Teacher Locus of Control,Teacher Behavior,and Student Behavior as Determinants of Student Achievement

Abstract

The relationship between teacher locus of control (A), teacher behavior (B), student behavior (C), and student achievement (D) was investigated. It was predicted that internal teachers would produce higher achieving students by maintaining a controlled learning environment, thereby engaging students in more appropriate on-task behavior. The first part of the study found modest correlations between I-E scores of 44 fourth grade teachers and student achievement in reading, language, and math. In the second part, the behavior of a subsample of 17 teachers and their students was observed. Although the complete A-B-C-D link was not obtained, several parts of the model did relate significantly.     

Student Attitudes Toward Child Behavior Problems

Abstract

This study investigated differences in verbal ability and school achievement of bilingual and monolingual children in grades 3,4, and 5. American children attending a Department of Defense school at Camp Zama, Japan, were classified as bilingual or monolingual based on information provided by parents. Children were also classified as being of high, middle, or low nonverbal ability in terms of the Nonverbal score of the Lorge-Thorndike Intelligence Tests. Dependent variables were the Lorge-Thorndike Verbal Score and the 15 scores on the Iowa Tests of Basic Skills. At grade 3, bilingual and monolingual children performed similarly. By grade 4, monolingual children performed noticeably better than bilingual children on verbal or language type tests, and in grade 5 the differences were even more substantial. On relatively nonverbal tests, bilingual and monolingual children continued to perform similarly.     

Measuring Student Behavior during Group Instruction

Abstract

If teacher behaviors and learning conditions have an influence on student achievement, it seems likely that student behavior must mediate this relationship. An instrument designed to assess the physical and mental behaviors and activities of students during group instruction is described. The instrument was employed in a study of five tenth grade mathematics classrooms. The findings indicated that scores from die “Activities Checklist” correlate highly with more general measures of student participation obtained from direct observation and from the stimulated recall procedure. The student behavior measures were shown to be highly predictive of achievement, adding support to the notion that student behavior during instruction is strongly linked to student learning. Both aptitude and affective characteristics were found to be somewhat predictive of the various student participation measures. In contrast to the more general measures, the “Activities Checklist” readily allows for qualitative distinctions among various kinds of student participation.     

Student Transfer-Out Behavior at Four-Year Institutions

While abundant studies on college student departure exist, few studies focus on student transfer-out behaviors. One may reasonably believe that transfer students leave their institutions at different times for different reasons. Coupled with the national dataset, this study longitudinally investigated transfer students who left their initial 4-year institutions. Results suggest that student characteristics, such as race and family income, had varying effects on the timing of transfer. Social integration was found to have significant effects on reducing the likelihood of transfer.     

Recording Student Perceptions of Teacher Behavior by Means of a Student Response Monitor

Abstract

Some Intellectual characteristics, academic problems and study habits of mature college undergraduate women were Investigated, Forty young (median age = 20) and 40 older (median age = 35) coeds matched on grade-point average were administered four WAIS subtests and a questionnaire. Older women were Inferior to younger women on WAIS performance subtests. Mature women reported more problems In concentrating, reading rapidly, and taking class notes while younger coeds reported more difficulty in remembering academic material. Older students reported better study habits. The results suggest that mature women can adjust successfully to the demands of the undergraduate academic situation.     

School-wide Positive Behavior Support: Addressing Behavior Problems that Impede Student Learning

The school-wide application of positive behavior support (PBS) is a prevention-oriented approach to student discipline that is characterized by its focus on defining and teaching behavioral expectations, rewarding appropriate behaviors, continual evaluation of its effectiveness, and the integration of supports for individuals, groups, the school as a whole, and school/family/community partnerships. Although school-wide PBS has been implemented in hundreds of schools thus far, many professionals in education and psychology remain, for the most part, unfamiliar with this proactive alternative for increasing positive student behavior. This article reviews the foundations and core components of school-wide PBS, provides a case example of the implementation and preliminary evaluation of school-wide PBS in an urban middle school, and summarizes critical issues and future research directions in this area of considerable importance to professionals in educational psychology and related fields.     

