of workshops and training sessions, and through surveys administered to all program participants in early 1997 and 1998. Categories of mentor-novice communication were identified: curriculum and content, validation of teaching practice, classroom and school issues, moral support, and social talk. Impact on mathematics and science teaching was accomplished by: sharing materials and activities; planning units and projects; locating resources; classroom and student concerns; long-range curriculum design, and improvement of teaching practices. Professional growth (for both novices and mentors) occurred through individual contact with partners and interaction within the larger mentoring community in both face-to-face and on-line venues. Telecommunication was highly valued by successful users. Technical difficulty curtailed access for a significant number of teachers, but they maintained successful relationships

  17. Co-Teaching and Team Teaching: Promising Opportunities for Supporting Novice Special Education Teachers within the School Culture. Induction Insights. Supporting Special Education Teachers-Administrators [AII-10

    ERIC Educational Resources Information Center

    National Center to Inform Policy and Practice in Special Education Professional Development, 2010

    2010-01-01

    A collaborative school context can support novice special education teachers. Co-teaching and team teaching represent collaborative opportunities that can counteract the historic isolation of special education teachers. Co-teaching and team teaching--the focus of this Brief--also have the potential for supporting novice teacher socialization in…

  18. Assesment of Perceived Academic and Incentive Needs of Senior Secondary School Biology Teachers in Kwara State, Nigeria

    ERIC Educational Resources Information Center

    Ahmed, Mulkah Adebisi; Moradeyo, Ismail; Abimbola, Isaac Olakanmi

    2016-01-01

    The study investigated the Assessment of perceived academic and incentive needs of senior secondary school biology teachers in Kwara State, Nigeria. Stratified random sampling technique was used to select two hundred and fifty (250) biology teachers from the three senatorial district of Kwara State. A questionnaire was prepared, validated and used…

  19. Advanced Placement (AP) Social Studies Teachers' Use of Academic Course Blogs as a Supplemental Resource for Student Learning

    ERIC Educational Resources Information Center

    Alper, Seth M.

    2013-01-01

    This mixed-methods study investigated the relationship between Advanced Placement (AP) social studies teachers' utilization of academic course blogs and student achievement. Simultaneously, the study examined the participating teachers' perceptions on the use of course blogs and other social media as supplemental learning resources. The…

  20. Comparison of Teachers' and School Psychologists' Accuracy in Assigning Basic Academic Tasks to Underlying CHC-Model Cognitive Abilities

    ERIC Educational Resources Information Center

    Petruccelli, Meredith Lohr; Fiorello, Catherine A.; Thurman, S. Kenneth

    2010-01-01

    Teacher perceptions of their students' cognitive abilities affect the referrals they make and intervention strategies they implement. In this study, teachers and school psychologists were asked to sort basic academic tasks into categories on the basis of the Cattell-Horn-Carroll (CHC) broad cognitive abilities, such as fluid reasoning and…

  1. Mothers' and Teachers' Attributions of the Academic Functioning of Israeli Second Graders: A Comparison between Social Groups

    ERIC Educational Resources Information Center

    Korat, Ofra

    2004-01-01

    Mothers' and teachers' academic attributions of second graders (20 girls; 20 boys) were investigated. Children were recruited equally from high versus low SES schools. Mothers evaluated their own children and teachers evaluated 10 children in each of four classrooms -- compared to classmates -- in six domains: reading, writing, arithmetic, fine…

  2. Measuring the Relationship between Parent, Teacher, and Student Problem Behavior Reports and Academic Achievement: Implications for School Counselors

    ERIC Educational Resources Information Center

    Johnson, Kaprea; Hannon, Michael D.

    2014-01-01

    This study investigates the relationship between academic achievement and reports of student problem behavior from teachers, parents, and child self-reports. Participants included 108 teachers, 113 parents/caregivers, and 129 students from an urban school in the Northeast region of the United States. Results suggest parent and child reports were…

  3. The Effects of Mediated Learning Strategies on Teacher Practice and on Students at Risk of Academic Failure

    ERIC Educational Resources Information Center

    Mann, Deborah; Hinds, Janet L.

    2007-01-01

    The purpose of this case study was to determine the effects of Reuven Feuerstein's ten Mediated Learning Strategies on both teacher practice and on students that were at risk of academic failure. Changes in both teacher practice and student learning were analyzed to determine changes during the use of the ten Mediated Learning Strategies: Meaning,…

  4. Academic Optimism, Hope and Zest for Work as Predictors of Teacher Self-Efficacy and Perceived Success

    ERIC Educational Resources Information Center

    Sezgin, Ferudun; Erdogan, Onur

    2015-01-01

    This study explores the predictive influence of primary school teachers' academic optimism, hope and zest for work on perceptions of their self-efficacy and success. A total of 600 teachers were selected through stratified sampling from 27 primary schools in central districts of Ankara, Turkey, to form the research sample. Intervariable…

  5. Comparison of Teachers' and Students' Perceptions of Academic Performance and Opportunities: A Focus on Pregnant and Parenting Students

    ERIC Educational Resources Information Center

    Leatherwood, Heather

    2006-01-01

    This article is a comparison study that investigates how teachers view the academic performance of and the future opportunities available to pregnant and parenting students, while also analyzing how these teenagers perceive their own abilities and opportunities. Responses given by teachers at a school with a high rate of students who are pregnant…

  6. Dynamics of Teacher-Student Relationships: Stability and Change across Elementary School and the Influence on Children's Academic Success

    ERIC Educational Resources Information Center

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

    2012-01-01

    This study modeled teacher-student relationship trajectories throughout elementary school to predict gains in achievement in an ethnic-diverse sample of 657 academically at-risk students (mean age = 6.57 years, SD = 0.39). Teacher reports of warmth and conflict were collected in Grades 1-5. Achievement was tested in Grades 1 and 6. For conflict,…

  7. The Relationship between Teacher Training, Intervention Strategies, and Students' Academic Achievement in the Classroom with K-5 ADHD Students

    ERIC Educational Resources Information Center

    Cooper, Nancy A.

    2014-01-01

    The primary intent of this study was to explore the effect between teachers' training, intervention strategies, and the academic achievement of K-5 ADHD students. The study design employed a mixed research design. The quantitative method focused on collecting data from certified regular and special-education teachers. Additionally, effects were…

  8. Do Principals with Stronger Academic Backgrounds Hire Better Teachers? Policy Implications for Improving High-Poverty Schools

    ERIC Educational Resources Information Center

    Baker, Bruce D.; Cooper, Bruce S.

    2005-01-01

    Principals play an important role in determining the quality of their schools by the selection of teachers. A preponderance of evidence from the economic and education policy literature indicates that teachers with stronger academic backgrounds produce better student outcomes. This article hypothesizes that school principals with certain…

  9. Do Principals With Stronger Academic Backgrounds Hire Better Teachers? Policy Implications for Improving High-Poverty Schools

    ERIC Educational Resources Information Center

    Baker, Bruce D.; Cooper, Bruce S.

