Download or read book Urban Middle School Students Perceptions of Math and Science Teachers Caring Behaviors and Students Self Reports of Academic Competence written by Brenda Rhyne and published by . This book was released on 2007 with total page 174 pages. Available in PDF, EPUB and Kindle. Book excerpt: "This research examines urban middle school students' perceptions of their math and science teachers' behaviors. Specific caring behaviors (challenging questions, encouragement and praise, non-verbal support, understanding and friendly, and controlling -- which refer to teacher's expectations for classroom behavior) were evaluated by 101 students (72 girls and 29 boys) in grades 7, 8, and 9 by means of a survey instrument. Research findings support earlier investigations confirming that boys and girls interpret teacher friendliness differently. However, both male and female students reported similar perceptions of their teachers' behaviors with respect to praise, non-verbal support, and controlling. In addition, a strong correlation existed between students' perceptions of teachers' behaviors and student self reports of academic competence"--Abstract.
Download or read book Middle School Student Perceptions of Teacher and Adult Caring Behaviors written by Jonathon William Graff and published by . This book was released on 2012 with total page 58 pages. Available in PDF, EPUB and Kindle. Book excerpt: This research explores student perceptions of teacher and adult caring behaviors. It seeks to determine the extent that middle school students feel cared for by teachers and other adults in school and to identify specific student perceived adult caring and non-caring behaviors. Research methods include the creation and administration of a three-question survey administered to school students (grades 7and 8) who attend an upper Midwestern middle school. Survey results are interpreted referencing attachment and self-systems theory. Research findings suggest that teachers must focus on and address both academic and personal needs to create meaningful teacher-student relationships that are perceived by students as caring.
Download or read book Urban Education written by Karen Symms Gallagher and published by Routledge. This book was released on 2013-03-19 with total page 394 pages. Available in PDF, EPUB and Kindle. Book excerpt: Many factors complicate the education of urban students. Among them have been issues related to population density; racial, ethnic, cultural, and linguistic diversity; poverty; racism (individual and institutional); and funding levels. Although urban educators have been addressing these issues for decades, placing them under the umbrella of "urban education" and treating them as a specific area of practice and inquiry is relatively recent. Despite the wide adoption of the term a consensus about its meaning exists at only the broadest of levels. In short, urban education remains an ill-defined concept. This comprehensive volume addresses this definitional challenge and provides a 3-part conceptual model in which the achievement of equity for all -- regardless of race, gender, or ethnicity – is an ideal that is central to urban education. The model also posits that effective urban education requires attention to the three central issues that confronts all education systems (a) accountability of individuals and the institutions in which they work, (b) leadership, which occurs in multiple ways and at multiple levels, and (c) learning, which is the raison d'être of education. Just as a three-legged stool would fall if any one leg were weak or missing, each of these areas is essential to effective urban education and affects the others.
Download or read book A Qualitative Study Exploring how Perceptions of Problem Student Behavior Impact Building Relationships in an Urban Middle School District written by David P. Lewis and published by . This book was released on 2016 with total page 118 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study explored how problem student behavior prompts relationships, as perceived by students, teachers and administrators. It also researched and documented the resources used to implement individual, classroom and school-wide behavioral interventions. Current conceptualizations suggest that successful intervention cannot be one-dimensional in nature but must consist of cooperative interactions that promote emotional support, reward competence, and also promote self-esteem (Ajzen, 2011a; Bandura, 1977; SYoon, 2002). This study was guided by the following three research questions: 1. What contributes to problem student behaviors, as perceived by administrators, faculty, and students? 2. How does problem student behavior impact relationships in a school community, as perceived by administrators, faculty, and students? 3. What strategies, practices, or use of responses could better support students identified as evidencing problem behavior, as perceived by students, teachers, and administrators? This study used a multi-site focus group method at three similar public middle schools. Both Bandura's theory of efficacy and Ajzen's theory of planned behavior served as the theoretical lenses to guide this research project. Many significant themes emerged from this research. Of note was that students engaged more in academics when teachers and administrators are perceived as caring. Lack of student academic comprehension influenced problem student behavior. Lastly, the inconsistent delivery of pro-social programs negatively affected positive relationships among stakeholders in a middle school setting.
