Attitudes of Nigerian Secondary School Teachers to Student Evaluation of Teachers

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Joshua, Monday T.; Joshua, Akon M.

2004-01-01

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

Parents' perception, students' and teachers' attitude towards school sex education.

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Fentahun, Netsanet; Assefa, Tsion; Alemseged, Fessahaye; Ambaw, Fentie

2012-07-01

Sex education is described as education about human sexual anatomy, sexual reproduction, sexual intercourse, reproductive health, emotional relations, reproductive rights and responsibilities, abstinence, contraception, family planning, body image, sexual orientation, sexual pleasure, values, decision making, communication, dating, relationships, sexually transmitted infections (STIs) and how to avoid them, and birth control methods. This study was conducted to explore perception of parents about school sex education and assess the attitude of teachers and students towards school sex education. A cross-sectional quantitative and qualitative study was conducted on randomly selected 386 students, total census of 94 teachers and 10 parents in Merawi Town from March 13-27, 2011. Data were collected using self-administered structured questionnaire and in-depth interview guideline. Multiple linear regression analysis was performed using total score to determine the effect of the independent variables on the outcome variable and thematic analysis was used to analyze the qualitative data. All study participants have favourable attitude towards the importance of school sex education. They also agreed that the content of school sex education should include abstinence-only and abstinence-plus based on mental maturity of the students. That means at early age (Primary school) the content of school sex education should be abstinence-only and at later age (secondary school) the content of school sex education should be added abstinence-plus. The students and the teachers said that the minimum and maximum introduction time for school sex education is 5 year and 25 year with mean of 10.97(SD±4.3) and 12.36(SD±3.7) respectively. Teacher teaching experiences and field of studies have supportive idea about the starting of school sex education. Watching romantic movies, reading romantic materials and listening romantic radio programs appear to have a contribution on the predictor of

Teacher Rated School Ethos and Student Reported Bullying—A Multilevel Study of Upper Secondary Schools in Stockholm, Sweden

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Modin, Bitte; Låftman, Sara B.; Östberg, Viveca

2017-01-01

School ethos refers to the school leadership’s purposive efforts to shape and direct the attitudes, values and behaviors needed in order to promote an active learning environment and to prevent the emergence of undesirable behaviors by creating shared meaning and common goals for the school. The aim of this study was to examine how teacher rated aspects of school ethos are linked with manifestations of bullying among 11th grade students. Five teacher-rated sub-dimensions of school ethos (staff stability, teacher morale, structure-order, student focus, and academic atmosphere) were examined in relation to student-reported perpetration of and exposure to traditional school bullying and cyberbullying. The data material combines student and teacher information from two separate data collections performed in 2016, comprising teachers and students in 58 upper secondary schools in Stockholm. Analyses showed that bullying was associated with all but one of the five sub-dimensions of school ethos, namely structure and order for dealing with bullying behaviors at the school. Results are discussed in light of this counter-intuitive finding. Our findings nevertheless lend support to the idea that the social organization of schools, as reflected in their teacher-rated ethos, can affect individual students’ attitudes in a way that prevents the emergence of bullying behavior among students. PMID:29236039

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

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Lane, Paula J.

2017-01-01

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

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

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

2015-01-01

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

CREATIVITY OF PRESCHOOL AND ELEMENTARY SCHOOL TEACHERS AND THEIR STUDENTS.

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Sali, Güneş; Akyol, Aysel Köksal

2015-12-01

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

The trajectories of school: perceptions of children / students and teachers

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Luciana Ponce Bellido Giraldi

2017-12-01

Full Text Available It can be said that there are two central themes that underlie the concept of childhood. The first is the socialization, linked mainly to social institutions such as the school and the family, where adults teach ways of being and acting in society for the maintenance and cohesion of the same. And the second is the individualization, in which the child is a subject of rights and a social protagonist. Pervaded by the socialization and individualization, understanding the perceptions that children / students can make on their own educational process has become an axis of fundamental importance for the understanding of school trajectories. So, the aim of this paper is to learn the perception of two children / students on school experiences and performances presented by them during part of the elementary school and to relate these perceptions of teachers who gave classes for them. This study has provided data a master's and doctoral research that followed in 2009, 2011 and 2012 - the 2nd, 4th and 5th year, a girl and a boy, with seven to ten years old, who were appointed in the 2nd year by the teacher responsible for their class as students who had middling performances. It appears as a qualitative longitudinal study that used as data collection instrument analysis of school documents, lesson observations and interviews with teachers and students (in this case playful strategies were employed. In addition, students also answered a questionnaire and produced an autobiographical text to report the experiences they had with the school. It was concluded that the two students expressed their perceptions about school performance and life experiences in the school context from the 2nd year of schooling, which not always corroborated indications given by teachers. The two students / children have shown concern with the possibility of access to certain schools at the expense of others, following the schooling process.

Teacher Rated School Ethos and Student Reported Bullying—A Multilevel Study of Upper Secondary Schools in Stockholm, Sweden

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Bitte Modin

2017-12-01

Full Text Available School ethos refers to the school leadership’s purposive efforts to shape and direct the attitudes, values and behaviors needed in order to promote an active learning environment and to prevent the emergence of undesirable behaviors by creating shared meaning and common goals for the school. The aim of this study was to examine how teacher rated aspects of school ethos are linked with manifestations of bullying among 11th grade students. Five teacher-rated sub-dimensions of school ethos (staff stability, teacher morale, structure-order, student focus, and academic atmosphere were examined in relation to student-reported perpetration of and exposure to traditional school bullying and cyberbullying. The data material combines student and teacher information from two separate data collections performed in 2016, comprising teachers and students in 58 upper secondary schools in Stockholm. Analyses showed that bullying was associated with all but one of the five sub-dimensions of school ethos, namely structure and order for dealing with bullying behaviors at the school. Results are discussed in light of this counter-intuitive finding. Our findings nevertheless lend support to the idea that the social organization of schools, as reflected in their teacher-rated ethos, can affect individual students’ attitudes in a way that prevents the emergence of bullying behavior among students.

Training Elementary Teachers to Prepare Students for High School Authentic Scientific Research

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Danch, J. M.

2017-12-01

The Woodbridge Township New Jersey School District has a 4-year high school Science Research program that depends on the enrollment of students with the prerequisite skills to conduct authentic scientific research at the high school level. A multifaceted approach to training elementary teachers in the methods of scientific investigation, data collection and analysis and communication of results was undertaken in 2017. Teachers of predominately grades 4 and 5 participated in hands on workshops at a Summer Tech Academy, an EdCamp, a District Inservice Day and a series of in-class workshops for teachers and students together. Aspects of the instruction for each of these activities was facilitated by high school students currently enrolled in the High School Science Research Program. Much of the training activities centered around a "Learning With Students" model where teachers and their students simultaneously learn to perform inquiry activities and conduct scientific research fostering inquiry as it is meant to be: where participants produce original data are not merely working to obtain previously determined results.

Violence in public schools and health promotion: reports and dialogues with students and teachers

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Kátia Ovídia José de Souza

2012-03-01

Full Text Available Objective: To analyze perceptions about the interaction between health and environment, from the reports and conversations with teenagers and teachers from two public schools in Rio de Janeiro, Brazil, on violence and health promotion. Methods: Descriptive and qualitative study, conducted from February to June 2009, involving 153 students of two public schools in Rio de Janeiro and 17 teachers. Data collection among students was carried out by means of participant observation with notes in a field diary, a semi-structured questionnaire and focus groups. Among teachers, participant observation with notes in a field diary and study groupwere adopted. A thematic analysis was performed, seeking to establish units of meaning. Results: The reports of the students presented discussions on three forms of violence: urban, school and sexual violence within the family. About urban violence, the students highlighted the issue of lack of public safety, especially in their entertainment area. School violence has been characterized as: a violence in school (physical and psychological violenceamong students, bullying and against school property; b violence of the school (through derogatory comments of teachers on students; c violence against the school (devaluation of the teacher and the outcomes of school violence on teacher’s health. Students alsocommented on sexual violence within the family, the teenager as a victim or the perpetrator towards a family member. Conclusions: Violence coping strategies should be established as a health promotion measure for students, teachers and families.

Student-Teacher Relationships As a Protective Factor for School Adjustment during the Transition from Middle to High School.

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Longobardi, Claudio; Prino, Laura E; Marengo, Davide; Settanni, Michele

2016-01-01

A robust body of research has identified school transitions during adolescence, and in particular the transition from middle to high school, as one of the riskiest phases for school failure, being characterized by significant social, emotional and behavioral changes. This transition is critical even with respect to academic achievement: in Italy, the highest frequency of school dropout can be observed in the 9th and 10th grades, partly as a consequence of poor adjustment to the new school context. The impact of students' relationships with their teachers may be particularly relevant during critical developmental periods. Indeed, student-teacher relationships have been widely recognized as protective factors in school adjustment and, in case of negative relationships, also as a factor that increases the risk of maladjustment. Positive and affective student-teacher relationships may play an important role in students' adaptation to the school environment, favoring both academic achievement and adaptive behaviors. The aim of this study was to investigate the effects of the quality of teacher-student relationships, as perceived by pupils, on academic achievement, and problem and prosocial behaviors during the relevant school transition. The sample consisted of 122 students (55% female). We employed a self-report questionnaire to collect information on: demographic characteristics, quality of the relationship with teachers, problem and prosocial behaviors, and academic achievement. Students filled in the questionnaires twice: once during the 8th grade and 1 year later, during their first year of high school (9th grade). Regression analyses indicated that both average and varying levels of closeness with teachers significantly predicted changes in academic achievement: A perceived increase in closeness in 9th grade, as well as a higher mean closeness level, was associated with an increase in academic achievement. In turn, an increase in the level of perceived conflict

Factors Associated with Primary School Teachers' Attitudes Towards the Inclusion of Students with Disabilities.

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Vaz, Sharmila; Wilson, Nathan; Falkmer, Marita; Sim, Angela; Scott, Melissa; Cordier, Reinie; Falkmer, Torbjörn

2015-01-01

Teachers' attitudes toward inclusion are often based on the practical implementation of inclusive education rather than a specific ideology and understanding of inclusiveness. This study aimed to identify the factors associated with primary school teachers' attitudes towards inclusion of students with all disabilities in regular schools. Seventy four primary school teachers participated in a cross-sectional survey conducted in Western Australia. Teachers' attitudes and efficacy toward integration of students with disabilities were measured using the Opinions Relative to Integration of Students with Disabilities scale and Bandura's Teacher Efficacy scale respectively. Four teacher attributes-age, gender, teaching self-efficacy and training collectively explained 42% of the variability in teachers' attitude toward including students with disabilities. The current study further contributes to the accumulation of knowledge that can unpack the complex pattern of factors that should be considered to promote positive attitudes towards inclusive schools.

Students' and teachers' cognitions about good teachers.

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

2001-06-01

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

Scientific Conceptions of Photosynthesis among Primary School Pupils and Student Teachers of Biology

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Darja Skribe Dimec

2017-03-01

Full Text Available Photosynthesis is the most important biochemical process on Earth. Most living beings depend on it directly or indirectly. Knowledge about photosynthesis enables us to understand how the world functions as an ecosystem and how photosynthesis acts as a bridge between the non-living and living worlds. It is, therefore, understandable that photosynthesis is included in national curricula around the world. The practice unfortunately shows that students at all school levels mostly learn about photosynthesis by rote. Consequently, they have difficulties understanding this vital process. Research also shows many misconceptions in relation to photosynthesis among students of different ages. Based on these, the main aim of our study was to explore the scientific conceptions about photosynthesis held by primary school pupils and student teachers of biology. Data were collected using a questionnaire containing seven biology content questions. The sample consisted of 634 participants, 427 primary school pupils (aged 11–14, and 207 student teachers of biology (aged 20–23. We found that the populations of primary school pupils and student teachers of biology differ greatly concerning scientific conceptions of photosynthesis. The student teachers showed good and complex understanding of photosynthesis, while pupils showed some misconceptions (location of chlorophyll and photosynthesis in a plant, transformation of energy in photosynthesis. Analysis of the development of scientific conceptions about photosynthesis with age showed that there is very little progress among primary school pupils and none among biology student teachers. More involvement of student teachers of biology in practical work at primary schools during their study was suggested to make student teachers aware of, and better understand pupils’ misconceptions.

Student-teacher relationship quality and academic adjustment in upper elementary school: the role of student personality.

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Zee, Marjolein; Koomen, Helma M Y; Van der Veen, Ineke

2013-08-01

This study tested a theoretical model considering students' personality traits as predictors of student-teacher relationship quality (closeness, conflict, and dependency), the effects of student-teacher relationship quality on students' math and reading achievement, and the mediating role of students' motivational beliefs on the association between student-teacher relationship quality and achievement in upper elementary school. Surveys and tests were conducted among a nationally representative Dutch sample of 8545 sixth-grade students and their teachers in 395 schools. Structural equation models were used to test direct and indirect effects. Support was found for a model that identified conscientiousness and agreeableness as predictors of close, nonconflictual relationships, and neuroticism as a predictor of dependent and conflictual relationships. Extraversion was associated with higher levels of closeness and conflict, and autonomy was only associated with lower levels of dependency. Students' motivational beliefs mediated the effects of dependency and student-reported closeness on reading and math achievement. Copyright © 2013 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

Factors Associated with Primary School Teachers' Attitudes Towards the Inclusion of Students with Disabilities.

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Sharmila Vaz

Full Text Available Teachers' attitudes toward inclusion are often based on the practical implementation of inclusive education rather than a specific ideology and understanding of inclusiveness. This study aimed to identify the factors associated with primary school teachers' attitudes towards inclusion of students with all disabilities in regular schools.Seventy four primary school teachers participated in a cross-sectional survey conducted in Western Australia. Teachers' attitudes and efficacy toward integration of students with disabilities were measured using the Opinions Relative to Integration of Students with Disabilities scale and Bandura's Teacher Efficacy scale respectively.Four teacher attributes-age, gender, teaching self-efficacy and training collectively explained 42% of the variability in teachers' attitude toward including students with disabilities.The current study further contributes to the accumulation of knowledge that can unpack the complex pattern of factors that should be considered to promote positive attitudes towards inclusive schools.

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

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Goldwater, Orna D.; Nutt, Roberta L.

1999-01-01

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

Students' and Teachers' Perceptions of after School Online Course

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Yalavaç, Gamze; Samur, Yavuz

2016-01-01

This study analyzes students' and teachers' perceptions of after school online courses (ASOC) undertaken by an institutional private middle school, which manages several campuses across Turkey. The aim of ASOC is to support students when they are home by helping them to revise the lessons, practice topics synchronously with hundreds of other…

Middle School Teachers' Expectations of Organizational Behaviors of Students with Learning Disabilities

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McMullen, Rebecca C.; Shippen, Margaret E.; Dangel, Harry L.

2007-01-01

The purpose of this pilot study was to investigate the specific classroom organizational behaviors that middle school inclusive teachers report as expectations for students with learning disabilities. Practicing middle school science and social studies teachers (n = 12) responded to a survey about organization behaviors of students with learning…

Teachers' Beliefs about the Participation of Students with Severe Disabilities in School Clubs

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Pence, Alicia R.; Dymond, Stacy K.

2016-01-01

The purpose of this study was to investigate teachers' beliefs about the participation of students with severe disabilities (SD) in school clubs. Participants were special education teachers (N = 60) of middle and junior high school students with SD from one state. Data were collected using a survey. Results indicate that teachers value including…

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

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

2016-01-01

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

Strengthening Teacher's Learning Management for Self-Reliance of Students in Thai Secondary School

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Paso, Chalad; Chantarasombat, Chalard; Tirasiravech, Watanachai

2017-01-01

This research aimed to 1) study the present conditions, problems, and needs of teachers development in learning management in self-reliance for students in secondary schools, 2) develop a model for teacher development in learning management in self-reliance for students in secondary schools, and 3) evaluate the results of usage from teachers in…

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

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Koutrouba, Konstantina; Baxevanou, Eleni; Koutroumpas, Athanasios

2012-01-01

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

Authoritative school climate, aggression toward teachers, and teacher distress in middle school.

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Berg, Juliette K; Cornell, Dewey

2016-03-01

Aggression toward teachers is linked to burnout and disengagement from teaching, but a positive school climate may reduce aggression and associated teacher distress. Using authoritative school climate theory, the study examined whether schools with high disciplinary structure and student support were associated with less aggression and less distress. The sample of 9,134 teachers in 389 middle schools came from the Virginia Secondary School Climate Survey, a statewide survey administered to all public schools with 7th and 8th grade enrollment. The majority of teachers (75%) were female. More than half (53%) reported that they had more than 10 years of teaching experience; 23% reported 6 to 10 years; 24% reported 1 to 5 years. Students reported on the degree to which their schools were structured and supportive. Teachers reported on their experiences of aggression by students, their level of distress, and their feelings of safety. Staff-related infractions computed from Department of Education records were also used. Multilevel modeling revealed that teachers in authoritative schools experienced less aggression and felt safer and less distressed. Lower aggression by students mediated the association between more authoritative schools and lower distress such that more structured and supportive schools had greater teacher safety and, in turn, less distress. The findings support the idea that more structured and supportive schools relate to greater safety for teachers and, in turn, less distress. Research limitations and implications for practice are discussed. (c) 2016 APA, all rights reserved).

Reading Aloud in High Schools: Students and Teachers across the Curriculum

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Warner, Lionel; Crolla, Caroline; Goodwyn, Andy; Hyder, Eileen; Richards, Brian

2016-01-01

Reading aloud is apparently an indispensible part of teaching. Nevertheless, little is known about reading aloud across the curriculum by students and teachers in high schools. Nor do we understand teachers' attitudes towards issues such as error correction, rehearsal time, and selecting students to read. A survey of 360 teachers in England shows…

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

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Smart, Julie Brockman

2009-11-01

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

Impact of Texas high school science teacher credentials on student performance in high school science

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George, Anna Ray Bayless

A study was conducted to determine the relationship between the credentials held by science teachers who taught at a school that administered the Science Texas Assessment on Knowledge and Skills (Science TAKS), the state standardized exam in science, at grade 11 and student performance on a state standardized exam in science administered in grade 11. Years of teaching experience, teacher certification type(s), highest degree level held, teacher and school demographic information, and the percentage of students who met the passing standard on the Science TAKS were obtained through a public records request to the Texas Education Agency (TEA) and the State Board for Educator Certification (SBEC). Analysis was performed through the use of canonical correlation analysis and multiple linear regression analysis. The results of the multiple linear regression analysis indicate that a larger percentage of students met the passing standard on the Science TAKS state attended schools in which a large portion of the high school science teachers held post baccalaureate degrees, elementary and physical science certifications, and had 11-20 years of teaching experience.

Teachers' Views on the Impact of Teacher-Student Relationships on School Dropout: A Bourdieusian Analysis of Misrecognition

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Nairz-Wirth, Erna; Feldmann, Klaus

2017-01-01

Drawing on Pierre Bourdieu's relational theory this paper shows that many teachers misrecognize the impact of teacher-student relationships on school dropout. The study is based on a series of 60 semi-structured interviews with teachers from Austrian secondary schools. The analysis of the empirical data reveals that many teachers attribute school…

Teacher Time Spent on Student Health Issues and School Nurse Presence

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Hill, Nina Jean; Hollis, Marianne

2012-01-01

Elementary school teacher time spent on student health issues and the relationship to school nurse services was the focus of this 2-year study. A cross-sectional design was used to survey traditional and exceptional (special needs) classroom teachers about the time they spent on health issues and their perception of school nurse presence. The…

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

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

2018-01-01

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

School physics teacher class management, laboratory practice, student engagement, critical thinking, cooperative learning and use of simulations effects on student performance

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Riaz, Muhammad

The purpose of this study was to examine how simulations in physics class, class management, laboratory practice, student engagement, critical thinking, cooperative learning, and use of simulations predicted the percentage of students achieving a grade point average of B or higher and their academic performance as reported by teachers in secondary school physics classes. The target population consisted of secondary school physics teachers who were members of Science Technology, Engineeering and,Mathematics Teachers of New York City (STEMteachersNYC) and American Modeling Teachers Association (AMTA). They used simulations in their physics classes in the 2013 and 2014 school years. Subjects for this study were volunteers. A survey was constructed based on a literature review. Eighty-two physics teachers completed the survey about instructional practice in physics. All respondents were anonymous. Classroom management was the only predictor of the percent of students achieving a grade point average of B or higher in high school physics class. Cooperative learning, use of simulations, and student engagement were predictors of teacher's views of student academic performance in high school physics class. All other variables -- class management, laboratory practice, critical thinking, and teacher self-efficacy -- were not predictors of teacher's views of student academic performance in high school physics class. The implications of these findings were discussed and recommendations for physics teachers to improve student learning were presented.

Teacher Reports of Student Health and Its Influence on Students' School Performance

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Moore, Tara C.; Wehby, Joseph H.; Hollo, Alexandra; Robertson, Rachel E.; Maggin, Daniel M.

2014-01-01

Physical health may be an important variable that influences students' behavioral and academic performance in school settings. Poor health status is hypothesized to negatively influence student performance even in the presence of evidence-based practices. In this study, teachers reported their perceptions of students' health status as well as…

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

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Craddock, Jennifer Lovejoy

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

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

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

2017-03-01

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

The Role of the Perceptions of School Climate and Teacher Victimization by Students.

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Huang, Francis L; Eddy, Colleen Lloyd; Camp, Emily

2017-07-01

Violence directed toward teachers in schools is relatively understudied in comparison with other school-based forms of peer aggression (e.g., school bullying). Based on the nationally representative Schools and Staffing Survey (SASS) 2011-2012, approximately 10% of K-12 public school teachers in the United States, received a threat in the past 12 months and 6% reported being physically attacked. The effects of teacher-directed violence are far reaching and affect not just the victimized teacher, but the larger community itself. In the current study, we used multilevel logistic regression models with state fixed effects to analyze the SASS data set. The analytic sample consisted of 24,070 K-12 teachers in 4,610 public schools and specifically excluded special education teachers and teachers in alternative settings (i.e., online schools, special education centers, juvenile correction facilities). Guided by authoritative school climate theory, we tested for the beneficial associations of disciplinary structure and administrative support with the reduced likelihood of a teacher being threatened or physically attacked by a student, while controlling for teacher (e.g., gender, years of experience, race/ethnicity), school (e.g., school size, percent minority enrollment), and state-level factors. Results indicated that teachers who felt supported by the administration and worked with others (i.e., the principal and other teachers) who enforced the rules consistently were less likely to be victims of threats of injury or physical attacks. Although school climate has been shown to have a positive effect on student outcomes, the current study also suggests that school climate, characterized by consistent rule enforcement and supportive administrators and teachers, may play a role in reducing the likelihood of teacher victimization.

The Preparation of Pre-Service Student Teachers' Competence to Work in Schools

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Tang, Sylvia Y. F.; Cheng, May M. H.; Wong, Angel K. Y.

2016-01-01

Competence to work in schools is an important dimension of professional competence, although it is often a neglected dimension of teacher development. This article reports a qualitative study that examined student teachers' learning experiences in initial teacher education (ITE) in relation to competence to work in schools. In-depth interviews…

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

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Kos, Agnieszka

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

Teacher-student interpersonal relationships and academic motivation within one school year : developmental changes and linkage

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

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

Redesigning Schools to Reach Every Student with Excellent Teachers: Financial Planning Summary

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Public Impact, 2012

2012-01-01

This brief summarizes the ways that schools and their teachers can simultaneously reach more students with excellent teaching, expand teachers' career opportunities, and sustainably fund higher pay and other priorities. This is based on Public Impact's school models that use job redesign and technology to extend the reach of excellent teachers to…

Aspects of Teacher Education that Affect Student Success in Arizona Public High Schools

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Faith Elizabeth Andreasen

2009-03-01

Full Text Available This study was designed to investigate what aspects of teacher education (if any affect student success. Questionnaires were mailed to a random sample of high- and low-performing urban and rural public high schools across Arizona. Quantitative variables that were researched include the level of degree a teacher attains, the route a teacher chooses to achieve certification, teachers’ attendance at core-subject related workshops, teacher mentoring, and teacher collaboration using data based information to drive decision-making. Qualitative research enabled teachers to state a valuable skill learned in college that promotes student success and to reveal what they felt their current school does to promote student success. A mixed methodology approach was used to analyze the data; quantitatively through regression analysis and qualitatively through coded themes.A detailed explanation was presented with accompanying data to support the statements. The results of this research support teacher mentoring and attendance at core subject related workshops as vehicles to promote student success. This dissertation provides information for policy makers, administrators, and teachers who are invested in promoting student success.