    2005-01-01

    Principals play an important role in determining the quality of their schools by the selection of teachers. A preponderance of evidence from the economic and education policy literature indicates that teachers with stronger academic backgrounds produce better student outcomes. This article hypothesizes that school principals with certain…

  10. Relationships between Teachers' Perceived Leadership Style, Students' Learning Style, and Academic Achievement: A Study on High School Students

    ERIC Educational Resources Information Center

    Yildirim, Osman; Acar, Ahmet Cevat; Bull, Susan; Sevinc, Levent

    2008-01-01

    There is debate about whether the leadership style of the teacher or the learning style of the student affects academic achievement more. A large sample (n = 746) of eighth-grade students in Istanbul, Turkey, participated in a study where the leadership style of the teacher was assessed in terms of people orientation and task orientation. The…

  11. The Tension in Turkish Teacher Education: Conflict and Controversy during the Transformation from an Academic Approach to a Professional Approach

    ERIC Educational Resources Information Center

    Yuksel, Sedat

    2008-01-01

    Most of the reforms, which have been undertaken in the last 30 years in the Turkish educational system, are about teacher education. When we examine the teacher education curriculum from the perspective of these reforms, it has been observed that there is a controversy between the academic and professional approaches used in these curricula. While…

  12. The Work of the Teacher-Educator in Australia: Reconstructing the "Superhero" Performer/Academic in an Audit Culture

    ERIC Educational Resources Information Center

    Tuinamuana, Katarina

    2016-01-01

    What is it that teacher-educators "do"? This paper draws on interview data with Deans/Heads of Schools of Education in the Australian context to explore this question by asking: How is the teacher-educator produced as a category of academic worker? Using critical approaches to discourse analysis, the paper presents two interlocked…

  13. Estimating the Effects of Teacher Certification on the Academic Achievement of Exceptional High School Students in North Carolina

    ERIC Educational Resources Information Center

    Montrosse, Bianca Elizabeth

    2009-01-01

    Legislative amendments contained in the most recent reauthorization of IDEA and NCLB have mandated that all students, including those with special needs, be taught by an appropriately certified teacher. Specifically, both of these laws require that teachers of special education students in core academic classes must meet state special education…

  14. Perceived social support and academic achievement: cross-lagged panel and bivariate growth curve analyses.

    PubMed

    Mackinnon, Sean P

    2012-04-01

    As students transition to post-secondary education, they experience considerable stress and declines in academic performance. Perceived social support is thought to improve academic achievement by reducing stress. Longitudinal designs with three or more waves are needed in this area because they permit stronger causal inferences and help disentangle the direction of relationships. This study uses a cross-lagged panel and a bivariate growth curve analysis with a three-wave longitudinal design. Participants include 10,445 students (56% female; 12.6% born outside of Canada) transitioning to post-secondary education from ages 15-19. Self-report measures of academic achievement and a generalized measure of perceived social support were used. An increase in average relative standing in academic achievement predicted an increase in average relative standing on perceived social support 2 years later, but the reverse was not true. High levels of perceived social support at age 15 did not protect against declines in academic achievement over time. In sum, perceived social support appears to have no bearing on adolescents' future academic performance, despite commonly held assumptions of its importance.

  15. Removing Roadblocks to Rigor: Linking Academic and Social Supports to Ensure College Readiness and Success. Annotated Bibliography

    ERIC Educational Resources Information Center

    Savitz-Romer, Mandy; Jager-Hyman, Joie

    2009-01-01

    The purpose of this annotated bibliography is to identify and summarize research on the scope, characteristics and impact of academic and social support services for students. Several reports on academic rigor have also been included to establish a context for the importance of social and academic support. The bibliography is divided into five…

  16. Prospective Mathematics Teachers' Ways of Guiding High School Students in GeoGebra-Supported Inquiry Tasks

    ERIC Educational Resources Information Center

    Hahkioniemi, Markus; Leppaaho, Henry

    2012-01-01

    In this paper, we study how prospective teachers guide students' reasoning in GeoGebra-supported inquiry tasks. Twenty prospective mathematics teachers wrote about how they would react as a teacher in hypothetical situations where high school students present their GeoGebra-supported solutions to the teacher. Before writing their reactions, the…

  17. New Teachers and Support: An Examination of Ratings of Significant Agents

    ERIC Educational Resources Information Center

    Martin, Ellice P.; Andrews, Shirley P.; Gilbert, Linda S.

    2009-01-01

    A survey of 442 beginning teachers, 57 mentors, and 33 administrators asked participants to rate the support provided to first-year teachers. Respondents identified persons who provided the most support, and responses were compared. Generally, new teachers indicated that administrators and other teachers had been more helpful than were mentors. In…

  18. Supports and Concerns for Teacher Professional Growth during the Implementation of a Science Curriculum Innovation.

    ERIC Educational Resources Information Center

    Peers, Cheryl (Shelley) E.; Diezmann, Carmel M.; Watters, James J.

    2003-01-01

    Discusses supporting factors necessary for teacher professional growth and issues of concern that are evident during one primary teacher's implementation of a unit that used constructivist pedagogical strategies. Support factors for teacher growth are found to be an appropriate program of professional development, teacher understanding of the…

  19. Administrative Support and Its Mediating Effect on US Public School Teachers

    ERIC Educational Resources Information Center

    Tickle, Benjamin R.; Chang, Mido; Kim, Sunha

    2011-01-01

    This study examined the effect of administrative support on teachers' job satisfaction and intent to stay in teaching. The study employed a path analysis to the data of regular, full-time, public school teachers from the Schools and Staffing Survey teacher questionnaire. Administrative support was the most significant predictor of teachers' job…

  20. Using Educative Curriculum Materials to Support Preservice Elementary Teachers' Curricular Planning: A Comparison between Two Different Forms of Support

    ERIC Educational Resources Information Center

    Beyer, Carrie J.; Davis, Elizabeth A.

    2009-01-01

    Educative curriculum materials--materials designed to promote both teacher and student learning--may help novice teachers learn how to engage in productive curricular planning. However, little is known about how educative supports within these materials should be written to best support teachers. This quasi-experimental study examines the…

  1. Supporting Teachers' Technology Integration: A Descriptive Analysis of Social and Teaching Presence in Technical Support Sessions

    ERIC Educational Resources Information Center

    Albert, Jennifer L.; Blanchard, Margaret R.; Kier, Meredith W.; Carrier, Sarah J.; Gardner, Grant E.

    2014-01-01

    Given the importance of technology in today's society, many teacher professional development (TPD) efforts incorporate instructional technologies. Following TPD, little is known about how to adequately support teachers in the use of these instructional technologies. Supporting teachers in geographically distant schools is particularly…

  2. How can video supported reflection enhance teachers' professional development?

    NASA Astrophysics Data System (ADS)

    McCullagh, John F.

    2012-03-01

    This paper responds to Eva Lundqvist, Jonas Almqvist and Leif Ostman's account of how the manner of teaching can strongly influence pupil learning by recommending video supported reflection as a means by which teachers can transform the nature of their practice. Given the complex nature of the many conditions which influence and control teachers' actions the reframing of routine practice through reflection-in-action can prove challenging. This response paper describes how video can empower teachers to take greater control of their progress and allows for a more social constructivist approach to professional development. Along with a consideration of the difficulties associated with the notion of `reflection' and a short case study, the paper uses Lev Semenovich Vygotsky's zone of proximal development and the notion of scaffolding to propose that video offers a Video Supported Zone of Proximal Development which can ease the process of teacher development. In capturing permanent and exchangeable representations of practice video encourages a collaborative approach to reflection and is consistent with the original ideas of John Dewey.

  3. Teacher Support Resources, Need Satisfaction and Well-Being.

    PubMed

    Doménech-Betoret, Fernando; Lloret-Segura, Susana; Gómez-Artiga, Amparo

    2015-03-03

    Based on Job Demands-Resources Model (JD-R), this study examines the relationships among teacher support resources, psychological need satisfaction, engagement and burnout in a sample of 282 Spanish secondary school teachers. Nine teacher psychological needs were identified based on the study of Bess and on the Self-Determination Theory (SDT). Self-report questionnaires were used to measure the constructs selected for this study and their interrelationships were examined by structural equation modeling. The results reveal a good model fit to the data (NNFI = .88; CFI = .90; GFI = .90; RMSEA = .061). The analyses indicate a positive and significant effect of latent variable Psychological Need Satisfaction on engagement (β = .74, p < .05), and a negative and significant effect on burnout (β = -.78, p ≤ .05). Furthermore, the results show the mediator role played by Psychological Need Satisfaction in the relationship between teacher support resources and both engagement and burnout (additional paths did not improve the model fit: Δχ2(2) = 2.428, p = .29). Finally, practical implications of these findings are discussed.

  4. Teachers' perspectives of supporting pupils with long-term health conditions in mainstream schools: a narrative review of the literature.

