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1.
We examined the relationship between English as a Foreign Language (EFL) teachers’ interpersonal behaviour and students’ fluency
in English in secondary education in China. A total of 160 students from four classes in the southwest part of China were
asked to assess their teachers’ interpersonal behaviour using the Questionnaire on Teacher Interaction (QTI). This was the
first time that the QTI was successfully translated and used (in EFL classrooms) in China. Cronbach’s α reliability coefficients
for the scales were adequate, while confirmatory factor analyses provided support for the theoretical framework behind the
questionnaire. Results showed that teacher uncertainty was negatively correlated with student achievement. Furthermore, the
degree of teacher cooperation with students was the only significant predictor for student achievement, but its effect disappeared
when student background variables were taken into account. Results also indicated a discrepancy between students’ perceptions
of preferred and actual teacher interpersonal behaviour. The tolerant-authoritative profile was the most common interpersonal
style based on Chinese students’ perceptions. 相似文献
2.
Debra Panizzon John Pegg 《International Journal of Science and Mathematics Education》2008,6(2):417-436
Aligned with recent changes to syllabuses in Australia is an assessment regime requiring teachers to identify what their students
‘know’ and ‘can do’ in terms of the quality of understanding demonstrated. This paper describes the experiences of 25 secondary
science and mathematics teachers in rural schools in New South Wales as they explore the changing nature of assessment and
its implications on their classroom practice. To help reconceptualise these changes, teachers were introduced to a cognitive
structural model as a theoretical framework. Throughout the 2-year study, teachers attended a series of professional development
sessions and received ongoing consultative support. Each session was taped and transcribed while interviews were conducted
with each teacher at the end of both years. Analysis of these data using a grounded theory approach identified seven major
components of teacher practice impacted by the study. The core component was questioning while the six contributing components
were teachers’ pedagogical practices, attention to cognition, teaching strategies, assessment linked to pedagogy, classroom
advantages for students, and classroom advantages for teachers. These findings represent a major shift in teachers’ perceptions
of assessment from a focus on the accumulation of students’ marks to one of diagnosis as a means of directing teaching to
enhance students’ scientific and mathematical understandings. 相似文献
3.
A Video Lecture Capture (VLC) system was implemented to address issues relating to retention, and to reverse the trend of
high drop, failure, and withdrawal (DFW) rates. The purpose of this study was to examine student perceptions of how using
VLC impacted their academic performance. Areas of interest surrounded students’ perceived benefits, value, and helpfulness
of using the system. In addition, the study probed the concern of many about the impact using VLC would have upon class attendance.
Finally the study compared students’ perceptions about their performance as a result of using VLC with faculty perceptions
about their students’ performance as a result of using VLC. It was hypothesized that there is a significant difference between
student and faculty perceptions. 相似文献
4.
Teachers’ perceptions of school climate in 59 elementary schools were assessed using a modified version of the School-Level Environment Questionnaire (SLEQ). Using structural equation modelling, a statistically significant, positive relationship was found between school mean teachers’ perceptions of school climate and school mean student achievement. A second model showed that school and community context variables mediated that relationship. In schools in high socioeconomic status (SES) communities, the influence of school climate on student achievement was stronger than it was for schools in lower SES communities. Recommendations for further examination of the relationships are also made. 相似文献
5.
Katrien Struyven Filip Dochy Steven Janssens 《European Journal of Psychology of Education - EJPE》2008,23(3):295-317
This paper aims to investigate students’ likes and dislikes of the teaching that they have experienced and its effects on
students’ perceptions of the learning environment, student learning and academic performance. The study compares a lecture-based
setting to a student-activating learning/teaching environment, considering both instructional and assessment practices. Data
(N=578) were collected using the Course Experience Questionnaire (Ramsden, 1991) and by means of a standardised test. While
lecture-taught students’ evaluations of the experienced teaching were generally focused and positive, students’ perceptions
of the activating methods varied widely and both extremely positive and negative opinions were present. Also the consequences
of these (dis)likes in instruction for student learning become clear. Moreover, a significant positive linear effect of students’
(dis)likes in instruction on students’ perceptions of the learning environment (except for appropriate assessment), their
learning and their performance was found. This way, the results pinpoint the central role of teaching methods for students’
learning and caution against detrimental consequences of students’ negative appraisal of the teaching methods that they experience.
A matching strategy between a student’s teaching tastes and the teacher’s instructional interventions provides the best educational
prospects. 相似文献
6.