Download or read book Resources in Education written by and published by . This book was released on 2001 with total page 764 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Urban Middle School Teachers Perceptions of Self efficacy in Designing Using and Interpreting Common Formative Assessments written by Brandy J. Bunnell and published by . This book was released on 2012 with total page 344 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this quantitative, exploratory study was to describe urban middle school content-teachers' reports of self-efficacy in designing, using, and interpreting standards-aligned common formative assessments in order to improve student learning. For the purposes of this study self-efficacy is not a general belief, but one related to specific tasks (Bandura, 1997). As such, the demands of specific tasks within a specified domain serve as the basis upon which judgments of capability are made. Data was also collected concerning experiences that teachers perceived as being most helpful in the development of their confidence regarding these practices. This study was conducted in four urban school districts in Connecticut. Middle school teachers of Language Arts, Mathematics, Science, and Social Studies were polled. The Sense of Efficacy: Common Formative Assessments Survey (Bunnell, 2010), a researcher-developed Internet-based survey, was completed by 64 teachers. Data analyses revealed that a simple majority of urban middle school teachers who participated reported moderately high levels of self-efficacy in the tasks associated with designing, using, and interpreting common formative assessments. Participants reported that they gained confidence from activities mainly associated with emotional arousal, vicarious experiences and enactive mastery experiences.
Download or read book Teaching Critical Thinking Strategies in Mathematics written by Autumn G. Gabriel Edd and published by . This book was released on 2019-09-03 with total page 156 pages. Available in PDF, EPUB and Kindle. Book excerpt: There is an inconsistency with urban middle school teachers' perceptions about promoting critical thinking skills within middle schools in a large metropolitan area. By implementing differentiated approaches in mathematics classes that incorporates critical thinking skills, such as modeling activities, open-ended questioning, using Bloom's taxonomy, cooperative grouping, computer-based instruction and diagnostic and adaptive teaching, instead of traditional work-book exercises, student's scores in mathematics would increase, but also urban teachers' insight about the importance of critical thinking skills would also give credibility to usefulness. Thinking critically in problem situations is a skill that has received increasing attention as an educational goal (Incikabi, Tuna, & Biber, 2013; Goodchild, Fuglestad, & Jaworski, 2013). The National Commission on Standards declared that the teaching of critical thinking skills was crucial to producing students who were not only ready for college, but also for the workforce (Kaplan & Kies, 1995). The purpose of this descriptive phenomenological study was to explore urban middle school mathematics teachers' perceptions about incorporating critical thinking skills within mathematics classes daily. The study consisted of fifteen 8th grade mathematics teachers who taught African American males in a large metropolitan city in Georgia. Achieving the purpose may not only assist mathematics teachers in urban middle schools with teaching critical thinking skills, but also provide insight into how urban middle school mathematics teachers feel if teaching critical thinking skills to African American males and other ethnic groups does promote transformation of knowledge. Tsui (2002) suggested that establishing effective critical thinking skills was essential for student's success at the post-secondary level; perhaps these critical thinking skills could also be essential to students' success at the middle school level in a mathematics class. An educational objective of school systems should be to develop students who are independent enough to think critically about academic subjects and real-world situations (Whittaker, 2014; Jensen, 2013). The study contributed to challenges and extend theory by first analyzing which theoretical methods used in public schools in large metropolitan cities in mathematics classes were not effectively working in educating African American males. The descriptive phenomenological study conveyed through questionnaires the lived experiences and perceptions of urban middle school mathematics teachers from their own perspectives, if incorporating critical thinking skills within mathematical lessons assisted with transferring knowledge. The study showed teachers' perception of teaching critical thinking skills did promote transference of knowledge, and the same critical thinking skills employed by middle school mathematics teachers assisted African American males with being successful in middle school mathematics classrooms. This field of study is valuable to leaders because it presented an alternative teaching strategy for not only closing the achievement gap in mathematics, but also enabling African American males to think critically about mathematics. Understanding how teachers felt about teaching critical thinking skills at the middle school level provided leaders with not only valuable information about the necessity of incorporating critical thinking skills in the curriculum, but also challenged the one-size fits all approach to educating African American males.