Enhancing Students' Engagement: Report of a 3-Year Intervention with Middle School Teachers

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Turner, Julianne C.; Christensen, Andrea; Kackar-Cam, Hayal Z.; Trucano, Meg; Fulmer, Sara M.

2014-01-01

All teachers (N = 32) at one middle school participated in a university-led intervention to improve student engagement. Teachers discussed four principles of motivation and related instructional strategies. Teachers enacted instructional strategies in their classrooms. We observed six randomly selected teachers and their students over 3 years.…

Teaching and Learning in High School Reading Classes: Perspectives of Teachers and Students

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Harmon, Janis; Wood, Karen; Smith, Kassandra; Zakaria, Nauff; Ramadan, Kimberly; Sykes, Melissa

2016-01-01

This qualitative study investigated high school reading programs and participants focusing on the insider perspectives of teachers and their students. The study occurred in two sites, one in a Southern state and the other in an Eastern state. The participants, five high school reading teachers and two to three students in each of their reading…

Teacher and Student Perceptions on High School Science Flipped Classrooms: Educational Breakthrough or Media Hype?

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Hunley, Rebecca C.

For years educators have struggled to ensure students meet the rigors of state mandated tests. Challenges that often impede student success are student absences, school closings due to weather, and remediation for students who need additional help while advanced students can move ahead. Many educators, especially secondary math and science teachers, have responded to these issues by implementing a teaching strategy called the flipped classroom where students view lectures, power points, or podcasts outside of school and class time shifts to allow opportunities for collaborative learning. The purpose of this research was to evaluate teacher and student perceptions of high school flipped science classrooms. A qualitative phenomenological study was conducted to observe 3 high school science teachers from Georgia, North Carolina, and Tennessee selected through purposeful sampling who have used the flipped classroom method for a minimum of 2 years. Analysis of data from an online survey, direct observation, teacher interviews, and student focus groups helped to identify challenges and benefits of this teaching and learning strategy. Findings indicated that teachers find the flipped classroom beneficial to build student relationships but requires a significant amount of time to develop. Mixed student reactions revealed benefits of a flipped classroom as a successful learning tool for current and future endeavors for college or career preparation.

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

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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…

SCHOOL and WORK. HOW TO HELP TEACHERS AND STUDENTS COPE WITH CHANGES

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Cristina Anca COLIBABA

2016-05-01

Full Text Available The School and Work project (2014-1-UK01-KA204-000071, co-financed by the European Union under the Erasmus+ programme, intends to capitalise the existing results of previous European projects addressing the early school leaving issue with a view to establish a more concrete and effective cooperation between schools and the world of work, which will enhance students’motivation to learn and complete their studies. The article introduces e-learning resources focusing on strategies teachers could use in order to help students unveil their interests and aptitudes. This will enable teachers plan and implement personalized educational paths and guidance services and valorize students' talents through curricular and extracurricular activities , which will motivate students to stay at school.

Teachers'Skills in Identification and Management of Students'Talents in Ondo State Secondary Schools

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M. A. Yusuf

2016-12-01

Full Text Available The study examined the teachers' skills in identification and management of secondary school students' talent in Ondo State. The study adopted a descriptive survey research design for the study. The population of the study com-prised 3462 secondary schools' teachers in Ondo Central Senatorial District while the sample consisted of 360 teachers. Multi-stage sampling technique was used to select the sample. The first stage was a simple random technique to select three Local Government Areas from six Local Government Areas in the District. Proportionate sampling technique was used to select 24 secondary schools from the three Local Government Areas selected. The last stage in-volved using proportionate stratified random sampling to select a total of 360 teachers. Data for the study were collected using questionnaire tagged Teachers Shills in Identifying Students' Talents Questionnaire (TSITQ.Data collected were analysed using frequency count and simple percentages. The results showed that the predominant skill used by teachers in identifying students' talents were Guidance and Counselling, Motivation, Creative teaching and Pedagogical. It was found out that motivational strategy (in form of gifts, prizes and scholarship was predominantly used by teachers in managing students' talents followed by independent study, creative teaching and pro-gramme planning. Based on the findings of the study it was therefore recommended that teachers should improve on their strategies such as independent study, creative teaching, individualised instructions and programme planning in managing secondary school students' talents.

Parent, Teacher, and Student Perspectives on How Corrective Lenses Improve Child Wellbeing and School Function.

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Dudovitz, Rebecca N; Izadpanah, Nilufar; Chung, Paul J; Slusser, Wendelin

2016-05-01

Up to 20 % of school-age children have a vision problem identifiable by screening, over 80 % of which can be corrected with glasses. While vision problems are associated with poor school performance, few studies describe whether and how corrective lenses affect academic achievement and health. Further, there are virtually no studies exploring how children with correctable visual deficits, their parents, and teachers perceive the connection between vision care and school function. We conducted a qualitative evaluation of Vision to Learn (VTL), a school-based program providing free corrective lenses to low-income students in Los Angeles. Nine focus groups with students, parents, and teachers from three schools served by VTL explored the relationships between poor vision, receipt of corrective lenses, and school performance and health. Twenty parents, 25 teachers, and 21 students from three elementary schools participated. Participants described how uncorrected visual deficits reduced students' focus, perseverance, and class participation, affecting academic functioning and psychosocial stress; how receiving corrective lenses improved classroom attention, task persistence, and willingness to practice academic skills; and how serving students in school rather than in clinics increased both access to and use of corrective lenses. for Practice Corrective lenses may positively impact families, teachers, and students coping with visual deficits by improving school function and psychosocial wellbeing. Practices that increase ownership and use of glasses, such as serving students in school, may significantly improve both child health and academic performance.

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

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

2009-05-01

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

Value orientations of students, future nursery-school teachers: Stability or change

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Lazarević Dušanka A.

2003-01-01

Full Text Available Results are presented of investigations on value orientations of students future nursery-school teachers, as manifested by preferences of certain lifestyles. The aim was to examine if there is stability or change in the desirability of some lifestyles in three generations of students of Higher School for Nursery-School Teacher Training. Examinations were carried out on preferences of the following lifestyles: hedonistic, utilitarian altruistic, aesthetic, orientation to power and social standing, cognitive self-realization and Promethean activism. The obtained results indicate a certain stability in student value profile throughout the study period but also certain changes. In the value profile of future nursery-school teachers self-realization emerges consistently in the examined generations as the most desirable and accepted lifestyle. Then, the tendency to gradually decline was found in aesthetic, utilitarian, cognitive, altruistic Promethean, hedonistic and orientation to power and social standing lifestyles of which the last one consistently occurred in three generations as the least desirable lifestyle. Changes were manifested in the increasing desirability of utilitarian lifestyle from the first to the third generation as well as in gradual decline of desirability degree in self realization and aesthetic lifestyles. Also, the trend of increasing agreement between lifestyle students prefer and their current lifestyle was noticeable.

Characteristics of High School Students' and Science Teachers' Cognitive Frame about Effective Teaching Method for High School Science Subject

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Chung, Duk Ho; Park, Kyeong-Jin; Cho, Kyu Seong

2016-04-01

We investigated the cognitive frame of high school students and inservice high school science teachers about effective teaching method, and we also explored how they understood about the teaching methods suggested by the 2009 revised Science Curriculum. Data were collected from 275 high school science teachers and 275 high school students. We analyzed data in terms of the words and the cognitive frame using the Semantic Network Analysis. The results were as follows. First, the teachers perceived that an activity oriented class was the effective science class that helped improve students'' problem-solving abilities and their inquiry skills. The students had the cognitive frame that their teacher had to present relevant and enough teaching materials to students, and that they should also receive assistance from teachers in science class to better prepare for college entrance exam. Second, both students and teachers retained the cognitive frame about the efficient science class that was not reflected 2009 revised Science Curriculum exactly. Especially, neither groups connected the elements of ''convergence'' as well as ''integration'' embedded across science subject areas to their cognitive frame nor cognized the fact that many science learning contents were closed related to one another. Therefore, various professional development opportunities should be offered so that teachers succinctly comprehend the essential features and the intents of the 2009 revised Science Curriculum and thereby implement it in their science lessons effectively. Keywords : semantic network analysis, cognitive frame, teaching method, science lesson

An Analysis of Pre-School Teachers' and Student Teachers' Attitudes to Inclusion and Their Self-Efficacy

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Sari, Hakan; Celikoz, Nadir; Secer, Zarife

2009-01-01

The aim of this study was to investigate what the self-efficacy and attitudes of pre-school teachers and student teachers towards inclusive education were and to elucidate the relationship between self-efficacy and the attitudes on inclusion. Therefore, the present study investigated the self-efficacy perceptions and attitudes of student teachers…

Caring Teacher Qualities that Affect School Participation and Attendance: Student Portraits

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Grimm, Helen M.

2009-01-01

This study explores the perspectives of four high school students focusing on the identification of caring teacher qualities and the influence those characteristics have on school participation and attendance. Data was collected using interviews rather than survey in order to hear the often-unheard voices of students. Portraits of each student…

[Survey regarding mental health conditions of high school students and attitudes of students and their teachers toward students' mental health issues].

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Hattori, Isao; Fujii, Chiyo; Fukuzawa, Ayako

2013-01-01

We administered a self-reporting questionnaire survey regarding the mental health conditions of high school students and attitudes of students and their teachers toward students' mental health issues. In addition, we discussed the requirements for high school students' mental health support system. The subjects were 3,312 students and 208 teachers in four Shizuoka prefectural public high schools in 2009. University Personality Inventory (UPI) is usually conducted to assess university students' mental state and is a questionnaire that high school students can answer easily. Therefore, we adopted UPI for this survey. UPI was composed of 56 unhealthy and 4 healthy condition items. High school students completed the UPI and determined the sum of unhealthy condition items; a higher score indicated a poorer mental health status. The average UPI score of all students (n = 3,312) was 12.7 points, and that of females (n = 1,217)was 15.2 points, which was significantly higher than the 11.3 points of males (n = 2,095). Those with scores > or = 30 points (7.5%), which was more than half of the maximum score, were designated as the High Score (HS) group and considered to have poor mental health. Those with scores of > or = 40 (1.4%) seemed to have very poor mental health, and there was concern that they may be suffering from psychosis. Our observations indicated that HS students were likely to avoid seeking help regarding mental health issues, which was especially true for male HS students. The majority of students chose their friends and parents as advisers, but HS students were significantly more likely to choose advisers who were engaged in jobs related to medical work. Students in both the HS and non-HS groups who did not wish to consult anyone else about their mental conditions wanted to be approached by those around them. High school teachers hesitated to intervene with mentally disturbed students and attempted to resolve problems within the school. Thus, it appears

Solar cell and photonics outreach for middle school students and teachers

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Gilchrist, Pamela O.; Alexander, Alonzo B.

2017-08-01

This paper will describe the curriculum development process employed to develop a solar cell and photonics curriculum unit for students underrepresented in science, technology, engineering and mathematics fields. Information will explain how the curriculum unit was piloted with middle and high school teachers from public schools in North Carolina, high school students from underrepresented groups in an informal science program, and workshop settings. Measures used to develop the curriculum materials for middle school students will be presented along with program findings documenting students' urban versus rural interest in STEM, career aspirations, and 21st century learning skills in informal learning settings.

The Role of Student-Teacher Ratio in Parents' Perceptions of Schools' Engagement Efforts

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Rodriguez, Raymond J.; Elbaum, Batya

2014-01-01

Research suggests a positive relationship between schools' efforts to engage parents and parents' involvement in their child's education. The authors investigated school socioeconomic status, school size, grade level, and student-teacher ratio as predictors of schools' efforts to engage parents of students receiving special education services. The…

Trickle-Down Accountability: How Middle School Teachers Engage Students in Data Use

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Marsh, Julie A.; Farrell, Caitlin C.; Bertrand, Melanie

2016-01-01

Despite a growing body of research on data use in education, there has been relatively little focus on the role of students. This article begins to fill this gap by exploring teacher and administrator reports on engaging students in data use at six middle schools. Even though teachers expressed a belief that involving students in data use would…

Teachers' Perceptions of Students with Special Education Needs in Cameroon Secondary Schools

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Arrah, Rosemary Oneke; Swain, Kristine D.

2014-01-01

This study examined teachers' perceptions of including students with special education needs in Cameroon secondary schools. Teachers (N = 130) from five secondary government, denominational or lay private schools in Buea subdivision of Cameroon, Africa, completed a 26-item survey. The survey was analyzed using descriptive statistics, t-tests, and…

School Organizational Contexts, Teacher Turnover, and Student Achievement: Evidence from Panel Data

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Kraft, Matthew A.; Marinell, William H.; Yee, Darrick

2015-01-01

In education, there is ample evidence that some schools far outperform others at raising student achievement even when accounting for differences in the students they serve and the resources at their disposal. Differences in the human capital stock of teachers across schools cannot fully account for the differential productivity across schools. In…

INFLUENCE OF STUDENT ENGLISH UTILITY AND TEACHER EFFICACY ON ENGLISH PROFICIENCY OF HIGH SCHOOL STUDENTS

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Ruth A. ORTEGA-DELA CRUZ

2016-12-01

Full Text Available Learning second language considers a number of factors that influence the manner in which the language is taught. Understanding of the learners’ goals and motivation for learning is one. Using descriptive-correlational research design, this study determined the influence of student English utility and teacher efficacy on the students’ English proficiency. A total of 101 students from first year to fourth year level served as the respondents of the study. The study quantified the students’ perception towards English utility and their evaluation of English teacher efficacy which employed a researcher-made survey questionnaire. Results revealed high positive perceptions of students towards English utility. Analysis of variance revealed significant differences in the perceptions of high school students on the efficacy of their English teachers. Correlation coefficients indicated a positive linear relationship among the given variables. The p-value revealed significant relationship of teacher efficacy (r = .691, p-value = .000 and English utility (r = .467, p-value = .000 to students’ English proficiency. Results of regression statistics revealed that English utility has no significant influence on the student English proficiency. Therefore, the main factor that must still be considered then should be the teacher. Finally, there is an explicit indication that high level of teachers’ efficacy performing in teaching has much powerful influence on the English proficiency of high school students. Thus improving the methods of teaching English provides a better way of motivating students to achieve higher levels of proficiency in the future.

Reconceptualizing Teacher-Student Relationships to Foster School Success: Working Alliance within Classroom Contexts

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Toste, Jessica R.

2012-01-01

Teacher-student relationship has been shown to be a powerful predictor of students' classroom and school adjustment. Beyond the characteristics of warmth, trust, and bond that define an emotional connection, a positive working relationship also includes a sense of collaboration and partnership shared between the teacher and the student. Classroom…

Does perceived teacher affective support matter for middle school students in mathematics classrooms?

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Sakiz, Gonul; Pape, Stephen J; Hoy, Anita Woolfolk

2012-04-01

The purpose of the present study was to explore the importance of perceived teacher affective support in relation to sense of belonging, academic enjoyment, academic hopelessness, academic self-efficacy, and academic effort in middle school mathematics classrooms. A self-report survey was administered to 317 seventh- and eighth-grade students in 5 public middle schools. Structural equation modeling indicated significant associations between perceived teacher affective support and middle school students' motivational, emotional, and behavioral outcomes. The structural model explained a significant proportion of variance in students' sense of belonging (42%), academic enjoyment (43%), self-efficacy beliefs (43%), academic hopelessness (18%), and academic effort (32%) in mathematics classrooms. In addition to providing the basis for a concise new measure of perceived teacher affective support, these findings point to the importance of students' perceptions of the affective climate within learning environments for promoting academic enjoyment, academic self-efficacy, and academic effort in mathematics. Copyright © 2011 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

Competence of primary school teachers to teach students with dislexia

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Kogovšek, Darja

2012-01-01

The teacher is an expert in the provision of educational work, that should be qualified to teach also students with dyslexia. Teacher's knowledge of the causes and forms of dyslexia and ways of educating students with dyslexia is important to effectively adapt teaching methods. Therefore a major part of this thesis work is devoted to those aspects. There are also other factors exposed (family, school environment, collaboration with parents), which significantly contribute to providing the bes...

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

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

2010-01-01

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

Boys, girls, and the school cultural environment: Teachers' judgment and students' values.

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Aelenei, Cristina; Darnon, Céline; Martinot, Delphine

2017-01-01

Due to gender socialization, girls are more likely to endorse self-transcendence values (e.g., helping people) compared to boys, whereas boys are more likely to endorse self-enhancement values (e.g., wanting to be in charge) compared to girls. In two studies, we investigated teachers' judgment regarding the display of these values in school and students' endorsement of the self-transcendence and self-enhancement values in two contexts: home and school. In Study 1 (N = 240), teachers evaluated a student perceived as strongly endorsing the self-transcendence values more positively compared to a student perceived as strongly endorsing the self-enhancement values, regardless of the student's gender. In Study 2 (N = 151), boys endorsed the self-enhancement values more than the self-transcendence values at home, whereas the opposite occurred in the school context. Girls did not vary across contexts, endorsing the self-transcendence values more than the self-enhancement values in both contexts. Possible consequences on boys' school-related outcomes are discussed.

Teacher beliefs, teacher characteristics, and school contextual factors: what are the relationships?

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Rubie-Davies, Christine M; Flint, Annaline; McDonald, Lyn G

2012-06-01

There is a plethora of research around student beliefs and their contribution to student outcomes. However, there is less research in relation to teacher beliefs. Teacher factors are important to consider since beliefs mould thoughts and resultant instructional behaviours that, in turn, can contribute to student outcomes. The purpose of this research was to explore relationships between the teacher characteristics of gender and teaching experience, school contextual variables (socio-economic level of school and class level), and three teacher socio-psychological variables: class level teacher expectations, teacher efficacy, and teacher goal orientation. The participants were 68 male and female teachers with varying experience, from schools in a variety of socio-economic areas and from rural and urban locations within New Zealand. Teachers completed a questionnaire containing items related to teacher efficacy and goal orientation in reading. They also completed a teacher expectation survey. Reading achievement data were collected on students. Interrelationships were explored between teacher socio-psychological beliefs and the teacher and school factors included in the study. Mastery-oriented beliefs predicted teacher efficacy for student engagement and classroom management. The socio-economic level of the school and teacher gender predicted teacher efficacy for engagement, classroom management, instructional strategies, and a mastery goal orientation. Being male predicted a performance goal orientation. Teacher beliefs, teacher characteristics, and school contextual variables can result in differences in teacher instructional practices and differing classroom climates. Further investigation of these variables is important since differences in teachers contribute to differences in student outcomes. ©2011 The British Psychological Society.

The Characteristics of the Effective Teacher in Cyprus Public High School: The Students' Perspective.

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Koutsoulis, Michalis

This study examined the teacher characteristics that students considered important in defining teacher effectiveness, focusing on human characteristics, communication skills, and teaching and production characteristics. Students from 25 high schools in Cyprus completed the Classroom Culture Description Questionnaire. Overall, students listed 94…

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

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Hutchinson, Steven Andrew

2011-01-01

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

Music Teachers' Attitudes toward Transgender Students and Supportive School Practices

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Silveira, Jason M.; Goff, Sarah C.

2016-01-01

The purpose of this study was to measure music teachers' attitudes toward transgender individuals and toward school practices that support transgender students. Participants (N = 612) included men and women who teach a variety of music subjects in elementary, middle, and high schools, in urban, suburban, and rural areas. An online questionnaire…

Teacher Self-Concept and Teacher Effectiveness as Perceived by Teachers of English and Students of Senior High Schools

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Chuzaimah Dahlan Diem

2016-02-01

Full Text Available The purpose of this study was to investigate whether self-concept of EFL teachers influenced their effectiveness in teaching English as a foreign language, as perceived by both teachers and students. The study involved 275 EFL teachers and 88 senior high school students in South Sumatra. Variables of education, teaching experience, and age were analyzed using multiple regression analysis, and specific hypotheses were tested to see whether the addition of the other independent variables could add to the effectiveness of the teacher. The results showed significant relationships between self-concept and all the four factors used to define teacher effectiveness. The combination of self-concept and experience serves as the first salient factor influencing the four factors of teacher effectiveness in addition to self-concept alone. Education was also found to be a factor which influenced teacher effectiveness

Authoritative School Climate, Aggression toward Teachers, and Teacher Distress in Middle School

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Berg, Juliette K.; Cornell, Dewey

2016-01-01

Aggression toward teachers is linked to burnout and disengagement from teaching, but a positive school climate may reduce aggression and associated teacher distress. Using authoritative school climate theory, the study examined whether schools with high disciplinary structure and student support were associated with less aggression and less…

Investigating teacher and student effects of the Incredible Years Classroom Management Program in early elementary school.

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Murray, Desiree W; Rabiner, David L; Kuhn, Laura; Pan, Yi; Sabet, Raha Forooz

2018-04-01

The present paper reports on the results of a cluster randomized trial of the Incredible Years® Teacher Classroom Management Program (IY-TCM) and its effects on early elementary teachers' management strategies, classroom climate, and students' emotion regulation, attention, and academic competence. IY-TCM was implemented in 11 rural and semi-rural schools with K-2 teachers and a diverse student sample. Outcomes were compared for 45 teachers who participated in five full day training workshops and brief classroom consultation and 46 control teachers; these 91 teachers had a total of 1192 students. A high level of teacher satisfaction was found and specific aspects of the training considered most valuable for early elementary teachers were identified. Hierarchical linear modeling indicated a statistically significant intervention effect on Positive Climate in the classroom (d=0.45) that did not sustain into the next school year. No main effects on student outcomes were observed, although a priori moderator analyses indicated that students with elevated social-behavioral difficulties benefitted with regard to prosocial behavior (d=0.54) and inattention (d=-0.34). Results highlight potential benefits and limitations of a universal teacher training program for elementary students, and suggest strategies for future delivery of the IY-TCM program and areas for future research. Copyright © 2017 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

Linking Teacher Quality, Student Attendance, and Student Achievement

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Gershenson, Seth

2016-01-01

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

Teachers' Conceptions of Student Engagement in Learning: The Case of Three Urban Schools

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Barkaoui, Khaled; Barrett, Sarah Elizabeth; Samaroo, Julia; Dahya, Negin; Alidina, Shahnaaz; James, Carl

2015-01-01

Although student engagement plays a central role in the education process, defining it is challenging. This study examines teachers' conceptions of the social and cultural dimensions of student engagement in learning at three low-achieving schools located in a low socioeconomic status (SES) urban area. Sixteen teachers and administrators from the…

The Status of Corporal Punishment in Jordanian Primary Schools from the Perspectives Of: Teachers, Students, and Parents

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Khateeb, Linda Ahmad

2015-01-01

The study aims to investigate the status of corporal punishment in Jordanian Primary schools from the perspectives of: Teachers, students, and parents. The corpus of the study comprises (95) Male and female teachers, (135) male and female students form Jordanian primary schools. Two questionnaire forms were used in this study: one for teachers and…

Violence in Schools: From the Perspective of Students, Teachers, and Mothers

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Yurtal, Filiz

2014-01-01

How school violence is perceived by the members of school is of importance because their conceptions might affect their understanding of the reasons and consequently, finding the solutions. The objective of this study is to analyze how students, teachers, and mothers perceive an event of school violence. The study was conducted in high schools…

Primary School Teachers' Knowledge and Awareness of Dyslexia in Kuwaiti Students

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Aladwani, Amel M.; Al Shaye, Shaye S.

