Student,teacher, and instructional characteristics related to students' gains in flexibility

Flexibility in problem solving has been widely recognized as an important skill for students' mastery of mathematics. Here we utilize the Opportunity-Propensity framework to investigate student characteristics, teacher characteristics, and teacher instructional practices that may be associated with students' gains in flexibility in algebra. Teacher and student data were collected from 8th and 9th grade Algebra I teachers in Massachusetts as part of a larger study on the impact of a researcher-developed year-long supplementary curriculum that focused on improving students' flexibility. We explore student demographics, teacher background characteristics and teacher instructional practices as predictors of student gains in flexibility. We further investigate instructional practices associated with flexibility gains through an analysis of teacher questioning in the classroom for teachers whose students achieved the greatest gains in flexibility and those whose students achieved the least gains. Our results indicate that prior knowledge is a reliable predictor of flexibility gains and that gender is an important student background characteristic associated with the development of flexibility. In addition, although high and low gain teachers did not differ in their implementation fidelity, high flexibility gain teachers asked more open-ended questions that prompted students to verbalize the main ideas of the lesson.     

Learning to know,be, do,and live together with in the cross-cultural experiences of immigrant teacher educators

This study examined three Afro-Caribbean immigrant teacher educators whose learning based on reflections about their experiences with teachers in the United States revealed how they developed knowledge beyond practice in their learning to know, do, be and live together with others. The educators' learning reflected the processes of observation, reflection, awareness, requesting student feedback in the moment, and the passing of time that resulted in adjustment to their body language, changes in their expectations of students, a modification in their communication, code-switching and sensitivity. Implications based on the study for the new kind of teacher educator are subsequently addressed.     

Teacher interests,mastery goals,and self-efficacy as predictors of instructional practices and student motivation

This study addressed the role of elementary school teachers' motivation as predictors of instructional practices and student motivation. The sample comprised 110 teacher–class pairs (1731 students). The results showed that teachers' didactic interest and self-efficacy predicted teacher reports of instructional practices. In contrast, student reports of instruction were significantly associated with teachers' educational interest and mastery goals. Moreover, student motivation was only related with student reports but not teacher reports of instructional practices. In particular, mastery-oriented practices contributed strongly to student motivation. Teacher educational interest predicted mastery-oriented practices and also showed a significant direct relation to student motivation.     

Teacher Perceptions of Learning Motivation and Classroom Behavior: The Role of Student Characteristics

The present study investigates whether teacher perceptions of students’ cognitive skills, their learning motivation, and their classroom behavior differ according to students’ socioeconomic status, immigrant background, and gender. Data from N = 4746 German fourth graders and data from their parents and teachers were analyzed using structural equation modeling. Controlling for student achievement as measured in a standardized achievement test and student motivation as measured by student and parent reports, we found that teachers overestimated the cognitive skills of high-SES students and girls in comparison to those of low-SES students and boys. Similarly, teachers perceived high-SES students, students who are not from an immigrant background, and girls as having a higher learning motivation and as having more cognitive skills. Finally, we found that teachers’ perceptions of students’ learning motivation and classroom behavior mediated the relationship between student characteristics and cognitive skills as perceived by the teacher.     

Student teachers’ practice and experience with differentiated instruction for students with higher learning potential

This article presents a qualitative study concerning student teachers’ understanding of differentiation for high-achieving secondary school students with higher learning potential. Predominantly using focus group interviews of Norwegian student teachers (N = 322), this study identified their understanding of the use and value of differentiation, drawing from their teaching practice and experience. This study supports the notion that student teachers lack confidence in enacting differentiation, despite being aware of its importance, when working with these students. We contend that teacher education needs to pay more attention to helping student teachers effectively differentiate to meet the needs of high-achieving students with higher learning potential.     

Occupational Expectations of Twelfth Grade Michigan Boys

Teacher ratings of students’ potential achievement, classroom behavior, and personal characteristics, and teacher-student dyadic interaction measures were obtained to examine the nature of teacher perceptions and interaction with black and white, male and female students in integrated classrooms. Two-way (race X sex) multivariate analysis of variance of the ratings and interaction data yielded significant differences in teacher perceptions of their students according to race, with whites being rated more favorably than blacks. There were no significant sex effects or differences in teacher-student interaction. Examination of the relationship between student behavior and teacher ratings revealed differences between black and white students, suggesting that the teacher differentially interpreted the same student behavior depending on the students’ race.     

