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1.
Joël Clanet 《European Journal of Psychology of Education - EJPE》2010,25(2):192-206
This study investigated the links between the teaching practices of primary school teachers (n = 200) who were observed while presenting a new text to their first year classes, and the student achievement levels in those
classes. The teaching practices are specifically concerned with the way the teachers supported and encouraged students’ activities
during verbal interactions. Two different populations were observed: classes of first year students with a reduced teacher–student
ratio (about ten students per class) and classes with a normal teacher–student ratio (between 20 and 25 students per class).
We found that the average level of student achievement in the reduced size classes was higher than in the standard size classes
but that teaching practices differed only at precise periods of group or individual introduction to new reading texts. In
these periods, we found links between teaching practices and student achievement. 相似文献
2.
Urban Students’ Perceptions of Teachers: Views of Students in General, Special, and Honors Education
Students’ satisfaction with school experiences has been linked to their sense of belongingness, connection to school, and
achievement. Though the extant research addresses students’ perceptions of school climate and sense of belonging, there is
a paucity of research about students’ views of teacher–student interactions. Five hundred and seventy-seven students from
one ethnically and academically diverse urban high school were surveyed and interviewed about the nature of teacher talk with
students. Findings from this mixed-methods investigation indicate students from general, special, and honors programs experience
a wide range of interactions based on academic services received, gender, and ethnicity. More frequent perceived punitive
feedback was reported by all students in special education as well as males in general and honors education programs, while
Hispanic students indicated a greater frequency of perceived supportive feedback. Findings also reflect a wide range of attitudes
and feelings about teachers, the educational system, and learning. 相似文献
3.
Hui-Chin Yeh Yu-Fen Yang 《Educational technology research and development : ETR & D》2011,59(3):351-368
Teachers are encouraged to plan their teaching based on students’ needs from the student-centered perspectives. Of the many
teacher training programs, teacher–student role reversal is regarded as one of the most effective avenues to help teachers
identify students’ learning difficulties and further provide adaptive instruction. However, as the role reversal process is
difficult to document in the face-to-face environment due to its interactive and dynamic property, very few studies on teacher–student
role reversal have been empirically conducted. Studies on this issue thus were mainly presented in the form of position papers
or experience sharing entries. The purpose of this study was to explore prospective teachers’ (PT) role reversal experience
within the computer-supported (CS) environment. In the CS environment, 14 PT were invited to play the role as student Writers,
Editors, and Commentators. The results showed that the teacher–student role reversal activities provided the PTs with a first-hand
experience to formulate and reformulate their professional knowledge through reflection. By reflecting on their role-reversal,
the PTs could identify the difficulties that impeded students’ writing and generated the insights on how they could better
scaffold their students’ writing, editing, and revising process. With the feature of the process data, the CS environment
was found to effectively support teacher–student role reversal as the PTs employed the process data, such as action logs or
written texts, to reflect on their role play process to probe into the students’ writing problems and develop insights into
pedagogy. 相似文献
4.
Virginia L. J. Bolshakova Carla C. Johnson Charlene M. Czerniak 《Cultural Studies of Science Education》2011,6(4):961-997
In the United States today, urban schools serve the majority of high-poverty and high minority populations including large
numbers of Hispanic students. While many Hispanic students perform below grade level in middle school science, the science
teaching community as a whole is lacking elements of diversity as teachers struggle to meet the needs of all learners. Researchers
have recognized that science teacher effectiveness, one consequence of self-efficacy among teachers, is associated with future
science achievement and science-related careers of their students. This qualitative study explores how three science teachers’
effectiveness in the classroom impacts students’ science self-efficacy beliefs at one urban middle school. Hispanic students
were the focus of this investigation due to demographics and history of underperformance within this district. Teachers’ perspectives,
as well as outside observer evaluations of instructional strategies and classroom climates were triangulated to explore dynamics
that influence students’ interests and motivation to learn science using a framework to link teachers’ sense of efficacy (focusing
on student outcomes). Findings suggest the impact teacher effectiveness can have on student outcomes, including strengthened
student science self-efficacy and increased science achievement. Building awareness and support in teachers’ sense of efficacy,
as well as developing respectful and supportive relationships between educator/facilitator and pupil during the transition
to middle school may construct permanence and accomplishment for all in science. 相似文献
5.
Choon-Lang Quek Angela F. L. Wong Shanti Divaharan Woon-Chia Liu Jarina Peer Michael D. Williams 《Learning Environments Research》2007,10(3):177-187
Project work (PW) provides one of the pathways for students’ self-inquiry learning and collaboration in Singapore schools.