    PubMed

    Hinton, Denise; Kirk, Susan

    2015-03-01

    Teachers are supporting an increasing number of pupils with long-term health conditions in mainstream schools. The aim of this literature review was to critically appraise and synthesise research that has examined teachers' perceptions of the key barriers and facilitators to supporting pupils with long-term conditions, teachers' training needs and interventions that aim to improve teachers' knowledge of long-term conditions, and teachers' confidence in supporting children and young people. A narrative literature review was conducted using a systematic search of computerised databases and manual searches of key journals and reference lists to retrieve studies published between 2003 and 2013. Studies were critically appraised and key themes across studies identified. In total, 61 papers from 58 studies were included in the review. The findings suggest that teachers receive little formal training relevant to long-term condition management and are fearful of the risks involved in teaching children and young people with long-term conditions. Communication between families, school and health and social care services appears to be poor. Educational programmes developed in conjunction with and/or delivered by healthcare professionals seem to have the potential to increase teachers' knowledge and confidence. This review suggests that healthcare professionals have an important role to play in supporting teachers in identifying and meeting the needs of pupils with long-term conditions. It is vital that pupils with long-term conditions receive appropriate care and support in schools to ensure their safety and help them to integrate with their peers and achieve their academic potential. Limitations in the current evidence are highlighted and implications for future research are identified.

  5. Online Academic Support Peer Groups for Medical Undergraduates

    ERIC Educational Resources Information Center

    Best, Avril Christine

    2012-01-01

    As advances in information and communication technologies give way to more innovative opportunities for teaching and learning at a distance, the need to provide supporting structures for online students similar to those offered to on-campus students is becoming more significant. Although a range of support services has been proposed in the past,…

  6. Word Detectives: Morphological Instruction That Supports Academic Language

    ERIC Educational Resources Information Center

    Goodwin, Amanda P.; Perkins, Jennifer

    2015-01-01

    This study describes an intervention that uses morphology to support word learning within comprehension instruction of content-specific texts. The intervention is detailed such that the morphological understandings used to support word choice and word learning activities are clear and can be replicated by researchers and educators. Six main…

  7. Clinical revenues used to support the academic mission of medical schools, 1992-93.

    PubMed

    Jones, R F; Sanderson, S C

    1996-03-01

    This is the report of a study undertaken by the Association of America n Medical Colleges to estimate the total amount of clinical revenues that are used to support the academic mission of U.S. medical schools. The study was prompted by an awareness that recent market-driven changes in health care organization and financing threaten the structure of medical school financing that has evolved over the last half-century. A total of 60 medical schools (48%) participated in the study. The results, projected for all 126 U.S. medical schools, indicate that faculty practice plans in 1992-93 provided an estimated $2.4 billion in support for medical school academic programs. (1992-93 was the latest year for which complete financial data were available.) This amount represents 28 cents of every faculty-practice-plan dollar collected that year. The primary way in which faculty practice plans support academic programs is by underwriting clinical faculty time spent in academic activities, but direct transfers of funds, from the practice plan to the school and departments, also play a major role. The major beneficiary of faculty-practice-plan support is research, defined broadly to include a range of scholarly activities, at an estimated level of $816 million for all U.S. schools. This is followed by undergraduate medical education, at $702 million, graduate medical education, at $594 million, and other, largely undifferentiated academic support at $244 million. In addition to faculty practice plan revenues, teaching by volunteer faculty contributed another $545 million in imputed-dollar support of academic programs, bringing the total level of support to nearly $3 billion. Volunteer faculty teaching was divided nearly evenly between undergraduate and graduate medical education. Hospitals may also provide clinical revenues in support of the academic mission by applying hospital funds to academic programs and by absorbing academic-program expenses that are not otherwise reimbursed

  8. Teacher-and Child-Managed Academic Activities in Preschool and Kindergarten and Their Influence on Children's Gains in Emergent Academic Skills

    ERIC Educational Resources Information Center

    de Haan, Annika K. E.; Elbers, Ed; Leseman, Paul P. M.

    2014-01-01

    The aim of this study was to assess whether children's development benefited from teacher-and child-managed academic activities in the preschool and kindergarten classroom. Extensive systematic observations during four half-days in preschool ("n"?=?8) and kindergarten ("n"?=?8) classrooms revealed that classrooms differed…

  9. Promoting Academic Achievement: The Role of Racial Identity in Buffering Perceptions of Teacher Discrimination on Academic Achievement among African American and Caribbean Black Adolescents

    ERIC Educational Resources Information Center

    Thomas, Oseela N.; Caldwell, Cleopatra Howard; Faison, Nkesha; Jackson, James S.

    2009-01-01

    In this study, the authors examined the moderating effects of different dimensions racial identity (i.e., racial centrality and public regard) on perceptions of teacher discrimination and academic achievement among a nationally represented sample of African American and Caribbean Black adolescents. The findings revealed that perceived teacher…

  10. Teacher-Mediated Interventions to Support Child Mental Health Following a Disaster: A Systematic Review

    PubMed Central

    Coombe, Jacqueline; Mackenzie, Lisa; Munro, Robyn; Hazell, Trevor; Perkins, David; Reddy, Prasuna

    2015-01-01

    Objectives: This review sought to identify, describe and assess the effectiveness of teacher-mediated interventions that aim to support child and adolescent recovery after a natural or man-made disaster. We also aimed to assess intervention applicability to rural and remote Australian school settings. Method: A systematic search of the academic literature was undertaken utilising six electronic databases (EBSCO, Medline, PsycINFO, Embase, ERIC and CINAHL) using terms that relate to: teacher-mediated and school-based interventions; children and adolescents; mental health and wellbeing; natural disasters and man-made disasters. This was supplemented by a grey literature search. Results: A total of 20 articles reporting on 18 separate interventions were identified. Nine separate interventions had been evaluated using methodologically adequate research designs, with findings suggesting at least short-term improvement in student wellbeing outcomes and academic performance. Conclusions: Although none of the identified studies reported on Australian-based interventions, international interventions could be adapted to the Australian rural and remote context using existing psychosocial programs and resources available online to Australian schools. Future research should investigate the acceptability, feasibility and effectiveness of implementing interventions modelled on the identified studies in Australian schools settings. PMID:26767147

  11. Geospatial Technology Support in Small Academic Libraries: Time to Jump on Board?

    ERIC Educational Resources Information Center

    Macfarlane, Carrie M.; Rodgers, Christopher M.

    2008-01-01

    Many librarians at small academic institutions have been wondering if they can, or even should, support the use of geospatial technology on their campuses. At the Middlebury College Libraries, we have developed a model of support for geospatial technology which we think might be versatile and transferable enough to try elsewhere.

  12. A Social Support Intervention and Academic Achievement in College: Does Perceived Loneliness Mediate the Relationship?

    ERIC Educational Resources Information Center

    Mattanah, Jonathan F.; Brooks, Leonie J.; Brand, Bethany L.; Quimby, Julie L.; Ayers, Jean F.

    2012-01-01

    The authors examined whether a social support intervention reduced loneliness and increased academic achievement among college freshmen. Eighty-eight 1st-year students randomly assigned to a social support group program reported less loneliness in the spring of their freshman year and obtained higher grade point averages in the fall of their…

  13. Course-Specific Intrinsic Motivation: Effects of Instructor Support and Global Academic Motivation

    ERIC Educational Resources Information Center

    Zook, J. M.; Herman, A. P.

    2011-01-01

    This study examined the effects of instructor support and students' global academic motivation on students' course-specific intrinsic motivation. The authors hypothesized, based on self-determination theory (Ryan & Deci, 2000), that instructor support for students' psychological needs would enhance intrinsic motivation. Students reported their…

  14. Library Support for Academic Program Review--From an Evolving Local Model to What's Beyond.

    ERIC Educational Resources Information Center

    Kuo, Ming-Ming Shen

    A local model for support of periodic academic program reviews by the Indiana Commission for Higher Education (ICHE) has developed and evolved at the Ball State University library. The process of devising a format to systematically report library holdings statistics to support program reviews and other collections development duties began in 1975;…

  15. Academic Outcomes among a Sample of Learning Support Community College Students

    ERIC Educational Resources Information Center

    Skinner, Amy D.

