What do students think when teachers make adaptations?

Eight hundred and seventy-six high school and middle school students provided information on their perceptions of adaptations teachers may make to accommodate the individual needs of their students. Additionally, achievement and social alienation were examined to determine the extent to which these variables relate to students' perceptions of teacher adaptations. Overall, students preferred teachers who made adaptations; however, item analyses revealed that students find some adaptations more desirable than others. Students felt positively about many adaptations that promote learning, but preferred that no adaptations be made to textbooks and materials, tests, and homework. While students' perceptions followed the same overall pattern for low and high achieving students, those students who preferred adaptations demonstrated significantly higher reading and mathematics achievement scores. Students who felt more alienated (less socially accepted) from their teachers were more likely to view favorably teachers who made adaptations. Students' comments about teachers who make adaptations indicate that they perceive these teachers as better able to meet the individual needs of students, caring and understanding of students, and willing to provide extra help.     

Do you know what I'm thinking? A comparison of teacher and parent perspectives of underachieving gifted students' attitudes

The Achievement Orientation Model posits students are motivated to do well in school when they believe they have the necessary skills to perform a task (self-efficacy), find the task meaningful (goal valuation), and see their environment as supportive. When these factors are present, students self-regulate and achieve. We examined these factors from underachieving gifted students', their parents', and teachers' perspectives. Results indicated teachers recognize students who are confident and not confident about their abilities to be academically successful; however, they are less able to recognize when students value the work they are encountering in school. Parents' perceptions of students' attitudes more closely correlated with students' perceptions than teachers' perceptions correlated with students' perceptions. Teachers and parents appeared to base their perception of the importance students hold for school on their perception of students' self-regulation. Furthermore, gender differences existed in students' perceptions. Females' self-efficacy scores were statistically lower than males' self-efficacy scores, and males' self-regulation scores were lower than females' self-regulation scores. We provide suggestions for how school psychologists may use these findings to (a) collect important information from students, teachers, and parents, (b) interpret these data to identify underlying influential factors, and (c) guide the development of appropriate interventions to address student underachievement.     

Science Teachers’ Perceived Benefits of an Out‐of‐school Enrichment Programme: Identity needs and university affordances

Science enrichment programmes housed outside traditional school settings offer unique opportunities to access and use authentic scientific tools and practices, especially for urban students whose school science experiences often lack resources. Yet opportunities to access these tools and practices are realized only when science teachers value them sufficiently to take advantage of them. This study examines how eight urban secondary science teachers evaluated a specific out‐of‐school science enrichment programme—a one‐year partnership with a local university science outreach centre, which culminated in a half‐day laboratory experience for their students. Teachers’ perceptions were captured through interviews and surveys. Findings indicate that these teachers came to identify and value many of the potential benefits for out‐of‐school enrichment programmes reported in the literature as well as some additional ones. The teachers’ also showed a shift over time with respect to their perceptions of the value of the out‐of‐school experience, moving from an initial focus on increasing test scores toward a greater appreciation for its impact on students’ motivation and identity development. The study offers insight into secondary science students’ and teachers’ identity needs, and what universities can offer to address them.     

Teachers’ reflections of cooperative learning (CL): a two‐year follow‐up

Although teachers often report that they subscribe to cooperative learning (CL) to help students attain social and academic goals, research indicates that they often have difficulties implementing and sustaining their commitment. The purpose of this study is to report on the reflections of seven middle‐year teachers who had embedded CL in their social science curriculum for the past two years to investigate their responses to this pedagogical practice, and to gauge their perceptions of how students with behavioural and learning needs responded to it. Data from the interviews indicated that all teachers believed that their lessons were more interesting, the children learned more, they felt more confident, and they often learnt to work more closely with their colleagues. However, all teachers did note that CL needed to be well planned, students needed to be prepared to work in groups, and teachers’ expectations needed to be explicitly stated if the benefits attributed to CL were to be realised.     

Exploring the characteristics of ‘teachers for excellence’: teachers’ own perceptions

This article is concerned first with identifying teacher characteristics connected with excellence. It then analyses the results of a survey conducted among primary school teachers in one local authority area in Scotland. Teachers responded to a questionnaire which asked them to rate in importance 44 characteristics of excellence. The findings suggest that teachers have a clear view of excellence. They consistently described excellence in terms of personal qualities and interpersonal skills. Teachers gave high ratings to qualities which demonstrated their expectations of positive classroom ethos and positive relationships with students. Practitioners consistently rated characteristics related to classroom ‘relationships in action’ as essential characteristics for excellent teachers. These findings suggest a new emphasis on interpersonal skills in continuing professional development for teachers who are increasingly expected to develop students’ dispositions relating to openness to new thinking; self‐respect and a commitment to responsible participation in social, cultural, economic and political life.     

