Classroom justice: Perceptions of fairness as a predictor of student motivation,learning, and aggression

The present study examined the relationship between students’ perceptions of distributive and procedural justice in a college course and student motivation concerning the course, affective learning in the course, and aggression toward the course instructor. Although student perceptions of both distributive and procedural justice were positively correlated with student motivation and affective learning and negatively correlated with student aggression toward the course instructor, multiple regression analyses indicated that only perceptions of procedural justice predicted the three criterion variables at a statistically significant level while distributive justice perceptions did not. Implications and suggestions for future research in classroom justice are offered.     

A critical analysis of the role of wait time in classroom interactions and the effects on student and teacher interactional behaviours

Extending the pauses between teachers’ and students’ turns (wait time) has been recommended as a way of improving classroom learning. Drawing on the Conversation Analysis literature on classroom interactions alongside extracts of classroom interactions, the relationship between these pauses and the interactional behaviour of teachers and students is examined. Extended wait time is built in to classroom interactions because of the IRF (Initiation–Response–Feedback/Follow-up) framework that dominates these interactions. Extending wait time can lead to a variety of changes in the norms of classroom interaction. The structures of interactions in formal classrooms are used to explain the previous findings relating to the extension of wait time. It is also shown that different uses of extended wait time lead to different interactional norms and maintaining extended wait times may not be desirable. Consequently, the article argues for a more nuanced understanding of wait time, desired student behaviours and the interaction of the two.     

Auto-Graph: considering the utility of student behaviour self-monitoring for inclusive schools

This paper reports the outcomes of a small-scale exploratory study that examined the utility of a novel computer-supported student behaviour self-monitoring procedure called Auto-Graph. The Auto-Graph procedure is a universal classroom behaviour management strategy for responding to disruptive antisocial behaviours. It was designed to provide up-to-date information on student behaviours over time that might alert students and school staff to emerging problematic behavioural patterns. This strategy is consistent with an interest in school-based early intervention. Furthermore, the Auto-Graph design assumes generalised benefits of a continuous cycle of monitoring and feedback/reflection that might inform understandings regarding goodness-of-fit between student needs and educational provision. The present study explored basic questions pertaining to the utility of Auto-Graph as a universal procedure in two 'inclusive' mainstream primary school classrooms. Results suggest a potential utility of the procedure in terms of supporting teachers and students in efforts directed at reducing disruptive antisocial behaviours, and by effect mediating the inclusion of potentially disruptive students in mainstream schools particularly when considering those identified with emotional and behavioural difficulties (EBD).     

课堂提问基本模式以及学生提问的研究现状(下)

四、促进学生课堂提问的策略1 .国内研究者促进学生课堂提问的策略1培养问题意识国内的研究者 (欧阳文 ,1 999;姚本先 ,1 995)认为 ,问题意识的培养是促进学生提问的前提。问题意识 (question awareness)是指学生在认知活动中意识到的一些难以解决的、疑虑的实际问题或理论问题时产生的一种怀疑、困惑、焦虑、探究的心理状态。这种心理状态驱使学生积极思维 ,不断提出问题。具有强烈问题意识的思维 ,体现了个体思维品质的活跃性和深刻性。而强烈的问题意识 ,又可作为思维的动力 ,促使人们去发现问题 ,解决问题。培养问题意识的可行性策略有 …     

Parenting predictors of relational aggression among Puerto Rican and European American school-age children

The relationship between parenting and physical aggression is well established. However, less consideration has been given to parenting and relational aggression. The present study investigated four aspects of maternal parenting – overreactivity, laxness, positive affect and negative affect – and their relationships to relational aggression, in a sample of ethnically and socioeconomically diverse families. In the overall sample, positive maternal affect predicted less relational aggression, and negative maternal affect predicted more relational aggression. Laxness was associated with relational aggression in girls. For European American participants, negative affect, overreactivity, and laxness predicted relational aggression, whereas these relationships did not hold for Puerto Rican families. When parenting predictors were considered together, negative affect emerged as the most consistent predictor of relational aggression. Results suggest the need for more research on predictors of relational aggression, and for continued consideration of gender and ethnicity.     

The power of student empowerment: Measuring classroom predictors and individual indicators

Despite spending more money per student than almost all developed nations, the United States lags behind in educational indicators with persistent disparities between privileged and marginalized students. Most approaches have ignored the role of power dynamics in predicting student performance. Building on the existing literature in school climate and empowering settings, this study explored the construct of student empowerment to identify both environmental factors that predict increased empowerment and outcomes associated with empowerment. A survey was administered to 381 students from five urban high schools. Results suggest that intrapersonal student empowerment is predicted by equitable power use by teachers, positive teacher–student relationships and a sense of community in the classroom. Highly empowered students reported better grades, fewer behavioral incidents, increased extracurricular participation and higher educational aspirations than students who were less empowered. Limitations are discussed alongside implications for educational practice and future research.     

