The Effective Teacher’s Characteristics as Perceived by Students

Tertiary Education and Management - Students (N = 1,883) from 10 European countries answered a web questionnaire pertaining to three dimensions of what they expect and what they experience from...     

The Teacher’s Role of Listening Comprehension

Throughout the history of the listening comprehension teaching at home and abroad, the research mainly focus on the correlation of the learner’s English listening proficiency and their self-efficiency. Scholars like Alisa J.Bates, Penny Ur. and Widdowson, H. G. have claimed the significance of teacher’s role in listening comprehension. For the purpose of proving the necessity of the teacher’s role in listening comprehension, based on the analysis of the features of classroom listening comprehension,this paper presents the teacher’s role before class, in class and after class. Meanwhile, during the teaching process, teachers and learners are revealed in two way interactive relations and the pedagogical process is the result of the bilateral interaction of the two sides.     

The Teacher’s Role of Listening Comprehension

Throughout the history of the listening comprehension teaching at home and abroad, the research mainly focus on the correlation of the learner’s English listening proficiency and their self-efficiency....     

The Effects of Collaborative Care of Living Animals in Biology Lessons on Students’ Relatedness Toward Their Teacher Across Gender

Research in Science Education - The transition from elementary school to the upper grades can lead to ambiguous feelings toward the new, male teachers. This study investigated whether collaborative...     

The Influence of Teacher’s Role towards L2 Learner’s Motivation

Based on the motivation theories pioneered by Gardner(1979,1985) and Lambert(1972),and one-year observation of the first-year,non-English-majors students,the paper analyzes the changes in characteristics of students’motivation in class at different stages of English learning-eagerness,low-motivation and self-discipline,and then discusses how the L2 teachers enhance and sustain the students’ motivations intrinsically and extrinsically.It’s hoped that the paper will help to bring about the implications for L2...     

The Accuracy of Dixon’s Formula for Obtaining Critical F-Values

The F-distribution approximation suggested by Dixon was investigated at various combinations of alpha and degrees of freedom. Tabled values were compared with values computed utilizing the suggested formula. The results indicate that while the formula is not useful in all cases, the adequacy of the approximation generally increases as alpha, v₁, and v₂ increase. It is suggested that the approximation may be utilized when certain restrictions regarding alpha, v1, and v2 are met.     

The Relationship between Students’ Characteristics and Their Impressions of Online Courses

This study explored relationship between students’ conscientiousness and motivation, their impressions of the online environment, and their learning. Also examined were relationships between their impressions of the online environment and their sense of community and their interactions with others. Questionnaires were completed by 84 students at a private college. Students who were more conscientious and intrinsically motivated had more favorable impressions of online courses. They were engaged, and perceived value in the course, and were less anxious or frustrated when taking online courses. Those students who perceived a sense of community, or social presence, also had more favorable impressions. These relationships and their implications are discussed.     

Discussion on College Teacher’s Role in Students’Autonomous Learning

In recent years,with the shift from traditional teacher-centered model to new learner-centered model in foreign language teaching,autonomous learning has become a research hotspot in foreign language circle.Although the researches on this issue are supposed to be prosperous,the attempt to look into the change of teachers’role on learner autonomy seems fairly limited.Therefore,this paper aims to deal with the changing of teachers’role in college students’autonomous learning.The significance of this paper is to make teachers adapt to their new roles so as to further improve their college teaching efficiency.     

The Teacher’s Language in English Classroom

English teaching is a process of language activity in which languageis the main teaching aid used by the teacher in the classroom.Languageof the teacher may facilitate or interfere with the teaching effects.This is a problem that shnould be taken into consideration.As we know,an English teacher is the unique English speaker whom the studets can imitale,the builder of the communicative environment in which the studente     

A Simple Study of the Teacher’s Influence on Students’ Psychology in English Learning

This paper analyzes the teacher’s influence on students’psychologyin English learning from two aspects and emphasizes the importance of English teachers’role in helping students establish healthy psychology in English learning.     