    2014-01-01

    This research examined the relationship between placement in a learning support college program and subsequent academic outcomes. The sample consisted of 275 entering freshmen students who were enrolled in the Learning Support reading courses in the fall of 2005. Data were collected from the Gordon College Office of Institutional Research. The…

  16. Temperamental Attention and Activity, Classroom Emotional Support, and Academic Achievement in Third Grade

    ERIC Educational Resources Information Center

    Rudasill, Kathleen Moritz; Gallagher, Kathleen Cranley; White, Jamie M.

    2010-01-01

    The purpose of this study is to examine the interplay of children's temperamental attention and activity (assessed when children were 4-and-a-half years old) and classroom emotional support as they relate to children's academic achievement in third grade. Particular focus is placed on the moderating role of classroom emotional support on the…

  17. Predictive Modeling of Student Performances for Retention and Academic Support in a Diagnostic Medical Sonography Program

    ERIC Educational Resources Information Center

    Borghese, Peter; Lacey, Sandi

    2014-01-01

    As part of a retention and academic support program, data was collected to develop a predictive model of student performances in core classes in a Diagnostic Medical Sonography (DMS) program. The research goal was to identify students likely to have difficulty with coursework and provide supplemental tutorial support. The focus was on the…

  18. Promoting Doctoral Students' Research Self-Efficacy: Combining Academic Guidance with Autonomy Support

    ERIC Educational Resources Information Center

    Overall, Nickola C.; Deane, Kelsey L.; Peterson, Elizabeth R.

    2011-01-01

    A diverse sample of doctoral students completed an on-line questionnaire assessing their supervisors' academic, personal and autonomy support and their research self-efficacy. The more task-related help and personal support students received, the more positively they evaluated their supervision. The degree to which supervisors encouraged students…

  19. Social Support as a Buffer in the Relationship between Socioeconomic Status and Academic Performance

    ERIC Educational Resources Information Center

    Malecki, Christine Kerres; Demaray, Michelle Kilpatrick

    2006-01-01

    The present study was an investigation of the potential moderating effect of social support on academic performance for students living in poverty. Data were collected in one urban middle school from 164 primarily Hispanic students using the Child and Adolescent Social Support Scale (CASSS; Malecki, Demaray, & Elliott, 2000) and students' course…

  20. Peers' Perceived Support, Student Engagement in Academic Activities and Life Satisfaction: A Structural Equation Modeling Approach

    ERIC Educational Resources Information Center

    Hakimzadeh, Rezvan; Besharat, Mohammad-Ali; Khaleghinezhad, Seyed Ali; Ghorban Jahromi, Reza

    2016-01-01

    This study investigates the relationships among peers' perceived support, life satisfaction, and student engagement in academic activities. Three hundred and fifteen Iranian students (172 boys and 143 girls) who were studying in one suburb of Tehran participated in this study. All participants were asked to complete Peers' Perceived Support scale…

  1. Measuring the Foundations of School Readiness: Introducing a New Questionnaire for Teachers--The Brief Early Skills and Support Index (BESSI)

    ERIC Educational Resources Information Center

    Hughes, Claire; Daly, Irenee; Foley, Sarah; White, Naomi; Devine, Rory T.

    2015-01-01

    Background: Early work on school readiness focused on academic skills. Recent research highlights the value of also including both children's social and behavioural competencies and family support. Aims: Reflecting this broader approach, this study aimed to develop a new and brief questionnaire for teachers: The Brief Early Skills and Support…

  2. Pre- and In-Service Teachers' Beliefs about ELLs in Content Area Classes: A Case for Inclusion, Responsibility, and Instructional Support

    ERIC Educational Resources Information Center

    Polat, Nihat; Mahalingappa, Laura

    2013-01-01

    This study documents differences between pre- and in-service content area teachers' beliefs about: whether English language learners (ELLs) should be included in content area classes, the kind of instructional support (IS) they should receive, and responsibility for ELLs' language and academic achievement. Questionnaire data were collected from 94…

  3. Supporting Students of Color in Teacher Education: Results from an Urban Teacher Education Program

    ERIC Educational Resources Information Center

    Waddell, Jennifer

    2014-01-01

    This article describes an urban teacher education program on a predominantly White campus, in which 71% of the students in the program were students of color. This article details a qualitative study and highlights the structures of support most influential in the retention of students within the program. Findings suggest that a multifaceted…

  4. From Scripted Instruction to Teacher Empowerment: Supporting Literacy Teachers to Make Pedagogical Transitions

    ERIC Educational Resources Information Center

    Fang, Zhihui; Fu, Danling; Lamme, Linda Leonard

    2004-01-01

    The article describes a longitudinal professional development project in rural Florida (USA) schools that supports the efforts of inservice teachers to make pedagogical transitions from total reliance on prepackaged commercial programmes to making informed decisions about curriculum and pedagogy autonomously. It demonstrates that in order to…

  5. Attachment Theory, Teacher Motivation & Pastoral Care: A Challenge for Teachers and Academics

    ERIC Educational Resources Information Center

    Riley, Philip

    2013-01-01

    The hypothesis that an unconscious need for a corrective emotional experience (CEE) drives the choice to care for others was investigated via attachment style and feelings of anger at students and staff. Data were obtained from 750 pre-service and experienced teachers, including 179 principals, who completed one of two versions of the Experiences…

  6. The Kindergarten Academic and Behavior Readiness Screener: The utility of single-item teacher ratings of kindergarten readiness.

    PubMed

    Stormont, Melissa; Herman, Keith C; Reinke, Wendy M; King, Kathleen R; Owens, Sarah

    2015-06-01

    The purpose of the study was to explore the effectiveness of a brief, feasible, and cost-effective universal screener for kindergarten readiness. The study examined whether teacher ratings of kindergarteners' academic, behavioral, and overall readiness at the beginning of the year were predictive of academic, emotional, and behavioral outcomes at the end of the year. Participants included 19 kindergarten teachers and their students (n = 350) from 6 urban elementary schools; all teachers were female and the majority of children were African American (74%) or White (23%). Thirty-six percent of children qualified for free or reduced lunch. Teachers completed single-item ratings of student readiness as well as full scale ratings of student prosocial skills, disruptive behaviors, and academic competence. Students also completed a standardized academic achievement test. Independent observers rated disruptive behaviors in the classroom. Readiness items had statistically significant relations with a range of academic, emotional, and behavior indicators. Hierarchical linear regression analyses found that readiness items predicted end-of-year outcomes when controlling for baseline covariates. Items also predicted higher likelihood of negative academic and behavior categorical outcomes and demonstrated classification utility. Schools need universal screening options that are feasible and easy to implement school-wide. The screening tool presented in this study offers a viable, psychometrically strong option for school teams and professionals interested in universal screening.

  7. One Size Does Not Fit All: Differentiating Leadership to Support Teachers in School Reform

    ERIC Educational Resources Information Center

    Brezicha, Kristina; Bergmark, Ulrika; Mitra, Dana L.

    2015-01-01

    Purpose: Many of the predominant leadership models acknowledge the need to support teachers' work, but these models rarely specify how to support teachers' implementation process. This article studies the relationship between leadership support and teachers' sensemaking processes. It brings together three divergent bodies of…

  8. Principal Support Is Imperative to the Retention of Teachers in Hard-to-Staff Schools

    ERIC Educational Resources Information Center

    Hughes, Amy L; Matt, John J.; O'Reilly, Frances L.