2012-01-01

This study investigated Kuwaiti primary school teachers' knowledge and awareness of early signs of dyslexia among Kuwaiti students. To achieve this purpose, a survey was developed to collect data randomly from more than 700 participants of primary language teachers across Kuwait's six educational districts. The results showed that the majority of…

A science methods course in a professional development school context: A case study of student teachers

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Sopko, Linda Diane

The purpose of this case study was to explore how six student teachers constructed their personal understanding about teaching science to elementary students in the context of a professional development school (PDS). The science methods course was one of five university courses that they attended at the PDS site. The participants spent the remainder of the school day in an assigned classroom where they assisted the classroom teacher in a paraprofessional role. This study was an attempt to determine the knowledge that the participants constructed of science instruction and the school during the preservice semester of their PDS experience and what knowledge was transferred into their student teaching practices. The methodology selected was qualitative. A case study was conducted to determine the constructs of the participants. Data collection included documents concerning the PDS school and personal artifacts of the student teachers. Student teachers, cooperating teachers, and administrators were interviewed. The student teachers were also observed teaching. Triangulation was achieved with the use of multiple data sources, a reflexive journal, and peer debriefers. A cross case comparison was used to identify issues salient to the research questions. The PDS context immediately challenged the participants' prior conceptions about how children learn and should be instructed. Participants believed that the situational knowledge constructed during the PDS semester contributed to their self-confidence during student teaching. The instructional emphasis on standardized tests in the PDS and the limited emphasis on science curriculum and instruction constructed an image of science as a minor component in the elementary curriculum. The student teachers were able to transfer knowledge of inquiry-based instructional strategies, as modeled and practiced in their science methods course, into their science lesson during student teaching. One student teacher used inquiry

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

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

2016-01-01

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

Attitude of teachers towards musically gifted students in grammar schools and vocational high-schools

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Milošević Ivana

2016-01-01

Full Text Available Besides parents and schools, the teachers as well have a major role in identification of gifted students, in their acquisition of basic knowledge, improving skills, improving self-esteem and capability of solving various tasks. Attitude of teachers towards gifted students is based on the role which is imposed on the teacher and his ability to take advantage of his role maximally. The success in implementing this role is directly related to the personal traits of a teacher. They should be different from the routine teachers and have personal qualities. They are extremely capable, distinguished by open-mindness, flexibility and high self-respect, being involved in personal and professional development. They are enthusiastic (highly motivated and devoted to their professional call, having a talent for establishing social relations with children (patience, sensitivity, sense of humour and good communication skills.

University-School Partnerships: Student Teachers' Evaluations across Nine Partnerships in Israel

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Maskit, Ditza; Orland-Barak, Lily

2015-01-01

This article presents and discusses the findings of a study which focused on student teachers' evaluation of their practice teaching in the context of a university-school partnership model integrated for the first time into the academic programme of a university teacher education department in Israel. A questionnaire was developed to examine the…

Increasing Elementary School Teachers' Awareness of Gender Inequity in Student Computer Usage

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Nicole LUONGO

2012-01-01

Full Text Available This study was designed to increase gender equity awareness in elementary school teachers withrespect to student computer and technology usage. Using professional development methods with agroup of teachers, the writer attempted to help them become more aware of gender bias intechnology instruction. An analysis of the data revealed that teachers who were exposed to genderequity professional development training sessions were more likely to exhibit gender equitableteaching behaviors than they did prior to the sessions. The data also indicated that teachers providedmore equitable assistance to their classroom students after being presented with gender equityinterventions.

Interpersonal relationships of high schools' teachers and teachers' profiles

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Telli, S.; Cakiroglu, J.; Brok, den P.J.

2009-01-01

The purpose of the study was to examnine associations between Turkish high school students'perceptions of their teacher's interpersonal behavior and drawn attention to the relationship between students'affective outcomes and teachers' interpersonal behavior. The Questionnaire on Teacher

Redesigning Schools to Reach Every Student with Excellent Teachers: Financial Planning for Time-Technology Swap--Rotation Model

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Public Impact, 2012

2012-01-01

This brief shows how teachers in a Time-Technology swap school model may earn more, sustainably. In this model, schools use age-appropriate portions of digital learning (as little as about an hour daily per student) to free the time of excellent teachers to teach more students and potentially to collaborate with peers. By teaching more students,…

Interpersonal relationship of high schools' teachers and teachers profile

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

2009-01-01

The purpose of the study was to examine associations between Turkish high school students' perceptions of their teachers' interpersonal behavior and drawn attention to the relationship between students' affective outcomes and teachers' interpersonal behavior. The Questionnaire on Teacher Interaction

The Opinions of Russian School Students and Teachers about Media Violence

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Alexander Fedorov

2014-04-01

Full Text Available The influence of media violence upon Russian teenagers is rather significant. About half the teenagers were positive about its demonstration: they enjoyed films, television shows, and computer games containing on-screen violence and they admired the characters - including "bad guys". A third of the teenagers were not sure about their opinion of on-screen violence, although they claimed to not be attracted by it. Just 18% of teenagers discuss and share their opinions with their parents. The influence of Russian schools upon the teenage relationship with on-screen violence is minimal. The findings of our analysis: - on the whole students are more tolerant than the teachers to screen violence (men outnumber women. - entertainment is the leading factor attracting audiences to violent scenes in both groups; - watching violent programs in high spirits is for students three times oftener than for teachers; - both students and teachers are most likely to watch and discuss violent scenes together with friends; - students do not like watching violent programs alone; - 1 out of 5 teachers is eager to watch violent content media with their students, 1 out of 3 teachers is ready to discuss it with the students; - on the average, 1 in 10 students would like to share this activity with the teacher; - students talk about violence on the screen twice as much as teachers; - 3 times more students than teachers reported that their aggressiveness increases after the violence seen on the screen; - images of the screen violence linger in girls’/women’ mind longer than in boys’/ men’; - about half of the respondents reported that they remember scenes of violence for a long time; - both the majority of students and teachers tend to believe that screen violence affects the increase of crime in society; - one third of teachers and students agree that most violent media texts should be banned; - quarter of teachers and students think it is necessary to prohibit all

A Discussion Project on High School Adolescents' Perceptions of the Relationship between Students and Teachers

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Fisher, Ronald J.

1976-01-01

Describes a small group discussion project involving students and teachers in two large white suburban high schools. The project's intention was to focus discussion on the social quality of the relationship between students and teachers, and to assess the impact of the discussions on student perceptions. (Author/RK)

Adult Student Assessment in Second Chance Schools in Greece: Teachers' Views

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Koutrouba, Konstantina; Vamvakari, Malvina; Margara, Theodora; Anagnou, Evaggelos

2011-01-01

The present study aims at presenting the views of second chance school (SCS) teachers, seconded from formal education schools. Firstly, on the positive outcomes resulting from project and portfolio assessment and student self evaluation in SCSs, secondly, the difficulties experienced during the assessment process and, thirdly, the combined use of…

Readiness of primary school teachers to accept disabled children

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Đević Rajka

2009-01-01

Full Text Available The paper presents the results of the research with the basic goal to study the readiness of primary school teachers to accept disabled students. Research participants were 205 teachers from primary schools at the territory of Serbia. The goal was accomplished through: (a studying attitudes towards joint education of disabled students and their peers; (b studying teachers' experiences in working with disabled students; and (c studying teachers' readiness to accept disabled students, depending on their involvement/non-involvement in projects of inclusive education. Teachers express supportive attitudes towards joint schooling, but more than one half of them think that a selective approach is necessary in that process, according to the kind and degree of developmental disability. They support joint schooling from the humanistic point of view, but express concerns about the academic achievement of classes that include disabled students. The majority of teachers had experience in working with disabled students and based on that provided interesting suggestions for improving joint schooling. Higher readiness for accepting disabled students was demonstrated by teachers whose schools were involved in the projects of inclusive education. That implies the need for involving schools in similar projects and enabling teachers' immediate contact with students with developmental disabilities.

High School Physical Education Teachers' Beliefs about Teaching Students with Mild to Severe Disabilities

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Casebolt, Kevin M.; Hodge, Samuel R.

2010-01-01

The purpose of this study was to analyze high school physical education teachers' beliefs about teaching students with disabilities in inclusive physical education. The participants (3 men, 2 women) were certified physical education teachers at four suburban high schools. The research method was descriptive-qualitative using a case study approach…

Comparative Study of Teachers in Regular Schools and Teachers in Specialized Schools in France, Working with Students with an Autism Spectrum Disorder: Stress, Social Support, Coping Strategies and Burnout

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Boujut, Emilie; Dean, Annika; Grouselle, Amélie; Cappe, Emilie

2016-01-01

The inclusion of students with Autism Spectrum Disorder (ASD) in schools is a source of stress for teachers. Specialized teachers have, in theory, received special training. To compare the experiences of teachers dealing with students with ASD in different classroom environments. A total of 245 teachers filled out four self-report questionnaires…

Exploratory Research on the Attitudes and Behaviors of Teachers from Chile in the Immigrant Student School Setting

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Susan Valeria Sanhueza

2014-10-01

Full Text Available The research assesses the opinion of elementary and high school students (n=339 on the instructional attitudes and behaviors of teachers at schools in Chile that enroll children and young foreigners. For this purpose, we used the Teacher Attitude and Behavior Towards Diversity Scale (Sanhueza, 2010, whose exploratory factor analysis groups 16 items on two factors, enabling the distinction between the teachers Attitude of Respect and their Fair Treatment towards students, including 12 items, and the Teachers Instructional Behavior, including four items. The results reveal that respondents perceived their teachers’ attitudes and behaviors largely inclusive and they greatly value the respect, careful listening and support teachers show them when they have learning difficulties. Regarding gender, there were statistically significant differences in the responses on female students’ favor, while comparing responses depending on educative stage, high school students find more inclusive attitudes and practices in their teachers.

The relationship between teacher burnout and student motivation.

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

2015-12-01

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

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

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Lehmann, Devra

2010-01-01

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

Teaching schools as teacher education laboratories

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Sarah Gravett

2017-12-01

Full Text Available This study emanated from the Integrated Strategic Planning Framework for Teacher Education and Development in South Africa. This Framework proposes that teaching schools should be established in the country to improve the teaching practicum component of pre-service teacher education. A generic qualitative study was undertaken to explore the affordances of a teaching school to enable student teacher learning for the teaching profession. The overarching finding of the study is that a teaching school holds numerous affordances for enabling meaningful student teacher learning for the teaching profession. However, the full affordances of a teaching school will not be realised if a teaching school is viewed merely as a practicum site. Foregrounding a laboratory view of practice work in a teaching school could enable true research-oriented teacher education. A teaching school as a teacher education laboratory would imply a deliberate inclusion of cognitive apprenticeship and an inquiry orientation to learning in the schoo

Chronic Teacher Turnover in Urban Elementary Schools

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Kacey Guin

2004-08-01

Full Text Available This study examines the characteristics of elementary schools that experience chronic teacher turnover and the impacts of turnover on a school’s working climate and ability to effectively function. Based on evidence from staff climate surveys and case studies, it is clear that high turnover schools face significant organizational challenges. Schools with high teacher turnover rates have difficulty planning and implementing a coherent curriculum and sustaining positive working relationships among teachers. The reality of these organizational challenges is particularly alarming, given that high turnover schools are more likely to serve low-income and minority students. The negative relationship between teacher turnover and school functioning, and the fact that turbulent schools are disproportionately likely to serve lowincome and minority students have important implications for both district and school-level policies. Specifically: Teacher turnover rates are one indicator of school health, which school districts should consider when focusing on school improvements. Districts need to begin by developing the means to identify individual schools that experience high levels of teacher turnover. Current district policies in implementing professional development for teachers in low-performing schools are inefficient when teachers do not remain in the schools in which they are trained. In order for low-performing schools to improve, districts need to consider providing incentive programs so that high quality teachers apply for, and remain in, these schools. Future research is needed to address the causal link between turnover, organizational functioning and student outcomes. Additionally, there is a need for research examining district policies that may facilitate teacher turnover within a district, including how districts place and transfer teachers, as well as how teachers’ salaries are budgeted.

Secondary School Mathematics Teachers' and Students' Views on Computer Assisted Mathematics Instruction in Turkey: Mathematica Example

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Ardiç, Mehmet Alper; Isleyen, Tevfik

2017-01-01

This study aimed at determining the secondary school mathematics teachers' and students' views on computer-assisted mathematics instruction (CAMI) conducted via Mathematica. Accordingly, three mathematics teachers in Adiyaman and nine 10th-grade students participated in the research. Firstly, the researchers trained the mathematics teachers in the…

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

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Phillippo, Kate L.; Stone, Susan

2013-01-01

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

The Impact of School Socioeconomic Status on Student-Generated Teacher Ratings

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Agnew, Steve

2011-01-01

This paper uses ordinary least squares, logit and probit regressions, along with chi-square analysis applied to nationwide data from the New Zealand ratemyteacher website to establish if there is any correlation between student ratings of their teachers and the socioeconomic status of the school the students attend. The results show that students…

Violence in public schools and health promotion: reports and dialogues with students and teachers - doi: 10.5020/18061230.2012.p71

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Kátia Ovídia José de Souza

2012-03-01

Full Text Available Objective: To analyze perceptions about the interaction between health and environment, from the reports and conversations with teenagers and teachers from two public schools in Rio de Janeiro, Brazil, on violence and health promotion. Methods: Descriptive and qualitative study, conducted from February to June 2009, involving 153 students of two public schools in Rio de Janeiro and 17 teachers. Data collection among students was carried out by means of participant observation with notes in a field diary, a semi-structured questionnaire and focus groups. Among teachers, participant observation with notes in a field diary and study group were adopted. A thematic analysis was performed, seeking to establish units of meaning. Results: The reports of the students presented discussions on three forms of violence: urban, school and sexual violence within the family. About urban violence, the students highlighted the issue of lack of public safety, especially in their entertainment area. School violence has been characterized as: a violence in school (physical and psychological violence among students, bullying and against school property; b violence of the school (through derogatory comments of teachers on students; c violence against the school (devaluation of the teacher and the outcomes of school violence on teacher’s health. Students also commented on sexual violence within the family, the teenager as a victim or the perpetrator towards a family member. Conclusions: Violence coping strategies should be established as a health promotion measure for students, teachers and families.

Problems of discipline in primary and secondary school: Teachers' opinions

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Savović Branka B.

2002-01-01

Full Text Available Investigations carried out in late 2001 in primary and secondary schools of Belgrade, Novi Sad and Niš comprised students, teachers and associates. The aim of investigations was to get insight into the state-of-the-arts problems and needs of our primary and secondary schools. The paper is a part of investigations, related to the results obtained for students' opinions of their interrelations with teachers as well as opinions of teachers themselves. The sample comprised 727 students of 4th grade of secondary vocational and high schools, 562 students of 8th grade of primary schools 168 secondary school and 107 primary school teachers. We investigated their interrelationships and within this framework the level of potential or current aggressive behavior. The majority of teachers (51% estimated student-teacher relationships mediocre - neither good nor bad. The most frequent problem in students' behavior is, according to the teachers instruction disturbance. One-quarter of teachers find that students offend them, ridicule them, or mock at them in front of others, and 5 per cent complain of physical injury intimidation on the part of students. When a problem comes up, 18 per cent of teachers talk with a student, and nearly 10 per cent of teachers give lower grades in their subject, so as to punish a student for undisciplined behaviors. In teachers' opinion, society, school the least, is to be blamed for the situation.

Teachers' attitudes and perceptions about preparation of public schools to assist students with type 1 diabetes.

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Carral San Laureano, Florentino; Gutiérrez Manzanedo, José Vicente; Moreno Vides, Pablo; de Castro Maqueda, Guillermo; Fernández Santos, Jorge R; Ponce González, Jesús Gustavo; Ayala Ortega, María Del Carmen

2018-04-01

To assess teachers' attitudes and perceptions about preparation of public primary and secondary education schools in the Puerto Real University Hospital (Cádiz, Spain) area to care for students with type 1 diabetes mellitus (T1DM) METHODS: A descriptive observational study where answers to an attitude and perception questionnaire on the preparation of schools to care for pupils with T1DM were analyzed. A total of 765 teachers (mean age, 44.3±8.8 years; 61.7% women) from 44 public schools in the area of the Puerto Real University Hospital were selected by random sampling. Overall, 43.2% of teachers surveyed had or had previously had students with T1DM, but only 0.8% had received specific training on diabetes. 18.9% of teachers reported that one of their students with T1DM had experienced at least one episode of hypoglycemia at school, and half of them felt that their school was not prepared to deal with diabetic emergencies. 6.4% stated that their school had glucagon in its first aid kit, and 46.9% would be willing to administer it personally. Women, physical education teachers, and headmasters had a more positive perception of the school than their colleagues. Teachers with a positive perception of school preparation and with a positive attitude to administer glucagon were significantly younger than those with no positive perception and attitude. The study results suggest that teachers of public schools in our health area have not been specifically trained in the care of patients with T1DM and perceive that their educational centers are not qualified to address diabetic emergencies. Copyright © 2017 SEEN y SED. Publicado por Elsevier España, S.L.U. All rights reserved.

Assessing Teacher and Student Effects of the Research Goes to School Project

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Kararo, Alex T.

There have been calls by the Federal government and policymakers for improvements in science, technology, engineering and mathematics (STEM) education through the development of excellent teachers with the content knowledge and skills to teach and motivate students. A shared goal among teacher professional development (PD) programs is to improve students' learning outcomes through changes in teachers' classroom practices. One way to address classroom practice is by studying pedagogical content knowledge and skill (PCK&S), which is the way teachers incorporate both subject matter and teaching strategies to transform the way they teach content to support student learning. PCK&S includes the knowledge and planning as well as the act of teaching. The NSF-funded Research Goes to School (RGS) project sought to impact teachers' PCK&S through the introduction of a current scientific research topic simultaneously with an evidence-based teaching strategy. As part of the RGS project, high-school STEM teachers from Indiana applied to attend summer PD workshops. At these workshops, aspects of nanoscience taken from the Big Ideas of Nanoscale Science and Engineering book and project-based learning (PjBL) were taught. Nanoscience was chosen due to the rapid growth of this field and the call by scientists and policymakers for the development of standards and curricula focused on nanoscience within K-12 education. Introduction of fundamental nanoscience concepts can expose students to current research within what is considered the next industrial revolution. PjBL was chosen since within this teaching strategy, scientific processes are used to address unstructured authentic problems. As part of PjBL, the students are required to synthesize ideas, collect and analyze data, and work with peers to develop an answer to the authentic question. Teachers who attended the workshops developed a nanoscience-based PjBL unit that aligned with Indiana state standards and implemented these units

The Cosmic Ray Observatory Project: Results of a Summer High-School Student, Teacher, University Scientist Partnership Using a Capstone Research Experience

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Shell, Duane F.; Snow, Gregory R.; Claes, Daniel R.

2011-01-01

This paper reports results from evaluation of the Cosmic Ray Observatory Project (CROP), a student, teacher, scientist partnership to engage high-school students and teachers in school based cosmic ray research. Specifically, this study examined whether an intensive summer workshop experience could effectively prepare teacher-student teams to…

Promoting Elementary School Students' Autonomous Reading Motivation: Effects of a Teacher Professional Development Workshop

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De Naeghel, Jessie; Van Keer, Hilde; Vansteenkiste, Maarten; Haerens, Leen; Aelterman, Nathalie

2016-01-01

Responding to the declining trend in reading motivation in and beyond the elementary school years, the authors aimed to enhance late-elementary school students' autonomous reading motivation. Toward this end, the authors evaluated the influence of a teacher professional development grounded in self-determination theory on fifth-grade students' (n…

Primary School Puberty/Sexuality Education: Student-Teachers' Past Learning, Present Professional Education, and Intention to Teach These Subjects

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Goldman, Juliette D. G.; Coleman, Stephanie J.

2013-01-01

Primary school teachers are often tasked with puberty/sexuality education for students who are undergoing sexual maturation at ever-earlier ages. This study explores the changing trajectories of the pre-service learning and teaching of primary school puberty/sexuality education at an urban university, including student-teachers' childhood…

Elementary school teachers' techniques of responding to student questions regarding sexuality issues.

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Price, James H; Dake, Joseph A; Kirchofer, Gregg; Telljohann, Susan K

2003-01-01

Fifth- and sixth-grade elementary school teachers' (n = 277) techniques of responding to students' human sexuality-related questions were assessed. Few teachers (34%) reported receiving formal training in sexuality education. The most commonly asked student questions dealt with STDs, puberty, homosexuality, pregnancy, and abortion. Teachers' willingness to answer sexually-related questions in front of the class varied (73% to 14%) by content of the question. There were no questions on the questionnaire in which more than one in five teachers would choose not to answer. The most common questions the teachers identified they would not respond to dealt with topics such as abortion, masturbation, homosexuality, and issues about the male genitals. Finally, none of the questions was perceived by more than one in eight of the teachers as questions they would not be allowed to answer.

Enhancing Student Self-Worth in the Primary School Learning Environment: Teachers' Views and Students' Views

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Cushman, Penni; Cowan, Jackie

2010-01-01

This paper reports the findings from a study of teachers and students' views regarding self-worth in the primary school learning environment. The revised New Zealand curriculum recognises the importance of self-worth in students' motivation and ability to learn. While the need to enhance self-worth in the classroom has been well established in the…

Teacher Support, Instructional Practices, Student Motivation, and Mathematics Achievement in High School

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Yu, Rongrong; Singh, Kusum

2018-01-01

The authors examined the relationships among teacher classroom practices, student motivation, and mathematics achievement in high school. The data for this study was drawn from the base-year data of High School Longitudinal Study of 2009. Structural equation modeling method was used to estimate the relationships among variables. The results…

Teacher Classroom Practices, Student Motivation and Mathematics Achievements in High School: Evidence from HSLS:09 Data

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Yu, Rongrong

2015-01-01

The present study explored the direct influences of teacher classroom practices, including teacher support, conceptual teaching, and procedural teaching, on 9th grade students' mathematics achievement, and the indirect influences of these teacher variables on student mathematics achievement through students' mathematics self-efficacy and interest in mathematics courses. The base year data of High School Longitudinal Study of 2009 (HSLS: 09) was used for this study. Structural equation modelin...

The Effects of Teacher and Teacher-librarian High-end Collaboration on Inquiry-based Project Reports and School Monthly Test Scores of Fifth-grade Students

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Hai-Hon Chen

2015-07-01

Full Text Available The purpose of this study was twofold. The first purpose was to establish the high level collaboration of integrated instruction model between social studies teacher and teacher-librarian. The second purpose was to investigate the effects of high-end collaboration on the individual and groups’ inquiry-based project reports, as well as monthly test scores of fifth-grade students. A quasi-experimental method was adopted, two classes of elementary school fifth graders in Tainan Municipal city, Taiwan were used as samples. Students were randomly assigned to experimental conditions by class. Twenty eight students of the experimental group were taught by the collaboration of social studies teacher and teacher-librarian; while 27 students of the controlled group were taught separately by teacher in didactic teaching method. Inquiry-Based Project Record, Inquiry-Based Project Rubrics, and school monthly test scores were used as instruments for collecting data. A t-test and correlation were used to analyze the data. The results indicate that: (1 High-end collaboration model between social studies teacher and teacher-librarian was established and implemented well in the classroom. (2There was a significant difference between the experimental group and the controlled group in individual and groups’ inquiry-based project reports. Students that were taught by the collaborative teachers got both higher inquiry-based project reports’ scores than those that were taught separately by the teachers. Experimental group’s students got higher school monthly test scores than controlled groups. Suggestions for teachers’ high-end collaboration and future researcher are provided in this paper.

Perceptions of Student Misconduct, Perceived Respect for Teachers, and Support for Corporal Punishment among School Teachers in South Korea: An Exploratory Case Study

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Brown, Ben

2009-01-01

This article provides an analysis of survey data on perceptions of student misconduct, perceived respect for teachers, and support for corporal punishment among school teachers in South Korea. The data were gathered from a survey of 110 middle and high school teachers in Gyeonggi Province, South Korea. Descriptive, chi square, logistic regression,…

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

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

2005-09-01

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

Comparative Attitudes of University Students and School Teachers on the Use and Legalization of Marijuana

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Paul, Madanjit K.

1977-01-01

Explored use of marijuana and attitudes toward its legalization among university students and school teachers in Alberta. Students had more permissive attitudes toward marijuana use and its legalization as compared to teachers. Significant relationships were found between drug use and age and legalization of marijuana and sex and religiosity.…

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

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

2017-05-01

Violence against children is a serious violation of children's rights with significant impacts on current and future health and well-being. The Good School Toolkit (GST) is designed to prevent violence against children in primary schools through changing schools' operational cultures. Conducted in the Luwero District in Uganda between 2012 and 2014, findings from previous research indicate that the Toolkit reduced the odds of past week physical violence from school staff (OR = 0.40, 95%CI 0.26-0.64, p students, teachers, school administration, and parents, and two focus group discussion with teachers. Interviews were conducted using semi-structured tools and analysed using thematic analysis complemented by constant comparison and deviant case analysis techniques. Within a context of normative acceptance of corporal punishment this qualitative paper reports suggestive pathways related to teacher-student relationships through which reductions in violence operated. First, improved student-teacher relationships resulted in improved student voice and less fear of teachers. Second, the intervention helped schools to clarify and encourage desired behaviour amongst students through rewards and praise. Third, many teachers valued positive discipline and alternative discipline methods, including peer-to-peer discipline, as important pathways to reduced use of violence. These shifts were reflected in changes in the views, use, and context of beating. Although the GST is effective for reducing physical violence from teachers to students, violence persisted, though at significantly reduced levels, in all schools with reductions varying across schools and individuals. Much of the success of the Toolkit derives from the support it provides for fostering better student-teacher relationships and alternative discipline options. Such innovation could usefully be incorporated in teacher training syllabi to equip teachers with knowledge and skills to maintain discipline without the

Influence of teachers' competence on students academic ...