Student Use of Scaffolding Software: Relationships with Motivation and Conceptual Understanding 总被引:1,自引:1,他引:0
This study was designed to theoretically articulate and empirically assess the role of computer scaffolds. In this project,
several examples of educational software were developed to scaffold the learning of students performing high level cognitive
activities. The software used in this study, Artemis, focused on scaffolding the learning of students as they performed information
seeking activities. As 5th grade students traveled through a project-based science unit on photosynthesis, researchers used
a pre-post design to test for both student motivation and student conceptual understanding of photosynthesis. To measure both
variables, a motivation survey and three methods of concept map analysis were used. The student use of the scaffolding features
was determined using a database that tracked students’ movement between scaffolding tools. The gain scores of each dependent
variable was then correlated to the students’ feature use (time and hits) embedded in the Artemis Interface. This provided
the researchers with significant relationships between the scaffolding features represented in the software and student motivation
and conceptual understanding of photosynthesis. There were a total of three significant correlations in comparing the scaffolding
use by hits (clicked on) with the dependent variables and only one significant correlation when comparing the scaffold use
in time. The first significant correlation (r = .499, p < .05) was between the saving/viewing features hits and the students’ task value. This correlation supports the assumption
that there is a positive relationship between the student use of the saving/viewing features and the students’ perception
of how interesting, how important, and how useful the task is. The second significant correlation (r = 0.553, p < 0.01) was between the searching features hits and the students’ self-efficacy for learning and performance. This correlation
supports the assumption that there is a positive relationship between the student use of the searching features and the students’
perception of their ability to accomplish a task as well as their confidence in their skills to perform that task. The third
significant correlation (r = 0.519, p < 0.05) was between the collaborative features hits and the students’ essay performance scores. This correlation supports
the assumption that there is a positive relationship between the student use of the collaborative features and the students’
ability to perform high cognitive tasks. Finally, the last significant correlation (r = 0.576, p < 0.01) was between the maintenance features time and the qualitative analysis of the concept maps. This correlation supports
the assumption that there is a positive relationship between the student use of the maintenance features and student conceptual
understanding of photosynthesis.
This material is based upon work supported by the National Science Foundation (REC9980055). Any opinions, findings, and conclusions
or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the National
Science Foundation. 相似文献
7.
Tim Mainhard Roeland van der Rijst Jan van Tartwijk Theo Wubbels 《Higher Education》2009,58(3):359-373
The supervisor–doctoral student interpersonal relationship is important for the success of a PhD-project. Therefore, information
about doctoral students’ perceptions of their relationship with their supervisor can be useful for providing detailed feedback
to supervisors aiming at improving the quality of their supervision. This paper describes the development of the questionnaire
on supervisor–doctoral student interaction (QSDI). This questionnaire aims at gathering information about doctoral students’
perceptions of the interpersonal style of their supervisor. The QSDI appeared to be a reliable and valid instrument. It can
be used in research on the relationship between supervisor and doctoral student and can provide supervisors with feedback
on their interpersonal style towards a particular student. 相似文献
8.
So-Young Park 《Asia Pacific Education Review》2005,6(1):87-97
The study explored how much student engagement and classroom variables predicted student achievement in mathematics. Since
students were nested within a classroom, hierarchical linear modeling (HLM) was employed for the analysis. The results indicated
that student engagement had positive effects on student academic growth per month in math after taking into account student
variables such as gender, SES, race, and interaction effects. The effects of student engagement are consistent regardless
of minority and gender. Among classroom level variables such as teachers’ degree, experience, certification, authentic instruction,
content coverage, and class size, there is no significant predictor of student math achievement growth. The findings suggest
that student engagement should be emphasized in a school and educational policy for students’ success in a school. 相似文献
9.
Vicente Talanquer Debra Tomanek Ingrid Novodvorsky 《Journal of Science Teacher Education》2007,18(3):399-421
We explore the potential of dilemma analysis as an assessment tool to reveal student teachers’ thinking and concerns about
their practice. For this purpose we analyze the dilemma analyses completed by 22 student teachers enrolled in our science
teacher preparation program over a period of four semesters. Student teachers’ dilemmas fall into two main groups: dilemmas
about student performance and dilemmas associated with instructional decisions. These dilemmas reveal a variety of concerns
that student teachers have about their work. In particular, concerns about lack of student motivation and its consequences
on performance and instruction play a central role in student teachers’ thinking. The recognition of common patterns of thought
in our student teacher thinking has made us reflect on and re-evaluate important components of the curriculum in our science
teacher preparation program. 相似文献
10.
This study investigated students’ perceptions of the generalist learning environment of the primary school compared to their
perceptions of the specialist science learning environment of secondary school. The role of student gender and change in school
size as influencing factors on changes in students’ perceptions across primary to secondary transition were especially considered.
The same students’ perceptions of the learning environment were collected in the final stages of primary school and again
after their initial term in secondary school. Insights were gained into how students’ perceptions of learning environment
changed during their first exposure to specialised science learning environments and teachers, and how these changes in perceptions
during transition depended upon school size and student gender. Both school size and student gender were found to be influencing
factors for changes in some learning environment dimension perceptions. 相似文献
11.