    2015-01-01

    Teacher retention is an ongoing problem in hard-to-staff schools. This research examined the relationship between principal support and retention of teachers in hard-to-staff schools. The purpose of this study was to, (a) to determine the relationship between teacher retention and principal support, (b) to examine the perception of support between…

  9. Teacher Preparation Programs and District/School Supports for Deaf Education Teachers: A Survey of Beginning Teachers

    ERIC Educational Resources Information Center

    Peneston, Dee Anne

    2012-01-01

    The purpose of this study is to examine the relationship between deaf education teachers' perceptions of preparedness and their learning experiences in preparation programs and districts' and schools' supports they receive during beginning years of teaching. Additionally, this study provides suggestions regarding what colleges and…

  10. Emergent-Collaboration in Web-Supported Academic Courses.

    ERIC Educational Resources Information Center

    Nachmias, R.; Mioduser, D.; Oren, A.; Ram, J.

    Emergent-collaboration is the process by which group configurations and transactional patterns evolve among participants during the course of learning. This study focused on the integration of a Web shell for supporting emergent-collaboration activities in 6 graduate courses (115 students) in the Tel-Aviv University School of Education. The…

  11. Web-Based Academic Support Services: Guidelines for Extensibility

    ERIC Educational Resources Information Center

    McCracken, Holly

    2005-01-01

    Using the experience of the University of Illinois at Springfield's College of Liberal Arts and Sciences at the as a foundation for discussion, this paper addresses the provision of student support services to distant students within the context of development and expansion. Specific issues for consideration include: integrating student support…

  12. The Role of Metalanguage in Supporting Academic Language Development

    ERIC Educational Resources Information Center

    Schleppegrell, Mary J.

    2013-01-01

    Recent currents in language learning research highlight the social and emergent aspects of second language (L2) development and recognize that learners need opportunities for interaction in meaningful contexts supported by explicit attention to language itself. These perspectives suggest new ways of conceptualizing the challenges faced by children…

  13. Communication Is the Key to Providing Effective Support for Teachers of Mainstream Students.

    ERIC Educational Resources Information Center

    Luckner, John L.

    1988-01-01

    Resource teachers serving mainstreamed deaf students are encouraged to make use of a student weekly progress form to aid communication with regular classroom teachers. The form covers academic progress, level of effort, specific problems, and whether a conference is desirable. (DB)

  14. Extended Day Kindergarten: Supporting Literacy and Motor Development through a Teacher Collaborative Model

    ERIC Educational Resources Information Center

    Hendler, Susan; Nakelski, Maria

    2008-01-01

    The kindergarten teachers in the Levittown School District implement an extended day to enhance academic and social development of their students. A description of the literacy and motor skills cluster program and specific examples of a thematic instructional unit are included. Teachers receive professional development and training and are…

  15. Academic effects of providing peer support in general education classrooms on students without disabilities.

    PubMed

    Cushing, L S; Kennedy, C H

    1997-01-01

    We studied the academic effects on peers without disabilities of serving as peer supports for students with disabilities in general education classrooms. Three peers were studied using a range of indicators, including academic engagement, coursework performance, and social validity assessments. Peers assisting a student with disabilities via curricular adaptation, assignment completion, and social facilitation constituted the multicomponent independent variable. We used withdrawal or multiple baseline designs to demonstrate positive benefits for peers for all measures used. In addition, follow-up data for 2 peers indicated that the positive changes associated with serving as a peer support were maintained for up to 2 months. Our results are discussed in relation to the possible academic and social effects of providing peer supports in general education classrooms for students with and without disabilities. PMID:9103989

  16. Development of the Teachers Supporting Teachers in Urban Schools Program: What Iterative Research Designs Can Teach Us

    ERIC Educational Resources Information Center

    Shernoff, Elisa S.; Frazier, Stacy L.; Marinez-Lora, Ane; Atkins, Marc S.; Keel, Joanna

    2011-01-01

    The "Teachers Supporting Teachers in Urban Schools Project" is a 3-year study funded by the Institute of Education Sciences (Development and Innovation Study) and designed to enhance new teachers' effectiveness around the two strongest empirical predictors of attrition--classroom management and engaging learners--and connectedness to colleagues…

  17. The Relationships among Teachers' Perception of University Partnership and the Factors of Student Support and Teacher Affiliation

    ERIC Educational Resources Information Center

    Devia, Lydia Medina; Garza, Linda Faye; Siagan, Norma Brewster; Lea, Joy Hill; Mundy, Marie Anne

    2014-01-01

    The focus of this correlation study was to explore teachers' set of perceptions of a university partnership; their beliefs in the partnership, the necessity of such partnership, and the partnership itself, student supports and teacher affiliation. Thirteen out of thirty five teachers responded to this survey. Although the data indicated there was…

  18. Is This What We Want Them to Say? Examining the Tensions in What U.S. Preservice Teachers Say about Risk and Academic Achievement

    ERIC Educational Resources Information Center

    Brown, Keffrelyn D.

    2010-01-01

    Questions abound in the U.S. based teacher education literature about the kind of knowledge teachers should possess about learning and academic achievement that will enable them to provide all students with an equitable, effective schooling experience. This article examines how a group of preservice teachers--enrolled in a teacher education…

  19. Supporting Inquiry-based Earth System Science Instruction with Middle and High School Earth Science Teachers

    NASA Astrophysics Data System (ADS)

    Finkel, L.; Varner, R.; Froburg, E.; Smith, M.; Graham, K.; Hale, S.; Laura, G.; Brown, D.; Bryce, J.; Darwish, A.; Furman, T.; Johnson, J.; Porter, W.; von Damm, K.

    2007-12-01

    The Transforming Earth System Science Education (TESSE) project, a partnership between faculty at the University of New Hampshire, Pennsylvania State University, Elizabeth City State University and Dillard University, is designed to enrich the professional development of in-service and pre-service Earth science teachers. One goal of this effort is to help teachers use an inquiry-based approach to teaching Earth system science in their classrooms. As a part of the TESSE project, 42 pre-service and in-service teachers participated in an intensive two-week summer institute at UNH taught by Earth scientists and science educators from TESSE partnership institutions. The institute included instruction about a range of Earth science system topics as well as an introduction to teaching Earth science using an inquiry-based approach. In addition to providing teachers with information about inquiry-based science teaching in the form of sample lesson plans and opportunities to revise traditional lessons and laboratory exercises to make them more inquiry-based, TESSE instructors modeled an inquiry- based approach in their own teaching as much as possible. By the end of the Institute participants had developed lesson plans, units, or year-long course overviews in which they were expected to explain the ways in which they would include an inquiry-based approach in their Earth science teaching over the course of the school year. As a part of the project, graduate fellows (graduate students in the earth sciences) will work with classroom teachers during the academic year to support their implementation of these plans as well as to assist them in developing a more comprehensive inquiry-based approach in the classroom.

  20. Information Technology Support for Clinical Genetic Testing within an Academic Medical Center

    PubMed Central

    Aronson, Samuel; Mahanta, Lisa; Ros, Lei Lei; Clark, Eugene; Babb, Lawrence; Oates, Michael; Rehm, Heidi; Lebo, Matthew

    2016-01-01

    Academic medical centers require many interconnected systems to fully support genetic testing processes. We provide an overview of the end-to-end support that has been established surrounding a genetic testing laboratory within our environment, including both laboratory and clinician facing infrastructure. We explain key functions that we have found useful in the supporting systems. We also consider ways that this infrastructure could be enhanced to enable deeper assessment of genetic test results in both the laboratory and clinic. PMID:26805890

  1. Teacher Support in Computer-Supported Lab Work: Bridging the Gap between Lab Experiments and Students' Conceptual Understanding

    ERIC Educational Resources Information Center

    Furberg, Anniken

    2016-01-01

    This paper reports on a study of teacher support in a setting where students engaged with computer-supported collaborative learning (CSCL) in science. The empirical basis is an intervention study where secondary school students and their teacher performed a lab experiment in genetics supported by a digital learning environment. The analytical…

  2. Supporting Beginning Teachers: How Administrators, Teachers, and Policymakers Can Help New Teachers Succeed. By Request Series.