African Journals Online (AJOL)

This study investigated the influence of teachers' competence on students; academic performance in senior secondary school chemistry. A random sampling technique was used to select 6 secondary schools out of 12 secondary schools in Yala Local Government Area of Cross River State. 200 students, 20 teachers and 6 ...

influence of teachers' competence on students academic ...

African Journals Online (AJOL)

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This study investigated the influence of teachers' competence on students; academic performance in senior secondary school chemistry. A random sampling technique was used to select 6 secondary schools out of 12 secondary schools in Yala Local Government Area of Cross River State. 200 students, 20 teachers and 6 ...

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

Science.gov (United States)

Littlejohn, Vania

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

TEACHER-STUDENTS DISCOURSE IN ENGLISH TEACHING AT HIGH SCHOOL (CLASSROOM DISCOURSE ANALYSIS

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Alamsyah Harahap

2015-12-01

Full Text Available English classroom's process of teaching and learning is an important aspect of successful English teaching and learning. The analysis of classroom discourse is a very important form which the classroom process research has taken place. The present study focuses on SMA (high school English classroom discourse. The microethnography of Spradley was the research method deployed. Through a detailed description and analysis of the collected data referring to Sinclair and Coulthard’s classroom discourse analysis model, the problem of patterns of the classroom discourse is made clear. On the basis of the discourse patterns' problem found, a few strategies for high school English teachers are put forward through the teacher training in order to improve English teaching and learning at high school in Indonesia. The research results showed that teacher talk highly dominated the English classroom discourse; 94% of teacher-students talk. IRF Model of Sinclair and Coulthard was not found in the English classroom (only IF pattern and no lesson achieved.

Perceptions of students and teachers about institutional actions to prevent school violence in public schools in Cúcuta

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María de los Santos Rincón-Ramírez

2017-07-01

Full Text Available Violence in schools is a problem that has worried broad sectors of society, not only because of its immediate effects but also due to the repercussions it may have in the future. In many institutions the violence is not acknowledged, and no actions are taken to prevent it. In contrast other institutions confront the violence head on through preventive and corrective actions that uncomplicated daily coexistence. It is in this context that this paper relays the results of a study on student and teacher attitudes to violence manifestations in the schools of Cucuta, Colombia; and on institutional prevention strategies. The quantitative-type research, executed with a descriptive and exploratory approach, used a sample of 348 students from sixth to eleventh grade, their ranging in age from 10 to 16 years old; and 87 high school teachers. The results highlight the frequently occurring forms of aggression, as well as the preventive strategies and actions schools emplace to handle cases of violence.

Reported and Unreported Teacher-Student Sexual Harassment.

Science.gov (United States)

Wishnietsky, Dan H.

1991-01-01

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

Teacher organizational citizenship behaviours and job efficacy: Implications for student quality of school life.

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Jimmieson, Nerina L; Hannam, Rachel L; Yeo, Gillian B

2010-08-01

The present study investigated the impact of teachers' organizational citizenship behaviours (OCBs) on student quality of school life (SQSL) via the indirect effect of job efficacy. A measure of teacher OCBs was developed, tapping one dimension of individual-focused OCB (OCBI - student-directed behaviour) and two dimensions of organization-focused OCB (OCBO - civic virtue and professional development). In line with previous research suggesting that OCBs may enhance job efficacy, as well as studies demonstrating the positive effects of teacher efficacy on student outcomes, we expected an indirect relationship between teachers OCBs and SQSL via teachers' job efficacy. Hypotheses were tested in a multi-level design in which 170 teachers and their students (N=3,057) completed questionnaires. A significant proportion of variance in SQSL was attributable to classroom factors. Analyses revealed that the civic virtue and professional development behaviours of teachers were positively related to their job efficacy. The job efficacy of teachers also had a positive impact on all five indicators of SQSL. In regards to professional development, job efficacy acted as an indirect variable in the prediction of four student outcomes (i.e., general satisfaction, student-teacher relations, achievement, and opportunity) and fully mediated the direct negative effect on psychological distress.

Relationships among Job Satisfaction, Professional Efficacy, Student and School Performance, and Teacher Absenteeism

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Dana, Laura Beckham

2014-01-01

The purpose of this study was to determine the relationships among job satisfaction, professional efficacy, student and school performance, and teacher absenteeism in Mississippi. This study also addressed methods that can be used by policymakers to better ensure low rates of absenteeism. The study measured the relationship between teachers'…

Learning Context When Studying Financial Planning in High Schools: Nesting of Student, Teacher, and Classroom Characteristics

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Danes, Sharon M.; Rodriguez, Michael C.; Brewton, Katherine E.

2013-01-01

Grounded in social construction theory, the current study investigates the learning context when studying financial planning in high school by analyzing the nesting of student, teacher and classroom characteristics. Key findings were that three student characteristics (initial financial knowledge, gender, senior grade level), one teacher variable…

Teachers Perceptions of Female Student Aggression at an All-Girls School

OpenAIRE

Winter, Clare; McKenzie, Karen

2017-01-01

There has been limited research into how teachers view and respond to relational aggression in girls. The existing research is largely quantitative and questionnaire based and has indicated that gender stereotypes may influence teachers’ perceptions of female aggression. The present study adopted a qualitative approach, using semi-structured interviews to explore how seven teachers (six females and one male) working in a single sex (all girls) school, experienced and perceived female student ...

A Phenomenological Study of the Perceptions of Candidate Teachers about the Concepts of School, Teacher and Student in Their Dreams

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Yildiz, Sevgi; Gizir, Siddika

2018-01-01

It was aimed in this study to determine through the metaphors how the first and fourth grade candidate teachers in the faculty of education dream of the school, student and teacher and to discuss the findings in the context of teacher training. The sample of the study is composed of 315 candidate teachers (181 in the first-grade and 134 in the…

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

Science.gov (United States)

Pickens, Melanie Turnure

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

The school inclusion and use of assistive technology with myelomeningocele sequelae students: a view of the teachers

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Caroline Penteado Assis

2011-06-01

Full Text Available Myelomeningocele is a congenital malformation that affects the fetus during pregnancy. It can causes numerous consequences for the development of the child and consequently in their schooling process. So, there are several challenges that can be experienced by these children in their inclusion at school. The use of assistive technology in the school context has been implanted with goal to high from the functional abilities of these students. In Brazil are conducted a lot of studies to know the reality of children with myelomeningocele. Therefore, the goal of this study was to investigate, from the teacher ́s perspective of regular and multifunctional class, as was the process of schooling for students with myelomeningocele sequelae and resource utilization of assistive technology in the school context. The participants of this research were seven teachers and four students with myelomeningocele sequels enclosed in regular scholl.The researcher confectioned the instruments used in interviews. Data were analyzed using content of interview analysis. The results reveal that there are present challenges for inclusion of students with myelomeningocele sequelae and that teachers did not use assistive technology resources at school. It is considered that for the real practice of educational inclusion of these students the knowledge about meningomyelocele and various technologies that can be used in the school context must be published.

National and School Policies on Restrictions of Teacher Smoking: A Multilevel Analysis of Student Exposure to Teacher Smoking in Seven European Countries

Science.gov (United States)

Wold, Bente; Torsheim, Torbjorn; Currie, Candace; Roberts, Chris

2004-01-01

The paper examines the association between restrictions on teacher tobacco smoking at school and student exposure to teachers who smoke during school hours. The data are taken from a European Commission-funded study "Control of Adolescent Smoking" (the CAS study) in seven European countries. Multilevel modelling analyses were applied to…

Teachers and students' divergent perceptions of engagement: recognition of school or work place goals

DEFF Research Database (Denmark)

Jonasson, Charlotte

2012-01-01

In extant research, the concept of student engagement refers to individual behavioural patterns and traits. Recent research indicates that engagement should not only be related to the individual but also should be anchored in the social context. This ethnographic field study of students...... and teachers in a Danish vocational education and training school responds to the need for more knowledge on this theme by exploring the social dynamics of engagement perceptions. Results show that teachers and students held diverging perceptions of student engagement that rested on educational goals as well...

Victims of the Churn: The Damaging Impact of California's Teacher Layoff Policies on Schools, Students, and Communities in Three Large School Districts. K-12 Policy

Science.gov (United States)

Hahnel, Carrie; Barondess, Heather; Ramanathan, Arun

2011-01-01

California's students, particularly its poorest students, need great teachers. Unfortunately, California's seniority-based teacher layoff system puts adult privileges over student needs. Newer teachers are laid off first, regardless of how well they do their jobs. This system is especially damaging to schools serving the highest numbers of…

Becoming a science teacher: The competing pedagogies of schools and teacher education

Science.gov (United States)

Rozelle, Jeffrey J.

A culminating student teaching or internship experience is a central component of nearly every teacher education program and has been for most of teacher education's history. New teachers cite field experience and student teaching as the most beneficial, authentic, or practical aspect of teacher education. Teacher educators, however, have cause to view student teaching skeptically; student teachers often move away from the reform-minded practices espoused in teacher education. This multi-site ethnographic study investigated a full-year internship experience for six science interns at three diverse high schools as part of a teacher preparation program at a large state university. In taking an ecological perspective, this study documented the dynamic and evolving relationships between interns, cooperating teachers, teacher educators, and the school and classroom contexts. The goals of the study were to describe the changes in interns throughout the course of a year-long internship as a science teacher and to determine the relative influences of the various aspects of the ecology on interns. Data include fieldnotes from 311 hours of participant observation, 38 interviews with interns, cooperating teachers, and teacher educators, and 190 documents including course assignments, evaluations, and reflective journals. Interns' teaching practices were strongly influenced by their cooperating teachers. During the first two months, all six interns "used their mentor's script." When teaching, they attempted to re-enact lessons they witnessed their cooperating teachers enact earlier in the day. This included following the lesson structure, but also borrowing physical mannerisms, representations, anecdotes, and jokes. When interns could no longer follow their cooperating teacher due to an increased teaching load, they "followed their mentors' patterns"---implementing instruction that emphasized similar strategies---regardless of whether they were experiencing success in the

The use of school teachers to promote oral hygiene in some secondary school students at Hyderabad, Andhra Pradesh, India: A short term prospective pilot study

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Byalakere R Chandrashekar

2012-01-01

Full Text Available Study design : It was a short term prospective pilot study on a group of 116 secondary school students. Objectives: To assess the feasibility of using the services of school teachers to promote oral hygiene in secondary school students and compare the effectiveness of dental health education (DHE offered by school teachers on a fortnightly basis with what is offered by dental professionals at three- monthly intervals. Materials and Methods: Six secondary schools were randomly selected. The base-line Oral Hygiene Index simplified (OHI-S and Plaque index (PI scores for all the students were recorded. The teachers were trained on dental health facts. The six schools were divided into three groups of two schools with different intervention techniques: Group 1- Schools given no health education, Group 2 - Schools given health education by their school teachers on a fortnightly basis together with simple screening for deposits of gross calculus , Group 3 - Schools which were given health education by dental professionals at intervals of three months without any screening. Grade nine students were selected for pre and post intervention evaluation. The second examination was done six months following the intervention to find out the OHI-S and Plaque index scores. The examination was done by three trained and calibrated dentists. Data analysis was done with SPSS 16 with relevant statistical tests. Results: The mean OHI-S and PI scores were significantly less in group 2 and there was a statistically significant difference between the baseline OHI - S, PI score and the scores after six months in all the three groups. Conclusion: The concept of utilizing the teachers for frequent DHE and screening for any gross deposits of food debris and calculus is feasible. Also frequent DHE by teachers was more effective than the infrequent DHE by the professionals.

Student and Teacher Responses to Violence in School: The Divergent Views of Bullies, Victims, and Bully-Victims

Science.gov (United States)

Berkowitz, Ruth

2014-01-01

School bullying is a worldwide worrisome phenomenon that occurs within a broad context in which pupils and teachers can either reinforce or undermine violent behavior through interaction. Based on a nationally representative sample of students in Israel, this study examined patterns in student perceptions of student and teacher responses to school…

Relationships between perceived teachers' controlling behaviour, psychological need thwarting, anger and bullying behaviour in high-school students.

Science.gov (United States)

Hein, Vello; Koka, Andre; Hagger, Martin S

2015-07-01

We tested a model of the associations between students' perceptions of their physical education teacher's controlling behaviour, perceptions of basic psychological need thwarting, anger and bullying behaviour. School students (N = 602; M age = 12.88, SD = 1.37) from 10 schools completed measures of perceived teachers' controlling behaviour and perceived thwarting of the psychological needs for autonomy, competence, and relatedness in physical education context and self-reported bullying and anger. A well-fitting structural equation model demonstrated that students' perceptions of the negative conditional regard and intimidation exhibited by the teacher had significant indirect effect on students' feelings of anger and bullying behaviour through the perceived psychological need thwarting in physical education. Findings suggest that physical education teachers who avoid the use of negative conditional regard and intimidation in their classes have students who perceive less need thwarting and report less bullying behaviour. Copyright © 2015 The Foundation for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved.

Teacher Quality and Student Achievement

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Linda Darling-Hammond

2000-01-01

Full Text Available Using data from a 50-state survey of policies, state case study analyses, the 1993-94 Schools and Staffing Surveys (SASS, and the National Assessment of Educational Progress (NAEP, this study examines the ways in which teacher qualifications and other school inputs are related to student achievement across states. The findings of both the qualitative and quantitative analyses suggest that policy investments in the quality of teachers may be related to improvements in student performance. Quantitative analyses indicate that measures of teacher preparation and certification are by far the strongest correlates of student achievement in reading and mathematics, both before and after controlling for student poverty and language status. State policy surveys and case study data are used to evaluate policies that influence the overall level of teacher qualifications within and across states. This analysis suggests that policies adopted by states regarding teacher education, licensing, hiring, and professional development may make an important difference in the qualifications and capacities that teachers bring to their work. The implications for state efforts to enhance quality and equity in public education are discussed.

Teacher Use of Instructional Technology in a Special Education School for Students with Intellectual Disabilities: A Case Study

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Canan Sola Özgüç

2014-01-01

Full Text Available The purpose of this study was to investigate use of Instructional Technology (IT by special education teachers in a school for students with moderate to severe intellectual disability (ID. Research questions were a Which IT do teachers use during class time? b What are the ways of providing IT? (c What are the problems that teachers encountered while using IT? (d What are the results and effects of the encountered problems? (e Is there any use of assistive technology (AT devices? This is a case study based on collecting and analyzing qualitative data. Semi-structured interviews were conducted with nine teachers; students with moderate to severe ID in the first, second, fifth, and seventh grade were observed in social studies lessons, as were eight teachers of those students. The study showed that use of IT is limited in a special school for children with ID and this situation is affecting teachers and students in a negative way. Also, use of AT is lacking

The role of special education teachers in facilitating peer relationships among students with mild intellectual disabilities in lower secondary school.

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Sigstad, Hanne Marie Høybråten

2017-01-01

Students with intellectual disabilities may lack sufficiently developed skills to initiate qualitatively good social interactions; thus, they might be in need of assistance. This study examined special education teachers' role in facilitating peer relationships among students with mild intellectual disabilities in a mainstream school context. The study was based on qualitative semi-structured interviews with nine special education teachers who belong to special education groups in lower secondary schools. A thematic structural analysis was used to identify themes. The teachers made substantial efforts to promote social competence and ensure optimal conditions to foster peer interactions. An "academic-oriented" education, divergent attitudes, challenges in teacher collaboration, and organizational constraints may be barriers. In a mainstream school, the role of special education teachers appears to be dependent on the basic values of the school management in terms of real opportunities to foster peer relationships among students with mild intellectual disabilities.

Teachers' Teaching Experience and Students' Learning Outcomes in Secondary Schools in Ondo State, Nigeria

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Adeyemi, T. O.

2008-01-01

This article examined teachers' teaching experience and students' learning outcomes in the secondary schools in Ondo State Nigeria. As a correlational survey, the study population comprised all the 257 secondary schools in the State. This population was made up of 147 rural schools and 110 urban schools. It was also made up of 12 single sex…

Teachers' Perspectives of Lower Secondary School Students in Streamed Classes--A Western Australian Case Study

Science.gov (United States)

Johnston, Olivia; Wildy, Helen

2018-01-01

Streaming in secondary schools is not beneficial for improving student outcomes of education with vast amounts of educational research indicating that it does not improve academic results and increases inequity. Yet teachers often prefer working in streamed classes, and research shows that teachers mediate the effects of streaming on students.…

[A retrospective survey of childhood corporal punishment by school teachers in students].

Science.gov (United States)

Chen, Jing-qi; Wu, Chun-mei; Dunne, Michael P; Ma, Yu-xia; Chen, Bo; Liang, Yi-huai; Cheng, Ya-jie

2006-01-01

To ascertain the prevalence of childhood corporal punishment by teachers in students, to explore the influencing factors and associations between childhood corporal punishment and psychological problems. Five hundred and twenty-eight students from a college and a technical secondary school in Hebei province were surveyed by self-administered questionnaire anonymously in Dec. 2004. The questionnaire used for this survey mainly included (1) general demographic information; (2) 5 forms of childhood corporal punishments, in this study, cases of teachers' corporal punishments were defined as those who answered positively one or more of the 5 questions relating to childhood corporal punishment by school teachers occurring before the age of 16 years; (3) Symptom Checklist-90 (SCL-90); (4) Youth Risk Behaviours. Overall, 57.6% of students reported having been corporally punished at least one time, one of four forms of corporal punishment by teachers before age of 16 years, the four forms corporal punishment were non-contact corporal punishment, e.g., running for punishment, repeat-doing homework many times for punishment, standing for punishment, kneel down for punishment, not allowing to eat, sending outside in winter, etc. (53.4%), hitting/kicking/pushing very hard with open hands/fist/feet/other part of body (16.1%), beating with an object (10.2%), and locking in a small compartment/tying with rope (0.2%). No students reported having been choked, or burned/scalded, or stabbed with a sharp object by the teachers. Males had a significantly higher overall prevalence rate than females (66.4% vs. 46.6%, chi(2) = 21.01, P = 0.000). There was no statistically significant association between a history of childhood corporal punishment and the three other demographic indicators, which included residence region (rural and non-rural area) prior to 16 years of age, parental education level, and whether the respondent lived in a single or multiple children family. Compared with their

CAUSES AND EFFECTS OF STUDENT TEACHER ABSENTEEISM IN TEACHER EDUCATION INSTITUTION

OpenAIRE

Dr. B. S. Gupta

2017-01-01

A school was a place to get knowledge. A student absentee is a major concern for lecturers at institutions of teacher education learning. Absences create a dead, tiresome, unpleasant classroom environment that makes students who come to class uncomfortable and the lecturer irritable. The objective of the study was to study the causes of student teacher absentees in teacher education institution. The investigator selected the sample through random sampling, 994 student teachers were selected f...

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

Science.gov (United States)

Kell, Susan E.

2014-01-01

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

School Belonging of Adolescents: The Role of Teacher-Student Relationships, Peer Relationships and Family Involvement

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Uslu, Fatma; Gizir, Sidika

2017-01-01

This study examines the extent to which teacher-student relationships, peer relationships, and family involvement can be used to predict a sense of school belonging among adolescents, according to gender. The sample of the study consists of 815 students enrolled in nine state primary schools in the central districts of Mersin, Turkey. The data was…

Knowledge and perceptions on antibiotic use and resistance among high school students and teachers in New Delhi, India: A qualitative study.

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Kotwani, Anita; Wattal, Chand; Joshi, P C; Holloway, Kathleen

2016-01-01

To explore the perceptions and knowledge of school teachers and students about antibiotic use, resistance, and suggestions for practical interventions for the rational use of antibiotics. Five focus group discussions (FGDs) with high school students (Class: 9-11) and five with teachers were conducted in two private and three public schools (one teacher and one student FGD per school) in five municipal wards of Delhi. Qualitative data on antibiotic knowledge, resistance, and behaviors with respect to antibiotics use were collected. There were 4-8 persons per teacher FGD and 15-20 persons per student FGD. FGDs were analyzed using "thematic analyses." Students had poor knowledge regarding antibiotics and antibiotic resistance, while only some teachers had a basic understanding. Four broad themes needing attention emerged: definition of antibiotic and antibiotic resistance, antibiotic use behavior, doctor-patient relationship, and interventional strategies suggested to curtail the misuse of antibiotics and to spread awareness. In order to tackle these problems, both groups suggested a multipronged approach including robust public awareness campaigns also involving schools, better doctor-patient relationships, and stronger regulations. Although students and teachers exhibited poor knowledge about antibiotic use and resistance, they were keen to learn about these issues. School education programs and public education could be used to shape correct perceptions about antibiotic use among all stakeholders including children. This may help in the containment of antibiotic resistance and thus preservation of antibiotics for future generations.

Students and teachers benefit from Mindfulness-Based Stress Reduction in a school-embedded pilot study

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Sarah eGouda

2016-04-01

Full Text Available Objective: There is a research gap in studies that evaluate the effectiveness of a school-embedded mindfulness-based intervention for both students and teachers. To address this gap, the present pilot study reviews relevant literature and investigates whether students and teachers who participate in separate Mindfulness-Based Stress Reduction (MBSR courses show improvements across a variety of psychological variables including areas of mental health and creativity. Methods: The study applied a controlled waitlist design with three measurement points. A total of 29 students (n = 15 in the intervention and n = 14 in the waitlist group and 29 teachers (n = 14 in the intervention and n = 15 in the waitlist group completed questionnaires before and after the MBSR course. The intervention group was also assessed after a four-month follow-up period. Results: Relative to the control group, significant improvements in self-reported stress, self-regulation, school-specific self-efficacy and interpersonal problems were found among the students who participated in the MBSR course (p < .05, Cohens` d ranges from 0.62-0.68. Medium effect sizes on mindfulness, anxiety and creativity indicate a realistic potential in those areas. By contrast, teachers in the intervention group showed significantly higher self-reported mindfulness levels and reduced interpersonal problems compared to the control group(p < .05, Cohens` d = 0.66 and 0.42, respectively, with medium effect sizes on anxiety and emotion regulation. Conclusion: The present findings contribute to a growing body of studies investigating mindfulness in schools by discussing the similarities and differences in the effects of MBSR on students and teachers as well as stressing the importance of investigating interpersonal effects.

Physical education Teachers' and public health Nurses' perception of Norwegian high school Students' participation in physical education - a focus group study.

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Abildsnes, Eirik; Stea, Tonje H; Berntsen, Sveinung; Omfjord, Christina S; Rohde, Gudrun

2015-12-24

High quality physical education programs in high schools may facilitate adoption of sustainable healthy living among adolescents. Public health nurses often meet students who avoid taking part in physical education programs. We aimed to explore physical education teachers' and public health nurses' perceptions of high school students' attitudes towards physical education, and to explore physical education teachers' thoughts about how to facilitate and promote students' participation in class. Prior to an initiative from physical education teachers, introducing a new physical education model in two high schools in the South of Norway, we conducted focus groups with 6 physical education teachers and 8 public health nurses. After implementation of the new model, we conducted two additional focus group interviews with 10 physical education teachers. In analyses we used Systematic Text Condensation and an editing analysis style. In general, the students were experienced as engaged and appreciating physical education lessons. Those who seldom attended often strived with other subjects in school as well, had mental health problems, or were characterized as outsiders in several arenas. Some students were reported to be reluctant to expose their bodies in showers after class, and students who seldom attended physical education class frequently visited the school health services. Although the majority of students were engaged in class, several of the students lacked knowledge about physical fitness and motoric skills to be able to master daily activities. The participants related the students' competence and attitude towards participation in physical education class to previous experiences in junior high school, to the competence of physical education teachers, and to possibility for students to influence the content of physical education programs. The participants suggested that high school students' attitudes towards participation in physical education is heterogeneous

Interactions of Chemistry Teachers with Gifted Students in a Regular High-School Chemistry Classroom

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Benny, Naama; Blonder, Ron

2018-01-01

Regular high-school chemistry teachers view gifted students as one of several types of students in a regular (mixed-ability) classroom. Gifted students have a range of unique abilities that characterize their learning process: mostly they differ in three key learning aspects: their faster learning pace, increased depth of understanding, and…

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

Science.gov (United States)

Marvan, Luisa; Bejarano, Janett

2005-01-01

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

the relationship between primary school teachers extrinsic

African Journals Online (AJOL)

PROF EKWUEME

Primary School Teachers Motivation Questionnaire (PSTMQ) and objective test items in English Language, Mathematics and Primary Science to measure students' performance. ... Mathematics and Primary Science. ... teachers as those who mediate pupils learning and act as facilitators ..... Students' perception of teacher- ...