The Mismatch between Students’ Mental Models of Acids/Bases and their Sources and their Teacher’s Anticipations thereof

The aim of this study is to compare the characteristics and sources of students’ mental models of acids and bases with a teacher’s anticipations and, based on this comparison, to explore some possible explanations why motivated students might fail to learn from a subject‐knowledgeable chemistry teacher. The study involves a chemistry teacher and her 38 ninth graders and focuses on the mental models of three high achievers and three low achievers who were interviewed in depth. Four students’ mental models of acid and base are identified. The mental models and sources of students’ conceptions of acids and bases that influenced the high achievers are compared to those of the low achievers. We find that the teacher in the study made accurate anticipations of her students’ mental models in the case of the high achievers but inaccurate anticipations of the low‐achievers’ mental models and the diverse sources influencing their mental models. In addition, the teacher incorrectly attributed the poor achievement of the low‐achieving students to their intuition and underestimated the effects of her teaching on the achievement of these students. As a result, the teacher’s instruction reinforced the low‐achievers’ incorrect mental models. Finally, the different approaches for teaching students with different achievements are emphasized according to the empirical data in this study.     

Reading Sacred Texts in the Classroom: The Alignment Between Students and Their Teacher’s Interpretive Stances When Reading the Hebrew Bible

This study investigated the voices of students interpreting Hebrew Bible texts in one fourth-grade classroom. Through think-alouds on the Biblical text with each student, exit interviews, teacher interviews, and classroom observations, this study found that those students whose interpretive stances were more aligned with the teacher’s were given greater voice in classroom text discussions than students whose interpretive stances were misaligned. Drawing on neo-Vygotskian education theory, I argue that Jewish educators need to take students’ interpretive stances seriously; attempting to force students into an interpretive framework that is set by the teacher will only undermine student learning and engagement.     

Teacher’s Role in Students’Group Work in College English Classroom

The implementation of group work in China is aroused by the teaching reform and proposal of the New Curriculum Standard, in order to improve the language teaching and learning. However, in many cases group work is far less effective and desirable than it should have been. The effectiveness of group work depends on many factors in real language classroom setting. This paper mainly focuses on the factor of teacher’s role. The main implication of this paper is to suggest the appropriate teacher role in students’group work and put forward some skills in organizing group work in order to make group work more effective and significant.     

One Science Teacher’s Professional Development Experience: A Case Study Exploring Changes in Students’ Perceptions of Their Fluency with Innovative Technologies

The purpose of this case-study is to narrate a secondary science teacher’s experience of his professional development (PD) education and training in innovative technologies (IT) in the context of engaging students in environmental research projects The sources from which the narrative is derived include (1) the science teacher’s reflective reports during three summer institute programs and (2) the science teacher’s reflective reports while subsequently engaging students in IT-embedded environmental research projects in his classroom. The science teacher’s explanations for changes in students’ perception of their IT fluency illuminate his personal narrative. The science teacher attributed his growth and significant changes in students’ perceptions of their IT fluency to the following mechanisms: (a) a personal commitment to developing his own and his students’ IT abilities in the context of doing environmental research projects, and (b) an increase in class time devoted to science education due to school-time scheduling policy. The study implies that immersive professional development opportunities have the potential to produce significant increases in students’ perceptions of their IT fluency.     

The Association Between a Community College’s Teacher Education Program and the 4-year Graduation Rates of Black and Hispanic Teacher Education Students

ABSTRACT

In response to a shortage of qualified Black and Hispanic teachers, community colleges (CC) have developed certificate programs and Associate of Arts degrees in teacher education to address shortages of minority teachers in the nation’s classrooms. We examined one CC’s effectiveness in transferring Black and Hispanic students to university teacher education programs and the association with Black and Hispanic students graduating with a bachelor’s degree. We compared enrollment and transfer student data for the 2003 community college teacher education program cohort to graduation data for native-to-university students of two 4-year universities. Data were analyzed using chi square and phi coefficients. The CC Black and Hispanic students graduated at the same rates as the native-to-university students and higher than their peers of the same races, regardless of major, who began at 2-year colleges at the national level. We encourage CC teacher education programs to invest resources to increase enrollment of Black and Hispanic students to address the growing need for minority teachers to serve in urban communities.     

The Intelligent Teacher’s Guide Through Campaign Propaganda

Seven adolescents who are blind and seven of their parents were interviewed about the adolescents’ social lives. Adolescent and parent perspectives are reviewed, followed by implications for teachers to support the social connections of students who are blind.