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 Predicting the Quality of Middle Schoolers Teacher Relationships written by Sara L. Prewett and published by . This book was released on 2016 with total page 89 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study investigated predictors of the quality of middle school students' relationships with their math teachers. The participants were fifth- and sixth-grade middle school students and their math teachers in a Midwestern, rural school district. Most previous research has measured the quality of relationships using only teacher or student perspectives. Adolescent students and their math teachers participated in a cross-sectional survey that measured their perceptions of their relationships with each other in order to predict students' perceptions of the quality of their relationships with their teachers. The analytic procedures used independent samples t-tests, bivariate correlations, and multiple linear regression. Analyses revealed that students' math interest, math self-efficacy, and perceptions of their teachers' prosocial behaviors positively predicted students' perceptions of positive teacher relationships. The teachers' positive student relationship perceptions also predicted students' positive teacher relationship perceptions. Unexpectedly, teachers' socio-emotional support perceptions were not significantly associated with students' positive teacher relationship perceptions. Furthermore, these data show that students' own reports of math interest and math self-efficacy predicted their perceptions of positive teacher relationships. Moreover, students' perceptions of their teachers' prosocial classroom behaviors strongly predicted students' views of positive relationships with their teachers. Teachers' prosocial classroom behaviors are malleable, and study findings suggest further research on how teachers' prosocial behaviors shape students' positive teacher relationships.
Download or read book Middle School Teachers Beliefs about how They Communicate Caring and Students Perceptions of Their Teachers Caring Behaviors written by Cynthia D. Kainaroi and published by . This book was released on 2005 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Resources in Education written by and published by . This book was released on 1997 with total page 970 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Examination of Students and Teachers Perceptions of Teachers Caring Behaviors in an Affluent North Texas Middle School written by Gregory Andrew Rico and published by . This book was released on 2020 with total page 174 pages. Available in PDF, EPUB and Kindle. Book excerpt: See ProQuest for summary.
Download or read book Urban Middle School Students and the Relationship of Their Perception on Care on Their Intrinsic Motivation written by Dorothy H. Reppy and published by . This book was released on 2018 with total page 250 pages. Available in PDF, EPUB and Kindle. Book excerpt: Spanning over the course of two decades, educational leaders have invested government finances into the social-emotional needs of adolescents, validating the concern of these specific educational needs. Government programs provide student questionnaires to survey the scholastic climate from students' perception. Previous research discusses the correlation between students' perception and their success in school due to fulfillment of their transescent needs. This research study ventured to distinguish a possible correlation between urban middle school students' perspective of feeling "cared-for" and their intrinsic motivation. The study surveyed eleven hundred adolescents in grades six through eight from Austintown Middle School. The students completed a survey which inquired about their perceptions. The first part of the survey was acquired from the Positive Behavior Intervention and Supports (PBIS) and the second part of the survey to measure their intrinsic motivation was acquired from the Academic Motivation Scale (AMS). The outcomes and interventions for school districts were discussed. There was statistical significance with students feeling cared for and having a similar or higher perception of their intelligence in comparison to their peers. There was also statistical significance within a positive correlation between how students perceive their academic environment and their intrinsic motivation. There was not statistical significance between socioeconomics and intrinsic motivation; student engagement leading to intrinsic motivation was a stronger factor.
Download or read book The Relationship Between Urban Middle School Students Interest in Science Perceptions of Science Teachers and Achievement in Science written by Everett Anayo Onwumere and published by . This book was released on 2003 with total page 284 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Dissertation Abstracts International written by and published by . This book was released on 1999 with total page 660 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Motivation to Learn written by Deborah J. Stipek and published by Allyn & Bacon. This book was released on 2002 with total page 324 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book integrates theory and research in motivation and applies them to classroom practice. This book gives readers a thorough understanding of motivation theories that can be applied to the needs of their students. Teachers can use these research-based theories to develop problem-solving skills in a range of educational contexts. The focus is on classroom learning, but attention is also given to how strategies used to motivate students in schools affect their motivation to participate in intellectual activities outside of school. For educators at all grade levels.
Download or read book Student Perceptions of Teacher Caring Behavior in Middle Schools written by Arthur A. Cummins and published by . This book was released on 2006 with total page 438 pages. Available in PDF, EPUB and Kindle. Book excerpt:
