Download or read book The Relationship Between Students Perception of the Relationship with Their Teachers and Their Academic Achievement written by Shobha Chetty and published by . This book was released on 2005 with total page 102 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Student teacher Connection Race and Relationships to Academic Achievement written by Timothy Brian Mabin (Jr.) and published by . This book was released on 2016 with total page 78 pages. Available in PDF, EPUB and Kindle. Book excerpt: Urban, primarily minority and low-SES students continue to lag behind their suburban white non-low SES counterparts in terms of academic achievement. Some previous research suggests that strong bonds between teachers and students help such students succeed. This study therefore sought to investigate any relationships between student-teacher connection, race, and academic achievement. Student perceptional data on student-teacher connections (i.e., a teacher caring about them) and student achievement data in the areas of math and reading from 3,359 high school students within a large urban Midwestern school district was examined. In addition, the race/ethnicity of both the students and teachers were examined to determine any connections to level of perceived care. Descriptive statistics revealed that the students in this urban district were performing slightly better than their peers across the nation on the NWEA’s MAP math and reading assessment, and that they perceived a slightly positive level of care from their teachers (using the TRIPOD student perception survey). Regression analysis did not show significant findings in the correlation between student-teacher connection and academic achievement. However, it did reveal significant findings related to the student-teacher connection and the race/ethnicity of both the student and the teacher. Specifically, Black, Hispanic, and non-Black or Hispanic Minority students showed a significant decrease in the perception of care from White teachers. When they had non-White teachers, Black, White, and non-Black or Hispanic Minority students showed an increase in the perception of care from their teachers, while Hispanic students showed a slight decrease. Finally, when students were matched with teachers of the same race/ethnicity, White and Black students showed a slight increase in the perception of care from their teachers, while Hispanic and non-Black or Hispanic Minority students showed a decrease.
Download or read book Handbook of Social Influences in School Contexts written by Kathryn R. Wentzel and published by Routledge. This book was released on 2016-01-13 with total page 463 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Handbook of Social Influences in School Contexts draws from a growing body of research on how and why various aspects of social relationships and contexts contribute to children’s social and academic functioning within school settings. Comprised of the latest studies in developmental and educational psychology, this comprehensive volume is perfect for researchers and students of Educational Psychology. Beginning with the theoretical perspectives that guide research on social influences, this book presents foundational research before moving on to chapters on peer influence and teacher influence. Next, the book addresses ways in which the school context can influence school-related outcomes (including peer and teacher-student relationships) with specific attention to research in motivation and cognition. Within the chapters authors not only present current research but also explore best-practices, drawing in examples from the classroom. With chapters from leading experts in the field, The Handbook of Social Influences in School Contexts provides the first complete resource on this topic.
Download or read book Navigating Through Adolescence written by Jari-Erik Nurmi and published by Psychology Press. This book was released on 2001 with total page 354 pages. Available in PDF, EPUB and Kindle. Book excerpt: This anthology examines Love's Labours Lost from a variety of perspectives and through a wide range of materials. Selections discuss the play in terms of historical context, dating, and sources; character analysis; comic elements and verbal conceits; evidence of authorship; performance analysis; and feminist interpretations. Alongside theater reviews, production photographs, and critical commentary, the volume also includes essays written by practicing theater artists who have worked on the play. An index by name, literary work, and concept rounds out this valuable resource.
Download or read book Examining the Relationship Between Students Perception of a Good Teacher and the Impact on Their Academic Performance in Two Secondary Schools in Kingston written by Elcena Christie and published by . This book was released on 2011 with total page 260 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Palgrave Handbook of Positive Education written by Margaret L. Kern and published by Springer Nature. This book was released on 2021 with total page 788 pages. Available in PDF, EPUB and Kindle. Book excerpt: "The approaches outlined in this volume will help expand the narrow focus on academic success to include psychological well-being for students and educators alike. It is a must-read for anyone interested in how positive outcomes such as life satisfaction, positive emotion, and meaning and purpose can be optimized in the educational settings." -- Judith Moskowitz, PhD MPH, Northwestern University Feinberg School of Medicine, USA, IPPA President 2019-2021 This open access handbook provides a comprehensive overview of the growing field of positive education, featuring a broad range of theoretical, applied, and practice-focused chapters from leading international experts. It demonstrates how positive education offers an approach to understanding learning that blends academic study with life skills such as self-awareness, emotion regulation, healthy mindsets, mindfulness, and positive habits, grounded in the science of wellbeing, to promote character development, optimal functioning, engagement in learning, and resilience. The handbook offers an in-depth understanding and critical consideration of the relevance of positive psychology to education, which encompasses its theoretical foundations, the empirical findings, and the existing educational applications and interventions. The contributors situate wellbeing science within the broader framework of education, considering its implications for teacher training, education and developmental psychology, school administration, policy making, pedagogy, and curriculum studies. This landmark collection will appeal to researchers and practitioners working in positive psychology, educational and school psychology, developmental psychology, education, counselling, social work, and public policy. Margaret (Peggy) L. Kern is Associate Professor at the Centre for Positive Psychology at the University of Melbourne's Graduate School of Education, Australia. Dr Kern is Founding Chair of the Education Division of the International Positive Psychology Association (IPPA). You can find out more about Dr Kern's work at www.peggykern.org. Michael L. Wehmeyer is Ross and Mariana Beach Distinguished Professor of Special Education; Chair of the Department of Special Education; and Director and Senior Scientist, Beach Center on Disability, at the University of Kansas, United States. Dr Wehmeyer is Publications Lead for the Education Division of the International Positive Psychology Association (IPPA). He has published more than 450 peer-reviewed journal articles and book chapters and is an author or editor of 42 texts. .