The Relation of Teachers’ Emotional Intelligence and Students’ Social Skills to Students’ Emotional and Behavioral Difficulties: A Study of Preschool Teachers’ Perceptions

The present study used hierarchical linear modeling to examine predictors of students’ emotional and behavioral difficulties in preschool classrooms. Specifically, the study examined (a) the link between teachers’ perceptions of their own emotional intelligence and students’ emotional and behavioral difficulties, (b) the link between teachers’ perceptions of students’ social skills and emotional and behavioral difficulties, and (c) how teachers’ perceptions of their own emotional intelligence were related differentially to their perceptions of students’ emotional and behavioral difficulties based on students’ social skills. Participants were 92 preschool teachers and 238 students from 52 state schools in central Greece. Research Findings: Results indicated that higher scores for teachers’ perceptions of emotional intelligence and students’ social skills were related to lower scores for teachers’ perceptions of students’ emotional and behavioral difficulties. Teachers’ perceptions of emotional intelligence were important in predicting students’ emotional and behavioral difficulties, especially in the case of students’ lack of social skills. Practice or Policy: This study provides empirical support for the predictors of students’ emotional and behavioral difficulties by taking into consideration both teachers’ perceptions of emotional intelligence and students’ social skills, thus suggesting new insights into the interpretation of emotional and behavioral difficulties in preschool.     

Teachers’ Facebook use: their use habits,intensity, self-disclosure,privacy settings,and activities on Facebook

This study investigated K12 teachers’ Facebook usage habits, intensity, self-disclosure, privacy settings and activities. A multi-method design was employed by collecting quantitative data from 616 teachers with a Facebook account using an online questionnaire and qualitative data from 32 teachers using online open-ended questions. The results of the study showed that Facebook seems to be part of teachers’ daily routines. Moreover, they revealed that teachers were less likely to share sensitive and potentially stigmatising personal information on Facebook. Teachers were also found to set most of their Facebook privacy settings as “Friends” by taking intimacy, unwanted contacts and potential threats into consideration. Furthermore, the findings indicated that teachers felt themselves less comfortable when parents and students viewed their Facebook profiles. In addition to social engagement, teachers pointed out several ways in which Facebook was used to support educational and professional development practices. Implications, limitations and directions to further studies are discussed.     

Instructional practices in secondary science: How teachers achieve local and standards-based success

This article reports on analyses of the instructional practices of six middle- and high-school science teachers in the United States who participated in a research-practice partnership that aims to support reform science education goals at scale. All six teachers were well qualified, experienced, and locally successful—respected by students, parents, colleagues, and administrators—but they differed in their success in supporting students' three-dimensional learning. Our goal is to understand how the teachers' instructional practices contributed to their similarities in achieving local success and to differences in enabling students' learning, and to consider the implications of these findings for research-practice partnerships. Data sources included classroom videos supplemented by interviews with teachers and focus students and examples of student work. We also compared students' learning gains by teacher using pre–post assessments that elicited three-dimensional performances. Analyses of classroom videos showed how all six teachers achieved local success—they led effectively managed classrooms, covered the curriculum by teaching almost all unit activities, and assessed students' work in fair and efficient ways. There were important differences, however, in how teachers engaged students in science practices. Teachers in classrooms where students achieved lower learning gains followed a pattern of practice we describe as activity-based teaching, in which students completed investigations and hands-on activities with few opportunities for sensemaking discussions or three-dimensional science performances. Teachers whose students achieved higher learning gains combined the social stability characteristic of local classroom success with more demanding instructional practices associated with scientific sensemaking and cognitive apprenticeship. We conclude with a discussion of implications for research-practice partnerships, highlighting how partnerships need to support all teachers in achieving both local and standards-based success.     

Perception shapes experience: The influence of actual and perceived classroom environment dimensions on girls’ motivations for science

The classroom environment influences students’ academic outcomes, but it is often students’ perceptions that shape their classroom experiences. Our study examined the extent to which observed classroom environment features shaped perceptions of the classroom, and explained levels of, and changes in, girls’ motivation in junior secondary school science classes across two school terms. Girls have been found to feel less capable than boys and to under-participate in science classrooms, even though their achievement levels are similar. Four teachers and five of their classrooms of students (N = 52) reported their perceptions of the classroom environment, and trained observers rated the ‘actual’ classroom environment. Students also completed questions regarding their motivations for science at both time points. Hierarchical linear modelling showed that students’ perceptions of classroom structure were very important and exerted significant influence on science motivations. All of the six observed classroom dimensions affected students’ extrinsic utility value, via perceptions of structure. Other classroom dimensions showed particular patterns of relationship with motivations. Teachers’ perceptions of the classroom environment were often more positive than those of the students, which is congruent with previous research. The findings have implications for retaining girls in science and, thereby, addressing the gender gap in science-related vocations.     

