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 The Black White Test Score Gap written by Christopher Jencks and published by Brookings Institution Press. This book was released on 2011-01-01 with total page 546 pages. Available in PDF, EPUB and Kindle. Book excerpt: " The test score gap between blacks and whites—on vocabulary, reading, and math tests, as well as on tests that claim to measure scholastic aptitude and intelligence--is large enough to have far-reaching social and economic consequences. In their introduction to this book, Christopher Jencks and Meredith Phillips argue that eliminating the disparity would dramatically reduce economic and educational inequality between blacks and whites. Indeed, they think that closing the gap would do more to promote racial equality than any other strategy now under serious discussion. The book offers a comprehensive look at the factors that contribute to the test score gap and discusses options for substantially reducing it. Although significant attempts have been made over the past three decades to shrink the test score gap, including increased funding for predominantly black schools, desegregation of southern schools, and programs to alleviate poverty, the median black American still scores below 75 percent of American whites on most standardized tests. The book brings together recent evidence on some of the most controversial and puzzling aspects of the test score debate, including the role of test bias, heredity, and family background. It also looks at how and why the gap has changed over the past generation, reviews the educational, psychological, and cultural explanations for the gap, and analyzes its educational and economic consequences. The authors demonstrate that traditional explanations account for only a small part of the black-white test score gap. They argue that this is partly because traditional explanations have put too much emphasis on racial disparities in economic resources, both in homes and in schools, and on demographic factors like family structure. They say that successful theories will put more emphasis on psychological and cultural factors, such as the way black and white parents teach their children to deal with things they do not know or understand, and the way black and white children respond to the same classroom experiences. Finally, they call for large-scale experiments to determine the effects of schools' racial mix, class size, ability grouping, and other policies. In addition to the editors, the contributors include Claude Steele, Ronald Ferguson, William G. Bowen, Philip Cook, and William Julius Wilson. "
Download or read book Teachers Perceptions and Students Performance written by Henritta L. Stewart and published by . This book was released on 2002 with total page 212 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Effects of Teacher Perceptions and Expectations on Student Achievement written by Mary E. Contreras and published by . This book was released on 2011 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The achievement gap, the disparity in the academic performance of students, especially in groups of minority students and students of low socioeconomic status in relation to the academic performance of their peers (Abramson, 2006), has been a disturbing reality of our education system since public education's inception in the 1800s. Neither the legal sanctions of Brown v. Board of Education in 1954 nor the more recent 2002 No Child Left Behind (NCLB) Act have had the intended impact on closing the achievement gap. A primary barrier to the change necessary for improving education is the low expectations teachers often have toward certain groups of students (Allen, 1999). The purpose of this study was to explore teachers' perceptions and expectations of their Hispanic students. In this qualitative study, transcripts of dialogue from conversations held in professional learning communities were analyzed to discern underlying teachers' beliefs about the majority Hispanic students attending the Arts Magnet K-8 public school. The study found that teachers do have particular perceptions and expectations for their Hispanic students. The researcher also discovered that conversations around race are difficult. The implication is that in order to bring about systemic change in the educational system, educators must acknowledge and be willing to address that their perceptions and expectations can impact a student's academic achievement.
Download or read book School Climate written by H. Jerome Freiberg and published by Routledge. This book was released on 2005-08-02 with total page 240 pages. Available in PDF, EPUB and Kindle. Book excerpt: Like a strong foundation in a house, the climate of a school is the foundation that supports the structures of teaching and learning. This book provides a framework for educators to look at school and classroom climates using both informal and formal measures. Each chapter focuses on a different aspect of climate and details techniques which may be used by heads or classroom teachers to judge the health of their learning environment. The book sets out to enhance understanding of the components of a healthy learning environment and the tools needed to improve that environment. It also looks at ways to assess the impact of change activities in improving and sustaining educational excellence. The international team of contributors bring perspectives from the school systems in America, UK, Australia and Holland.
Download or read book Ethnic Matching written by Donald Easton-Brooks and published by Rowman & Littlefield. This book was released on 2019-03-13 with total page 155 pages. Available in PDF, EPUB and Kindle. Book excerpt: Ethnic Matching: Academic Success of Students of Color is an in-depth exploration on the impact of ethnic matching in education, the paring of students of color with teachers of the same race. Research shows that this method has a positive and long-term impact on the academic experience of students of color. This book explores what makes this phenomenon relevant in today’s classrooms. Through interviewing quality teachers of color, this book sheds a light on the impact these teachers make on the academic experience of students of color. This approach is meant to provide all teachers valuable insight into techniques for engaging with diverse learners. Also, from these conversations, the book shows how the intentionality of culturally responsive practice can enhance the academic experience of students of color. Topics such as the challenges of recruiting and retaining quality teachers of color, as well as the valuable work being done on the local, state, and national level to promote diversifying the field of education as a way to provide equitable education for all students is also explored in this book.