Teacher enthusiasm and self-efficacy,student-perceived mastery goal orientation,and student motivation in mathematics classrooms

The purpose of this study is to examine whether teacher enthusiasm and classroom management self-efficacy are related to classroom mastery orientation and student motivation. We used data from 803 students in grades 9 and 10 (53.3% girls) and their mathematics teachers (N = 41; 58.5% men). Student-perceived teacher enthusiasm was related to classroom mastery orientation as well as to intrinsic value and cost at the student level. Teacher-reported self-efficacy was related to classroom mastery orientation at the classroom level. At both the individual and the classroom level, classroom mastery orientation was related to attainment and utility value.     

Dynamics of classroom motivation: Teacher enthusiasm and the development of math interest and teacher support

Interest is important for successful student learning, but little is known about the developmental dynamics between interest and social support in classrooms. Based on the stage-environment fit theory, this study investigated the interrelation of developmental changes in student class-level interest and perceived teacher support in mathematics classes over one school year after the students transitioned to secondary school. We also examined how teacher-reported enthusiasm was related to these changes. Data of 1000 students (53.6% male) and their classroom teachers (N = 42), who were surveyed at the beginning of Grades 5 and 6, were analyzed. The results showed a significant decline in class-level mathematics interest and perceived teacher support. Teacher-reported enthusiasm buffered the decline in class-level mathematics interest. When including bidirectional relationships between perceived teacher support and the students’ interest, perceived class-level teacher support in Grade 5 positively predicted the change in student interest and, thus, buffered the decline.     

Teacher liking as an affective filter for the association between student behavior and peer status

This study investigated how peer perceptions of teacher liking and disliking for a student shape students’ social cognitions by moderating associations between the student’s peer-perceived social behavior and peer liking and disliking status. We studied individual teacher liking and disliking as well as classroom norms as moderators of individual and classroom-level behavior-status associations. Peer nominations of (dis)liking, being (dis)liked by the teacher, and prosocial and aggressive behavior were gathered from 1454 students (M_age = 10.60) in 58 fifth-grade classes in the Netherlands. Results from multilevel analyses showed the teacher made a difference in particular for those students who were at-risk of low peer status, that is, those students who were perceived by many of their peers to show aggressive behavior and by few to show prosocial behavior. These students were disliked less and liked more when they were perceived by peers to be less disliked and more liked by the teacher. Furthermore, the amount of disliking associated with overt and relational aggression differed across classrooms, depending on norms of teacher liking. These findings may help teachers to understand and improve an individual student’s peer status, and alter the behavior–status dynamics in their class.     

The link between student-perceived teacher talk and student enjoyment,anxiety and discursive engagement in the classroom

This study seeks to understand the emotional connection of teachers' academically productive talk (APT) with student learning from the students' perspective. Using a sample of 2,225 students (N_{7th grade} = 1,146 and N_{8th grade} = 1,079) from 16 middle schools in a city of China, we investigate the relationship between students' perceptions of their teachers’ APT, student emotions (enjoyment and anxiety) and their discursive engagement with others in the mathematics classroom. Results from structural equation modelling and mediation analysis show that after controlling for gender, family resources and mathematics achievement, student-perceived teacher APT was positively associated with their discursive engagement with classmates. Furthermore, student enjoyment and anxiety in class mediated the relationship between student-perceived teacher APT and student discursive engagement with classmates. Multi-group analysis revealed that the model was invariant across genders and grades, indicating that the associations were applicable to male and female students as well as to seventh and eighth graders. These findings shed light on the emotional relationship of teacher APT with the discursive engagement of their students. Although prior research observes a positive relationship between teacher productive classroom talk and student discursive engagement primarily through classroom observations and teacher reflections, this study provides evidence from the students’ perspective and highlights the mediating role of student emotions in the relationship.     

THE INTERPLAY BETWEEN ADOLESCENTS’ PERCEPTIONS OF TEACHER‐STUDENT RELATIONSHIPS AND THEIR ACADEMIC SELF‐REGULATION: DOES LIKING A SPECIFIC TEACHER MATTER?