School Leadership and Its Impact on Student Achievement: The Mediating Role of School Climate and Teacher Job Satisfaction

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Dutta, Vartika; Sahney, Sangeeta

2016-01-01

Purpose: The purpose of this paper is to examine the role of teacher job satisfaction and school climate in mediating the relative effects of principals' instructional and transformational leadership practices on student outcomes. Design/methodology/approach: Guided by strong evidence from theories on school leadership and work psychology, the…

Teachers' Competence and Students' Academic Performance in ...

African Journals Online (AJOL)

This study investigated the influence of teacher's competence on students; academic performance in senior secondary chemistry. A random sampling technique was used to select 6 secondary schools out of 10 secondary schools in Tai Local Government Area of Rivers State. 200 students, 20 teachers and 6 principals ...

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

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

2017-12-01

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

Students' Evaluation of Professional Personality Competencies of Physical Education Teachers Working in High Schools

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Demir, Erdal

2015-01-01

The purpose of the study is to examine the relationship between professional personality competencies of physical education teachers working in high schools and gender, school type, and class variables of students. The study was organised according to the screening model. The study was carried out in a total of 17 schools, 16 state and one…

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

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Joffe, Victoria L; Black, Emma

2012-10-01

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

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

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

2015-11-01

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

SCHOOL VIOLENCE: THE PRACTICE TEACHERS AND SCHOOL LEAVING

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Luz María Esperanza Alegría-Rivas

2016-01-01

Full Text Available In this article, result of research from ethnography for peace, we reflect on the manifestations of violence in the educational practices in School Education in the State of Mexico which may be determining the school leaving. The purpose of this research is based on the idea that teachers can give a full sense of their teaching practices, opening spaces where teachers analyze whether there are demonstrations of violence in their teaching practice, and amend them to practice peace, which could positively influence learning processes of students with low valuations and thus reduce dropouts. Methodologically starts from ethnography to peace around context and manifestations of violence that occur in the classroom between teacher-student.

Humor in High School and the Role of Teacher Leaders in School Public Relations

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Kosiczky, Bonnie; Mullen, Carol A.

2013-01-01

How can public schools improve public relations strategies, particularly in communications between teachers and students? The purposes of this study were to investigate teacher leaders' perceptions of the use of humor in the high school classroom and discover how humor might bridge instruction to student learning and strengthen teacher-student…

Case Studies of Secondary School Teachers Designing Socioscientific Issues-Based Instruction and Their Students' Socioscientific Reasoning

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Karahan, Engin

Addressing socioscientific issues (SSI) has been one of the main focuses in science education since the Science, Technology, and Society (STS) movement in the 1970s (Levinson, 2006); however, teaching controversial socioscientific issues has always been challenging for teachers (Dillon, 1994; Osborne, Duschl, & Fairbrother, 2002). Although teachers exhibit positive attitudes for using controversial socioscientific issues in their science classrooms, only a small percentage of them actually incorporate SSI content into their science curricula on a regular basis (Sadler, Amirshokoohi, Kazempour, & Allspaw, 2006; Lee & Witz, 2009). The literature in science education has highlighted the signi?cant relationships among teacher beliefs, teaching practices, and student learning (Bryan & Atwater, 2002; King, Shumow, & Lietz, 2001; Lederman, 1992). Despite the fact that the case studies present a relatively detailed picture of teachers' values and motivations for teaching SSI (e.g. Lee, 2006; Lee & Witz, 2009; Reis & Galvao, 2004), these studies still miss the practices of these teachers and potential outcomes for their students. Therefore, there is a great need for in-depth case studies that would focus on teachers' practices of designing and teaching SSI-based learning environments, their deeper beliefs and motivations for teaching SSI, and their students' response to these practices (Lee, 2006). This dissertation is structured as three separate, but related, studies about secondary school teachers' experiences of designing and teaching SSI-based classes and their students' understanding of science and SSI reasoning. The case studies in this dissertation seek answers for (1) teachers' practices of designing and teaching SSI-based instruction, as well as its relation to their deeper personal beliefs and motivations to teach SSI, and (2) how their students respond to their approaches of teaching SSI in terms of their science understanding and SSI reasoning. The first paper

TO LEARN FROM TEACHERS AT SCHOOL, IDEAL TEACHER OR E-LEARNING APPLICATIONS FROM THE PERSPECTIVES OF GIFTED STUDENTS

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Bahadir ERISTI,

2012-08-01

Full Text Available The present study, aimed at revealing the views of elementary school gifted students about the roles and behaviors of their teachers in class as well as about the in-class roles and behaviors that they expect from an ideal teacher with respect to different variables. Another question in the study was directed to determine students’ views about learning academic subjects via e-learning applications instead of at teachers. The participants of the study were 46 gifted students identified with the diagnosis system of “Education program for the gifted” executed in the Department of Gifted Education at the Education Faculty of Anadolu University. The research data were collected via a five-point Likert-type scale developed and tested by the researcher for its validity and reliability. For the analysis of the research data, paired sample t-test, one of descriptive parametrical statistical techniques, was applied. The findings obtained in the study revealed that according to gifted students, the in-class behaviors demonstrated by the course teachers were mostly those related to their roles of guidance for students. The behaviors of the course teachers within the scope of this role were followed by those related to providing information and maintaining the discipline, respectively. The behaviors least demonstrated by the teachers were those related to the role of supporting the students and those related to being a model for them. According to the students, an ideal teacher should at most demonstrate behaviors in class regarding the role of guiding the students and those regarding the role of providing information. According to the gifted students, the roles and behaviors of their teachers in class are quite different from the behaviors expected from an ideal teacher. Students do not regard e-learning applications as an alternative to learning from teachers. Rather, they prefer learning from their teachers to technology-aided learning environments

Physical Education Teacher Education Students' Knowledge, Perceptions and Experiences of Promoting Healthy, Active Lifestyles in Secondary Schools

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Harris, Jo

2014-01-01

Background: Physical education teacher education (PETE) offers a context for students to learn about the promotion of active lifestyles in secondary schools through their interactions and experiences during the teacher education process. However, previous studies have found low levels of health-related fitness knowledge amongst PETE students,…

Teachers' Perceptions of Student Violence in Public Schools: A Qualitative Phenomenological Study

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Hall, Kevin D.

2017-01-01

There has been an increase in violence in many public schools over the last few decades. While school leaders have attempted to address this problem of violence, no recorded documentation of significant change exists. Teachers are the ones who usually see violent behaviors by students before, during, and after an incident, but many studies do not…

Students' and teachers' perceptions of motivation and learning through the use in schools of multimedia encyclopaedias on CD-ROM

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Wishart , Jocelyn

2000-01-01

This article is the result of interviews with teachers, students, and school librarians in eight UK secondary schools regarding their use of multimedia encyclopaedias on CD-ROM. It focuses on a content analysis of their comments on how having access to multimedia encyclopaedias changes the way students work and learn in school, how they perceive it enhances their learning, and how it hinders it. Teachers reported that they used multimedia encyclopaedias as an additional information resource, ...

Stres and burnout related to work with special education needs students in elementary school teachers

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Katja Košir

2014-11-01

Full Text Available The aim of the present study was to examine the predictive value of elementary school teachers' workplace characteristics on work stress and burnout. Workplace characteristics were defined as job demands and resources, which were further divided into general and specific, related to work with special education needs students. We examined whether variables related to work with special education needs students explained incremental variance in stress and burnout above and beyond general workplace characteristics. Elementary school teachers from all twelve regions of Slovenia (N ranges from 439 to 886 took part in the study. The results have shown that workplace characteristics independently predict a significant amount of variance in stress, emotional exhaustion and depersonalization among teachers. General job demands and specific demands related to special education needs students are the highest and most stable predictors of all three studied criteria. Based on our findings, we suggest several measures which can help to alleviate stress and foster efficient coping strategies.

Comparing levels of school performance to science teachers' reports on knowledge/skills, instructional use and student use of computers

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Kerr, Rebecca

The purpose of this descriptive quantitative and basic qualitative study was to examine fifth and eighth grade science teachers' responses, perceptions of the role of technology in the classroom, and how they felt that computer applications, tools, and the Internet influence student understanding. The purposeful sample included survey and interview responses from fifth grade and eighth grade general and physical science teachers. Even though they may not be generalizable to other teachers or classrooms due to a low response rate, findings from this study indicated teachers with fewer years of teaching science had a higher level of computer use but less computer access, especially for students, in the classroom. Furthermore, teachers' choice of professional development moderated the relationship between the level of school performance and teachers' knowledge/skills, with the most positive relationship being with workshops that occurred outside of the school. Eighteen interviews revealed that teachers perceived the role of technology in classroom instruction mainly as teacher-centered and supplemental, rather than student-centered activities.

The relationship between teacher-related factors and students' attitudes towards secondary school chemistry subject in Bureti district, Kenya

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Salome Chepkorir

2014-12-01

Full Text Available This paper examines the relationship between teacher-related factors and student’s attitudes towards Chemistry subject in secondary schools in Kenya. The paper is based on a study conducted in Bureti District in Kericho County, Kenya. This paper highlights issues on the teaching methods used by chemistry teachers, the teachers’ availability to attend to various needs of students on the subject, their use of teaching and learning resources in teaching, teachers’ personal levels of skills and knowledge of the subject matter in Chemistry and the impact of students’ negative attitudes towards Chemistry on teachers’ effectiveness. The research design used in the study was descriptive survey. The target population comprised Form Four students in ten selected secondary schools in Bureti District of Rift Valley Province Kenya. Stratified random sampling technique was used to select the study sample. Schools were selected from the following categories: Girls’ schools, Boys’ schools and Co-educational schools. Simple random sampling was used to select the respondents from Form Four classes as well as a teacher in each school. In all, one hundred and eighty-nine students and ten teachers filled the questionnaires. The data collection instruments were questionnaires based on the Likert scale and document analysis. Data was analyzed descriptively using frequency tables, means and percentages while hypotheses were tested using Analysis of Variance. From the study findings, a number of indicators revealed that there are some factors influencing students’ attitudes towards Chemistry, including lack of successful experiences in Chemistry, poor teaching. It was recommended that science teachers’ should encourage development of positive self-concept of ability among students. Among other recommendations, the study suggests that guidance and counselling of students in schools should be encouraged, to ensure positive attitudes towards and full

High School Teachers' Perspectives on Supporting Students with Visual Impairments toward Higher Education: Access, Barriers, and Success

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Reed, Maureen; Curtis, Kathryn

2011-01-01

The objective of the study presented here was to understand the experiences of teachers in assisting students with visual impairments in making the transition to higher education. The teachers reported barriers in high school that affect students' access to and success in higher education. Furthermore, institutions of higher education provided…

Especially for High School Teachers

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Howell, J. Emory

1999-09-01

Secondary School Feature Articles * Authentic Research within the Grasp of High School Students, by Annis Hapkiewicz, p 1212 * JCE Classroom Activity #19: Blueprint Photography by the Cyanotype Process, by Glen D. Lawrence and Stuart Fishelson, p 1216A Author Recognition A new program has been instituted to recognize high school teachers who are authors or coauthors of manuscripts published in the Journal. In May, letters were sent to teachers who wrote articles published in JCE beginning with Volume 74 (1997). If you were an author, you should have received a letter from us in late May or early June stating that your high school principal has been sent a Certificate of High School Author Recognition to be presented to you at a suitable occasion. Because the letters were sent late in the school year, you may not see the certificate until fall, or you may not receive your letter until then if we had only your school address. If you have authored or coauthored an article published in JCE and did not receive a letter, please contact me using the information about the Secondary School Chemistry Editor appearing on the Information Page in this issue. Syllabus Swap In the August issue, this column contained an invitation to exchange high school syllabi. The day after my copy of the August issue arrived, I received an email from a teacher indicating an interest in participating in an exchange. If you are interested, check the August "Especially for High School Chemistry Teachers" column for a brief discussion of the informal exchange program, or contact me. Research Conducted by High School Students In his June 1999 editorial "Learning Is a Do-It-Yourself Activity", p 725, John Moore wrote about the need to engage students actively in the learning process. As I have mentioned in this column previously, research conducted by students is one means of accomplishing this goal. In this issue, p 1212, Annis Hapkiewicz explains how she has drawn her Okemos [Michigan] High School

An Analysis of Metaphors Used by High School Students to Describe Physics, Physics Lesson and Physics Teacher

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Çetin, Ali

2016-01-01

The purpose of this study was to describe high school students' "physics", physics lesson" and "physics teacher" conceptions by using metaphors. 313 students participated in the study from different high school types in Siirt, Turkey. A metaphorical perception form constructed by researcher was individually conducted,…

Dynamics of teacher-student relationships: stability and change across elementary school and the influence on children's academic success

NARCIS (Netherlands)

Spilt, J.L.; Hughes, J.N.; Wu, J.Y.; Kwok, O.M.

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 = .39). Teacher reports of warmth and conflict were collected in Grades 1-5.

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

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Shein, Paichi Pat; Tsai, Chun-Yen

2015-09-01

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

Investigating Middle School Math and Primary Teachers' Judgments of the Characteristics of Mathematically Gifted Students

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Şule Güçyeter

2015-06-01

Full Text Available The purpose of this study was to investigate teachers’ judgments of mathematically gifted students’ characteristics with respect to various variables. Data were collected from primary school teachers and middle school math teachers (N=161 by using a survey instrument. According to research findings most of the teachers tended to think that mathematical giftedness is being observed more frequently within boys than girls. There was a statistically significant relationship between teachers’ responses about whether mathematical giftedness could be developed or not who have mathematically gifted students and those who have not. But there was no statistically significant relationship among teachers’ branch, teaching experience and their answers about the development of mathematical giftedness. Results showed that there was a statistically significant relationship between teachers’ selfperception of being mathematically gifted and their experience with mathematically gifted students. Total scores of more popular and most popular characteristics that were determined by teachers had a positive correlation with teachers’ experience. Key Words:

School climate: perceptual differences between students, parents, and school staff

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Ramsey, Christine M.; Spira, Adam P.; Parisi, Jeanine M.; Rebok, George W.

2016-01-01

Research suggests that school climate can have a great impact on student, teacher, and school outcomes. However, it is often assessed as a summary measure, without taking into account multiple perspectives (student, teacher, parent) or examining subdimensions within the broader construct. In this study, we assessed school climate from the perspective of students, staff, and parents within a large, urban school district using multilevel modeling techniques to examine within- and between-school variance. After adjusting for school-level demographic characteristics, students reported worse perceptions of safety and connectedness compared to both parent and staff ratings (all p climate ratings within a school. Understanding how perceptions differ between informants can inform interventions to improve perceptions and prevent adverse outcomes. PMID:28642631

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

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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…

Effects of a Teacher Professional Development Program on the Mathematics Achievement of Middle School Students

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Sample McMeeking, Laura B.; Orsi, Rebecca; Cobb, R. Brian

2012-01-01

The effect of a 15- to 24-month in-service professional development (PD) program on state accountability mathematics test scores for middle school students was examined using a quasi-experimental design. Middle level mathematics teachers (n = 128) from 7 school districts and 64 middle schools volunteered for a PD sequence of content-oriented…

Research Experiences for Science Teachers: The Impact On Their Students

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Dubner, J.

2005-12-01

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

Public School Uniforms: Effect on Perceptions of Gang Presence, School Climate, and Student Self-Perceptions.

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Wade, Kathleen Kiley; Stafford, Mary E.

2003-01-01

Examined the relationship between public school uniforms and student self-worth and student and staff perceptions of gang presence and school climate. Surveys of middle school students and teachers indicated that although students' perceptions did not vary across uniform policy, teachers from schools with uniform policies perceived lower levels of…

High School General Education English Teachers' Perception of IEP Accommodations for Students with Asperger Syndrome

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Krones, Mary Patricia

2016-01-01

The purpose of this qualitative design study was to better understand the experiences of high school general education English teachers who have students with Asperger Syndrome in their classes. More specifically, this researcher wanted to better understand the teacher's perception of the IEP-denoted accommodations the general education teachers…

Seismology in Schools an integrated approach to funding developing and implementing a coordinated programme for teachers and high school students

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Blake, T. A.; Jones, A. G.; Campbell, G.

2010-12-01

Statistics in Ireland show that physics at Advanced Level in Secondary Schools is declining in popularity and is the most likely subject to be cut first from the curriculum in a curriculum readjustment by school authorities. In an attempt to attract students to study Earth science and seismology the School of Cosmic Physics, DIAS embarked on an outreach programme in 2007 to promote Earth science, particularly seismology, in schools at both Primary and Secondary Levels. Since its inception, DIAS's Seismology in Schools programme has been very well received, with seismometers installed in over fifty schools across the State. Although this number may appear small, given that the population of Ireland is 4M this number of 1 per 80,000 compares favourably with the U.K. (70 in a population of 70M, 1 per 1M) and the U.S.A. (200 in a population of 300M, 1 per 1.5M) with an penetration of 15-20 times greater. The phenomenal success of our Seismology in Schools programme has been helped significantly by the support we have received from the British Geological Survey (BGS) and IRIS (Incorporated Research Institutions for Seismology) in terms of hardware, software and advice. Similarly, the programme would be a pale reflection of what it is today if the Directors of the Educational Centres (ATECI, Association of Teacher's/Education Centres in Ireland) across Ireland had not become enthused and funded the purchase of 34 additional seismometers, and the Geological Survey of Ireland purchased a further six. Also, funding support from Discover Science and Engineering (DSE) was absolutely critical for us to roll out this hugely enlarged programme of 50 seismometers from the originally envisioned four. As this programme is an initiation into seismology for students, it is important to stress that the seismometer is not used in the schools as a professional recording instrument but helps students visualize what seismology and the recording of earthquakes comprises. Essential to the

The personal is professional: Connecting white urban middle school science teachers' biographies to their teaching of all students

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Oey, Esther Ruth

The purpose of this study was to examine if and in what ways white, urban middle school science teachers use experiences of being marginalized or feeling different to connect to students coming from backgrounds unlike their own---especially students who are racially, culturally, linguistically and otherwise different from them, the school culture and the dominant society. Personal biography was used to frame this study. Data consisted of structured and semi-structured interviews and classroom observations of one female and two male science teachers gathered over one academic year. Results indicated that experiences with difference may be used to inform teachers' practices, but personal biography alone was insufficient to enable the teachers to reflect on their experiences with race, class, gender, and difference. Also, attending to emotions appeared to be an important factor in helping students develop cognitive skills in science classrooms.

Students' autonomy and teacher's interpersonal style in self-determination theory

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Lalić-Vučetić Nataša

2009-01-01

Full Text Available Starting from psychological needs that are considered basic within self-determination theory (autonomy, competence and relatedness, the importance of encouraging students' autonomy in school context is particularly emphasised. Appreciation of students' autonomy has a stimulating effect on school achievement, conceptual understanding, creativity development, strengthening of self-esteem, and students adapt better to school system and demonstrate a larger degree of internalisation of school rules and intrinsic motivation. Teachers' behavioural style largely determines the degree of students' autonomy in school life and work. Self-determination theory implies the necessity of agreement between the developmental need for autonomy in children and the level of adult control and distinguishes between two styles of interpersonal behavior of teachers: (a those who offer support to students' autonomy by their behavior and (b those that are predominantly inclined to control students' behavior. This paper also points out to different strategies that can be applied by teachers in working with students in school, which also contribute to the development of students' autonomy. What is especially encouraging is the fact that it is possible to learn and to develop 'appreciation of students' autonomy' as teacher's interpersonal style.

Teacher-led relaxation response curriculum in an urban high school: impact on student behavioral health and classroom environment.

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Wilson, H Kent; Scult, Matthew; Wilcher, Marilyn; Chudnofsky, Rana; Malloy, Laura; Drewel, Emily; Riklin, Eric; Saul, Southey; Fricchione, Gregory L; Benson, Herbert; Denninger, John W

2015-01-01

Recent data suggest that severe stress during the adolescent period is becoming a problem of epidemic proportions. Elicitation of the relaxation response (RR) has been shown to be effective in treating anxiety, reducing stress, and increasing positive health behaviors. The research team's objective was to assess the impact of an RR-based curriculum, led by teachers, on the psychological status and health management behaviors of high-school students and to determine whether a train-the-trainer model would be feasible in a high-school setting. The research team designed a pilot study. The setting was a Horace Mann charter school within Boston's public school system. Participants were teachers and students at the charter school. The team taught teachers a curriculum that included (1) relaxation strategies, such as breathing and imagery; (2) psychoeducation regarding mind-body pathways; and (3) positive psychology. Teachers implemented this curriculum with students. The research team assessed changes in student outcomes (eg, stress, anxiety, and stress management behaviors) using preintervention/postintervention surveys, including the Perceived Stress Scale (PSS), the State-Trait Anxiety Inventory-Form Y (STAI-Y), the stress management subscale of the Health-promoting Lifestyle Profile II (HPLP-II), the Rosenberg Self-Esteem Scale (RSES), the Locus of Control (LOC) questionnaire, and the Life Orientation Test-Revised (LOTR). Classroom observations using the Classroom Assessment Scoring System (CLASS)-Secondary were also completed to assess changes in classroom environment. Using a Bonferroni correction (P management behaviors at that point. Using a Bonferroni correction (P management behaviors (P classroom productivity (eg, increased time spent on activities and instruction from pre- to postintervention). This study showed that teachers can lead an RR curriculum with fidelity and suggests that such a curriculum has positive benefits on student emotional and behavioral

Teacher ambivalence towards school evaluation : promoting and ruining teacher professionalism

OpenAIRE

Hult, Agneta; Edström, Charlotta

2016-01-01

Today’s evaluation society makes teachers participate in a stream of external evaluations. How teachers experience evaluation in school and how this affects their work and professionalism is the focus of this article. Teachers’ views of external and internal evaluations and of the consequences for school practice are described and analysed. The interviewed teachers emphasised the importance of internal evaluations performed close to daily teaching practice and jointly with students and collea...

Personal Safety and Teacher/Student Relationships Viewed through Black/White Framework in a Suburban Middle School, an Exploratory Study

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Mester, Dana C.; Spruill, Sherill A.; Giani, Joseph; Morote, Elsa-Sofia; Inserra, Albert

2015-01-01

This study explored the perceptions of teacher-student relationships and personal student safety differences between Caucasian and African-American middle school students. The research was conducted using a survey in a suburban middle class school on Long Island, New York. Twenty-eight of 176 Caucasian students were chosen through random sampling…

Mainstream Teachers about Including Deaf or Hard of Hearing Students

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

2012-01-01

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

Quality Science Teacher Professional Development and Student Achievement

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Dubner, J.

2007-12-01

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

Relationship Between Teachers\\' Qualification And Students ...

African Journals Online (AJOL)

It has been observed that students\\' performance in technical subjects is very poor. Coupled with this problem is that of lack of qualified technical teachers. This study determines the relationship between teachers\\' qualification and students\\' performance in technical subjects in selected schools in northern Nigeria.

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

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

2002-01-01

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

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

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

2014-05-01

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

Interaction Of Verbal Communication Of The Teacher From The Philippines In The Teaching Activity For Nursery II Students At The Singapore International School Medan

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Tetti Nauli Panjaitan

2017-07-01

Full Text Available The title of the research was Interaction of Verbal Communication of the Teacher from thePhilippines in the Teaching Activity for Nursery II Students at the Singapore International School Medan. The objective of the research was to find out the verbal Interaction communicationin the teaching activity of the teacher from the Philippines in Nursery II Class at the Singapore International School Medan. The school is one of the international schools with foreign teachers. It uses English as the teaching medium in the teaching-learning process. The teacher in this class comes from the Philippines and the students are from 3 to 4 years old.The result of the research showed that the teaching activity in the Nursery II class at the Singapore International School Medan was done in two ways between teacher and students the teacher used more verbal communication while non-verbal communication was used as a supporting method. The learning process was done through singing telling stories games and using teaching tools like television pictures and toys in the communication process in order to make the students easier to understand what had been conveyed by the teacher.

Engaging Deaf and Hard of Hearing Students in the School Library: A Handbook for Teacher-Librarians

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Eisner, Nadene

2012-01-01

Over seventy percent of students who are deaf or hard of hearing will attend a public school and enroll in a classroom with their hearing peers or in a self-contained classroom with other deaf and hard of hearing students. Teacher-librarians who work in these schools can improve their instruction by understanding not only what it means to be…

Knowledge and attitude of secondary school teachers in Enugu to school based sex education.