In this context, PW teachers function as facilitators. This study investigated quantitatively how a group of 270 secondary-school
students (aged 14 years) perceived their seven PW teacher-facilitators’ face-to-face interactions with students based on the
Questionnaire on Teacher Interaction (QTI), and whether their perceptions of teacher–student interaction during PW classrooms
were related with their attitudes towards PW learning as a whole. Seven out of eight QTI scales were associated with Enjoyment
of Project Work Lessons and two QTI scales were associated with Attitude to Inquiry in Project Work. The findings are discussed
in terms of how teachers who function as facilitators can translate their interpersonal behaviours into effective teaching
strategies for communicating with students and facilitating students’ learning in PW classrooms. 相似文献
6.
Components of Conceptual Ecologies 总被引:1,自引:0,他引:1
Hyun Ju Park 《Research in Science Education》2007,37(2):217-237
The theory of conceptual change is criticized because it focuses only on supposed underlying logical structures and rational
process processes, and lacks attention to affective aspects as well as motivational constructs in students’ learning science.
This is a vast underestimation of the complexity and diversity of one’s change of conceptions. The notion of conceptual ecology
provides a context for understanding individuals’ conceptual change learning, as it is the environment through which all information
is interpreted. This research investigated how high school students’ statements, made in answering questions, reflect selected
components of their conceptual ecologies. Data for this study was collected from six interviews in which seven students took
part. The data also include the science teacher’s profiles of each student, the students’ personal journals, their assignments,
and their examinations and answers in class. The analysis presented will here include only those components that were represented
in the discourse of the seven high school students who were interviewed. When students were asked questions, there was evidence
of the engagement of the various components of conceptual ecologies. These components include: epistemological commitments,
metaphysical beliefs, the affective domain and emotional aspects, the nature of knowledge, the nature of learning, the nature
of conceptions, and past experience. Evidence from this study suggests that these components might function as constraints
to learning. This study contributes to the field by expanding our knowledge of the components of high school students’ conceptual
ecologies through its definition of the categories and themes associated with those components. In examining across the range
of components, the study illustrates the variety and sources of science conceptions within high school students’ conceptual
ecologies. 相似文献
7.
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
8.
The effects of two types of two well-established microcomputer-based teaching methods were examined for their effect teaching
high school students kinetics. The use of data acquisition probeware and digital video analysis were studied for their impact
on students’conceptions and ability to interpret graphical relationships to real world events. The abilities of high school
physics students to accurately graph kinetics using distance, velocity and acceleration in one dimensional motion varied between
and among the groups. Using a split category random assignment analysis students investigated these motions with both. In
a quasi experimental fashion students received similar instruction on each but in a different sequence. Students received
the similar teaching in reverse order and both strategies were found to be successful and complementary. There were indications
student achievement was higher for velocity–time and acceleration-time graphs using the digital video analysis method. Implications
for this study on teaching tools, methodologies, curriculum development, program implementation, and assessment are discussed. 相似文献
9.
Greg Wiggan 《The Urban Review》2008,40(4):317-349
Influential research on African American students has examined their school failure in terms of students’ opposition to school
achievement. Only a few studies have explored school engagement and success among these students, and even fewer have examined
the experiences of high achieving black students. This study illustrates the school context and school processes that high
achieving African American students identify as contributing to their academic success. The findings reveal three main school
effects impacting the students’ performance: 1) teacher practices, engaging pedagogy versus disengaging pedagogy; 2) participation
in extracurricular activities and; 3) the state scholarship as performance incentive. According to the students, teacher practices
were the most instrumental school effect benefiting their outcomes. Recognizing the processes that promote high achievement
among African American students can help to improve our understanding of student performance, while promoting success among
these students.
The author wishes to thank Ron DePeter and Tekla Johnson for their comments on a previous draft of this article 相似文献
10.
We investigated relationships among elementary teachers’ reading-related content knowledge (knowledge of literature and phonology),
their philosophical orientation toward reading instruction, their classroom practice, and their students’ learning. Correlations
showed little relationship between instructional philosophy and content knowledge, and little relationship between instructional
philosophy and classroom practice. However, relationships emerged between content knowledge and instruction, and between kindergarten
teachers’ phonological knowledge and their students’ reading achievement. We recommend that the recent focus on teacher’s
disciplinary knowledge be broadened to include teachers of beginning reading and that teachers be afforded opportunities to
develop the necessary knowledge base to teach reading effectively. 相似文献
11.
