The Teacher's Characteristics and Reactions to Him by Students and Experts

Abstract:Sandven, Johs. 1981. The Teacher's Characteristics and Reactions to Him by Students and Experts. Scandinavian Journal of Educational Research 25,171‐187. It is assumed that the characteristics of the teacher are bound to have implications for his behavior as a teacher and that this in turn will influence the way in which he is perceived and evaluated by students and experts. The aim of the investigations reported was to establish this relationship and to bring to light which characteristic or characteristics that in particular may be influential. Four characteristics were included: problem solving ability, social sensitivity, feeling of security, and educational attitude. Tasks of microteaching were carried out, videotaped and later presented for evaluation. The different comparisons between teacher characteristics and reactions by students and experts made it evident that the teacher's characteristics have a bearing on his standing as a teacher. In particular the social sensitivity of the teacher proved to be important.     

Adolescents’ Evaluation of Teachers Using Disparaging Humour

Abstract High school students viewed a video‐taped lecture of a professional actor playing the role of a teacher. Four films were presented, one of which was a control film in which no humour was used. The other three films contained (a) self‐disparaging humour (directed toward the teacher), (b) other‐disparaging humour (directed toward the students, and (c) mixed humour (a combination of a and b). All 186 10th graders from four classrooms participating in the experiment were given sociometry of humour tests. Results showed that the teacher using mixed humour received the highest evaluations on ‘appeal’ and ‘originality’ factors; the other‐disparaging teacher was perceived as most powerful, while the teacher not using humour at all was perceived as the most systematic in his teaching method. The sociometry of humour test revealed that students with a sense of humour are more appreciative of a teacher using humour, than are students who do not possess this attribute.     

Advances in the assessment of social competence: Findings from a preliminary investigation of a general outcome measure for social behavior

This study describes the initial validation of an innovative social‐‐behavioral observational assessment tool that is designed to be used on a repeated basis to assess growth and development of social competence over time to: (a) identify the social functioning of all students, (b) assist in planning support for students at risk, and (c) evaluate the effectiveness of individual and system‐wide interventions. Eighteen first‐grade students were monitored over an 8‐week period using the Initiation‐Response Assessment (IRA) Code. The School Social Behavior Scales, a published teacher rating scale, was included as a criterion measure. Estimates of reliability and criterion‐related validity were calculated for the IRA. The measure's sensitivity to growth over time and between‐group variability were also assessed using hierarchical linear modeling procedures. Results indicate that scores on this measure are stable, and tap constructs similar to those assessed via teacher rating. © 2008 Wiley Periodicals, Inc.     

Monitoring learning-disabled students in mainstream science classes

While science classes are believed to be interactive learning environments, offering varied ways for students to learn, some experts believe that learning disabled (LD) students should be monitored closely in such settings because of difficulties adjusting to the social, behavioral, and academic demands. The purpose of this paper is to determine whether LD fourth and sixth graders show difficulties adjusting to the demands of their mainstream science classes and to investigate two means of assessing LD students’ functioning in these classes: paired questionnaires for teachers and students and a science curriculum-based assessment (CBA). Subjects include 31 fourth graders (9 LD) and 38 sixth graders (13 LD). Results show that the LD students had significant weaknesses on some subtests of the science CBA relative to their peers; additionally, they rated themselves and were rated by their teachers significantly more negatively than their Non-LD peers. These results suggest the potential value of monitoring LD students in mainstream science classes. Case studies of LD students reveal mismatches in the perception of the student and teacher regarding the student’s adjustment and classroom habits. Examination of these case studies is used to suggest ways in which the collaboration of student and teacher as well as regular and special education teachers might aid the student.     

Evaluation of a short version of the Illinois Loneliness and Social Satisfaction Scale in a sample of students with and without special educational needs – an empirical study with primary and secondary students in Austria

The first aim of this study was to evaluate the appropriateness of a short version of the Illinois Loneliness and Social Satisfaction Scale with children with special educational needs. The second aim was to explore loneliness in relation to self‐perceived social integration, school well‐being and the social self‐concept of students from primary and secondary schools, in both inclusive and regular classes. This study had 1,115 student participants (408 fourth graders and 707 seventh graders), of whom 126 were diagnosed as having special educational needs. Factor analyses confirmed a unidimensional latent factor structure. The scale showed satisfactory reliability and the validity coefficients indicated that the scale is suitable for surveys including students with special educational needs. Generally speaking, the level of self‐rated loneliness is low. Nevertheless, students with special educational needs in inclusive classes felt significantly lonelier than students without special educational needs in inclusive classes.     