    ERIC Educational Resources Information Center

    Brewster, Cori; Railsback, Jennifer

    Twenty to 30 percent of new teachers leave their field within the first 3 years; 9.3 percent don't even make it through their first full year; and after 5 years, roughly 50 percent of beginners have left teaching. Reasons for leaving include pursuit of a more personally appropriate career, low pay, the desire to raise one's own children, and…

  3. 34 CFR 648.60 - When does an academic department make a commitment to a fellow to provide stipend support?

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... 34 Education 3 2011-07-01 2011-07-01 false When does an academic department make a commitment to a....60 When does an academic department make a commitment to a fellow to provide stipend support? (a) An academic department makes a commitment to a fellow at any point in his or her graduate study for the...

  4. 34 CFR 648.60 - When does an academic department make a commitment to a fellow to provide stipend support?

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... 34 Education 3 2010-07-01 2010-07-01 false When does an academic department make a commitment to a....60 When does an academic department make a commitment to a fellow to provide stipend support? (a) An academic department makes a commitment to a fellow at any point in his or her graduate study for the...

  5. A Culturally Informed Model of Academic Well-Being for Latino Youth: The Importance of Discriminatory Experiences and Social Support

    ERIC Educational Resources Information Center

    DeGarmo, David S.; Martinez, Charles R., Jr.

    2006-01-01

    This study tested a culturally informed model of academic well-being for 278 Latino youth. We examined detrimental effects of discriminatory experiences and protective effects of social support on self-reported academic outcomes. Models specified main and buffering effects of social support and compared contributions of support provided by…

  6. The Impact of Changing Teaching Jobs on Music Teacher Identity, Role, and Perceptions of Role Support

    ERIC Educational Resources Information Center

    Gray, Lori F.

    2011-01-01

    This study utilized symbolic interaction as a framework to examine the impact of mobility on four veteran elementary general music teachers' identities, roles, and perceptions of role support. Previous research has focused on teacher identity formation among preservice and novice teachers; veteran teachers are less frequently represented in the…

  7. Encouraging Ownership of Online Spaces: Support for Preservice English Teachers through Computer-Mediated Communication

    ERIC Educational Resources Information Center

    Scherff, Lisa; Paulus, Trena

    2006-01-01

    High attrition rates among new teachers are of concern to teacher educators. Support mechanisms may help teachers feel less isolated in their new profession. Computer-mediated communication (CMC) technologies can connect novice teachers in ways that are both time and place independent. Most research on asynchronous online discussions has focused…

  8. Supporting Teacher Use of Interventions: Effects of Response Dependent Performance Feedback on Teacher Implementation of a Math Intervention

    ERIC Educational Resources Information Center

    Gilbertson, Donna; Witt, Joseph C.; Singletary, Lynn LaFleur; VanDerHeyden, Amanda

    2007-01-01

    This study examined general education teachers' implementation of a peer tutoring intervention for five elementary students referred for consultation and intervention due to academic concerns. Treatment integrity was assessed via permanent products produced by the intervention. Following verbal instructions, intervention implementation by four…

  9. Challenging Transitions and Crossing Borders: Preparing Novice Mathematics Teacher Educators to Support Novice K-12 Mathematics Teachers

    ERIC Educational Resources Information Center

    Yow, Jan A.; Eli, Jennifer A.; Beisiegel, Mary; McCloskey, Andrea; Welder, Rachael M.

    2016-01-01

    Sixty-nine recently graduated doctoral students in mathematics education completed a survey to determine their perceptions of transitioning from a doctoral program into an academic position at an institution of higher education. Research literature for novice mathematics school teachers was also reviewed to document their experiences transitioning…

  10. Building professional identity as computer science teachers: Supporting high school computer science teachers through reflection and community building

    NASA Astrophysics Data System (ADS)

    Ni, Lijun

    Computing education requires qualified computing teachers. The reality is that too few high schools in the U.S. have computing/computer science teachers with formal computer science (CS) training, and many schools do not have CS teacher at all. Moreover, teacher retention rate is often low. Beginning teacher attrition rate is particularly high in secondary education. Therefore, in addition to the need for preparing new CS teachers, we also need to support those teachers we have recruited and trained to become better teachers and continue to teach CS. Teacher education literature, especially teacher identity theory, suggests that a strong sense of teacher identity is a major indicator or feature of committed, qualified teachers. However, under the current educational system in the U.S., it could be challenging to establish teacher identity for high school (HS) CS teachers, e.g., due to a lack of teacher certification for CS. This thesis work centers upon understanding the sense of identity HS CS teachers hold and exploring ways of supporting their identity development through a professional development program: the Disciplinary Commons for Computing Educators (DCCE). DCCE has a major focus on promoting reflection on teaching practice and community building. With scaffolded activities such as course portfolio creation, peer review and peer observation among a group of HS CS teachers, it offers opportunities for CS teachers to explicitly reflect on and narrate their teaching, which is a central process of identity building through their participation within the community. In this thesis research, I explore the development of CS teacher identity through professional development programs. I first conducted an interview study with local HS CS teachers to understand their sense of identity and factors influencing their identity formation. I designed and enacted the professional program (DCCE) and conducted case studies with DCCE participants to understand how their

  11. Supportive Practices among Low-Income Parents of Academically Successful Elementary Students in Even Start Programs = Practicas Efectivas que Apoyan el Exito Academico en Ninos Hispanos a Traves de la Participacion de sus Padres.

    ERIC Educational Resources Information Center

    Ebener, Richard; Lara-Alecio, Rafael; Irby, Beverly J.

    This study (reported in separate English and Spanish versions) used a qualitative approach to identify the supportive parental behaviors of academically successful children from low income families in Even Start programs, from the parents', teachers', and children's perspectives. The sample contained 12 low income parents who had one or more…

  12. High school students' perceptions of EFL teacher control orientations and their English academic achievement.

    PubMed

    Kiany, Gholam Reza; Shayestefar, Parvaneh

    2011-09-01

    BACKGROUND. Theories distinguish between student-initiated and teacher-initiated regulation of students' learning activities, or between strong, shared, or loose teacher control during the completion of learning tasks. Empirical validations for such distinctions are scarce, however. AIM. The present study aimed at (a) investigating students' perceptions of control behaviours exhibited by their English teachers; and (b) exploring the contribution of different types of teacher control behaviours to students' cognitive outcomes (English Achievement). SAMPLE. The sample comprised 732 English as a Foreign Language (EFL) students studying in three major fields of high school (Mathematics, Natural Science, and Humanities). The participants (16-17 years of age) were selected from third-grade classes of 27 EFL teachers working in 25 high schools of 6 main different geographical regions in the Isfahan province, Iran. METHOD. To obtain a comprehensive picture of different control types exhibited by Iranian EFL teachers, the control subscales of the two existing questionnaires, i.e., the Questionnaire on Instructional Behaviours (QIB), adapted by Den Brok et al. (2004) and the Questionnaire on Lesson Activities (QLA) used by Den Brok (2001) were merged to form the Questionnaire of Teacher Control (QTC). The development of this Persian instrument involved several steps: translation and back translation by the researchers, one expert translator, and two EFL teachers; piloting; and a final administration of the questionnaire to the student sample. With respect to the second aim of the study, data regarding students' performances on the Standardized National English Achievement Tests were gathered from local educational offices and schools. RESULTS AND CONCLUSION. Statistical analyses supported acceptable reliability and validity of the instrument. A main factor structure with three types of teacher control (strong/high, shared/mid, and loose/low) was found to underlie students