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
12.
Deborah McCutchen Laura Green Robert D. Abbott Elizabeth A. Sanders 《Reading and writing》2009,22(4):401-423
We report the results of a study with 30 teachers designed to examine the effects of teacher knowledge on the achievement
of struggling readers. We worked with teachers of grades three, four, and five during a 10-day intervention focused on literacy
instruction and related linguistic knowledge, and we assessed their students’ learning across the year. Hierarchical models
of student outcomes indicated that lower-performing students in intervention classrooms showed significantly higher levels
of performance at year end on all literacy measures, compared with their peers in control classrooms (n = 140). In addition, teacher’s linguistic knowledge was related to improved student performance, regardless of condition.
Additional analyses including all students (n = 718) indicated that benefits for the lower performing students in intervention classrooms were shared by their classmates,
but to a more limited extent. 相似文献
13.
Francisco Cano 《European Journal of Psychology of Education - EJPE》2007,22(2):131-151
In the framework of the SAL (Students’ approaches to learning) poosition, the learning experience (approaches to learning
and study orchestrations) of 572 high school students was explored, examining its interrelationships with some personal and
familial variables. Three major results emerged. First, links were found between family’s intellectual climate and students’
approaches to learning, in particular with Deep appraoch: The better the family’s intellectual climate the higher student’
scores on Deep approach. Second, along with general intelligence, these approaches predicted students’ academic achievement,
higher grades being obtained by these students who scored lower in Surface learning approach and higher in Deep learning approach.
Three, students from the four study orchestrations reported in previous research (two displaying conceptual consonance: Deep
and Surface approaches, and the other two conceptual dissonance: high-high and low-low, in both Deep and Surface approaches)
showed different profiles in some variables (e.g., metacognitive learning strategies, family’s intellectual climate, academic
achievement), worse scores being obtained by those who orchestrated their study either in surface or in conceptually dissonant
ways. These relationships shed more light on the nature of high school students ‘learning experience, and help to provide
an integrated view of students’ webs of experience. 相似文献
14.
Jazlin Ebenezer Russell Columbus Osman Nafiz Kaya Lin Zhang Devairakkam Luke Ebenezer 《Journal of Science Education and Technology》2012,21(1):22-37
The purpose of this case-study is to narrate a secondary science teacher’s experience of his professional development (PD)
education and training in innovative technologies (IT) in the context of engaging students in environmental research projects
The sources from which the narrative is derived include (1) the science teacher’s reflective reports during three summer institute
programs and (2) the science teacher’s reflective reports while subsequently engaging students in IT-embedded environmental
research projects in his classroom. The science teacher’s explanations for changes in students’ perception of their IT fluency
illuminate his personal narrative. The science teacher attributed his growth and significant changes in students’ perceptions
of their IT fluency to the following mechanisms: (a) a personal commitment to developing his own and his students’ IT abilities
in the context of doing environmental research projects, and (b) an increase in class time devoted to science education due
to school-time scheduling policy. The study implies that immersive professional development opportunities have the potential
to produce significant increases in students’ perceptions of their IT fluency. 相似文献
15.
Shu-Huei Yen 《Asia Pacific Education Review》2009,10(4):455-463
Research shows that minority students continue to fail in the Taiwan public school system. That failure has sharply focused
on the urgent need for teachers with the skills to work effectively with minority students. The purpose of this study is to
investigate the experiences of an exemplary Taiwanese teacher who teach Indigenous students and to obtain insights about teaching
Indigenous students. Four themes can be drawn from the teacher’s beliefs and knowledge about educating Indigenous students
and her efforts on behalf of that cause. The themes are to adapt teaching to students’ learning needs, to believe in their
learning ability, to provide curriculum in context, and establish caring relationships with students. The implications for
teaching practices and teacher education are provided. 相似文献
16.
The purpose of this qualitative interpretive research study was to examine high school students’ written scientific explanations
during biology laboratory investigations. Specifically, we characterized the types of epistemologies and forms of reasoning
involved in students’ scientific explanations and students’ perceptions of scientific explanations. Sixteen students from
a rural high school in the Southeastern United States were the participants of this research study. The data consisted of
students’ laboratory reports and individual interviews. The results indicated that students’ explanations were primarily based
on first-hand knowledge gained in the science laboratories and mostly representing procedural recounts. Most students did
not give explanations based on a theory or a principle and did not use deductive reasoning in their explanations. The students
had difficulties explaining phenomena that involved intricate cause–effect relationships. Students perceived scientific explanation
as the final step of a scientific inquiry and as an account of what happened in the inquiry process, and held a constructivist–empiricist
view of scientific explanations. Our results imply the need for more explicit guidance to help students construct better scientific
explanations and explicit teaching of the explanatory genre with particular focus on theoretical and causal explanations. 相似文献
17.