Relationship between Instructional Context and Views of Nature of Science

The study investigated the relationship between instructional context (integrated and non‐integrated) that explicitly teaches about nature of science (NOS) and students’ view of NOS across different disciplines. Participants were three teachers and their students, which comprised six classes of 89 ninth‐graders and 40 10th/11th‐graders. Each teacher taught two intact sections of the same grade level within a specific science discipline. The treatment for all groups involved teaching a 5–6 week unit that included the science content and NOS. The two intact groups learned about same content; the only difference was the context of NOS instruction (integrated or non‐integrated). An open‐ended questionnaire, followed by interviews, was used to assess change in participants’ views. Results showed improvement in students’ NOS views regardless of whether NOS instruction was embedded within the content. Therefore, it was not possible to make claims about whether one instructional context is more effective than another in general terms.     

The Mismatch between Students’ Mental Models of Acids/Bases and their Sources and their Teacher’s Anticipations thereof

The aim of this study is to compare the characteristics and sources of students’ mental models of acids and bases with a teacher’s anticipations and, based on this comparison, to explore some possible explanations why motivated students might fail to learn from a subject‐knowledgeable chemistry teacher. The study involves a chemistry teacher and her 38 ninth graders and focuses on the mental models of three high achievers and three low achievers who were interviewed in depth. Four students’ mental models of acid and base are identified. The mental models and sources of students’ conceptions of acids and bases that influenced the high achievers are compared to those of the low achievers. We find that the teacher in the study made accurate anticipations of her students’ mental models in the case of the high achievers but inaccurate anticipations of the low‐achievers’ mental models and the diverse sources influencing their mental models. In addition, the teacher incorrectly attributed the poor achievement of the low‐achieving students to their intuition and underestimated the effects of her teaching on the achievement of these students. As a result, the teacher’s instruction reinforced the low‐achievers’ incorrect mental models. Finally, the different approaches for teaching students with different achievements are emphasized according to the empirical data in this study.     

Using teacher ratings of social behavior to differentiate gifted from non‐gifted students

This study investigated the effectiveness of teacher ratings of student social behavior in differentiating a group of 81 elementary‐age gifted students from a control group of 81 age and gender matched non‐gifted students. The School Social Behavior Scales, a recently developed set of rating scales that assesses both social competence and antisocial behavior, was used for the ratings. Gifted students were rated as having significantly higher levels of social competence and lower levels of antisocial behavior than the comparison group, and the individual scores of the gifted students were significantly skewed in the direction of better social‐behavioral adjustment. The findings also indicated the presence of a small subset of gifted students who appeared to have extremely poor social competence and high levels of problem behaviors. The results are compared to previous research on the psychosocial development of gifted children, and important areas for future research on this topic are recommended.     

Sense of Well‐being in School as Perceived by Students and Teachers

Sandven, J. 1972. Sense of Well‐being in School as Perceived by Students and Teachers. Scand. J. educ. Res. 16, 117‐159. Sense of well‐being in school was investigated in 1966 among more than 3,000 9th graders. A follow‐up study was conducted in the gymnasium in 1969. A new investigation among 2,500 9th graders was undertaken in 1970. The difference in the sense of well‐being between students at higher and lower course levels is marked. No increase in well‐being is found from 1966 to 1970. The way the teachers perceive the situation in school was investigated in 1970 among 1,620 teachers, who were presented with school‐related statements to which they were asked to take a stand. The situation in youth school is experienced as difficult. As to causes, mention is made of the pressure to achieve and the over‐emphasis on intellectual ambitions as well as of suppression of experience, emotions, social contact, and personal activity. As to remedies, efforts in line with judgment of causes are seen as needed.     

The accuracy of teacher predictions of student reward preferences

This study investigated the accuracy of teacher predictions of student reward preferences on the Children's Reinforcement Survey Schedules. Student-participants were 49 5th and 6th graders. Correlation coefficients calculated for each student-teacher pair indicated that teachers were only moderately successful in selecting rein-forcers consistent with individual student self-selections. Teachers as a group predicted the reward preferences of students as a group with a high degree of accuracy, however. The correlation between teacher selections and the reward preferences of girls was higher than that between teacher selections and the preferences of boys as a group. Comparison of teacher and student choices suggested that teachers tended to overrate the popularity of certain classroom-related rewards. Findings suggest that students need to be involved in selecting their own rewards when planning behavioral interventions, and that for some students, particularly boys, rewards available outside the classroom may be most effective in changing behavior.     

Who intends to learn and who intends to leave? The intention to leave education early among students from inclusive and regular classes in primary and secondary schools

ABSTRACT

Early school leaving is a serious problem for individual students, especially for students with special educational needs (SEN). This study tests predictors of early school leaving, using data collected among 1,047 students from 60 inclusive and regular classes in primary and secondary schools in Austria with 4th- and 7th-grade students aged 9–11 and 12–14 years. Multilevel regression analyses show that higher school wellbeing and a more positive student–teacher relationship reduce the intention of both 4th and 7th graders to leave school early. Additionally, for 7th graders, having a migrant background and more individualised instruction are predictors of a greater intention to leave school early. School grade, gender, socioeconomic background, SEN, social integration, class climate, school setting (regular class vs. inclusive class), and the heterogeneity of the class composition had no impact on the intention to leave school early.     

Differences in the reading of shallow and deep orthography: developmental evidence from Hebrew and Turkish readers

The present study investigates differences in the word‐reading process between individuals reading in a deep (unpointed Hebrew) and a shallow orthography (Turkish). The participants were 120 students evenly and randomly recruited from three levels of education (primary = 3rd–4th graders; middle = 6th–7th graders; high = 9th–10th graders). The students were tested with a computerised paradigm that assessed their efficiency in determining the identicalness of real word (RW) pairs and nonsense word (NW) pairs under perceptual and conceptual conditions. Based on a strong orthographic depth hypothesis, Turkish readers were hypothesised to manifest superior word‐processing skills in comparison to Hebrew readers, both for RWs and NWs. Evidence obtained from the analysis of the quantitative and qualitative performance of the participants failed to support this prediction. Findings are discussed with reference to a single‐route grain‐size‐based word‐reading model and a modified dual‐route word‐reading model.     

Ethno-poetry notes

It was the purpose of this study¹ to discover what five ninth‐graders (labeled “ at risk “ of dropping out of school) and their teacher (who was a member of the research team) would do to bring meaning and life to a basic‐track English curriculum. Dilemmas encountered by the teacher as he worked to involve students in building a literate community are interpreted through a social constructionist frame for what it means to be literate. Findings from this year‐long, topic‐oriented ethnography support the view that it is the quality of students’ literacy experiences, not their tracking placement per se, that influence the efficacy of those experiences. Most important to these basic‐track students was attaining a level of comfort that allowed them to get involved and have some fun engaging in a variety of relevant and sensory‐rich literacy events.     

Perceptions of declining classmate and teacher support following the transition to high school: Potential correlates of increasing student mental health difficulties

Emotional support from classmates and teachers is a powerful protective factor in averting or reducing student mental health problems. Yet, longitudinal evidence indicates that there is decreased support from these groups as students advance to higher grade levels, a change that may be linked to diminishing mental health. This study followed 2,616 students from 23 high schools to test the hypothesis that perceptions of declining classmate and teacher support are associated with declining mental health. Growth curve analysis revealed significant decreases in support and self‐esteem and increases in symptoms of depression and social anxiety. Boys demonstrated steeper declines than girls in classmate support and self‐esteem and sharper increases in depression. As hypothesized, declining classmate and teacher support was associated with worsening self‐esteem and depression. Only declines in classmate support were associated with increases in social anxiety. Results were similar across gender categories. Implications for school‐based practices targeting social support are discussed. © 2011 Wiley Periodicals, Inc.     

高师大学生心理健康水平与社会支持的相关研究

目的：了解高师大学生心理健康水平与社会支持的关系。方法：采用SCL—90、社会支持量表对陇东学院788名师范专业大学生进行测查、结果：高师大学生在心理问题的表现、获得社会支持的程度方面存在显著的性别差异?获得高社会支持的高师大学生心理健康水平也高；获得低社会支持的高师大学生心理健康水平也相应较低、结论：高师大学生心理健康水平与其所获得的社会支持之间存在着显著的相关关系。     

Dual agenda: social participation and academic instruction in a developmental kindergarten

The classroom is both a social occasion and a learning place. In this study of a developmental kindergarten, this dual classroom agenda and the impact on teacher and student behavior is explored. Among the at‐risk children in this study, these two classroom purposes did not peacefully coexist. Social‐participation goals took precedence for the children. The teacher, frustrated in her need to “get through the lesson,” interfered with group formation, causing students to work even harder at social connections. The implications of the recognition of these two agendas for young children with special needs are discussed.