  13. High school students' perceptions of EFL teacher control orientations and their English academic achievement.

    PubMed

    Kiany, Gholam Reza; Shayestefar, Parvaneh

    2011-09-01

    BACKGROUND. Theories distinguish between student-initiated and teacher-initiated regulation of students' learning activities, or between strong, shared, or loose teacher control during the completion of learning tasks. Empirical validations for such distinctions are scarce, however. AIM. The present study aimed at (a) investigating students' perceptions of control behaviours exhibited by their English teachers; and (b) exploring the contribution of different types of teacher control behaviours to students' cognitive outcomes (English Achievement). SAMPLE. The sample comprised 732 English as a Foreign Language (EFL) students studying in three major fields of high school (Mathematics, Natural Science, and Humanities). The participants (16-17 years of age) were selected from third-grade classes of 27 EFL teachers working in 25 high schools of 6 main different geographical regions in the Isfahan province, Iran. METHOD. To obtain a comprehensive picture of different control types exhibited by Iranian EFL teachers, the control subscales of the two existing questionnaires, i.e., the Questionnaire on Instructional Behaviours (QIB), adapted by Den Brok et al. (2004) and the Questionnaire on Lesson Activities (QLA) used by Den Brok (2001) were merged to form the Questionnaire of Teacher Control (QTC). The development of this Persian instrument involved several steps: translation and back translation by the researchers, one expert translator, and two EFL teachers; piloting; and a final administration of the questionnaire to the student sample. With respect to the second aim of the study, data regarding students' performances on the Standardized National English Achievement Tests were gathered from local educational offices and schools. RESULTS AND CONCLUSION. Statistical analyses supported acceptable reliability and validity of the instrument. A main factor structure with three types of teacher control (strong/high, shared/mid, and loose/low) was found to underlie students

  14. Pre-service science teachers' teaching self-efficacy in relation to personality traits and academic self-regulation.

    PubMed

    Senler, Burcu; Sungur-Vural, Semra

    2013-01-01

    The aim of this study is to examine the relationship among pre-service science teachers' personality traits, academic self-regulation and teaching self-efficacy by proposing and testing a conceptual model. For the specified purpose, 1794 pre-service science teachers participated in the study. The Teachers' Sense of Efficacy Scale, the NEO Five-Factor Inventory, and the Motivated Strategies for Learning Questionnaire were administered to assess pre-service science teachers' teaching self-efficacy, personality, and academic self-regulation respectively. Results showed that agreeableness, neuroticism, performance approach goals, and use of metacognitive strategies are positively linked to different dimensions of teaching self-efficacy, namely self-efficacy for student engagement, instructional strategies, and classroom management. In general, while agreeableness and neuroticism were found to be positively associated with different facets of self-regulation and teaching self-efficacy, openness was found to be negatively linked to these adaptive outcomes. PMID:23866205

  15. Pre-service science teachers' teaching self-efficacy in relation to personality traits and academic self-regulation.

    PubMed

    Senler, Burcu; Sungur-Vural, Semra

    2013-01-01

    The aim of this study is to examine the relationship among pre-service science teachers' personality traits, academic self-regulation and teaching self-efficacy by proposing and testing a conceptual model. For the specified purpose, 1794 pre-service science teachers participated in the study. The Teachers' Sense of Efficacy Scale, the NEO Five-Factor Inventory, and the Motivated Strategies for Learning Questionnaire were administered to assess pre-service science teachers' teaching self-efficacy, personality, and academic self-regulation respectively. Results showed that agreeableness, neuroticism, performance approach goals, and use of metacognitive strategies are positively linked to different dimensions of teaching self-efficacy, namely self-efficacy for student engagement, instructional strategies, and classroom management. In general, while agreeableness and neuroticism were found to be positively associated with different facets of self-regulation and teaching self-efficacy, openness was found to be negatively linked to these adaptive outcomes.

  16. External Influences on an Internal Process: Supporting Preservice Teacher Research

    ERIC Educational Resources Information Center

    Schulte, Ann; Klipfel, Lyndsay Halpin

    2016-01-01

    In an effort to better understand how participating in teacher research as a student teacher compares to conducting it as a practicing teacher, a teacher educator and her former teacher education student engaged in a collaborative dialogue. They focus their reflections in this article on the impact of external forces on the process of teacher…

  17. Teachers' Knowledge, Attitudes, and Supportive Behaviors toward LGBT Students: Relationship to Gay-Straight Alliances, Antibullying Policy, and Teacher Training

    ERIC Educational Resources Information Center

    Swanson, Katie; Gettinger, Maribeth

    2016-01-01

    This study focused on the association between 3 school-level supports for lesbian, gay, bisexual, and transgender (LGBT) students and teachers' knowledge, attitudes, and behaviors toward LGBT youth. Framed within social support theory, the study used survey method with a sample of 98 teachers in Grades 6-12. The purpose was to examine the relation…

  18. The Effect of an Education-Themed Movie on the Academic Motivation of Teacher Candidates and Their Attitude Towards Teaching Profession

    ERIC Educational Resources Information Center

    Kontas, Hakki

    2016-01-01

    The purpose of this study is to analyze the effect of an education-themed movie on the academic motivation of teacher candidates and their attitude towards teaching profession. The study was carried out in the fall term in 2014-2015 academic year with the participation of 89 teacher candidates (53 in experimental group and 36 for control group).…

  19. Examining the Relationship between Pre-Service Teachers' Ethical Reasoning Levels and Their Academic Dishonesty Levels: A Structural Equation Modelling Approach

    ERIC Educational Resources Information Center

    Unal, Emre

    2011-01-01

    Academic dishonesty has recently been described as an epidemic illness and a phenomenon to be definitely prevented. Accordingly, prospective teachers are expected to have high ethical judgement levels. The section who suffers most from academic dishonesty is also teachers who serve in various ranks. Individuals with high ethical judgement levels…

  20. Support and Importance of Character Education: Pre-Service Teacher Perceptions

    ERIC Educational Resources Information Center

    Beachum, Floyd D.; McCray, Carlos R.; Yawn, Christopher D.; Obiakor, Festus E.

    2013-01-01

    Character education is the explicit teaching of positive values by teachers, which is supported by the school. Currently, there is a lack of research on character education with regard to pre-service teachers. The purpose of this study was to ascertain the perceptions of pre-service teachers with regard to their support for character education and…

  1. Investigation of the Challenges, Mentoring Needs, and Support for Business and Marketing Teachers

    ERIC Educational Resources Information Center

    Yohon, Teresa

    2005-01-01

    The purpose of this study was to determine the challenges that new business/marketing teachers face as well as the current support structures available to them and to determine experienced business/marketing teachers perceptions of the challenges faced by new teachers as well as the types of support that they were willing to provide to new…

  2. First-Year Teachers' Support Networks: Intentional Professional Networks and Diverse Professional Allies

    ERIC Educational Resources Information Center

    Baker-Doyle, Kira J.

    2012-01-01

    In this article the author describes a mixed-methods study of first-year urban teachers' social support networks. Social Network Analysis (SNA) data on the support networks of 24 first-year teachers provided a background context and framework for the case study analysis of 4 of the teachers. Findings of the analysis identified 2 important networks…

  3. The Attributes of a Successful Learning Support Teacher in Australian Inclusive Classrooms

    ERIC Educational Resources Information Center

    Fielding-Barnsley, Ruth

    2005-01-01

    This study used focus groups to investigate 18 general classroom teachers' and 12 learning support teachers' conceptions of the attributes of successful learning support teachers. Based on the attributes emerging from the focus groups, a 20-item questionnaire was designed consisting of statements in four categories: Knowledge and Experience;…

  4. The RIMS Beginning Teacher Support and Assessment Partnership: A Study of Eight Years of Collaboration.

    ERIC Educational Resources Information Center

    Hendrick, Linda Scott; Childress, Linda J.