初中教师差别行为问卷的编制

使用自编问卷对初中学生进行了有关教师差别行为的调查，结果表明：教师给高成就者比低成就者更多的学习方面的支持，更多锻炼、表现机会和特殊的优待，对学习有更高的要求和压力；在教师提供的情感支持行为方面，教师给低成就者比给高成就者更多一些。     

试论未成年学生不良行为的预防对策

未成年人犯罪是影响社会安定的突出问题。大量事实证明,不良行为→严重不良行为→犯罪行为,往往是未成年人犯罪经历的三部曲。因此,为预防和减少未成年人犯罪行为的发生,学校必须首先预防未成年学生不良行为的产生,防患于未然。     

Teacher Evaluation of Student Behavior and School Dropouts

Abstract

An investigation to determine if on the basis of behavioral trait “classroom teacher” could Identify students who would later quit school. Two groups were established from Ss entering: the ninth grade during: a two-year period (N = 96). One group graduated four years later. The second group left school prematurely. Ratings were obtained from 506 teachers on Ss in seven areas of behavior. The findings Indicated that male dropouts were rated significantly less favorably on all criteria when compared with male graduates. Similar findings were obtained with female dropouts and graduates. Teacher evaluations of student behavior were reliable predictors of future school attendance and reflective of pupil adjustment.     

Rethinking the Relationship Between Reading and Behavior in Early Elementary School

ABSTRACT

Considerable research has investigated the link between academic achievement and social behavior. The authors set the context for their work by reviewing some of the research that has been done. To address similarities and limitations in previous research, they included concurrent ratings of behavior from teachers and children's performance on multiple measures of reading in their analyses. The authors provide an empirical analysis of the relationship between behavior and achievement using structural equation modeling that illustrated comparable outcomes to previous research and discuss their findings as a base for directing attention to the importance of teaching behavior as well as academic skills in efforts to prevent learning problems and failure in school.     

Student Diversity Representation and Reporting in Universal School-Based Social and Emotional Learning Programs: Implications for Generalizability

This paper addresses two major and potentially conflicting movements: the importance of diversity as both a conceptual and political issue and the rise of the evidence-based practice movement in education. This tension is particularly important when evaluating and reporting universal interventions because of their intended applicability across diverse groups of children and adolescents. This study contributes to this discussion through an analysis of published school-based universal social and emotional learning (SEL) intervention evaluations in terms of their theoretical and empirical attention to student diversity characteristics. We defined student diversity in terms of five characteristics: gender, race/ethnicity, SES, disability status, and sexual orientation/gender identity. We assessed how and when demographic characteristics were reported, how these characteristics were analyzed as moderators of program outcomes, and how differential effects based on diversity were incorporated into reported intervention generalizability discussions. Results showed that diversity characteristics were inconsistently reported across articles. Most studies did not test for moderating effects, but those that did found inconsistent effects across diversity characteristics. Further, conceptual and/or empirical support for conducting the moderation analyses was often not provided or sufficiently supported by previous literature or a hypothesis. This research highlights the need for a more nuanced understanding of how SEL program effects may be moderated by student demographic characteristics and suggests caution about the generalizability of the reviewed SEL programs across diverse groups of children and adolescents.     

Using Story to Help Student Understanding of Gas Behavior

Students tend to have a poor understanding of the concept of gas pressure. Usually, gas pressure is taught in terms of the various formulaic gas laws. The development of the concept of gas pressure according to the early Greeks did not include the concept of a vacuum. It was not for another 2000 years that Torricelli proposed that a vacuum can exist and that he was able to produce a vacuum above a column of mercury. However, the existence of a vacuum continued to be a contentious issue for at least another 100 years. During this time the behavior of gases was studied by Boyle, Amontons, Gay-Lussac, Daniel Bernouli, Charles, and Dalton. In the 19^th century gas behavior was revisited and studied from the molecular level through the work of Graham, Maxwell, Boltzmann, and van der Waal. The stories of conflicting theories and the development of the concept of gas pressure gives students an increased appreciation for the nature of science and helps them with conceptual understanding of the concept of gas pressure.     