Although positive teacher‐student relationships are known to aid students’ academic self‐regulation, the emotional aspects of teacher liking are often neglected within research. The present study used a large sample of seventh‐ and eighth‐grade students (N = 1,088; M_Age =  13.7) in secondary schools in Germany to investigate whether the motivation students gain from specific well‐liked teachers (i.e., that students identify) can moderate the relation between their perception of teacher‐student relationships overall and academic self‐regulation (intrinsic motivation, identified, introjected, and external regulation). By means of latent moderated structural equations, students’ motivation based on liking one specific teacher was found to moderate the association between teacher‐student relationships and intrinsic motivation. The present study makes a contribution to the existing research on teacher‐student relationships and academic self‐regulation by investigating the role of students’ motivation related to the liking of a specific teacher. Results indicate that when early adolescent students can identify a well‐liked teacher, they tend to have higher levels of academic motivation. Hence, students’ motivation based on liking a single teacher compensates for generally low‐quality teacher‐student relationships and their respective impact on students’ intrinsic motivation.     

Teacher discourse,peer relations,significant disability: unraveling one friendship story

Mainstream research in the education of students with significant disabilities, which seeks to improve the ways these students can participate successfully in general education settings, has established the importance of teachers and classroom contexts in mediating relations between students with significant disabilities and their peers in the classroom. However, there is still a gap in the literature regarding the ways in which teacher practice, particularly teacher discourse, shapes the identities of these students. Drawing on the data from a study that examined the participation of students with significant disabilities in inclusive settings, this paper presents a case study of the relations between Harry, a first‐grade student with significant disabilities, and a peer student, Andrea. The paper weaves several theoretical frameworks – disability studies, narrative theory, and sociocultural theory – to offer an interpretation that directs attention to the forms of teacher mediation available to peer students in engaging with their classmates with significant disabilities.     

Teacher Communication Patterns as Related to the Race and Sex of the Student

Abstract

This article summarizes previous research of teacher communication patterns related to student race and student sex and presents the findings of a study which examined the differences in teachers' verbal feedback statements to black and white and to male and female students.

The limited number of research studies which have investigated teacher communication patterns as related to the student's race can be categorized as experimental, naturalistic setting, and teacher perception studies. These studies are not easily interpreted and are difficult to replicate and generalize from. The literature regarding teacher communication as related to student sex differences is restricted by the same lack of internal coherence and idiosyncratic methodologies as the literature on race differences. Few studies have examined the interactive effects of student race and student sex.

The research presented here attends to this void in the research literature. Observational data were obtained from 67 classrooms in 10 schools in 4 school systems. The ANOVAs revealed two significant main effects for race, five main effects for sex, and three significant race/sex interactions. For the race variable, the researcher found that black students received more negative behavioral feedback and more positive-negative feedback than did white students. Females received significantly less total communication, less praise, less negative behavior feedback, less neutral procedure feedback, and less nonacademic feedback. The significant race/sex interactions emphasized the white female's infrequent communications with teachers. She received significantly less total communication than the other three sex/race groups. In addition, white females received less neutral behavioral feedback and less academic feedback than did white males.     

Student hand-raising as an indicator of behavioral engagement and its role in classroom learning

Hand-raising is an everyday student behavior during classroom discourse. The present study investigates hand-raising as an observable indicator of behavioral engagement and its relation to student achievement. We examine students’ hand-raising behavior during a videotaped lesson in high school classrooms (N = 266 students). Results from multilevel regression modeling linked the frequency of students’ engagement in hand-raising to academic achievement. Further, structural equation modeling was applied to investigate the interrelations between hand-raising, cognitive engagement, and teacher emotional support. Results indicate that hand-raising is associated with cognitive engagement and perceptions of teacher support and suggest that hand-raising may mediate the relation between teacher emotional support and academic achievement. The discussion highlights the utility of student hand-raising as a proxy for students’ active participation and engagement. We emphasize the study’s contribution to the engagement literature.     

Students' conditioned response to teachers' response: portfolio proponents, take note!

Portfolio advocates argue that teacher commentary becomes more meaningful for students with the use of portfolio assessment, particularly because the commentary is unaccompanied by a grade. However, my own study of portfolio classrooms suggests that students continue to regard teacher responses as directives that leave them few options in terms of revisions. My study involved six writing classrooms from the middle school to the university level and included classroom observations, interviews of students and teachers, and examination of student writing and teacher response. The students generally looked to their teachers to show them the “correct” way to write and resisted the notion of making independent judgments about their writing and the necessary revisions, primarily because they could not ignore the ultimate reality of the grade. Yet the teachers generally avoided being directive in their responses. In one instance, the teacher's best efforts to adopt a more open style of response backfired when a sensitive student read the commentary as demeaning. I argue, therefore, that even though portfolios represent a more enlightened approach to assessment, students have difficulty escaping their conditioned obeisance to teacher authority. While this finding should not be read as a condemnation of portfolio assessment, it does indicate that teachers need to be aware of how students read their responses. Otherwise, portfolios alone may not substantially alter the teacher–student dynamics.     