Alternative education and social justice: considering issues of affective and contributive justice

This article considers the ways in which three alternative education sites in Australia support socially just education for their students and how injustice is addressed within these schools. The article begins with recognition of the importance of Nancy Fraser’s work to understandings of social justice. It then goes on to argue that her framework is insufficient for understanding the particularly complex set of injustices that are faced by many highly marginalised young people who have rejected or been rejected by mainstream education systems. We argue here for the need to consider the importance of ‘affective’ and ‘contributive’ aspects of justice in schools. Using interview data from the alternative schools, we highlight issues of affective justice raised by students in relation to their educational journeys, as well as foregrounding teachers’ affective work in schools. We also consider curricular choices and pedagogical practices in respect of matters of contributive justice. Our contention is that the affective and contributive fields are central to the achievement of social justice for the young people attending these sites. Whilst mainstream schools are not the focus of this article, we suggest that the lessons here have salience for all forms of schooling.     

Navigating complexity,culture, collaboration,and emotion: student perspectives on global justice and global justice education

Recent years have seen increasing scholarly attention to the ways in which colleges and universities might contribute to educating ‘global citizens’ who work toward addressing injustice and inequity. The present study examines the experiences and perspectives of students participating in an upper level ‘global justice inquiry’ course designed to help meet this goal. Drawing from interviews with students and reflections submitted as part of their course assessment, we explore participants’ developing understanding of global justice and their experiences of learning about this topic. This investigation reveals key issues that students highlight and with which they sometimes struggle, including the complexity of global challenges, the importance of collaboration in attempting to address such challenges, the significance of navigating cultural considerations, and the potential influence of emotion on understanding and action. Implications of these findings, including the potential value of considering these issues as threshold concepts in global justice education, are discussed.     

谈谈大学英语课堂中师生双向交流的问题

本文分析了大学英语课堂双向交流存在的问题及其原因,探讨如何充分发挥教学双方的主动性和积极性,加强课堂双向交流,提高课堂教学效率。     

Perceptions of student engagement in the flipped classroom: a case study

ABSTRACT

One of the blended learning strategies that researchers and educators commonly use in higher education is Flipped Classroom. The purpose of this case study was to explore how both professors and students perceive student engagement in flipped classrooms. Three college professors who implemented flipped classrooms and their 14 students participated in the study. Three individual faculty interviews and three student focus group interviewers were conducted. Five components of the utilization-focused evaluation model were used in the data coding. The findings revealed both positive and negative opinions depending on how they implemented the flipped classroom including the engagement of students and the environment. Faculty participants who fully implemented the flipped model had positive opinions about the implementation and student engagement, finding the model helped increase student performance and grades. In addition, the majority of student participants liked the challenges offered by the flipped classroom, which increased their engagement.     

Integrating social justice with mathematics and science: An analysis of student teacher lessons

Student teachers have difficulty planning lessons that fully integrate social justice with mathematics/science content. This study was a content analysis of 26 poster presentations of mathematics or science lessons incorporating social justice issues made by student teachers (20F, 6M) at a mid-sized college in central New York State. The presented lessons applied four pedagogical approaches to integration (data collection followed by graphing analysis; discussion of text/video; modeling; library/internet investigation) and addressed three major social justice themes (diversity, system disparities in human communities, and in stewardship of earth). Deeper content knowledge, faculty lesson modeling/reflection and practice delivering lessons are recommended.     

Impacts of professional development in classroom assessment on teacher and student outcomes

The authors describe an impact study of Classroom Assessment for Student Learning (CASL), a widely used professional development program in classroom and formative assessment. Researchers randomly assigned 67 elementary schools to receive CASL materials or continue with regularly scheduled professional development. Teachers in CASL schools formed learning teams, trained with CASL materials, and implemented CASL in their classrooms under real-world conditions and without any involvement of, or requirements from, the researchers. Analysis of all schools and 9,596 students failed to yield statistically significant impacts of CASL on student mathematics achievement as measured by the statewide test. Impact analyses with 231 teachers yielded statistically significant positive impacts of CASL on teacher knowledge of assessment and the frequency of student involvement in classroom assessment. No statistically significant impacts were found on teachers' assessment practice. CASL implementation fidelity was below the CASL developer recommendations. Findings suggest potential of CASL for improving teacher outcomes.     

Predicting high school student use of learning strategies: the role of preferred learning styles and classroom climate

This study investigated the predictiveness of preferred learning styles (competitive and cooperative) and classroom climate (teacher support and disciplinary climate) on learning strategy use in mathematics. The student survey part of the Programme for International Student Assessment 2003 comprising of 4633 US observations was used in a weighted ordinary least squares multiple regression framework to predict learning strategy from preferred learning styles and classroom climate while controlling for self-efficacy and demographic variables. The results showed that preferred learning styles were the most important predictors of learning strategies used in mathematics. Educational implications were discussed.     