Situating teachers’ developmental engineering experiences in an inquiry-based,laboratory learning environment

Many secondary math and science teachers don’t understand the nature and application of engineering adequately to transfer that understanding to their students. Research is needed that investigates and illuminates the process and characteristics of development that addresses this gap. This mixed-method study examines the developmental experiences of 16 public math and science teachers in a yearlong engineering experience. Teachers partnered with university engineering professor-mentors for six weeks on campus followed by ongoing support for transfer to their secondary classes (grades 9–12). Teachers gained engineering knowledge and skills, and an understanding of engineering’s diversity and interdisciplinary nature, plus integrative applied strategies for math and science instruction. They developed productive perceptions (of value, utility, benefits, feasibility and fit) of engineering for their grade 9–12 students, along with efficacy and intent to use what they had learned. Teachers identified positive, profound shifts in their perceptions of engineering and engineers. All teachers integrated engineering principles into their classrooms, but the process was more challenging for math teachers than for science teachers. This developmental experience may help bridge gaps of school-to-life and disciplinary boundaries that separate formal educational environments from authentic life experience.     

Students at risk: perceptions of Serbian teachers and implications for teacher education

While legislation is in place for the promotion of inclusive education in Serbia, the adoption of teaching practices that support diversity in schools is still lacking. This study looks at teacher perceptions of students at risk (SaR), their relationships with peers and the teachers’ own roles as sources of support, using a sample of 94 interviews with teachers analysed using qualitative content analysis. The SaR from Roma population and poor backgrounds are found to be perceived positively by their teachers, but most teachers failed to perceive their influence on the improvement of academic performance and peer relationships. Perceptions of students with disabilities varied in tone across the dimension positive-depending on the type of disability-negative. Teachers who spoke affirmatively about them expressed readiness to cooperate with parents and colleagues, emphasising the importance of socialisation. Recommendations for teacher education are discussed, including diversity awareness and encouraging more flexible understanding of teacher roles.     

Teacher or Examiner? The Tensions between Formative and Summative Assessment in the Case of Science Coursework

The aim of the reported study was to explore how science teachers made sense of their roles and responsibilities in teaching and assessing science coursework. The focus was on the teacher assessment, the feedback that teachers gave to students and, how they perceived their role when they taught and assessed students’ science coursework reports. The research methodology included observation of science lessons, collection of marked students’ reports and two interviews with each of the nine participant teachers. Two cases of teachers are considered as representative of the participant teachers and their perceptions and practices are compared and contrasted. Teachers either adopted the role of the examiner or combined the role of the teacher with that of examiner. They distinguished marking of science theory exercises from marking of coursework and, teaching theory from teaching investigations, on the basis that the grade they assigned to coursework contributed to the total grade for external exams. A key conclusion is that teaching and assessment of science coursework need to re-focus on learning. The study calls for changes in public policy for summative assessment to place more reliance on teachers’ assessments and secondly, for changes in school practices in formative assessment for teachers to support students to learn in the case of science coursework.     

Teachers’ practices in science learning environments and their use of formative and summative assessment tasks

This study was aimed at detecting the most frequently-used teaching and assessment activities in secondary school science classes, identifying links between these variables, and revealing possible challenges in these processes. To this end, data were gathered from 155 secondary school science teachers in 56 Israeli public schools and 380 grade eight and nine students from 22 of these using the What Is Happening In this Class? Teachers were also asked to indicate their perceptions of the extent to which they used formative assessment tasks provided by the curriculum and to specify, in their own words, the reason for insufficient usage of these tasks. Task orientation was highly used in science classes, whereas investigation was the least employed activity, according to both teachers’ and students’ perceptions. The most-frequently used tasks to evaluate students were final tests and quizzes. Path model analysis revealed that teachers who tended to use teacher-based approaches also employed traditional assessment tools, whereas teachers who allowed students to cooperate rather than compete with one another tended to use formative assessment tools. Implications limitations, and directions for future research are discussed.     