Spannungsfeld Polyvalenz in der Lehrerbildung

The Bologna Process of higher education reform has led to a vast array of different programs of study in German teacher training. In this article, we firstly analyze the implementation of Bachelor programs in teacher training, comparing profession-oriented programs (i.e. those aiming to train students for the teaching profession from the beginning of studies) to polyvalent programs (i.e. those aiming at broad qualifications and including a late decision to become a teacher). Secondly, we investigate whether students enrolled in these study programs differ systematically in their subjective certainty about their career choice. To answer these questions, we analyze portfolios of documents related to teacher training programs from nine German universities that prepare students for teaching in the academic track. Additionally, we analyze data from N?=?2585 Bachelor and N?=?928 Master degree students. We found that most programs, even when they espouse polyvalence, require an early decision to become a teacher. Moreover, our data confirm findings from earlier studies indicating that student teachers are highly certain about their career choice from the very beginning, with students in polyvalent programs being slightly less certain than those in profession-oriented programs (d?=?0.32).     

Educational Aims,Ideals, and Activities

Abstract

The effects on student performance and student attitudes of varying the instructional locus of control between students and teachers were investigated. A 2 X 2 factorial design was used that included either teacher regulation or student regulation of 1) the setting of weekly learning goals, and 2) the evaluation of weekly work. After a 4-week period, a mathematics achievement test and a student attitude survey were administered. Results indicated that although teachers set more individual learning goals for students, students who set their own learning goals attained more of them. Students tended to evaluate their work more favorably than teachers, and work evaluations from both teachers and students were higher for students who initially set their own learning goals. In addition, students who were given the opportunity to set their own learning goals reported better goal-setting ability than those for whom goals were externally imposed by the teacher. As predicted, the self-regulated goal setting and evaluation were found to be significantly related to attitudes, but not to mathematics achievement.     

Teacher interpersonal behavior and adolescents’ motivation in mathematics: A comparison of learning disabled,average, and talented students

This study examined student perceptions of teacher behavior in three motivational variables (self-efficacy beliefs, intrinsic value, and test anxiety in mathematics) for adolescents enrolled in three distinct schooling tracks. Questionnaires were administered to 111 learning disabled (LD), 224 average (AV) and 258 talented students (TA). Some differences among groups were found on students’ perceptions of teacher behavior as measured by the Questionnaire on Teacher Interaction, and on motivational beliefs assessed by the Motivated Strategies for Learning Questionnaire. Overall, the results show that perceptions of teacher proximity and influence have implications for AV and TA motivation, but are not significant in students with learning disabilities. The findings are discussed with special attention given to LD and TA.     

Teacher–student relationships,psychological need satisfaction,and happiness among diverse students

Teacher–student relationships have been linked to autonomous motivation and achievement. However, relatively little is known about whether satisfying students’ psychological needs mediates the association between teacher–student relationships and student happiness. Furthermore, this relationship needs to be examined in samples of students from different ethnic and racial backgrounds. In this structural equation modeling study (N = 1,961), we found that teacher–student relationships were positively and moderately associated with the satisfaction of psychological needs for autonomy, relatedness, and competence. Satisfying psychological needs, in turn, was moderately positively associated with happiness. These findings held across African American, Asian American, and Latinx subsamples. For the overall sample, students in higher grade levels perceived that their psychological needs were met to a lesser degree than students in earlier grades. However, only the Latinx subsample replicated this effect. Teacher–student relationships may promote happiness via meeting psychological needs.     

A Statistical Prediction of High-School Success for Purpose of Educational Guidance

ABSTRACT

In the learning environment, teacher–student interaction plays a major role in influencing the cognitive and affective development of students. Teacher–student interaction is also an important parameter of educational quality. Teachers’ and students’ preferences of teacher interpersonal behavior are linked to their individual characteristics and styles. The author examined students’ and teachers’ thinking styles and their preferences for teacher–student interpersonal behaviors. A total of 325 students and 146 teachers from 2 secondary schools were involved in this study. The results show that there were divergences between students’ and teachers’ thinking styles and their preferences of teacher interpersonal behavior. Convergences between students and teachers were also found, as both had preferences for cooperative teacher interpersonal behavior.