Willy Lens Marlies Lacante Maarten Vansteenkiste Dora Herrera 《European Journal of Psychology of Education - EJPE》2005,20(3):275-287
In order to understand and predict students’ achievement and persistence at learning activities, many contemporary motivational
models consider how much students are motivated for their school work. However, students’ achievement and persistence might
not only be affected by their amount of study motivation, but also by the motivation to engage in competing alternative activities,
as suggested three decades ago by Atkinson and Birch in their “Dynamics of Action” (1970). Building on this line of theorizing,
the present contribution indicates that it is not only instructive to consider the level of students’ motivation for these
competing activities, but also the type of activities they engage in, that is leisure vs. working activities. Two studies
demonstrated that whereas time spent on working activities is inversely related to study motivation, attitude, persistence
and academic achievement, such relationships were not found for leisure time engagement. Spending some time on leisure time
activities does not interfere with optimal learning. 相似文献
18.
Liesje Coertjens Jelle Boeve-de Pauw Sven De Maeyer Peter Van Petegem 《International Journal of Science and Mathematics Education》2010,8(3):497-522
The environmental agenda is gaining momentum as an international policy issue. This is reflected in an increase in environmental
education research focussing on children’s awareness and attitudes toward the environment. In this study, we focused on this
issue from a school effectiveness perspective and evaluated (a) which student characteristics predict environmental attitudes
and awareness, (b) whether schools make a difference in their students’ environmental attitudes and awareness and (c) if school
effects are different for students with varying levels of science ability. The cross-sectional Flemish data of the Organisation
for Economic Co-operation and Development’s Programme for International Student Assessment 2006 (4,999 students in 156 schools)
were re-analysed using a multivariate multilevel model to address these issues. Results show that gender, immigrant status,
socioeconomic status and educational track are important in explaining students’ environmental attitudes and awareness. Furthermore,
the results show that schools do matter; schools in which science is taught in a more hands-on manner are associated with
higher student environmental awareness whilst environmental learning activities are associated with more pro-environmental
attitudes amongst students. After controlling for student characteristics, these school effects do not differ between more
science-literate children and their less or average science-literate peers. 相似文献
19.
Britta Kilian Manfred Hofer Stefan Fries Claudia Kuhnle 《European Journal of Psychology of Education - EJPE》2010,25(1):67-85
The relations between students’ value orientations, decisions in conflicts between on-task and off-task actions in the classroom,
and experiences of motivational interference following these conflicts were investigated. It was expected that well-being
value orientation was positively linked and achievement value orientation was negatively linked to decision for off-task behavior
in such conflicts and that the higher students’ well-being value orientation, the higher their motivational impairment when
deciding for the on-task behavior and the lower when deciding for the off-task behavior. For achievement orientation, the
relationships were predicted to be reversed. The experience of motivational interference while performing on-task behavior
was, in turn, expected to be related to worse grades. Data from 817 students (mean age 13.44) from 35 classrooms were collected
using self-report questionnaires and analyzed in a series of hierarchical linear models. Analyses showed the relationships
as predicted. All relationships found were comparable to the relationships found for a conflict between school and leisure
actions after class. Results point out that even if students resist the off-task temptation in class, the mere possibility
of off-task behavior can impair motivation and achievement. 相似文献
20.
Worldwide proliferation of pedagogical innovations creates expanding potential in the field of science education. While some
teachers effectively improve students’ scientific learning, others struggle to achieve desirable student outcomes. This study
explores a Taiwanese science teacher’s ability to effectively enhance her students’ science learning. The authors visited
a Taipei city primary school class taught by an experienced science teacher during a 4-week unit on astronomy, with a total
of eight, 90-minute periods. Research methods employed in this study included video capture of each class as well as reflective
interviews with the instructor, eliciting the teacher’s reflection upon both her pedagogical choices and the perceived results
of these choices. We report that the teacher successfully teaches science by creatively diverging from culturally generated
educational expectations. Although the pedagogical techniques and ideas enumerated in the study are relevant specifically
to Taiwan, creative cultural divergence might be replicated to improve science teaching worldwide. 相似文献