    In the year 2003, the Beginning Teacher Support and Assessment Program (BTSA) will become a mandatory credentialing program for California's new teachers. At a local level, the Riverside, Inyo, Mono, San Bernardino Beginning Teacher Support and Assessment Program (RIMS/BTSA) is one of 147 BTSA programs. Now entering its eighth year, the RIMS/BTSA…

  5. Students' Race and Teachers' Social Support Affect the Positive Feedback Bias in Public Schools

    ERIC Educational Resources Information Center

    Harber, Kent D.; Gorman, Jamie L.; Gengaro, Frank P.; Butisingh, Samantha; Tsang, William; Ouellette, Rebecca

    2012-01-01

    This research tested whether public school teachers display the positive feedback bias, wherein Whites give more praise and less criticism to minorities than to fellow Whites for equivalent work. It also tested whether teachers lacking in school-based social support (i.e., support from fellow teachers and school administrators) are more likely to…

  6. Between Gate-Keeping and Support: Teachers' Perception of Their Role in Transition

    ERIC Educational Resources Information Center

    Cuconato, Morena; du Bois-Reymond, Manuela; Lunabba, Harry

    2015-01-01

    This article discusses how teachers perceive their role in supporting and guiding students in transitions. Do teachers see themselves more as gatekeepers or as supporters? The analysis draws upon qualitative data collected in Germany, the Netherlands, Italy, and Finland. Based on the analysis of teachers' interviews, we developed three…

  7. Supporting Primary-Level Mathematics Teachers' Collaboration in Designing and Using Technology-Based Scenarios

    ERIC Educational Resources Information Center

    Misfeldt, Morten; Zacho, Lis

    2016-01-01

    In this article, we address how the design of educational scenarios can support teachers' adoption of both technology and open-ended projects indorsing creativity and innovation. We do that by describing how groups of teachers develop digital learning environments supporting using a combination of GeoGebra and Google sites. Both teachers and…

  8. From Workstation to Teacher Support System: A Tool to Increase Productivity.

    ERIC Educational Resources Information Center

    Chen, J. Wey

    1989-01-01

    Describes a teacher support system which is a computer-based workstation that provides support for teachers and administrators by integrating teacher utility programs, instructional management software, administrative packages, and office automation tools. Hardware is described and software components are explained, including database managers,…

  9. Relationships between Academic Stress, Social Support, Optimism-Pessimism and Self-Esteem in College Students

    ERIC Educational Resources Information Center

    Fernández-González, L.; González-Hernández, A.; Trianes-Torres, M. V.

    2015-01-01

    Introduction: This research aims to analyse how optimism, self-esteem and social support help to predict academic stress. Method: The sample consisted of 123 students aged 20 to 31 years old, from the 3rd Year in the Psychology Degree. Students completed the Rosenberg Self-esteem Scale, the Life Orientation Optimism Questionnaire (LOT-R), the…

  10. Creating High Challenge/High Support Academic Environments through Constructive Alignment: Student Outcomes

    ERIC Educational Resources Information Center

    Larkin, Helen; Richardson, Ben

    2013-01-01

    Higher education needs to provide challenging yet supportive learning environments catering for students with diverse academic needs. There is also an emphasis on using student-driven outcome measures to determine teaching effectiveness. How can these measures be used to reflect upon and evaluate teaching initiatives? Using an undergraduate…

  11. Decision Support for the Academic Library Acquisition Budget Allocation via Circulation Database Mining.

    ERIC Educational Resources Information Center

    Kao, S. -C.; Chang, H. -C.; Lin, C. -H.

    2003-01-01

    This model addresses the use of past circulation data to support allocating an academic library acquisition budget. Suggests that the budget allocation should be able to reflect a requirement that the more a department makes use of its acquired materials in the present year, the more it can budget for the coming year. (Author/LRW)

  12. Perceived Academic Control: Mediating the Effects of Optimism and Social Support on College Students' Psychological Health

    ERIC Educational Resources Information Center

    Ruthig, Joelle C.; Haynes, Tara L.; Stupnisky, Robert H.; Perry, Raymond P.

    2009-01-01

    The first year of college presents numerous challenges experienced as overwhelming by some freshmen who may become overly stressed and depressed. This longitudinal study examined perceived academic control (PAC) as a mediator of optimism and social support's buffering effects on freshman students' psychological health. Multiple regressions…

  13. Student Feedback on Tutor and Academic Support of Wawasan Open University: A Four-Semester Study

    ERIC Educational Resources Information Center

    Ng, Wai-Kong; Kong, Sow-Lai

    2009-01-01

    Standards for academic and student support services (SSS) in distance education as identified by the University of Wisconsin System Administration Board of Regents were applied to the SSS provided by the Wawasan Open University (WOU). A student feedback survey conducted over 4 semesters confirmed that WOU's SSS had been positively received and…

  14. Removing Roadblocks to Rigor: Linking Academic and Social Supports to Ensure College Readiness and Success

    ERIC Educational Resources Information Center

    Savitz-Romer, Mandy; Jager-Hyman, Joie; Coles, Ann

    2009-01-01

    Concerned about the lack of focus on students' needs for support in order to meet rigorous academic standards at the secondary and postsecondary levels, the Pathways to College Network--a partnership of national organizations and funders working to improve postsecondary opportunities for underserved populations--is undertaking a national…

  15. Academic Achievement, Perfectionism and Social Support as Predictors of Test Anxiety

    ERIC Educational Resources Information Center

    Yildirim, Ibrahim; Genctanirim, Dilek; Yalcin, Ilhan; Baydan, Yaprak

    2008-01-01

    This study examined likelihood of high school students' gender, levels of academic achievement, perfectionism and perceived social support in predicting their degree of test anxiety. Participants were 505 students from high schools in the Ankara metropolitan area. The Test Anxiety Inventory, Multidimensional Perfectionism Scale and Perceived…

  16. The Correlation of Social, Financial, and Academic Supports to Military Benefit Recipients' Persistence in College

    ERIC Educational Resources Information Center

    Mentzer, Bruce Duane

    2014-01-01

    This study sought to determine the strength and nature of the relationships between social, academic, and financial support and the intent of military students to persist in higher education at a large private non-profit university. The study also collected data from nonmilitary students to note contrasting relationships and looked at overall…

  17. Factors Challenging and Supporting Scholarly Activity for Academic Staff in a Regional Australian University Environment

    ERIC Educational Resources Information Center

    Hurley, John; Bowling, Alison; Griffiths, Jean; Blair, Duncan

    2015-01-01

    With expectations of academic staff to achieve high quality teaching and research outputs as performance measures it is timely to explore how staff perceive they are being supported to meet these ends. This article presents findings of a multi-method study that explored influences impacting on the quality and quantity of scholarly activity being…

  18. Academic Supports, Cognitive Disability and Mathematics Acheivement for Visually Imparied Youth: A Multilevel Modeling Approach

    ERIC Educational Resources Information Center

    Giesen, J. Martin; Cavenaugh, Brenda S.; McDonnall, Michele Capella

    2012-01-01

    Elementary and middle school students who are blind or visually impaired (VI) lag up to three years behind non-disabled peers in mathematics achievement. We investigated the impact of academic supports in the school on mathematics achievement, controlling grade, gender, cognitive disability, and family SES. Data were from SEELS (Special Education…

  19. Negating Stereotype Threat: Autonomy Support and Academic Identification Boost Performance of African American College Students

    ERIC Educational Resources Information Center

    Nadler, Dustin R.; Komarraju, Meera

    2016-01-01

    Using a 2 × 2 factorial design, we examined the effects of stereotype threat and autonomy support on the test performance of 190 African American college students. Participants completed a set of 7 easy and 7 difficult problems from Raven's Progressive Matrices and a survey including measures of Academic Self-Concept, Learning Climate, and…

  20. Analyses of Mentoring Expectations, Activities, and Support in Canadian Academic Libraries

    ERIC Educational Resources Information Center

    Harrington, Marni R.; Marshall, Elizabeth

    2014-01-01

    Mentoring expectations, activities, and support in Canadian college and university libraries were investigated by surveying 332 recent MLIS graduates, practicing academic librarians, and library administrators. Findings indicate that the presence of a mentoring program will help attract new librarians, retain them, and aid in restructuring efforts…