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Aniebue, P N

2007-12-01

To assess the knowledge and attitude to sex education among secondary school teachers in Enugu. A cross sectional study of 300 teachers drawn from nine randomly selected secondary schools in Enugu metropolis was carried out. Pre-tested self administered structured questionnaire was used as instrument for data collection. Three hundred teachers, 215 females and 85 males were interviewed. The mean age of the teachers was 38.1+/-7.5 years. Sixty-nine (23.0%) had adequate knowledge of sex education and 282 (94.0%) approved the inclusion of sex education into the school curriculum. The commonest reason for disapproval of sex education was fear that it would lead to promiscuity amongst the students. Educational status and marital status of the teachers were significant determinants of positive attitude to sex education psex education according to the teachers is 11-15 years. Two hundred and thirty eight (79.3%) respondents were of the opinion that teachers needed to be trained to provide sex education to students and 244 (81.3%) admitted that sex education was not in the school curriculum. Secondary school teachers are in support of provision of sex education to students. However they need training and skills on how to present sex information in a positive manner to achieve the desired goal. There is need to include sex education in the school curriculum.

Assessment of Computer Technology Availability, Accessibility and Usage by Agricultural Education Student Teachers in Secondary Schools in Botswana

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Hulela, K.; Rammolai, M.; Mpatane, W.

2014-01-01

This study examines the availability, accessibility and usability of computer as a form of information and communication technologies (ICTs) by student teachers in secondary schools. 44 out of 51 student teachers of Agriculture responded to the questionnaire. Means and percentages were used to analyze the data to establish the availability,…

Measuring the Relationship between Parent, Teacher, and Student Problem Behavior Reports and Academic Achievement: Implications for School Counselors

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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…

The Influence of Personal School Experience in Biology Classes on the Beliefs of Students in University Teacher Education

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Schneider, Christoph; Pakzad, Ursula; Schlüter, Kisten

2013-01-01

Teachers' pedagogical beliefs are thought to play a prominent role in determining teacher behavior. In contrast to other professions, pedagogical beliefs of teachers and students in teacher education are widely influenced by personal experiences gained in school, which has been referred to as "apprenticeship of observation" (Lortie,…

K-12 Teachers' Perceptions of School Policy and Fear of School Violence

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Ricketts, Melissa L.

2007-01-01

Since the 1990s, schools have focused their attention on policies designed to improve school safety. Most researches on school violence policies have concentrated on the needs of students and administrators. This study investigated the impact of school violence policies on K-12 teachers' fear. Using self-report data from 447 K-12 teachers from a…

Enhancing quality of student teachers' practices through reflective ...

African Journals Online (AJOL)

This paper explores the role of journal writing in enhancing student teachers' learning during school practice. It analyses data from 22 student teachers' journals and 23 questionnaires. The study focuses on the areas that student teachers reflected on most, the nature of their reflection and the extent to which previous ...

Teacher Performance Trajectories in High- and Lower-Poverty Schools

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Xu, Zeyu; Özek, Umut; Hansen, Michael

2015-01-01

This study explores whether teacher performance trajectory over time differs by school-poverty settings. Focusing on elementary school mathematics teachers in North Carolina and Florida, we find no systematic relationship between school student poverty rates and teacher performance trajectories. In both high- (=60% free/reduced-price lunch [FRPL])…

Portrait of a Teacher-Led School

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Nazareno, Lori

2013-01-01

Imagine a school with no principal and with a leadership structure that holds teachers accountable for the learning of all students. About 50 such teacher-led schools currently operate across the United States, and this article tells the story of one of them. The Mathematics and Science Leadership Academy (MSLA) in Denver, Colorado, serves about…

A Qualitative Exploration of Implementation Factors in a School-Based Mindfulness and Yoga Program: Lessons Learned from Students and Teachers

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Dariotis, Jacinda K.; Mirabal-Beltran, Roxanne; Cluxton-Keller, Fallon; Gould, Laura Feagans; Greenberg, Mark T.; Mendelson, Tamar

2016-01-01

Identifying factors relevant for successful implementation of school-based interventions is essential to ensure that programs are provided in an effective and engaging manner. The perspectives of two key stakeholders critical for identifying implementation barriers and facilitators – students and their classroom teachers – merit attention in this context and have rarely been explored using qualitative methods. This study reports qualitative perspectives of fifth and sixth grade participants and their teachers of a 16-week school-based mindfulness and yoga program in three public schools serving low-income urban communities. Four themes related to program implementation barriers and facilitators emerged: program delivery factors, program buy-in, implementer communication with teachers, and instructor qualities. Feedback from students and teachers is discussed in the context of informing implementation, adaptation, and future development of school-based mindfulness and yoga programming in urban settings. PMID:28670007

Bring Your Own Device to Secondary School: The Perceptions of Teachers, Students and Parents

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Parsons, David; Adhikar, Janak

2016-01-01

This paper reports on the first two years of a Bring Your Own Device (BYOD) initiative in a New Zealand secondary school, using data derived from a series of surveys of teachers, parents and students, who are the main stakeholders in the transformation to a BYOD school. In this paper we analyse data gathered from these surveys, which consists…

Cycle of Violence in Schools: Longitudinal Reciprocal Relationship Between Student's Aggression and Teacher's Use of Corporal Punishment.

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Choi, Boungho

2017-11-01

The purpose of this study is to examine the longitudinal reciprocal relationship between student's aggression and teacher's use of corporal punishment. An autoregressive cross-lagged model was analyzed with the data drawn from 4,051 Korean secondary students (male = 2,084, female = 1,967), in Gyeonggi Education Panel Study for three waves (seventh-ninth grades). Results revealed that student's aggression provoke teacher's use of corporal punishment and also teacher's use of corporal punishment provokes student's aggression. It is important in that it suggests the cycle of violence with the reciprocal relationship between student's aggression and teacher's use of corporal punishment, rather than positing the unidirectional effects. Practically, teachers should keep in mind that corporal punishments, which are at least partially attributable to student's aggression, actually worsen the problem and lead to a cycle of violence in schools. Accordingly, they should instead respond with alternative disciplinary strategies or direct interventions dealing with the causes of aggression.

Medical students-as-teachers: a systematic review of peer-assisted teaching during medical school

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Yu TC

2011-06-01

Full Text Available Tzu-Chieh Yu¹, Nichola C Wilson², Primal P Singh¹, Daniel P Lemanu¹, Susan J Hawken³, Andrew G Hill¹¹South Auckland Clinical School, University of Auckland, Auckland, New Zealand; ²Department of Surgery, University of Auckland, Auckland, New Zealand; ³Department of Psychological Medicine, University of Auckland, Auckland, New ZealandIntroduction: International interest in peer-teaching and peer-assisted learning (PAL during undergraduate medical programs has grown in recent years, reflected both in literature and in practice. There, remains however, a distinct lack of objective clarity and consensus on the true effectiveness of peer-teaching and its short- and long-term impacts on learning outcomes and clinical practice.Objective: To summarize and critically appraise evidence presented on peer-teaching effectiveness and its impact on objective learning outcomes of medical students.Method: A literature search was conducted in four electronic databases. Titles and abstracts were screened and selection was based on strict eligibility criteria after examining full-texts. Two reviewers used a standard review and analysis framework to independently extract data from each study. Discrepancies in opinions were resolved by discussion in consultation with other reviewers. Adapted models of “Kirkpatrick’s Levels of Learning” were used to grade the impact size of study outcomes.Results: From 127 potential titles, 41 were obtained as full-texts, and 19 selected after close examination and group deliberation. Fifteen studies focused on student-learner outcomes and four on student-teacher learning outcomes. Ten studies utilized randomized allocation and the majority of study participants were self-selected volunteers. Written examinations and observed clinical evaluations were common study outcome assessments. Eleven studies provided student-teachers with formal teacher training. Overall, results suggest that peer-teaching, in highly selective

Redesigning Schools to Reach Every Student with Excellent Teachers: Change Management--Key Theories to Consider when Extending Reach

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Barrett, Sharon Kebschull

2012-01-01

As schools, their teachers, and outside facilitators redesign jobs and incorporate technology to extend the reach of excellent teachers to more students and develop an Opportunity Culture for all, choosing the right school models is just one part of the task. The human experience--and experience in education--says that even perfect design will not…

Teacher Victimization in Authoritative School Environments

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Kapa, Ryan R.; Luke, Jeremy; Moulthrop, Dorothy; Gimbert, Belinda

2018-01-01

Background: Victimization in schools is not limited to students. Teachers increasingly face threats and attacks from their students. An authoritative school environment, characterized by high structure and support, has been associated with lower rates of victimization. The purpose of this study was to explore the relationship between authoritative…

From Teasing to Torment: School Climate Revisited. A Survey of U.S. Secondary School Students and Teachers. Executive Summary

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Greytak, Emily A.; Kosciw, Joseph G.; Villenas, Christian; Giga, Noreen M.

2016-01-01

For over 25 years, the Gay, Lesbian and Straight Education Network (GLSEN) has worked to promote safe and affirming schools for all students, regardless of their sexual orientation, gender identity, or gender expression. A significant part of this work has been to document the experiences of students, as well as to examine teacher beliefs and…

The Organizational Health of Urban Elementary Schools: School Health and Teacher Functioning.

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Mehta, Tara G; Atkins, Marc S; Frazier, Stacy L

2013-09-01

This study examined the factor structure of the Organizational Health Inventory-Elementary version (OHI-E; Hoy, Tarter, & Kottkamp, 1991) in a sample of 203 teachers working in 19 high-poverty, urban schools and the association of organizational school health with teacher efficacy, teacher stress, and job satisfaction. Results indicated a similar factor structure of the OHI-E as compared with the population of schools in the original sample (Hoy et al., 1991), and that specific components of organizational health, such as a positive learning environment, are associated with teacher efficacy, stress, and satisfaction. Overall, teachers' relations with their peers, their school leadership, and their students appear especially critical in high-poverty, urban schools. Recommendations for research and practice related to improving high-poverty, urban schools are presented.

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

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

2010-11-01

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

Establishing Scientific Discourse in Classroom Interaction Teacher Students' Orientation to Mundane versus Technical Talk in the School Subject Norwegian

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Skovholt, Karianne

2018-01-01

This article reports a case study on classroom interaction in teacher education in Norway. It addresses how teacher students in the school subject Norwegian constitute scientific talk in a student-led discussion. First, the analysis reveals tension in the classroom conversation between "mundane talk"--that is, where students make claims…

Teacher Characteristics and School-Based Professional Development in Inclusive STEM-focused High Schools: A Cross-case Analysis

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Spillane, Nancy Kay

Within successful Inclusive Science, Technology, Engineering, and Mathematics (STEM)-focused High Schools (ISHSs), it is not only the students who are learning. Teachers, with diverse backgrounds, training, and experience, share and develop their knowledge through rich, embedded professional development to continuously shape their craft, improve their teaching, and support student success. This study of four exemplars of ISHSs (identified by experts in STEM education as highly successful in preparing students underrepresented in STEM for STEM majors in college and future STEM careers) provides a rich description of the relationships among the characteristics of STEM teachers, their professional development, and the school cultures that allow teachers to develop professionally and serve the needs of students. By providing a framework for the development of teaching staffs in ISHSs and contributing to the better understanding of STEM teaching in any school, this study offers valuable insight, implications, and information for states and school districts as they begin planning improvements to STEM education programs. A thorough examination of an existing data set that included site visits to four ISHSs along with pre- and post-visit data, provided the resource for this multiple case study with cross-case analysis of the teachers and their teacher professional development experiences. Administrators in these ISHSs had the autonomy to hire teachers with strong content backgrounds, philosophical alignment with the school missions, and a willingness to work collaboratively toward achieving the schools' goals. Ongoing teacher professional development began before school started and continued throughout the school day and year through intense and sustained, formal and informal, active learning experiences. Flexible professional development systems varied, but aligned with targeted school reforms and teacher and student needs. Importantly, collaborative teacher learning

“It’s just really not me”: How pre-service English teachers from a traditional teacher education program experience student-teaching in charter-school networks

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April S. Salerno

2016-12-01

Full Text Available Though teacher educators nationwide are considering ways to provide urban placements for pre-service teachers (PSTs, little research has examined how PSTs experience placements in schools operated by charter management organizations (CMOs. This study considers CMOs—which often hold particular instructional and classroom management philosophies—as a specific type of school-based learning environment. We draw from a Discourse analytic theoretical framework using qualitative methodology to study how three English education focal PSTs experience disconnections between student-teaching placements at CMO schools and their teacher education program. Findings suggest three ways teacher educators can support PSTs in navigating school-based learning. PSTs in this study experienced contexts and philosophies that varied greatly between their schools and teacher education program. Implications include: (1 PSTs must feel that others in their schools value their learning; (2 PSTs in cohorts must feel they belong to learning communities; and (3 PSTs need support in confronting paradoxes they face between theory and practice.

Use of a computerized kiosk in an assessment of food safety knowledge of high school students and science teachers.

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Endres, J; Welch, T; Perseli, T

2001-01-01

A multimedia touch-screen kiosk was used to assess food safety knowledge and convey food safety principles to 93 high school science teachers and 165 students. The kiosk program based on the FightBAC messages informed users of correct responses and reasons for the response. Teachers correctly answered more questions than students; however, for the areas of hand washing, sources of foodborne illness, and handling of leftover foods, at least 40% of both students and teachers provided incorrect answers.

Peer-led versus teacher-led AIDS education for female high-school students in Yazd, Islamic Republic of Iran.

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Baghianimoghadam, M H; Forghani, H; Zolghadr, R; Rahaei, Z; Khani, P

2012-04-01

Peer-led programmes on AIDS prevention have shown a good level of effectiveness when tested among high-risk populations. This study compared peer-led and teacher-led methods of education about HIV/AIDS among female high-school students in Yazd city, Islamic Republic of Iran. In 2009 students in 3 high schools were trained by their classmates (peer-led), by the research team (teacher-led) or had no education (controls); 180 students completed a specially designed questionnaire based on the health belief model, before and after the intervention. Post-intervention mean knowledge scores increased 2-fold in the peer-led group, and this was significantly higher than the increase in the teacher-led group scores (1.5-fold). Control group scores were unchanged. In the peer-led programme all of the components of the model were significantly improved whereas in the teacher-led programme, only perceived severity and perceived barriers scored significantly higher after the intervention.

High school mathematics teachers' perspectives on the purposes of mathematical proof in school mathematics

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Dickerson, David S.; Doerr, Helen M.

2014-12-01

Proof serves many purposes in mathematics. In this qualitative study of 17 high school mathematics teachers, we found that these teachers perceived that two of the most important purposes for proof in school mathematics were (a) to enhance students' mathematical understanding and (b) to develop generalized thinking skills that were transferable to other fields of endeavor. We found teachers were divided on the characteristics (or features) of proofs that would serve these purposes. Teachers with less experience tended to believe that proofs in the high school should adhere to strict standards of language and reasoning while teachers with more experience tended to believe that proofs based on concrete or visual features were well suited for high school mathematics. This study has implications for teacher preparation because it appears that there is a wide variation in how teachers think about proof. It seems likely that students would experience proof very differently merely because they were seated in different classrooms.

Coteaching with senior students – a way to refine teachers' PCK for teaching chemical bonding in upper secondary school

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Schultze, Felix; Nilsson, Pernilla

2018-04-01

During the last decade there has been on-going discussions about students' declining interest and low achievement in science. One of the reasons suggested for this decline is that teachers and students have different frames of reference, whereby teachers sometimes communicate science in the classroom in a way that is not accessible to the students. There is a lack of research investigating the effects of coteaching with senior students in science in upper secondary schools. To improve teaching and to narrow the gap between teachers' and students' different frames of references, this study investigates how an experienced chemistry teacher gains and refines her pedagogical content knowledge (PCK) by cooperating with two grade 12 students (age 18) as coteachers. The teacher and the two coteachers coplanned, cotaught and coevaluated lessons in chemical bonding in a grade 10 upper secondary class. Findings indicate that the coteachers contributed with their own learning experiences to help the teacher understand how students perceive difficult concepts. In such way, the coteachers were mediating between the teacher and the students, thus bridging the gap between the teacher and the students' frames of references. The teachers' PCK was refined which in turn lead to improved teaching strategies.

School Turnaround Teachers: Competencies for Success. Part of the School Turnaround Collection from Public Impact

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Public Impact, 2008

2008-01-01

Individual teachers have the largest single school effect on student performance. Documented experience also indicates that individual teachers in high-poverty schools can effect rapid, dramatic student learning improvements within their own classrooms. Organization-wide change of a similar magnitude takes a broader effort with daring leadership…

Effect of Teacher's Qualification on the Performance of Senior Secondary School Physics Students: Implication on Technology in Nigeria

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Owolabi, Olabode Thomas; Adedayo, Julius Olugbenga

2012-01-01

The study examined the effect of teacher's qualification on the performance of Senior Secondary School students in Physics. The purpose was to determine whether the status of the teacher has any impact on the performance of the students in Physics. The survey type of descriptive research design was adopted. The sample for the study consisted of…

Teachers' Pedagogical Management and Instrumental Performance in Students of an Artistic Higher Education School

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De La Cruz Bautista, Edwin

2017-01-01

This research aims to know the relationship between the variables teachers' pedagogical management and instrumental performance in students from an Artistic Higher Education School. It is a descriptive and correlational research that seeks to find the relationship between both variables. The sample of the study consisted of 30 students of the…

A systemic examination of the introduction of an outdoor learning-based science curriculum to students, their teacher, and the school principal

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Yunker, Molly Louis

The outdoor environment has been under-utilized as a legitimate setting for learning within the formal school context, resulting in few examples of curriculum materials that integrate the indoors and outdoors. This systemic problem is explored holistically through investigation of key sets of players in the school system. The overarching research question is "What is the role and value of integrated outdoor learning experiences within the school system?" I developed an eight-week Earth systems science unit grounded in research-based design principles. One teacher enacted the unit with 111 sixth graders, whose learning gains and perspectives of the role and value of integrated outdoor learning experiences were explored using a mixed-methods approach in a pre-post study design, including individual interviews, and instruments regarding students' perspectives of the outdoor component of the curricular enactment. I conducted six interviews with the participating teacher and one interview with the school principal, to explore their perspectives of the role of outdoor learning experiences, and their personal roles in the unit. The main finding from this study was that the outdoor component of the curriculum enhanced coherence---connectedness across science concepts, activities, and learning environments. Higher ability students were more aware of connections than lower ability students. Field experiences were seen as a tool for learning, and all students achieved substantial learning gains. The teacher viewed the role of the outdoor experiences as a way to engage students, and promote connections across the unit through firsthand and relevant experiences. The school principal viewed his role as supporting teachers in their practice and encouraging risk-taking and creativity in instructional approaches. This study is a valuable contribution to the field as it (1) identifies outdoor learning experiences as one way to enhance intraunit coherence, and (2) highlights

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

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

2011-01-01

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

Providing Effective Feedback to EFL Student Teachers

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

2013-01-01

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

COLLABORATIVE APPROACH TO THE DEVELOPMENT OF ICT COMPETENCE OF TEACHERS AND STUDENTS OF SECONDARY SCHOOLS IN SWEDEN

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Mariya P. Leshchenko

2012-11-01

Full Text Available In the article characterized the Swedish experience оf collaborative approach to postgraduate teachers education at the secondary schools, which is to establish partnership agreements teachers interaction with students in the collective project activities. It was found that the main components of ICT competence Swedish teacher is motivational, technological, and educational reflexive. It is shown that the efforts of Swedish educational managers focused on the practical mastery of teachers and students of ICT competence in the realities of the natural learning process, which is at the same time, research and pragmatically-oriented nature.

What Teachers Know and Do: The Relationship between Teachers' Perceived Needs of Students and Their Practice in Urban, All-Male Schools

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Beitlers, Anne

2014-01-01

Teachers in urban schools are often criticized for their inability to improve achievement of their students. Underachievement is especially a concern for low-income Black and Latino boys. Single-sex schools have opened to support them, but limited data is available to evaluate their effectiveness and little is known about the teaching practices…

The teach-learning process of high school students: a case of Educational Biology for teachers formation

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Marisa Laporta Chudo

2007-08-01

Full Text Available Objective. To analyze the teach-learning process of high school students, in the scope of Educational Biology. To plan and to develop a methodology with lesson strategies that facilitate the learning. To analyze, in the students vision, the positive and negative points in the process. Method. A research was developed -- of which had participated students of the first semester of the Pedagogy of a high school private institution in São Paulo city -- of the type action-research, with increased qualitative character of quantitative instruments; as a way of data collect, had been used questionnaires and field diary; the results had been converted in charts; after that, the data collected by the questionnaires had been analyzed according to the technique of the collective subject analysis. Results. The results had supplied important information to high school teachers reflection about teach-learning process, showing that the used strategies allowed student envolvement and participation, proximity with personal and professional reality, bigger interaction in the interpersonal relations and critical reflection. Conclusions. The theoretical referencial about adult learning, the active methodologies and the interpersonal relationship between professor and pupils, with the analysis of the students vision about the positive and negative points in the teach-learning process, had provided subsidies to believe a methodology and specific didactic strategies for adults and that must contemplate the teachers motivation and the pedagogical communication, including elements like creativity, up to date technician content and formative content to the future profession, experiences exchange, that allow an affective relationship teacher-student, with interaction and dialogue.

Teachers' Perceptions and Experiences Consulting with School Counselors: A Qualitative Study

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Cholewa, Blair; Goodman-Scott, Emily; Thomas, Antoinette; Cook, Jennifer

2016-01-01

School counselor-teacher consultation is an efficient strategy for school counselors to indirectly serve students on their caseload. Teachers' perceptions are crucial in examining this consultation process. This qualitative study examined elementary school teachers' perceptions and experiences of school counselor-teacher consultation. The…

Perceptions about interpersonal relationships and school environment among middle school students with asthma.

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Rhee, Hyekyun; McQuillan, Brenda; Chen, Ding-Geng; Atis, Shannska

2017-11-01

To examine interpersonal relationships involving peers and teachers and perceptions about school environment among middle school students with asthma in comparison to their healthy counterparts. The study also assesses asthma prevalence in a large sample of middle school students representing different geographic locations. Cross-sectional data were collected from 1059 middle school students in grades 6-8 enrolled in schools in a northeastern region of the United States. Students reported their chronic health conditions including asthma and completed questionnaires measuring perceptions about their relationships with peers and teachers as well as school environment. Analyses of covariance (ANCOVAs) were used to compare students with asthma and their healthy counterparts in the study variables. Asthma was reported by 16.5% of the sample (n = 169). The rate was higher among minority students (23%) than their white counterparts (15%). Greater proportion of urban students (28%) reported asthma than rural (18%) and suburban (14%) students. Students with asthma reported significantly poorer relationships with peers (B = -1.74, p asthma prevalence was substantially higher than the national average of adolescent asthma, particularly those residing in the urban area. Poor perceptions of interpersonal relationships with peers and teachers among students with asthma may indicate compromised quality of life. Suboptimal interpersonal relationships and school environment need to be identified and adequately addressed, given their implications for asthma management at the school setting among middle school students.

Investigating School-Guided Visits to an Aquarium: What Roles for Science Teachers?

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Faria, Cláudia; Chagas, Isabel

2013-01-01

The main goals of this study were to understand the different roles played by teachers and students during a school-guided tour to an aquarium and to analyse their different perspectives about the visit. The study focused on students' and teachers' behaviour during school-guided visits to an aquarium; students' and teachers' perspectives about…

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

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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…

Elementary School Teachers and Teaching with Technology

Science.gov (United States)

Varol, Filiz

2013-01-01

This study aims to identify the relationship between elementary school teachers' ICT engagement with their attitudes towards technology. To this end, one hundred elementary school students were asked to fill out questionnaires related to their ICT knowledge, usage, and attitude towards technology. The results show that teachers' ICT knowledge and…

Students' personal traits, violence exposure, family factors, school dynamics and the perpetration of violence in Taiwanese elementary schools.

