Teachers Beliefs About Fostering Teacher Student Relationships And The Correlation To Academic Gains
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Teachers Beliefs About Fostering Teacher Student Relationships And The Correlation To Academic Gains
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Author : Naima Williams
language : en
Publisher:
Release Date : 2017
Teachers Beliefs About Fostering Teacher Student Relationships And The Correlation To Academic Gains written by Naima Williams and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2017 with Academic achievement categories.
Toward the improvement of interactions between teachers and at-risk students, and academic achievement, this correlation study explored teachers’ attitudes about cultivating teacher-student relationships and the connection to academic gains. Specifically, the current study investigated the relationship among three constructs: teacher support for student autonomy, teacher sense of responsibility for positive teacher-student relationships, and student academic gains among middle school students in a high minority, low socioeconomic middle school district in Georgia. Based on self-determination theory, teacher valuation of fostering teacher-student interactions was operationalized by the Problems in Schools Questionnaire (PIS) and Teacher Responsibility Scale (TRS). Teacher level growth percentile median data from the 2013-2014 Criterion Referenced Competency Test (CRCT) administration were used to assess student achievement. Information from the PIS and TRS, administered online to 43 middle school teachers, was paired with teacher growth percentile medians. Pearson and Spearman Rho correlations were run in SPSS v24 to determine relationships between teacher sense of responsibility for teacher-student relationships, their support for student autonomy and performance of their students on the 2013-2014 CRCT. Though no significant association between teachers’ beliefs about teacher-student interactions and student achievement was found, this study found that teachers of at-risk students support student autonomy and indicate a sense of responsibility for fostering positive teacher-student relationships.
An Investigation Of The Relationships Between Teacher Beliefs And Student Achievement
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Author : Cunningham Brian Lee
language : en
Publisher:
Release Date : 2017
An Investigation Of The Relationships Between Teacher Beliefs And Student Achievement written by Cunningham Brian Lee and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2017 with categories.
The Palgrave Handbook Of Positive Education
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Author : Margaret L. Kern
language : en
Publisher: Springer Nature
Release Date : 2021
The Palgrave Handbook Of Positive Education written by Margaret L. Kern and has been published by Springer Nature this book supported file pdf, txt, epub, kindle and other format this book has been release on 2021 with Child psychology categories.
"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. .
Secondary Teachers Beliefs About Teacher Student Relationships Student Engagement And Academic Achievement
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Author : Kathryn Romano Farnon
language : en
Publisher:
Release Date : 2022
Secondary Teachers Beliefs About Teacher Student Relationships Student Engagement And Academic Achievement written by Kathryn Romano Farnon and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2022 with categories.
Teacher Behavior And Student Achievement
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Author : Jere E. Brophy
language : en
Publisher:
Release Date : 1984
Teacher Behavior And Student Achievement written by Jere E. Brophy and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 1984 with Academic achievement categories.
Student And Teacher Writing Motivational Beliefs
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Author : Steve Graham
language : en
Publisher: Frontiers Media SA
Release Date : 2024-06-21
Student And Teacher Writing Motivational Beliefs written by Steve Graham and has been published by Frontiers Media SA this book supported file pdf, txt, epub, kindle and other format this book has been release on 2024-06-21 with Science categories.
The study of students’ motivational beliefs about writing and how such beliefs influence writing has increased since the publication of John Hays’ 1996 model of writing. This model emphasized that writers’ motivational beliefs influence how and what they write. Likewise, increased attention has been devoted in recent years to how teachers’ motivational beliefs about writing, especially their efficacy to teach writing, impact how writing is taught and how students’ progress as writers. As a result, there is a need to bring together, in a Research Topic, studies that examine the role and influence of writing beliefs. Historically, the psychological study of writing has focused on what students’ write or the processes they apply when writing. Equally important, but investigated less often, are studies examining how writing is taught and how teachers’ efforts contribute to students’ writing. What has been less prominent in the psychological study of writing are the underlying motivational beliefs that drive (or inhibit) students’ writing or serve as catalysts for teachers’ actions in the classroom when teaching writing. This Research Topic will bring together studies that examine both students’ and teachers’ motivational beliefs about teaching writing. This will include studies examining the operation of such beliefs, how they develop, cognitive and affective correlates, how writing motivational beliefs can be fostered, and how they are related to students’ writing achievement. By focusing on both students’ and teachers’ beliefs, the Research Topic will provide a more nuanced and broader picture of the role of motivation beliefs in writing and writing instruction. This Research Topic includes papers that address students’ motivational beliefs about writing, teachers’ motivational beliefs about writing or teaching writing. Students’ motivational beliefs about writing include: • beliefs about the value and utility of writing, • writing competence, • attitudes toward writing, • goal orientation, • motives for writing, • identity, • epistemological underpinnings writing, • and attributions for success/failure (as examples). Teacher motivational include these same judgements as well as beliefs about their preparation and their students’ competence and progress as writers (to provide additional examples). This Research Topic is interested in papers that examine how such beliefs operate, develop, are related to other cognitive and affective variables, how they are impacted by instruction, and how they are related to students’ writing performance. Submitted studies can include original research (both quantitative, qualitative, or mixed-methods), meta-analysis, and reviews of the literature.