Download or read book Student Perceptions and Their Relationship to Teacher Behaviors and Student Achievement written by David Cherry and published by . This book was released on 1987 with total page 390 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Role of interest in Learning and Development written by K. Ann Renninger and published by Psychology Press. This book was released on 2014-02-04 with total page 423 pages. Available in PDF, EPUB and Kindle. Book excerpt: Interest is just emerging as a critical bridge between cognitive and affective issues in both learning and development. This developing "interest" in interest appears to be linked to an increasing concern for studying the individual in context, examining affective variables as opposed to purely structural features of text, analyzing the interrelationship of cognitive and social development, understanding practical applications of theories of motivation, and recognizing the importance of developmental psychology for the study of learning. This book addresses both how individual interest and interest inherent in stimuli (books, text, toys, etc.) across subjects affect cognitive performance. While the book's particular emphasis is on theory-driven research, each of the contributing authors offers a unique perspective on understanding interest and its effects on learning and development. As such, each has contributed a chapter in which particular questions in interest research are described and linked to a clearly stated theoretical perspective and recent findings. Relevant material from the broader literatures of psychology and education are analyzed in the context of these discussions. In addition, the introductory and concluding chapters build on the contributions to the volume by providing the basis of a coherent view of interest across genres such as stories and expository text, and domains as varied as play, reading, and mathematics.
Download or read book The Influence of Teacher Student Relationships and Feedback on Students Engagement with Learning written by Roger Wood and published by Cambridge Scholars Publishing. This book was released on 2018-06-11 with total page 365 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book presents a potential hierarchy between the three basic psychological needs central to Self-Determination Theory (SDT). Findings from the author’s research suggest that the motivation to exercise autonomy is an outcome that is cumulatively influenced by the perceived quality of the teacher-student relationship and students’ perceived competence within specific learning contexts and with a specific teacher. These findings are the basis for three hypotheses regarding students’ motivation to engage with learning activities. The first is that perceived competence is informed by and reciprocally informs the quality of the teacher-student relationship. The second is that students’ perceived competence and the quality of the teacher-student relationship have a combined impact upon students’ autonomous motivation. The final posit is that a teacher can be autonomy supportive both prior to and during activities where students have opportunities to exercise their autonomy. Such autonomy support includes the influence of teacher feedback upon students’ perceived competence and their subsequent motivation to autonomously engage with learning activities. This research begins to unravel such motivational interplay through an SDT-informed model, which is used as the basis for discussing the specific influence of teacher feedback and autonomy support upon students’ engagement with learning activities in formal learning settings. The findings and model are worthy of further testing and development, as part of the wider agenda of student engagement, wellbeing and positive psychology prevalent in educational research, education psychology, and the philosophy of social motivation.
Download or read book Teacher s Perceptions of Students Academic Potential and Performance in a High and a Low achieving School written by William Jiovanni Felton and published by . This book was released on 2006 with total page 402 pages. Available in PDF, EPUB and Kindle. Book excerpt: Many attempts have been made to improve the academic achievement of the general educated population. However, few studies have examined why the academic achievement of at-risk students continues to decline at an all time high. The purpose of this research study was to determine if teachers' perceptions made a difference in examining the potential and performance of students in a high achieving and a low achieving high school located in urban area in Baltimore, Maryland. The study involved 168 high school teachers in two urban communities. The two high schools were selected because of their geographical proximity, demographics, the similarity of the socioeconomic status, number of teachers, at risk student population and their statuses as high achieving and low achieving high schools. Results indicated that there was a significant relationship between teachers' perceptions and the academic achievement of at-risk students between the two schools. The study also determined differences between teacher perception of potential and performance. Female students received significantly higher ratings (H) than did male students, whom teachers rated generally in the moderate range. Focus groups moderated by the researcher also indicated that the two schools varied greatly in the perceptions of their two working environments. In general, the focus group discussions revealed School Y teachers to be excited, enthusiastic, and hopeful; whereas School X teachers were afraid, depressed and disgruntled with lack of resources and lack of leadership at their school.-- Abstract.