Science.gov (United States)

Chen, Ji-Kang; Astor, Ron Avi

2011-02-01

School violence has become an international problem affecting the well-being of students. To date, few studies have examined how school variables mediate between personal and family factors and school violence in the context of elementary schools in Asian cultures. Using a nationally representative sample of 3122 elementary school students in Taiwan, this study examined a theoretical model proposing that negative personal traits, exposure to violence and parental monitoring knowledge have both direct influences as well as indirect influences mediated through school engagement, at-risk peers and poor student-teacher relationships on school violence committed by students against students and teachers. The results of a structural equation modeling analysis provided a good fit for the sample as a whole. The final model accounted for 32% of the variance for student violence against students and 21% for student violence against teachers. The overall findings support the theoretical model proposed in this study. Similar findings were obtained for both male and female students. The study indicated that to reduce school violence more effectively in the context of elementary schools, intervention may exclusively focus on improving students' within-school experiences and the quality of the students' relationships with teachers and school peers.

Complexity of Choice: Teachers' and Students' Experiences Implementing a Choice-Based Comprehensive School Health Model

Science.gov (United States)

Sulz, Lauren; Gibbons, Sandra; Naylor, Patti-Jean; Wharf Higgins, Joan

2016-01-01

Background: Comprehensive School Health models offer a promising strategy to elicit changes in student health behaviours. To maximise the effect of such models, the active involvement of teachers and students in the change process is recommended. Objective: The goal of this project was to gain insight into the experiences and motivations of…

Evaluation of Professional Personality Competence of Physical Education Teachers Working in Secondary Schools by Students

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Demir, Erdal

2016-01-01

The aim of this article is to assess how students evaluate the professional personality competence of physical education teachers working in secondary schools, and to investigate differences based on the variables of gender, school type and class. In line with these aims, this study was completed as a screening model cross-sectional study, which…

Middle School Science Teachers' Perceptions of Social Justice: A Study of Two Female Teachers

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Upadhyay, Bhaskar

2010-01-01

The focus of this qualitative study is to document two middle school science teachers' perceptions of social justice and how these teachers implement various aspects of social justice in their science instruction. The two teachers teach science in an urban school that serves students from low-income, immigrant, and ethnic minority families. The…

Knowledge about Epilepsy and Attitudes toward Students with Epilepsy among Middle and High School Teachers in Kuwait

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Eman Al-Hashemi

2016-01-01

Full Text Available Background and Objectives. Attitudes toward students with epilepsy and epilepsy-related knowledge of teachers are crucial for child’s safety in the school. The aim of this study was to evaluate teachers’ knowledge and attitudes toward epilepsy. Methods. This cross-sectional study included 824 teachers from 24 randomly selected middle and high schools. Scale of Attitudes Toward Persons with Epilepsy (ATPE was modified to assess teachers’ knowledge about epilepsy and attitudes toward students with epilepsy. Results. Median knowledge score about epilepsy was 5 (out of 13, while median attitude score was 10 (out of 15. Both knowledge and attitude median scores were significantly higher in senior teachers with longer teaching experience and in respondents who dealt with a person with epilepsy. There was significant association between knowledge score and attitude score (p<0.01. Logistic regression showed that significant variables, independently associated with poor knowledge after adjusting for possible confounders, were not having a family member with epilepsy (p=0.009, unawareness of life circumstances of persons with epilepsy (p=0.048, and a poor attitude score (p<0.001. Conclusion. School teachers in Kuwait have relatively poor knowledge about epilepsy but have positive attitudes toward students with epilepsy. A number of historical and stigmatizing ideas about epilepsy still exist. It is recommended to provide teachers with information about handling seizures in the educational setting through development and implementation of epilepsy education programs.

Do Boys Benefit from Male Teachers in Elementary School? Evidence from Administrative Panel Data

OpenAIRE

Puhani, Patrick A.

2017-01-01

With girls having overtaken boys in many education indicators, the 'feminization' of elementary school teaching is causing debates about disadvantages for male students. Using administrative panel data on the universe of students, teachers and schools for a German state, I exploit within school and within teacher variation to determine teacher characteristics' effects on students' tracking outcomes. Germany tracks students at age 10 into more or less academic school types. I find hardly any e...

The perception of science teachers on the role of student relationships in the classroom

Science.gov (United States)

Mattison, Cheryl Ann

With the increased accountability of educators comes the responsibility of the entire educational community to find ways in which we can help our students succeed in the classroom. In addition, it is important to discover what it takes to keep those students in school Many science teachers enter the profession unprepared to handle the regular classroom routine. Classroom management, grading, lesson planning, setting up labs, and the myriad of other obligations, can leave teachers overwhelmed and sometimes can get in the way of actually helping students be successful. This study investigated how science teachers viewed the importance of developing strong teacher/student relationships to the increase of student success in a science classroom. I attempted to answer 4 major questions: · How do science teachers in a select high school community view the role of interactive relationships in their classrooms and how that might impact their students? · How do science teachers in a select high school community believe they establish successful interactive relationships with their students? · What do science teachers in a select high school community believe are some of the outcomes of those relationships? · What do science teachers suggest to increase the teacher's ability to form good relationships with their students? A qualitative research method was used including observations, interviews and group discussions of 5 high school science teachers in a small urban school.

Teachers perception of school

African Journals Online (AJOL)

User

This paper is part of MA thesis in which primary school teachers' perceptions of was explored. The study was ... of relevance, management, and result in enhancement of students learning, and obstructions. ...... Professional Ethics, Counseling.

Assessment of Teacher of Nursing Subjects by Pupils and Students

OpenAIRE

Bednářová, Markéta

2006-01-01

The dissertation Assessment of a teacher of nursing subjects by pupils and students focuses on finding the opinion of pupils of secondary nursing schools and students of higher nursing schools and universities on teachers of nursing. The subject of the interest was particularly qualities and skills of the nursing teachers which pupils and students consider important and desirable. The theoretical part of the work summarizes conclusions from thematically similar studies. The empirical part of ...

Mental health first aid training for high school teachers: a cluster randomized trial.

Science.gov (United States)

Jorm, Anthony F; Kitchener, Betty A; Sawyer, Michael G; Scales, Helen; Cvetkovski, Stefan

2010-06-24

Mental disorders often have their first onset during adolescence. For this reason, high school teachers are in a good position to provide initial assistance to students who are developing mental health problems. To improve the skills of teachers in this area, a Mental Health First Aid training course was modified to be suitable for high school teachers and evaluated in a cluster randomized trial. The trial was carried out with teachers in South Australian high schools. Teachers at 7 schools received training and those at another 7 were wait-listed for future training. The effects of the training on teachers were evaluated using questionnaires pre- and post-training and at 6 months follow-up. The questionnaires assessed mental health knowledge, stigmatizing attitudes, confidence in providing help to others, help actually provided, school policy and procedures, and teacher mental health. The indirect effects on students were evaluated using questionnaires at pre-training and at follow-up which assessed any mental health help and information received from school staff, and also the mental health of the student. The training increased teachers' knowledge, changed beliefs about treatment to be more like those of mental health professionals, reduced some aspects of stigma, and increased confidence in providing help to students and colleagues. There was an indirect effect on students, who reported receiving more mental health information from school staff. Most of the changes found were sustained 6 months after training. However, no effects were found on teachers' individual support towards students with mental health problems or on student mental health. Mental Health First Aid training has positive effects on teachers' mental health knowledge, attitudes, confidence and some aspects of their behaviour. ACTRN12608000561381.

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

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Prawat, Richard S.; Jarvis, Robert

1980-01-01

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

The Relationship between Teacher-Related Factors and Students' Attitudes towards Secondary School Chemistry Subject in Bureti District, Kenya

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Chepkorir, Salome; Cheptonui, Edna Marusoi; Chemutai, Agnes

2014-01-01

This paper examines the relationship between teacher-related factors and student's attitudes towards Chemistry subject in secondary schools in Kenya. The paper is based on a study conducted in Bureti District in Kericho County, Kenya. This paper highlights issues on the teaching methods used by chemistry teachers, the teachers' availability to…

Teacher and Student Intrinsic Motivation in Project-Based Learning

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

2009-01-01

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

The influence of student ethnicity on teacher expectations and teacher perceptions of warmth and competence

Directory of Open Access Journals (Sweden)

Raisa Akifyeva

2018-03-01

Full Text Available Background. Previous research shows that incorrect teacher expectations about students can affect students’ academic success. Moreover, students’ ethnicity was found to be one of the most influential characteristics affecting teacher expectations, which can be based on ethnic stereotypes. Most studies test this relationship by comparing teacher expectations of multiple ethnic groups; however, we propose here another perspective, assuming that the connection between ethnic stereotypes and expectations may be determined by the content of the stereotypes. Objective. This study examines the influence of students’ ethnicity on teacher expectations and stereotypes, as well as the relationship of teacher expectations and stereotypes toward ethnic minority students, by including the stereotype content model in the analysis. Design. Thirty-four primary school teachers participated in the experiment in which they analyzed six fictional profiles of students, two of which were experimental. The experimental profiles contained identical information (annual school grade, a teacher testimonial, gender, but differed in names of the students and their parents, and in their migration background. Thus, we manipulated only the information related to ethnicity and migration history of two students. Results. Teacher expectations about the performance of minority students were always unfavorable compared with expectations about the performance of the majority students, but their expectations about the abilities of minority and majority students, which include teachers’ beliefs about students’ educational skills, attitudes and motivation, and capacity for school work, were mixed. We also discovered that the teacher expectations were positively related to perceptions of competence and not to perceptions of warmth. However, the minority student was evaluated by teachers as just as warm and competent as the majority. Conclusion. This study shows the relevance of

Knowledge needed for a good teacher: sayings of undergraduates and School Students

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Franciele Kollas

2013-09-01

Full Text Available This study presents comparative reflection results of factors that undergraduates and school students find essential and important for the good teacher. We believe that processes of teaching and learning go beyond the expertise of faculty. Such processes impose the establishment of non-cognitive order interactions, which can be affective, motivational or developed through dialogues between theparticipants. Therefore, we present and discuss issues related to skills and knowledge needed to develop an education that promotes conditions for a real learning. The research methodology consisted of questionnaires given to those graduated on Chemistry, Physics and Biological Sciences courses and the Basic Education students. The results indicate that, beyond the knowledge of those who teach, affection, dialogue and motivation are essential for the development of teaching practice and the establishment of the professional teacher.

I think I can engage my students. Teachers' perceptions of student engagement and their beliefs about being a teacher

NARCIS (Netherlands)

van Uden, J.M.; Ritzen, H.; Pieters, Julius Marie

2013-01-01

Student engagement is an important condition for positive outcomes at school. This study examined whether teachers' motives for being a teacher, their ratings of the relative importance of different teacher competences, their self-efficacy for teaching, and ratings of their own interpersonal teacher

Teachers Matter: An Examination of Student-Teacher Relationships, Attitudes toward Bullying, and Bullying Behavior

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Wang, Cixin; Swearer, Susan M.; Lembeck, Paige; Collins, Adam; Berry, Brandi

2015-01-01

This study investigated the influence of student-teacher relationships and attitudes toward bullying on middle school students' bullying behaviors. Gender and grade differences were also examined. Data were collected from 435 middle school students. Results indicated that students' attitudes toward bullying mediated the relationship between…

Perceptions of a computer-based instruction system in special education: high school teachers and students views.

Science.gov (United States)

Chiang, Hsin-Yu Ariel; Jacobs, Karen

2010-01-01

Researchers investigated how one type of computer-based instruction (CBI)--Kurzweil 3000 (K-3000), was perceived to affect the reading, functional task performance, and academic self-perception of high school students with special needs. 16 students with special needs used K-3000 (assistive software that provides students with reading support) for six months to read assignments for their English language arts class and six teachers who had previous experience with integrating K-3000 into their classes were recruited. Data from focus group interviews of students and teachers were used. The advantages and disadvantages of K-3000, the factors that affected teachers' use of CBI and users' progress were explored. After the regular use of K-3000, students and teachers reported improvement in the amount and speed of reading and increased academic self-perception, specifically related to reading comprehension and pronunciation. Teachers reported that lack of accessibility to technology, time constraints, and difficulties with class management were the major reasons that hindered CBI use in their classrooms. Student participants noted that CBI was helpful when they were engaged in functional activities related to reading and writing. The progress of students in self-perception, and the advantages and drawbacks of the K-3000, along with the mechanism of users' progression were described and discussed.

Pedagogical Stances of High School ESL Teachers: "Huelgas" in High School ESL Classrooms

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del Carmen Salazar, Maria

2010-01-01

This article presents a qualitative case study of the pedagogical stances of high school English as a Second Language (ESL) teachers, and the subsequent responses of resistance or conformity by their English Language Learners (ELLs). The participants include three high school ESL teachers and 60 high school ESL students of Mexican origin. Findings…

The Texas A and M student branch's annual high school teachers' conference

International Nuclear Information System (INIS)

Wood, A.; Clements, M.

1991-01-01

To quote the American Nuclear Society (ANS) Student Constitution, the objective of a student branch is the advancement of science and engineering relating to the atomic nucleus, and of allied science and arts. The Texas A and M University (TAMU) student chapter has extended this objective to that of promoting a better understanding of the nuclear sciences by the general public. The student branch has attempted to reach these objectives by sponsoring a variety of activities designed to motivate and interest individuals to become more aware of nuclear technology and its benefits. These activities are directed toward fellow college students, high school teachers and students, and the surrounding community. One of the largest and most important activities organized by the TAMU student branch is the annual student conference

Urban High School Teachers' Beliefs Concerning Essential Science Teaching Dispositions

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Miranda, Rommel

2012-01-01

This qualitative study addresses the link between urban high school science teachers' beliefs about essential teaching dispositions and student learning outcomes. The findings suggest that in order to help students to do well in science in urban school settings, science teachers should possess essential teaching dispositions which include…

Appraisal of Student-Teacher's Attitude Toward Teaching Profession ...

African Journals Online (AJOL)

The disposition of teachers within and outside the school will in no little amount positively affect the academic achievement of students. Thus, this paper is a descriptive survey which sought to appraise the attitude of student-teacher's relationship across teacher training institutes in Lagos State, Nigeria. This study was ...

Factors That Influence Middle School Mathematics Teachers' Willingness to Collaborate with School Librarians

Science.gov (United States)

Schnabel, Stephanie L.

2017-01-01

Collaboration between school libraries and classroom teachers can have a powerful impact on student learning. School librarians routinely collaborate with English language arts and social studies curriculum and less frequently with areas in STEM education. This research examines middle school mathematics teachers' extent of or willingness to…

Teacher Reflective Practice in Jesuit High Schools

Science.gov (United States)

Klug, Joseph H.

2010-01-01

Teachers who engage in reflective practice are more effective and may encourage higher student achievement. The purpose of this study is to explore and describe the methods that teachers use in order to engage in reflective practice. Further, it is essential to gain an understanding of how schools, including Jesuit high schools, promote reflective…

Students' and teachers' perceptions: initial achievements of a Project-Based Engineering School

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Terrón-López, María-José; Velasco-Quintana, Paloma-Julia; García-García, María-José; Ocampo, Jared R.

2017-11-01

A unified academic model based on the project-based learning (PBL) methodology was implemented, in the 2012-2013 period, in the School of Engineering at Universidad Europea de Madrid. The purpose of this paper is to explore whether teachers and students participating in the capstone projects feel that the objectives for which this methodology was designed for are being achieved. The data were collected through interviews to participants at the end of the PBL experience. The results are encouraging, as students seem to be more motivated, and they say that they are experiencing deeper learning, and have developed key competitive skills required for their professional lives. Findings also suggest that teachers face positively the PBL as a learning approach since they perceive that students obtain a deeper learning, develop transversal skills with the projects and are more engaged with their studies. Implications and recommendations for the future of the model are also discussed.

Building a Connected Classroom: Teachers' Narratives about Managing the Cultural Diversity of Ethnic Minority Students in Hong Kong Secondary Schools

Science.gov (United States)

Hue, Ming-Tak; Kennedy, Kerry John

2013-01-01

Many Hong Kong schools are concerned about their growing numbers of ethnic minority students. When these students are enrolled in Hong Kong secondary schools, how their cultural diversity is catered for becomes critical. This article examines how teachers narrate the cultural diversity of ethnic minority students, who come from Pakistan, India,…

Teacher Education and Black Male Students in the United States

Directory of Open Access Journals (Sweden)

H. Richard Milner

2013-10-01

Full Text Available Teacher education programs in the United States (U.S. struggle to prepare teachers to meet the complex needs of elementary and secondary students in public schools - especially those of color, those living in poverty, and those whose first language is not English. In this article, we argue for focused attention on preparing educators to teach African American male students as these students face particular institutional challenges in successfully navigating the U.S. public school system. Drawing from the significant body of research on teacher education and teacher learning for equity and social justice, four Black teacher educators discuss challenges they have faced in classes designed to prepare teachers to teach Black male students. Through an analysis of commonalities in their experiences, they propose means for teacher educators to foster greater understandings of the heterogeneity found among Black male students so that teachers can craft more responsive and responsible educational experiences for Black males.

The Development of Anti-Corruption Education Course for Primary School Teacher Education Students

Science.gov (United States)

Indawati, Ninik

2015-01-01

The purpose of this research was to develop learning tools as well as test the effectiveness of the implementation of anti-corruption education course for Primary School Teacher Education students, who must be able to transfer anti-corruption values to learners. The research method refers to the development of procedural models, which is…

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

Science.gov (United States)

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

2009-09-01

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

Teacher Student Control Ideology and Burnout: Their Correlation

Science.gov (United States)

Bas, Gokhan

2011-01-01

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

New Mexico High School Supercomputing Challenge, 1990--1995: Five years of making a difference to students, teachers, schools, and communities. Progress report

Energy Technology Data Exchange (ETDEWEB)

Foster, M.; Kratzer, D.

1996-02-01

The New Mexico High School Supercomputing Challenge is an academic program dedicated to increasing interest in science and math among high school students by introducing them to high performance computing. This report provides a summary and evaluation of the first five years of the program, describes the program and shows the impact that it has had on high school students, their teachers, and their communities. Goals and objectives are reviewed and evaluated, growth and development of the program are analyzed, and future directions are discussed.

School-University-Community Pathways to Higher Education: Teacher Perceptions, School Culture and Partnership Building

Science.gov (United States)

Alemán, Enrique, Jr.; Freire, Juan A.; McKinney, Ashley; Delgado Bernal, Dolores

2017-01-01

This article provides a snapshot in time of teacher perceptions, school culture, and partnership building. We delineate how teachers perceive our partnership's purpose and its role in transforming school culture. Second, we describe how teachers express the life expectations they have and the possibilities they hope for their students and the…

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

Science.gov (United States)

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

2009-10-16

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

Qualities of effective secondary science teachers: Perspectives of university biology students

Science.gov (United States)

McCall, Madelon J.

This research was an attempt to hear the student voice concerning secondary science teacher effectiveness and to share that voice with those who impact the educational process. It was a snapshot of university freshmen biology students' opinions of the qualities of effective secondary science teachers based on their high school science experiences. The purpose of this study was to compile a list of effective secondary science teacher qualities as determined through a purposeful sampling of university second semester biology students and determine the role of the secondary science teacher in promoting interest and achievement in science, as well as the teacher's influence on a students' choice of a science career. The research was a mixed methods design using both quantitative and qualitative data obtained through the use of a 24 question electronic survey. There were 125 participants who provided information concerning their high school science teachers. Respondents provided information concerning the qualities of effective secondary science teachers and influences on the students' present career choice. The quantitative data was used to construct a hierarchy of qualities of effective secondary science teachers, divided into personal, professional, and classroom management qualities. The qualitative data was used to examine individual student responses to questions concerning secondary science teacher effectiveness and student career choice. The results of the research indicated that students highly value teachers who are both passionate about the subject taught and passionate about their students. High school science students prefer teachers who teach science in a way that is both interesting and relevant to the student. It was determined that the greatest influence on a secondary student's career choice came from family members and not from teachers. The secondary teacher's role was to recognize the student's interest in the career and provide encouragement

Educating Amid Uncertainty: The Organizational Supports Teachers Need to Serve Students in High-Poverty, Urban Schools

Science.gov (United States)

Kraft, Matthew A.; Papay, John P.; Johnson, Susan Moore; Charner-Laird, Megin; Ng, Monica; Reinhorn, Stefanie

2015-01-01

Purpose: We examine how uncertainty, both about students and the context in which they are taught, remains a persistent condition of teachers' work in high-poverty, urban schools. We describe six schools' organizational responses to these uncertainties, analyze how these responses reflect open- versus closed-system approaches, and examine how this…

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

Science.gov (United States)

Cooper, Kristy S.; Miness, Andrew

2014-01-01

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

Mental health first aid training for high school teachers: a cluster randomized trial

Directory of Open Access Journals (Sweden)

Jorm Anthony F

2010-06-01

Full Text Available Abstract Background Mental disorders often have their first onset during adolescence. For this reason, high school teachers are in a good position to provide initial assistance to students who are developing mental health problems. To improve the skills of teachers in this area, a Mental Health First Aid training course was modified to be suitable for high school teachers and evaluated in a cluster randomized trial. Methods The trial was carried out with teachers in South Australian high schools. Teachers at 7 schools received training and those at another 7 were wait-listed for future training. The effects of the training on teachers were evaluated using questionnaires pre- and post-training and at 6 months follow-up. The questionnaires assessed mental health knowledge, stigmatizing attitudes, confidence in providing help to others, help actually provided, school policy and procedures, and teacher mental health. The indirect effects on students were evaluated using questionnaires at pre-training and at follow-up which assessed any mental health help and information received from school staff, and also the mental health of the student. Results The training increased teachers' knowledge, changed beliefs about treatment to be more like those of mental health professionals, reduced some aspects of stigma, and increased confidence in providing help to students and colleagues. There was an indirect effect on students, who reported receiving more mental health information from school staff. Most of the changes found were sustained 6 months after training. However, no effects were found on teachers' individual support towards students with mental health problems or on student mental health. Conclusions Mental Health First Aid training has positive effects on teachers' mental health knowledge, attitudes, confidence and some aspects of their behaviour. Trial registration ACTRN12608000561381

School Related Alienation: Perceptions of Secondary School Students.

Science.gov (United States)

Kunkel, Richard C.; And Others

Responses to questionnaires administered to 10,000 senior high school students to ascertain their feelings of alienation as related to their schools are presented. The questionnaire items concerned: School as an Institution, The School as Teacher, Authority--Autonomy, and Parental Interest in School. The findings that resulted from the…

The Effect of School-Based Practice on Student Teachers' Attitudes towards Inclusive Education in Northern Ireland

Science.gov (United States)

Lambe, Jackie; Bones, Robert

2007-01-01

This study seeks to discover the attitudes to inclusion of those about to embark on initial teacher education in Northern Ireland and the extent to which an extended teaching practice in a non-selective placement school can influence attitude change. A cohort of 125 student teachers responded to a survey that explored their attitudes towards a…

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

Directory of Open Access Journals (Sweden)

Hao Lei

2018-01-01

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

Teaching basic life support to school children using medical students and teachers in a 'peer-training' model--results of the 'ABC for life' programme.

Science.gov (United States)

Toner, P; Connolly, M; Laverty, L; McGrath, P; Connolly, D; McCluskey, D R

2007-10-01

The 'ABC for life' programme was designed to facilitate the wider dissemination of basic life support (BLS) skills and knowledge in the population. A previous study demonstrated that using this programme 10-12-year olds are capable of performing and retaining these vital skills when taught by medical students. There are approximately 25,000 year 7 school children in 900 primary schools in Northern Ireland. By using a pyramidal teaching approach involving medical students and teachers, there is the potential to train BLS to all of these children each year. To assess the effectiveness of a programme of CPR instruction using a three-tier training model in which medical students instruct primary school teachers who then teach school children. School children and teachers in the Western Education and Library Board in Northern Ireland. A course of instruction in cardiopulmonary resuscitation (CPR)--the 'ABC for life' programme--specifically designed to teach 10-12-year-old children basic life support skills. Medical students taught teachers from the Western Education and Library Board area of Northern Ireland how to teach basic life support skills to year 7 pupils in their schools. Pupils were given a 22-point questionnaire to assess knowledge of basic life support immediately before and after a teacher led training session. Children instructed in cardiopulmonary resuscitation using this three-tier training had a significantly improved score following training (57.2% and 77.7%, respectively, p<0.001). This study demonstrates that primary school teachers, previously trained by medical students, can teach BLS effectively to 10-12-year-old children using the 'ABC for life' programme.

ACE: A Collaborative School Consultation Program for Secondary School Teachers

Science.gov (United States)

Couture, Caroline; Massé, Line

2014-01-01

This article presents a description of ACE (Accompagnement collaboratif des enseignants (Collaborative teacher accompaniment)), a new program designed to guide secondary school teachers in integrating students with behavioral problems in their classrooms. ACE proposes collaborative accompaniment inspired by behavioral and mental health…

How does public service motivation among teachers affect student performance in schools?