This study explored the relationship between school achievement levels and teachers’ expectations, locus of control and efficacy
in four elementary schools in Delta, Mississippi in keeping with the self-fulfilling prophecy theory. Data from surveys of
102 teachers, five focus groups, observations, and secondary information on teachers’ grading pattern were used. Analyses
using t-tests and multiple linear regressions revealed that teachers in high achieving schools tended to exhibit an internal locus
of control and base their expectancies on students’ abilities rather than personal characteristics. School achievement level
was found to be the only significant predictor indicating that high achieving schools had a culture of higher expectations
that affected teachers’ perceptions, motivations, and grading pattern. These findings are substantiated by qualitative assessments. 相似文献
12.
In this study, students’ perceptions of the classroom learning environment in Arab elementary schools were investigated. The
sample included 261 students from Grades 5 and 6. The questionnaire was developed at an Arab college of teacher education
by 16 fourth-year student teachers who were completing their studies toward a BEd degree. Articles on classroom learning environment
were distributed to the students, who then wrote items to assess learning environment. The items were evaluated for content
validity in relation to the Arab school culture, language, teachers’ teaching, students’ learning styles, teacher–student
relations, order and organisation, discipline and behaviours. The Classroom Learning Environment of Elementary Students (CLEES)
questionnaire consists of 32 items in four scales: Teacher’s Image, Group Work, Students’ Participation, and Order and Organisation.
The CLEES was used in a pilot study in two Grade 5 and 6 classes in order to validate it. The student teachers administered
the questionnaire to students in elementary schools. Data were analysed using SPSS (e.g. factor analysis and one-way ANOVA)
to validate the CLEES. No significant differences were found between boys and girls in classroom learning environment. However,
significant differences in CLEES perceptions were found between students from different grades (Grade 5 vs. Grade 6), age
groups and schools. The results are explained in the discussion section in relation to the characteristics of their schools. 相似文献
13.
Since the 1920’s many researchers have conducted studies exploring the qualities of good teachers. However, a limited number
of empirical studies have been conducted in the People’s Republic of China (hereafter called China). The current study has
two objectives. The first one aims to compare a good teacher’s characteristics in China and the USA. To achieve this, qualitative
data of a good teacher’s characteristics were collected in China. The results obtained from China were then compared to those
reported in the USA. The second objective was to test whether or not there are differences among teachers’, students’ and
parents’ perceptions of a good teacher’s characteristics in China. To achieve this, questionnaires were administered, and
then statistical analyses were conducted. The qualitative data analyses have revealed four themes about the characteristics
of good Chinese teachers: Teacher ethics, professional skills, professional development, and students’ test scores. The ANOVAs
have found no differences among teachers’, students’ and parents’ perceptions of the qualities of good teachers in China on
most of the items. This study helps readers better understand good teachers in a Chinese context and provides a framework
for future comparative study between China and the USA regarding the qualities of good teachers. 相似文献
14.
We investigate students’ negative perceptions about an online peer assessment system for undergraduate writing across the
disciplines. Specifically, we consider the nature of students’ resistance to peer assessment; what factors influence that
resistance; and how students’ perceptions impact their revision work. We do this work by first examining findings from an
end-of-course survey administered to 250 students in ten courses across six universities using an online peer assessment system
called SWoRD for their writing assignments. Those findings indicate that students have the most positive perceptions of SWoRD
in those courses where an instructor graded their work in addition to peers (as opposed to peer-only grading). We then move
to an in-depth examination of perceptions and revision work among 84 students using SWoRD and no instructor grading for assessment
of writing in one university class. Findings from that study indicate that students sometimes regard peer assessment as unfair
and often believe that peers are unqualified to review and assess students’ work. Furthermore, students’ perceptions about
the fairness of peer assessment drop significantly following students’ experience in doing peer assessment. Students’ fairness
perceptions—and drops in those perceptions—are most significantly associated with their perceptions about the extent to which
peers’ feedback is useful and positive. However, students’ perceptions appear to be unrelated to the extent of their revision
work. This research fills a considerable gap in the literature regarding the origin of students’ negative perceptions about
peer assessment, as well as how perceptions influence performance. 相似文献
15.