Common core writing and language standards and aligned state assessments: a national survey of teacher beliefs and attitudes

A random sample of 482 teachers in grades 3 through 8 from across the United States were surveyed about (a) their perceptions of the version of the Common Core writing and language standards adopted by their state and their state’s writing assessment, (b) their preparation to teach writing, and (c) their self-efficacy beliefs for teaching writing. Regardless of grade, a majority of teachers believed that the adopted standards are more rigorous than prior standards, provide clear expectations for students that can be straightforwardly translated into activities and lessons, and have pushed them to address writing more often. However, many surveyed felt the new writing and language standards are too numerous to cover, omit key aspects of writing development, and may be inappropriate for struggling writers. Moreover, most did not feel that professional development efforts have been sufficient to achieve successful implementation, and nearly one in five respondents was not familiar with the standards. The respondents were generally less sanguine regarding their state’s writing test, with elementary teachers even less positive than middle school teachers on some aspects, though nearly a third were unfamiliar with their state test. A majority believed state writing tests, though more rigorous than prior tests, fail to address important aspects of writing development, do not accommodate the needs of students with diverse abilities, and require more time than is available to prepare students. Additionally, many teachers believed professional development efforts have been insufficient to help them understand measurement properties of the assessments and how to use test data to identify students’ writing needs. Teachers who were better prepared to teach writing and who held more positive personal teaching efficacy beliefs for writing exhibited generally more positive perceptions of their state’s standards. In contrast, only teacher efficacy beliefs made a unique contribution to the survey respondents’ attitudes and beliefs about their state’s writing test.     

Patterns of teachers’ whole-class perceptions and predictive relationships between teachers’ and parents’ perceptions of individual child competence

The stratification or dispersion of first grade teachers’ perceptions of children’s competence was evaluated as a moderator of the predictive relationship between teachers’ and parents’ perceptions of individual children’s competence. Classroom stratification of teachers’ perceptions about child intelligence and about child social difficulties was measured by the dispersion of teacher’s ratings of individual children in their class (N_classrooms=60; N_children=1240). The stratification of teachers’ perceptions was found to be stable across the year. Greater stratification predicted teachers’ perceptions of less child competence and also predicted less change in teachers’ perceptions of individual children over the school year. There was no evidence that teachers who tended to see more stratification among child intelligence were more accurate in their perceptions. In linking teachers’ perceptions to parents’ perceptions, fathers’ perceptions of children’s social difficulties became more congruent with teachers’ perceptions across first grade if children were in high- but not low-stratified classrooms. Implications of this parent- and domain-specific relationship are discussed.     

Discrepancies between perceptions of first-grade students at risk for learning disabilities,their parents and teachers

ABSTRACT

This study compared discrepancies between children’s academic and social self-perceptions and parents’ and teachers’ perceptions of children’s academic and social competence among 89 first-grade children: 45 children at risk for learning disabilities (RLD) and 44 of typically developing peers (TD). The relationship between self-perceptions among the two groups of children and their significant adults‘ perceptions were compared. The children with RLD reported lower academic self-perception, but did not report lower social self-concept. The discrepancies between students’, parents’ and teachers’ perceptions of students’ academic and social competence were found only for the RLD group. Parents and teachers rated children with RLD as demonstrating lower levels of academic competence. Only teachers rated children with RLD as demonstrating lower levels of social competence. No significant differences were found among children and their significant adults for the comparison group. A serial-multiple mediation analysis presented the relationship model and emphasized the critical mediating role of teachers and parents in predicting children’s academic self-concept. The educational implications of the results call for sensitizing teachers and parents to their perceptions, and to develop empowering intervention with a focused awareness to the impact of their perceptions.     

‘We are the professionals’: a study of teachers’ views on parental involvement in school

The study examines teachers’ attitudes and experiences regarding home–school cooperation. Teachers constitute a powerful group in school compared with parents, and this relationship is interpreted through Bourdieu’s concept of social field, as a power relation. The empirical analyses are based on a mixed‐methods approach with survey and qualitative interviews among teachers in Norway. The results show that while teachers experience the interaction in a positive way, they try to limit parents’ influence through emphasising their own professionalism, thus leaving parents with the role as supporters. Teachers who relate to well‐educated parents are especially conscious of maintaining a distance towards the parents in order to keep them in their place.     

社会比较理论在教学中的应用

每个人都自觉或不自觉地在社会中进行比较,这种比较产生了个人行为动力。普遍存在的比较竞争动力应用在教学中能有效提高学生的学习成效。教师在引导学生之间的比较竞争时应使两个比较竞争学生之间的差距适度。差距太大将使学生放弃努力,差距太小则学生不努力。教师还应引导学生渐进提高、多元化比较、学会合作,以取得全面进步。比较竞争能普遍运用于素质教育的各个方面,并能应用于家长和教师的激励以及教学管理。