DEFF Research Database (Denmark)

Andersen, Lotte Bøgh; Heinesen, Eskil; HolmPedersen, Lene

2014-01-01

using an objective outcome measure (the students' academic performance in their final examinations). Combining survey data and administrative register data in a multilevel data set, we are able to control very robustly for the specific characteristics of the students (n = 5,631), the schools (n = 85......The literature expects public service motivation (PSM) to affect performance, but most of the existing studies of this relationship use subjective performance data and focus on output rather than outcome. This article investigates the association between PSM and the performance of Danish teachers...

Education facilities and motivation of teachers & students at ...

African Journals Online (AJOL)

Education facilities and motivation of teachers & students at correction centers: the case of Goba, Delomena and Sheshamene Oromia in Ethiopia. ... Goba Correction School had better education services. More specifically ... Keywords: Correction Centers, prison, education, teachers' and students' motivation, Ethiopia ...

Understanding the importance of teachers in facilitating student success: Contemporary science, practice, and policy.

Science.gov (United States)

Jimerson, Shane R; Haddock, Aaron D

2015-12-01

Teacher quality has a vital influence on student success or failure. Thus, further research regarding teacher effectiveness, teacher evaluation, teacher well-being, and teacher contributions is essential to inform school psychologists and allied educational professionals who collaborate and consult with teachers to facilitate student success. In this special topic section of School Psychology Quarterly, a series of 6 articles further elucidate teachers' powerful contributions to student outcomes along with concrete, research-based ways for school psychologists to support and collaborate with teachers. The studies included in the special section describe how teacher support facilitates students' positive academic and social-emotional outcomes and how students' attitudes toward learning moderate the association between the classroom environment and students' academic achievement. Studies also report on the development and validation of self-report measures focused on both teacher subjective well-being and teachers' use of evidence-based practices. Finally, the articles included in the special topic section offer insights and ideas for refining teacher evaluation practices, understanding the factors contributing to program implementation fidelity, and improving prevention, early identification, and intervention efforts aimed at fostering school completion and positive youth development. (c) 2015 APA, all rights reserved).

The Organizational Health of Urban Elementary Schools: School Health and Teacher Functioning

Science.gov (United States)

Mehta, Tara G.; Atkins, Marc S.; Frazier, Stacy L.

2013-01-01

This study examined the factor structure of the Organizational Health Inventory-Elementary version (OHI-E; Hoy, Tarter, & Kottkamp, 1991) in a sample of 203 teachers working in 19 high-poverty, urban schools and the association of organizational school health with teacher efficacy, teacher stress, and job satisfaction. Results indicated a similar factor structure of the OHI-E as compared with the population of schools in the original sample (Hoy et al., 1991), and that specific components of organizational health, such as a positive learning environment, are associated with teacher efficacy, stress, and satisfaction. Overall, teachers’ relations with their peers, their school leadership, and their students appear especially critical in high-poverty, urban schools. Recommendations for research and practice related to improving high-poverty, urban schools are presented. PMID:23935763

Attitudes and Perspectives of Teacher Performers on Pedagogy and Perceived Student Learning in the Elementary and Secondary School Music Classroom

Science.gov (United States)

Vitale, John L.

2015-01-01

This study investigated the lives of three active music teacher performers and how their performing experience impacted pedagogy and perceived student learning in the classroom. At the time of data collection, one participant was a full-time elementary school music teacher, and the other two participants were full-time secondary school music…

Meeting the social and behavioral health needs of students: rethinking the relationship between teachers and school social workers.

Science.gov (United States)

Berzin, Stephanie Cosner; O'Brien, Kimberly H McManama; Frey, Andy; Kelly, Michael S; Alvarez, Michelle E; Shaffer, Gary L

2011-08-01

While school-based mental health professionals obviously must provide mental health services to students directly, the literature is increasingly identifying an empowerment role for these professionals, whereby they support teachers as primary service providers. The purpose of this study was to identify subtypes of school social workers within the context of collaborative practice, and to identify individual and contextual factors associated with these classifications as well as overall levels of collaboration. Latent class analysis, conducted using data collected as part of the National School Social Work Survey 2008 (N = 1639), was employed to examine underlying subtypes of school social work practitioners in relation to collaborative practices and to examine predictors of collaborative practice. Four broad categories of school social workers were identified, including (1) noncollaborators, (2) system-level specialists, (3) consultants, and (4) well-balanced collaborators. These classes were associated with the number of schools served, grade level, education, and clinical licensure status; level of administrative responsibility was not associated with class membership. While school social workers varied in collaborative practices, opportunities exist to enhance their role in educating and supporting teachers to serve as primary providers to students with social, mental health, and behavioral needs. The implications for school-based mental health providers, teachers, administrators, policymakers, and researchers are discussed. © 2011, American School Health Association.

Teachers' Perception of Team Teaching Middle School Mathematics in Urban Schools

Science.gov (United States)

Serrano, Vanessa

2012-01-01

The purpose of this study was to examine teachers' perceptions of team teaching middle school mathematics in urban schools. The research questions focused on student academic performance and the impact that team teaching may have from the perspective of teachers. The theories of Piaget, Vygotsky, and Bruner formed the theoretical foundation…

A Project-Based Learning Approach to Teaching Physics for Pre-Service Elementary School Teacher Education Students

Science.gov (United States)

Goldstein, Olzan

2016-01-01

This paper describes the impact of the project-based learning (PBL) approach on learning and teaching physics from the perspective of pre-service elementary school teacher education students and an instructor. This approach promoted meaningful learning (mainly in the scope of projects), higher motivation, and active involvement of students in…

A Study on school experiences of physics department students

International Nuclear Information System (INIS)

Cerit, N.

2005-01-01

Bringing up the young people who are seen as the guaranty of the future depends on a better education. One of the best ways of forming a high in quality education is connected to developing the quality in teacher training. Most of the developed countries have been carrying on studies in order to develop teacher training. School experience classes are the ones which are planned for the candidate teachers to observe the school in learning and teaching period and to practice in classrooms. Beginning from candidate teachers first years at school, this class should be thought to be beneficial for identifying their future school atmosphere, and it should be run effectively. For this purpose, it has been identified what difficulties the physics undergraduate and physics (with no thesis) master students, who took part in School Experience classes at the practice schools of Konya at which faculty-school cooperation is applied, had during activities, and their success at overcoming these difficulties, and their ideas about the practice school and its teachers. The research was done by making a survey to the physics undergraduate and physics(with no thesis) master students in 2003 Spring semester. The results of the research were analyzed for both girls and boys separately. After analyzed, the results showed that the most striking activity which both the undergraduate physics and physics(with no thesis) master students had difficulty was group activities. Moreover, it showed that 90 percent of the two groups had the idea that school experience activities would be beneficial for being a good physics teacher. It has been also recognized that the physics undergraduate students had a more positive view than physics(with no thesis) master students on the matter of meeting lack of interest from practice teachers, and taking the same course from the same teacher

Divergence in Curricular-Weight Teacher-Efforts and Student-Difficulties in Secondary School ESL

Science.gov (United States)

Abdul Gafoor, K.; Sreeja, C.

2013-01-01

The increasing importance of English as a global language, calls for an equally vigorous attempt to improving teaching and learning it in schools as a second language within and outside India. Highlighting the relevance of contextualising ESL learning by allowing for the needs of students and teachers in undertaking reforms to ESL learning, this…

Information Communication Technology to support and include Blind students in a school for all An Interview study of teachers and students’ experiences with inclusion and ICT support to blind students

OpenAIRE

Rony, Mahbubur Rahman

2017-01-01

The topic of this is this study is how blind students and teachers experiences Information Communication Technology as a tool to support and include blind students in a school for all. The study investigates how Information and Communication Technologies (ICT) enables blind students to adjust into non-special schools. The research method used to collect data is interview. The goal is to get insight to teachers and students’ experiences with inclusion and ICT as a tool to support blind student...

Food-related practices and beliefs of rural US elementary and middle school teachers.

Science.gov (United States)

Findholt, Nancy E; Izumi, Betty T; Shannon, Jackilen; Nguyen, Thuan

2016-01-01

Childhood obesity disproportionately affects rural populations; therefore, promoting healthy eating among rural children is essential. Teachers are important role models for children and can influence children's eating behaviors through their own behaviors and beliefs about food. This study examined the food-related practices and beliefs of rural elementary and middle school teachers. Data were used from the SNACZ study, a school- and community-based trial conducted in rural Oregon. Kindergarten through eighth-grade teachers (n=87), teaching students usually aged 5-14 years, from eight rural school districts completed a baseline survey in November 2012 concerning their classroom food practices, eating behaviors at school, beliefs about the school food environment, and nutrition knowledge. Frequencies of responses to each item were calculated. Nearly all teachers (97.6%) agreed that a healthy school food environment is important, but fewer agreed that teachers' behaviors and the foods available at school influence students' eating behaviors (71.0% and 67.0%, respectively). Nearly 86% of teachers used candy as a reward for students, while 78.2% consumed unhealthy snacks and 42.5% consumed sweetened beverages in the classroom. The results suggest that most rural teachers recognize that having a healthy school food environment is important, but are less aware of factors within the school that influence students' eating behaviors - including their own eating behaviors and classroom food practices - and, perhaps for this reason, many rural teachers engage in classroom practices and behaviors that do not promote healthy eating. Teacher training and expanded school policies that focus on teacher behavior may be needed to ensure a healthier rural school food environment.

Teaching Reading Comprehension to Students with Autism Spectrum Disorders in Social Studies Classrooms: Middle School Teacher Perceptions

Science.gov (United States)

Burke, Lisa; Hsieh, Wu-Ying; Lopez-Reyna, Norma; Servilio, Kathryn

2016-01-01

The purpose of this qualitative study was to describe the perceptions of general education middle school social studies teachers related to their teaching practices and the inclusion of students with Autism Spectrum Disorder (ASD) in their classrooms. More specifically, an in-depth exploration of general education social studies teachers'…

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

Science.gov (United States)

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

2011-03-01

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

Teacher Knowing or Not Knowing about Students

Science.gov (United States)

Amin, Nyna; Vithal, Renuka

2015-01-01

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

Teachers' Discriminations in the Narratives of Primary School Students of Different Periods in Turkey: 1950s, 1970s and 1980s

Science.gov (United States)

Saglam, Mehmet; Sungu, Hilmi

2015-01-01

This study zeros in on rendering the teachers' discriminations among their students in various aspects in the narratives of primary school students of 1950s, 1970s and 1980s' Turkey. Construction and reconstruction of personal and social stories of teachers and students is also a sort of education and educational research. The method of the…

Teachers' challenges, strategies, and support needs in schools affected by community violence: a qualitative study.

Science.gov (United States)

Maring, Elisabeth F; Koblinsky, Sally A

2013-06-01

Exposure to community violence compromises teacher effectiveness, student learning, and socioemotional well-being. This study examined the challenges, strategies, and support needs of teachers in urban schools affected by high levels of community violence. Twenty teachers from 3 urban middle schools with predominantly low-income African American students completed open-ended interviews. Selected schools were in geographic areas with high violent crime levels. Consistent with an ecological risk and resilience framework, findings revealed that teachers experienced challenges and adopted coping strategies at the individual, family, school, and community levels. Teachers employed a number of strategies associated with resilience, such as prayer and seeking support from family and colleagues, but also engaged in some avoidant strategies, such as emotional withdrawal and avoiding difficult students. Findings suggest interventions to improve school safety and reduce the negative impact of violence-related stressors. Teacher training in behavior management, effective school leadership, improved school security, peer mediation, expanded mental health services, and parent involvement may promote resilience among both teachers and their students. © 2013, American School Health Association.

Students' Understanding of Cloud and Rainbow Formation and Teachers' Awareness of Students' Performance

Science.gov (United States)

Malleus, Elina; Kikas, Eve; Kruus, Sigrid

2016-01-01

This study describes primary school students' knowledge about rainfall, clouds and rainbow formation together with teachers' predictions about students' performance. In our study, primary school students' (N = 177) knowledge about rainfall and rainbow formation was examined using structured interviews with open-ended questions. Primary school…

Where students turn into teachers: the sixth Inverted CERN School of Computing

CERN Multimedia

François Fluckiger, CSC Director

2013-01-01

For the sixth time since 2005, the CERN School of Commuting has scheduled its inverted school for February. iCSCs are part of the CSC series of events, together with the main summer school to be held this year in Cyprus and the thematic school in Split next June.   The inverted CSC, iCSC2013, will take place at CERN on 25 and 26 February, in Room 513-1-024. The inverted CSCs stem from the observation that at regular CSCs it is common to find someone in the room who knows more on a particular (usually advanced) topic than the lecturer. So why not try and exploit this and turn the students into teachers? CSC2012 students made proposals via an electronic discussion forum, from which a programme was designed. This year’s programme focuses on timely, challenging and innovative topics, inlcuding: GPU computing in High Energy Physics, Computer vision, Testing in large scale distributed systems and Grid Interpretation by LHC experiments. Attendanc...

Where students turn into teachers: the seventh Inverted CERN School of Computing

CERN Multimedia

Alberto Pace, CSC Director

2014-01-01

For the seventh time since 2005, the CERN School of Computing (see here) has scheduled its inverted school for February. iCSCs are part of the CSC series of events, together with the main summer school to be held this year in Portugal and the thematic school (see here) in Split next June.   The inverted CSC, iCSC2014, will take place at CERN on 24 and 25 February, in Room 31/3-004. The inverted CSCs stem from the observation that at regular CSCs it is common to find someone in the room who knows more on a particular (usually advanced) topic than the lecturer. So why not try and exploit this and turn the students into teachers? CSC2013 students made proposals via an electronic discussion forum, from which a programme was designed. This year’s programme focuses on timely, challenging and innovative topics, including: network programming, building distributed systems, a journey from quark to jet in physics, read-out electronics: where data come from, machine learning and data mining. At...

The Black Cultural Ethos and science teachers' practices: A case study exploring how four high school science teachers meet their African American students' needs in science

Science.gov (United States)

Strachan, Samantha L.

The underachievement of African American students in science has been a persistent problem in science education. The achievement patterns of African American students indicate that researchers must take a closer look at the types of practices that are being used to meet these students' needs in science classrooms. Determining why science teachers decide to employ certain practices in their classrooms begins with a careful examination of teachers' beliefs as well as their instructional approaches. The purpose of this study was to explore four urban high school science teachers' beliefs about their African American students' learning needs and to investigate how these teachers go about addressing students' needs in science classrooms. This research study also explored the extent to which teachers' practices aligned with the nine dimensions of an established cultural instructional theory, namely the Black Cultural Ethos. Qualitative research methods were employed to gather data from the four teachers. Artifact data were collected from the teachers and they were interviewed and observed. Believing that their students had academic-related needs as well as needs tied to their learning preferences, the four science teachers employed a variety of instructional strategies to meet their students where they were in learning. Overall, the instructional strategies that the teachers employed to meet their students' needs aligned with five of the nine tenets of the Black Cultural Ethos theory.

Teachers' Attitude towards Special Need Students in Secondary Schools in North Senatorial District of Edo State, Nigeria

Science.gov (United States)

Offor, Dianarose Iyeoma; Akinlosotu, Nathaniel Toyosi

2017-01-01

The study investigated attitude towards special need students (SNS) among teachers in public secondary schools in Edo Central Senatorial District. The study was undertaken to determine the teachers' attitude and the influence of gender, educational specialisation and experience on their attitude towards SNS. A total of 369 (50%) of the 739…

Are elementary school teachers prepared to tackle bullying? : A pilot study

NARCIS (Netherlands)

Oldenburg, Beau; Bosman, Rie; Veenstra, Rene

The aim of this pilot study was to investigate to what extent elementary school teachers were prepared to tackle bullying. Interview data from 22 Dutch elementary school teachers (M age=43.3, 18 classrooms in eight schools) were combined with survey data from 373 students of these teachers (M

Future Elementary School Teachers' Conceptual Change Concerning Photosynthesis

Science.gov (United States)

Ahopelto, Ilona; Mikkila-Erdmann, Mirjamaija; Anto, Erkki; Penttinen, Marjaana

2011-01-01

The purpose of this study was to examine conceptual change among future elementary school teachers while studying a scientific text concerning photosynthesis. Students' learning goals in relation to their learning outcomes were also examined. The participants were future elementary school teachers. The design consisted of pre- and post-tests. The…

Teachers' Teaching Practice and Student Achievement in Basic Economics--A Comparison in Two Types of Schools in Malaysia

Science.gov (United States)

Singh, Termit Kaur Ranjit; Krishnan, Sashi Kala

2014-01-01

The purpose of this study is to compare teachers' teaching practice based on students' perception towards achievement in the subject of Basic Economics between two different types of secondary schools in Malaysia, the National Secondary Schools (SMK) and Chinese National Type Secondary Schools (SMJK) in the state of Penang, Malaysia. The…

Teaching science to English Language Learners: Instructional approaches of high school teachers

Science.gov (United States)

Frank, Betty-Vinca N.

Students who are English Language Learners (ELLs) form the fastest growing segment of the American school population. Prompted by the call for scientific literacy for all citizens, science educators too have investigated the intersection of language and science instruction of ELLs. However these studies have typically been conducted with elementary students. Few studies have explored how high school science teachers, particularly those who have not received any special training, approach science instruction of ELLs and what supports them in this endeavor. This was a qualitative case study conducted with five science teachers in one small urban high school that predominantly served ELLs. The purpose of this study was to examine instructional approaches used by teachers to make science accessible to ELLs and the factors that supported or inhibited them in developing their instructional approaches. This goal encompassed the following questions: (a) how teachers viewed science instruction of ELLs, (b) how teachers designed a responsive program to teach science to ELLs, (c) what approaches teachers used for curriculum development and instruction, (d) how teachers developed classroom learning communities to meet the needs of ELLs. Seven instructional strategies and five perceived sources of support emerged as findings of this research. In summary, teachers believed that they needed to make science more accessible for their ELL students while promoting their literacy skills. Teachers provided individualized attention to students to provide relevant support. Teachers engaged their students in various types of active learning lessons in social contexts, where students worked on both hands-on and meaning-making activities and interacted with their peers and teachers. Teachers also created classroom communities and learning spaces where students felt comfortable to seek and give help. Finally, teachers identified several sources of support that influenced their instructional

THEORETICAL ASPECTS OF READINESS OF TEACHERS IN VOCATIONAL SCHOOLS TO IMPLEMENT STUDENT-CENTERED APPROACH

Directory of Open Access Journals (Sweden)

Hanna Tkachuk

2016-06-01

Full Text Available This article deals with the problem of readiness for professional (educational activity of teachers in vocational schools. The paper determines the relevance of readiness of teachers of special subjects of vocational schools to personality-oriented professional interaction with students and singled pedagogical conditions that determine this process. The analysis of psychological and pedagogical literature on the interpretation of the concepts of "readiness" and "commitment to the professional (educational activities" is conducted. The features of this type of activity are revealed. It is determined that in the modern branch of science the phenomenon of readiness for professional work is studied at the personal, functional and personal-activity levels. The author suggests the generalized definition of "readiness for professional (teaching activity" in the context of personal interaction between the participants of the educational process of vocational school.

Where students turn into teachers: the eighth Inverted CERN School of Computing

CERN Multimedia

2015-01-01

For the eighth time since 2005, the CERN School of Computing (CSC) has organised its inverted school, which will take place at CERN on 23 and 24 February 2015, in the IT Auditorium (Room 31/3-004).   The idea for inverted CSCs stemmed from the observation that at regular CSCs it is common to find students in the room who know more on a particular (advanced) topic than the lecturer. So why not try and exploit this and turn the students into teachers? CSC2014 students made proposals via an electronic discussion forum, from which a programme was designed. This year’s programme focuses on challenging and innovative topics, including: the evolution of processor architectures, the growing complexity of CPUs and its impact on the software landscape, exploring clustering and data processing, the importance of message passing in high-performance computing, the development of applications across heterogeneous systems. There will be also lectures on applied computing used in the simulation of lon...

Students' and Teachers' Experiences with the Implementation of Problem-Based Learning at a University Law School

Science.gov (United States)

Wijnen, Marit; Loyens, Sofie M. M.; Smeets, Guus; Kroeze, Maarten J.; Van der Molen, Henk T.

2017-01-01

A few years ago, the Erasmus School of Law implemented problem-based learning (PBL) as an instructional method in the bachelor's program. Transition to a PBL program often brings some difficulties for the teaching staff. To find out whether the implementation at the Erasmus School of Law has been successful, students and teachers were asked about…

Pre-Service and In-Service Secondary School Teachers' Knowledge about Attention-Deficit Hyperactivity Disorder (ADHD) and Attitudes toward Students with ADHD

Science.gov (United States)

Liang, Limeng; Gao, Xuesong

2016-01-01

This article reports on a mixed-method inquiry into pre-service and in-service secondary school teachers' knowledge about Attention-deficit Hyperactivity Disorder (ADHD) and attitudes toward students with this disorder in Hong Kong. The inquiry revealed no differences between pre-service and in-service secondary school teachers concerning their…

Multilingualism as Legitimate Shared Repertoires in School Communities of Practice: Students' and Teachers' Discursive Constructions of Languages in Two Schools in England

Science.gov (United States)

Liu, Yongcan; Evans, Michael

2016-01-01

This paper reports on the findings of a 12-month project within a broader research programme that looks at a group of East European students with English as an Additional Language (EAL) in England. The data are derived from interviews with the students and teachers in two schools. The findings show that EAL students had a keen interest in English.…

A Multilevel Analysis of Teacher and School Academic Optimism in Taiwan Elementary Schools

Science.gov (United States)

Wu, Jason Hsinchieh; Lin, Chunn-Ying

2018-01-01

Research on teacher and school academic optimism has abounded ever since these two constructs were confirmed and shown to have positive effects on student achievement. However, one overlooked research question is the nested association between teacher and school academic optimism. This study intends to fill this gap by using hierarchical linear…

Turkish Primary School Teachers' Opinions about Problem Posing

Science.gov (United States)

Kilic, Cigdem

2013-01-01

Problem posing is one of the most important topics in a mathematics education. Through problem posing, students gain mathematical abilities and concepts and teachers can evaluate their students and arrange adequate learning environments. The aim of the present study is to investigate Turkish primary school teachers' opinions about problem posing…

The Relationship between Teacher Burnout and Student Motivation

Science.gov (United States)

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

2015-01-01

Background: Teacher burnout is regarded as a serious problem in school settings. To date, studies on teachers' stress and burnout have largely centred on teachers' own characteristics, socialization, and behaviours, but few have explored the connection between teachers' burnout and students' motivation via their own perceptions of teachers'…

A Summary of Three Areas of School Law: Students' Rights, Torts, and Teachers' Rights.

Science.gov (United States)

Curry, Michael J.

1981-01-01

The intent of this article is to provide working administrators with a synopsis of court cases and legal principles relating to student rights (search and seizure, due process in discipline cases, freedom of expression, exclusion from school); torts (assault, negligence); and teachers' rights (academic freedom, freedom of speech, employee rights).…

Science teachers' beliefs about teaching and reform: Case studies from a restructured high school

Science.gov (United States)

King, Elizabeth A.

A qualitative research study of the beliefs of three science teachers about teaching and educational reform was carried out at a restructured high school belonging to the Coalition of Essential Schools (CES), a nationally prominent restructuring movement. One problem of educational reform is to sustain change in the science classroom. A new wave of reform is shifting the focus away from curriculum changes and towards professionalism of teachers empowered to restructure schools. The beliefs of the teachers are key to decisions made in the classroom. The teachers and staff of Metro High School adopted the Ten Common Principles of CES as their guide to restructuring and sustaining change. Changes included increased authority for teachers in shared decision making, increased staff time for professional development, grouping students heterogeneously, grouping students and faculty in teams for extended time periods, and organizing instruction around small group and individual student study (student-centered). The theoretical framework centers on the constructivist theory of learning, particularly Vygotsky's socio-cultural model, and Bakhtin's dialogic function of language. Nespor's belief system model was used to describe the four characteristic features of beliefs: episodic memories, alternativity, existential presumption, and evaluative loading. My research questions were: What memories of teaching have influenced the teachers? What are the teachers' beliefs about the learning environment? What are the teachers' beliefs about their students? What are the teachers' beliefs about student activities? Interviews were the primary data source for the case studies of the three teachers, with additional data from lesson plans, photo-voice, and other artifacts. The teachers shared many common beliefs including that strong peer support is necessary for reform. The teachers' beliefs allied themselves to the majority of the common principles of CES, especially personalization and