Developing interactive mathematical talk: investigating student perceptions and accounts of mathematical reasoning in a changing classroom context

In recent years there has been an increased focus on the need for teachers to develop learning communities where all students have opportunities to engage in interactive discourse. However, there are few studies that focus on student perceptions and accounts of mathematical reasoning in classrooms with interactive mathematical talk as a focus of reform. A framework of teacher actions to develop classroom and mathematical practices was developed from classroom observations. Photo-elicitation interviews were used to investigate student perception and accounts of mathematical explanations and reasoning. The professional development programme, shifts in the teacher actions, and subsequent shifts in student perception and their recall of their own and peers’ mathematical reasoning over a school year are highlighted. Developing interactive dialogue in the classroom took considerable time and attention. Facilitating change to the way students both participated and understood their obligations required constant, ongoing attention to both the classroom and mathematical practices.     

Experiences of psychological and physical aggression in adolescent romantic relationships: Links to psychological distress

ObjectiveThis research examined links between adolescents’ experiences of psychological and physical relationship aggression and their psychological distress. Experiences of psychological and physical aggression were expected to correlate positively with symptoms of psychological distress, but experiences of psychological aggression were expected to partially account for the association between experiences of physical aggression and psychological distress. In addition, psychological aggression was hypothesized to be perceived as more unpleasant and less playful than physical aggression.MethodParticipants were 125 high school students. Relationship aggression was assessed over an 8-week period using two methods: (1) a retrospective method based on a single assessment at the end of the 8-week period, and (2) a cumulative method based on multiple assessments conducted during the 8-week period. Adolescents’ appraisals of the aggression were also measured, as were their reports of symptoms of psychological distress.ResultsAdolescents’ experiences of psychological and physical relationship aggression correlated positively, but inconsistently, with their symptoms of psychological distress. In analyses considering both forms of aggression simultaneously, psychological aggression was related to adolescents’ distress, but physical aggression was not. This finding emerged across both methods of assessing for relationship aggression. Psychological aggression was more likely than physical aggression to be rated as unpleasant, and less likely to be attributed to the partner “playing around.”ConclusionsThe study of adolescent relationship aggression will benefit by expanding the focus of aggression to include psychological aggression as well as physical aggression, and by examining adolescents’ appraisals of the aggression they experience.Practice implicationsThe findings highlight the importance of a broad view of aggression in adolescent relationships. Psychological aggression appears to be at least as important to adolescent well-being as physical aggression in dating relationships. In addition, it may be useful to consider how adolescents’ interpret the intent of the aggression that they experience.     

Voice,identity, and the organizing of student experience: managing pedagogical dilemmas in critical classroom discussions

The current paper explores the discursive complexities of teaching and learning in inclusive, critically oriented classrooms. It argues that to accomplish the ontological goals of higher learning, we need to focus on the construction of student voice, or the ability to be considered in and have influence on teaching and learning. The paper further explores the relationship between having voice and the interactional negotiation of identities and relationships among students and teachers. It is suggested that teaching and learning through inclusive, critically oriented classroom discussions is bound in the organizing of complex social experiences, and requires teachers to navigate at least three inherent pedagogical dilemmas lesson management, emotion labor, and structure.     

The influence of student teachers' tutors and mentors upon their classroom practice: An exploratory study

The paper reports an exploratory investigation, undertaken in English primary schools, which examined how student teachers' classroom practice was influenced by the advice and support which was provided for them by their teacher training tutors and their school teacher mentors. Mentors had a considerable influence upon determining the content of the curriculum taught by students (driven by the demands of the National Curriculum) but less on deciding how to teach (methods and approaches) where tutors were also influential. A third group, friends and relatives, emerged as an important resource which informed the students' planning and teaching.     

The impact of teacher–student relationships and classroom engagement on student growth percentiles of 7th and 8th grade students

The study examined the extent that teacher–student relationships (TSR) influenced basic psychological needs, engagement, and student growth using the self‐systems process model as a framework using structural equation modeling. Based on prior research, it was hypothesized that context (TSR) influenced self (basic psychological needs), which influenced action (engagement), and consequently, influenced outcome (student score and grade point average‐GPA). The findings of the study supported prior research that a TSR positively influenced levels of engagement in the classroom and, consequently, student outcomes as measured by classroom grade point average (GPA) and standardized assessment results. Using an identical methodological setup that substituted student growth percentiles (SGP) for scale scores, it was determined that TSR, basic psychological need satisfaction, and level of engagement do not influence SGP. Implications and potential contributions are discussed.