Unpacking the Impacts of a Universal Parenting Program on Child Behavior

This study examined the theory of change of the ACT Raising Safe Kids parenting program, including whether intervention effects on children's behavior problems were explained by improvements in mothers’ reported parenting practices, as well as whether baseline child behavior problems moderated these relations. Adult mothers of 3-to 8-year-old Brazilian children were assigned to the intervention (n = 97) or control (n = 46) groups. Results showed that the intervention improved mothers' perceptions of their parenting practices (positive discipline, emotional and behavioral regulation, and communication). Intervention-induced reductions in children’s internalizing and externalizing behavior problems were mediated by improvements in mothers’ emotional and behavioral regulation. Program effects were strongest for children with high levels of baseline behavior problems.     

基于校园web浏览行为的师生关注度计算方法

了解师生对校园网不同主题信息的关注度,是校园网建设的重要一步,也是决定校园网服务质量的关键因素。通过分析网页浏览行为,结合用户关注度衰减的规律,提出一种基于校园web浏览行为的师生关注度计算方法,利用K-means算法对师生浏览主题进行聚类,计算出师生主题关注度,最后通过实验证明所提出的师生关注度计算方法是有效的。     

图书馆如何对学生读者违规行为进行教育与管理

通过图书馆违规行为分析大学生"道德失范"的原因,并对大学生"道德失范"的矫正做了探讨.     

Student Discipline and Alleviating Criminal Behavior in the Inner City

It is reasonable to assume that sound student-discipline practices and methods of alleviating criminal behavior are grounded in a sound philosophy. Developing individual locus of control through comprehensive methods is a proactive approach to encouraging behavior modification in or outside the school building. This approach is consonant with the philosophy espoused by pragmatists such as John Dewey and several scholars of motivational theory. Within this context, student-discipline policies in one inner-city elementary school were developed through seminar and focus group sessions comprising education and social work professors, university students, and education/social work practitioners. Emanating from these discussions are solutions (supported by the literature) to school violence and discipline problems within urban school systems which are comparatively different from remedies suggested by a citywide (St. Louis) violence task force. Recommendations are based on an interactionist theory of student discipline and viewing the school as an integrative process promoting internal control. Suggestions include holding high expectations of all students, coaching for self-discipline, modeling appropriate behaviors, multisystem and multisector involvement, home-school linkages, and viewing teaching as an art.     

图书馆如何对学生读者违规行为进行教育与管理

通过图书馆违规行为分析大学生"道德失范"的原因,并对大学生"道德失范"的矫正做了探讨。     

Teaching Behavior and Student Learning Outcomes in Dutch Mathematics Classrooms

Abstract

In this article I described the means of identifying teaching behaviors that have cognitive and affective learning effects on students who are taking a course in mathematics. This study was conducted on 50 mathematics teachers who were teaching in the eighth grade. I obtained the data on teaching behaviors through direct systematic observation. Multiple regression was used as the method of analysis. For the cognitive domain, the results showed that effective teaching behaviors are: (a) high-level questions put to a large group of students; (b) probing, followed by a correct student response; (c) teacher waiting after asking a question; (d) successful redirecting; and (e) all forms of positive acknowledgement. Effective teaching behaviors in the affective domain are: (a) all forms of teacher lecture/explanations; (b) probing, followed by correct student response; and (c) all forms of positive acknowledgement. More teaching behaviors have a positive effect on mathematical knowledge than have a positive effect on students’ attitude toward mathematics.