Culturally responsive science teaching is using knowledge about the culture and life experiences of students to structure
learning that is conducive to their needs. Understanding what teachers need to prepare them to be culturally responsive is
a matter of continuous debate. As the focus of multicultural education ventures farther away from its roots, advocating the
civil rights of historically oppressed groups, concerns about the gravity of racial inequity on schooling continues. How will
this shift in focus influence teachers’ capacity to accommodate students’ needs resulting from racial inequities in this society,
particularly African American students? What knowledge is essential to their effectiveness? This qualitative study examined
the instructional practices of two effective middle school science teachers deemed culturally responsive by their administrator
on the basis of classroom observations, students’ responses and standardized assessment results. Both teachers’ classrooms
consisted primarily of African American students. Grounded theory was used to analyze the teachers’ beliefs and practices
in order to identify existing commonalties. Critical race theory was used to identify whether there was any influence of the
students’ racial identities on the teachers’ beliefs and practices. The analysis reveals that the teachers’ beliefs and practices
were informed by their critical awareness of social constraints imposed upon their African American students’ identities.
These findings communicate the significance of sociocultural awareness to informing the teachers’ instruction, as well as
their strategies for managing the varying dynamics occurring in their classrooms. It can be deduced from the findings that
an understanding of racial inequities is crucial to the development of sociocultural awareness, and is the foundation for
the culturally responsive dispositions and practices of these middle school science teachers. 相似文献
16.
The influence of video clubs on teachers’ thinking and practice 总被引:1,自引:0,他引:1
Elizabeth A. van Es Miriam Gamoran Sherin 《Journal of Mathematics Teacher Education》2010,13(2):155-176
This article examines a model of professional development called “video clubs” in which teachers watch and discuss excerpts
of videos from their classrooms. We investigate how participation in a video club influences teachers’ thinking and practice
by exploring three related contexts: (a) teachers’ comments during video-club meetings, (b) teachers’ self-reports of the
effects of the video club, and (c) teachers’ instruction across the year. Data analysis revealed changes in all three contexts.
In the video-club meetings, teachers paid increased attention to student mathematical thinking over the course of the year.
In interviews, teachers reported having learned about students’ mathematical thinking, about the importance of attending to
student ideas during instruction, and about their school’s mathematics curriculum. Finally, shifts were also uncovered in
the teachers’ instruction. By the end of the year, teachers increasingly made space for student thinking to emerge in the
classroom, probed students’ underlying understandings, and learned from their students while teaching. 相似文献
17.
The paper reports on part of a large-scale study aimed at examining students’ perceptions of teacher–student interactions.
This paper will report on a study utilising mixed methodology in 12 Queensland primary classrooms. After the students’ perceptions
were established, the teachers, through a consultative process, developed strategies to change the students’ perceptions of
their classroom over a 3 month period. The paper reports on what strategies these teachers utilised and what changes in students’
perceptions resulted. The classroom teachers were interviewed about the change in students’ perceptions, what changes they
had sought to promote in their classrooms, and what they felt had been achieved in their classrooms. The study found that
students were able to articulate what changes the teacher had implemented, what their reaction was to these changes and their
perception of the classroom environment as a result of these implemented strategies. 相似文献
18.
Olga Gioka 《Research in Science Education》2009,39(4):411-428
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. 相似文献
19.
Shirly Avargil Orit Herscovitz Yehudit Judy Dori 《Journal of Science Education and Technology》2012,21(2):207-225
For an educational reform to succeed, teachers need to adjust their perceptions to the reform’s new curricula and strategies
and cope with new content, as well as new teaching and assessment strategies. Developing students’ scientific literacy through
context-based chemistry and higher order thinking skills was the framework for establishing a new chemistry curriculum for
Israeli high school students. As part of this endeavor, we developed the Taste of Chemistry module, which focuses on context-based chemistry, chemical understanding, and higher order thinking skills. Our research
objectives were (a) to identify the challenges and difficulties chemistry teachers faced, as well as the advantages they found,
while teaching and assessing the Taste of Chemistry module; and (b) to investigate how they coped with teaching and assessing thinking skills that include analyzing data from
graphs and tables, transferring between multiple representations and, transferring between chemistry understanding levels.
Research participants included eight teachers who taught the module. Research tools included interviews, classroom observations,
teachers-designed students’ assignments, and developers-designed students’ assignments. We documented different challenges
teachers had faced while teaching the module and found that the teachers developed different ways of coping with these challenges.
Developing teachers’ assessment knowledge (AK) was found to be the highest stage in teachers’ professional growth, building
on teachers’ content knowledge (CK), pedagogy knowledge (PK), and pedagogical-content knowledge (PCK). We propose the use
of assignments designed by teachers as an instrument for determining their professional growth. 相似文献
20.
In this study we compare university teachers’ and first-year students’ conceptions of teaching and learning at the Faculty
of Environmental and Biological Sciences. The conceptions were analysed using data from open-ended questionnaires. The results
showed that at the beginning of studies the gap between teachers’ and students’ conceptions of teaching and learning is substantial.
This finding has important implications for the educational process. In order to enhance successful studying from the beginning
of students’ university careers, it is important for teachers to become aware of the differences between students’ and teachers’
conceptions of learning. 相似文献