Download or read book Foreign Language Teachers Perceptions of Their First Year Students Performance written by Mark A. Mortine and published by . This book was released on 1988 with total page 272 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Impact of the Read 180 Program written by Stephanie D. Corbin and published by . This book was released on 2016 with total page 100 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examined Read 180 student Lexile level reading scores and perceptions of teachers at the elementary level regarding student achievement in the content areas. Three research questions guided this mixed methods study and data were collected using a survey with an open-ended question and individual interviews to determine teacher perceptions of the Read 180 program in regard to student achievement in the content area classroom. Lexile level student scores were analyzed to determine if the Read 180 program had an impact on student reading scores and were then compared to teachers' perceptions of student achievement in the content area classroom. Results revealed overall student reading growth through increased Lexile level scores; however, student annual expected growth, according to Scholastic's annual growth chart, was minimal. Teachers' perceptions of overall student performance in the classroom were divided by the results. There was no overwhelming consensus with regards to overall academic improvement in the content area classroom. An area of teacher concern was with reading comprehension in the content area classroom. Teachers were not seeing increased comprehension and expressed that Read 180 students were not on grade level with their achievement.
Download or read book Teachers Perceptions of the Relationships Among Home Environment Students Social and Personal Characteristics and Academic Performance written by Daisybelle Spencer and published by . This book was released on 1999 with total page 260 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Classroom Teachers Perceptions of Students who Participate in Daily Physical Education written by Dennis Merrill Scruton and published by . This book was released on 2009 with total page 310 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Teachers Perceptions Students Characteristics and Teacher student Interactions written by Maria Ginieri-Coccossis and published by . This book was released on 1981 with total page 502 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The International Social Studies Project written by Michael W. Hickman and published by . This book was released on 1999 with total page 280 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Teachers perceptions of integrated students performance on reading and oral written by Sharon Brake and published by . This book was released on 1991 with total page 54 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Teachers Perceptions Regarding Best Practices for Raising Academic Achievement of Low Socioeconomic Students written by Laura Atkins-Brady and published by . This book was released on 2017 with total page 36 pages. Available in PDF, EPUB and Kindle. Book excerpt: This research study sought to gain insight into the opinions and perceptions of teachers regarding best practices that are designed to raise academic achievement in a Title I elementary school. This researcher distributed a survey to teachers to solicit their opinions and perceptions. The teachers surveyed were employed at a Title I elementary school in Central California. The survey was composed of 10 statements that the teachers rated using a Likert-type scale. The responses were statistically analyzed using a chi square goodness of fit. This study found that teachers perceive nine out of the ten best practices surveyed as either effective or strongly effective in increasing academic achievement of low socioeconomic students. However, the results of this study found that only 36.1% of the teachers surveyed perceived teacher-created curriculum materials as either effective or strongly effective. Teachers need to be confident that the curriculum materials they are using will raise the academic achievement of their students. More research is needed in order to determine if there are significant differences in achievement between students who use teacher created curriculum materials and those who use published curriculum materials.
Download or read book The Effects of Social Perceptual and Causal Attributional Variables on Teachers Perceptions and Ratings of Students Written Compositions written by Michael Lewis Michlin and published by . This book was released on 1980 with total page 236 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book An Examination of Teachers Perceptions of the Difficulty in Teaching the Texas Essessential Knowledges and Skills and the State of Texas Assessments of Academic Readiness Test Results written by Christina Gomez and published by . This book was released on 2014 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This study focused on teacher effectiveness. This research investigation attempted to determine if a teacher's perceived ability to teach the Texas Essential Knowledge and Skills (TEKS) affected student achievement as measured on the State of Texas Assessments of Academic Readiness (STAAR) for third and fourth grade reading and math. By examining teachers' perceptions regarding their perceived preparedness to teach the TEKS and achievement of their students as measured on STAAR, school leaders can design a script for academic interventions. Significant numbers of economically disadvantaged students have low academic achievement in reading and math performance as measured by state assessments, such as the STAAR. Research participants in this study were limited to one elementary school located in a large urban school district in Southeast Texas. Descriptive statistics were used to analyze archival data of the 2012-2013 third and fourth grade STAAR math and reading results by investigating whether teacher perceptions affected student achievement. A quantitative method was utilized to see if patterns existed between teacher perceptions of their perceived preparedness to teach the TEKS with the achievement of their students on STAAR. A qualitative method was used to document the responses to interview questions that third and fourth grade teachers reported regarding their perceptions of the TEKS and its affect on their students' achievement. By gaining a better understanding of teacher perceptions, school leaders may support student learning by first supporting teacher learning. In addition to supporting teacher and student growth through data-driven professional development activities, this research may also have implications for measuring the effectiveness of school leaders, teacher education programs, and mentor programs. In this study, the professional development, ongoing teacher support and the many other continuous interventions affected the overall results of the study, and therefore this study was inconclusive and the researcher is unable to determine if teacher perceptions of the Student Expectations impact student achievement.
Download or read book Teachers Perceptions of Teaching Quality and Its Impact on Students Performance in Secondary Schools in Nepal written by Shiva Tiwari and published by . This book was released on 2019 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