Download or read book A Close Teacher Makes a Better Student written by Courtney Rizek and published by . This book was released on 2012 with total page 30 pages. Available in PDF, EPUB and Kindle. Book excerpt: High quality teacher-student relationships increase engagement and academic performance and decrease drop-out (Finn & Rock, 1997). There has been relatively little research on this topic in adolescence. The present study examines adolescents' perception of their relationship with teachers and how this relationship affects their intrinsic academic motivation as a potential mediator between connectedness and academic performance. Forty-two high school students enrolled in a writing course completed the Inventory of Teacher-Student Relationship, Child and Adolescent Social Support Scale, and Student Perceptions of Control Questionnaire. Student interest in the course topic predicted quality of the relationship with teacher. Overall, students who reported a higher quality relationship with their teacher also perceived themselves to be in greater control and to put forth more effort than students reporting a relatively lower quality relationship. Two relationship dimensions "high trust and low alienation" appeared to account for these findings.
Download or read book The Relationship Between Perceived Behavior and Academic Achievement written by Randy A. Holley and published by . This book was released on 1998 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study focused on the interaction between academic scores and the perception of child behavior by the teachers, parents, and children's perspective. Using a sample of 15 elementary students, their parents, and four teachers, this study has examined behavioral perceptions based on the Child Behavior Checklist, Teacher Report Form, and Youth Self-Report Form. These perceptions were then correlated with GPA and Iowa Test of Basic Skills scores. Multiple linear and stepwise regressions were also used. Conclusions are made regarding the implications of these results for the current educational system. Overall, the children's perceptions of their own behavior played a major role in their achievement both on GPA and Iowa test scores.
Download or read book Power in the Classroom written by Virginia P. Richmond and published by Routledge. This book was released on 2012-10-12 with total page 224 pages. Available in PDF, EPUB and Kindle. Book excerpt: In the belief that power is something that is negotiated by participants in the instructional process and with the goal of understanding how communication and power interact, this book looks at power and instruction in many different ways. Drawing from the lessons of the social sciences generally, it examines research that has been conducted by instructional communication specialists, looks at newer approaches to power, presents a status report on what is now known, and points to the divergent directions that offer opportunities for future scholarship.
Download or read book Teacher and Student Perceptions written by John M. Levine and published by Lawrence Erlbaum Associates. This book was released on 1983 with total page 432 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book A Study of the Relationship Between Student Perception of Teacher and Student Achievement in Science Civics and English written by Carl J. Edmonson and published by . This book was released on 1961 with total page 49 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Handbook of Research on Student Engagement written by Sandra L. Christenson and published by Springer Science & Business Media. This book was released on 2012-02-23 with total page 839 pages. Available in PDF, EPUB and Kindle. Book excerpt: For more than two decades, the concept of student engagement has grown from simple attention in class to a construct comprised of cognitive, emotional, and behavioral components that embody and further develop motivation for learning. Similarly, the goals of student engagement have evolved from dropout prevention to improved outcomes for lifelong learning. This robust expansion has led to numerous lines of research across disciplines and are brought together clearly and comprehensively in the Handbook of Research on Student Engagement. The Handbook guides readers through the field’s rich history, sorts out its component constructs, and identifies knowledge gaps to be filled by future research. Grounding data in real-world learning situations, contributors analyze indicators and facilitators of student engagement, link engagement to motivation, and gauge the impact of family, peers, and teachers on engagement in elementary and secondary grades. Findings on the effectiveness of classroom interventions are discussed in detail. And because assessing engagement is still a relatively new endeavor, chapters on measurement methods and issues round out this important resource. Topical areas addressed in the Handbook include: Engagement across developmental stages. Self-efficacy in the engaged learner. Parental and social influences on engagement and achievement motivation. The engaging nature of teaching for competency development. The relationship between engagement and high-risk behavior in adolescents. Comparing methods for measuring student engagement. An essential guide to the expanding knowledge base, the Handbook of Research on Student Engagement serves as a valuable resource for researchers, scientist-practitioners, and graduate students in such varied fields as clinical child and school psychology, educational psychology, public health, teaching and teacher education, social work, and educational policy.
Download or read book Handbook of Research in Educational Communications and Technology written by M. J. Bishop and published by Springer Nature. This book was released on 2020-09-21 with total page 898 pages. Available in PDF, EPUB and Kindle. Book excerpt: The 5th edition of the prestigious AECT Handbook continues previous efforts to reach outside the traditional instructional design and technology community to the learning sciences and computer information systems communities toward developing a conceptualization of the field. However, given the pervasive and increasingly complex role technology now plays in education since the 1st edition of the Handbook in 1996, the editors have reorganized the research chapters in this edition to focus on the learning problems we are trying to solve with educational technologies, rather than to focus on the things we are using to solve those problems. Additionally, for the first time this edition of the Handbook reflects our field’s growing understanding of the importance of design scholarship to inform practice by including design case chapters. These changes for this edition of the Handbook are intended to bring educational technology research into the broader framework of educational research by elaborating on the role instructional design and technology plays as a scholarly discipline in addressing education’s increasingly complex issues. Provides comprehensive reviews of new developments in educational technology research and design practice. Includes concrete examples to guide future research and practice in the ways emerging technologies can be used to solve educational problems. Contains extensive references furnished to guide readers to the most recent research and design practice in the field of instructional design and technology.