Teacher Beliefs And Classroom Performance
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Author : James Raths
language : en
Publisher: IAP
Release Date : 2003-12-01
Teacher Beliefs And Classroom Performance written by James Raths and has been published by IAP this book supported file pdf, txt, epub, kindle and other format this book has been release on 2003-12-01 with Education categories.
This volume of Advances in Teacher Education is about beliefs held by teachers and addresses the important topic of teacher beliefs from a variety of disciplinary perspectives. Most of the authors who have contributed to this collection of essays assume that beliefs are propositions that are felt to be true by the person embracing them, but that do not necessarily rest on the kind of evidence that justifies the use of the term “knowledge.” Teacher beliefs are an important topic because it is hypothesized that teachers and teacher candidates use them to shape the information they receive from formal teacher preparation and to direct subsequent decision-making in the classroom.
International Handbook Of Research On Teachers Beliefs
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Author : Helenrose Fives
language : en
Publisher: Routledge
Release Date : 2014-08-21
International Handbook Of Research On Teachers Beliefs written by Helenrose Fives and has been published by Routledge this book supported file pdf, txt, epub, kindle and other format this book has been release on 2014-08-21 with Education categories.
Teacher beliefs play a fundamental role in the education landscape. Nevertheless, most educational researchers only allude to teacher beliefs as part of a study on other subjects. This book fills a necessary gap by identifying the importance of research on teacher beliefs and providing a comprehensive overview of the topic. It provides novices and experts alike a single volume with which to understand a complex research landscape. Including a review of the historical foundations of the field, this book identifies current research trends, and summarizes the current knowledge base regarding teachers’ specific beliefs about content, instruction, students, and learning. For its innumerable applications within the field, this handbook is a necessity for anyone interested in educational research.
Creating Conditions For Growth
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Author : Renée E. Thompson
language : en
Publisher: Lexington Books
Release Date : 2018-09-15
Creating Conditions For Growth written by Renée E. Thompson and has been published by Lexington Books this book supported file pdf, txt, epub, kindle and other format this book has been release on 2018-09-15 with Education categories.
This book examines the critical role that teachers play in supporting at-risk student populations to stay in school and successfully complete their graduation requirements. Thompson addresses how high schools may support marginal students in achieving success by the implementation of teacher self-efficacy and a positive classroom environment. The study identifies ways in which administrators at all levels can support teacher’s professional development and student success through reinforced accountability and consistency. The study also addresses how to grow and strengthen students to not only to stay in the traditional school setting, but to ensure the process will prepare students to be academically, socially, and emotionally ready for college and a career. Fostering this environment requires collaboration and teamwork from teachers, administrators, and parents. Students will demonstrate academic achievement when the school environment is positive, equitable, safe and rigorous.
Second Handbook Of Research On Mathematics Teaching And Learning
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Author : Frank K. Lester
language : en
Publisher: IAP
Release Date : 2007-02-01
Second Handbook Of Research On Mathematics Teaching And Learning written by Frank K. Lester and has been published by IAP this book supported file pdf, txt, epub, kindle and other format this book has been release on 2007-02-01 with Education categories.
The audience remains much the same as for the 1992 Handbook, namely, mathematics education researchers and other scholars conducting work in mathematics education. This group includes college and university faculty, graduate students, investigators in research and development centers, and staff members at federal, state, and local agencies that conduct and use research within the discipline of mathematics. The intent of the authors of this volume is to provide useful perspectives as well as pertinent information for conducting investigations that are informed by previous work. The Handbook should also be a useful textbook for graduate research seminars. In addition to the audience mentioned above, the present Handbook contains chapters that should be relevant to four other groups: teacher educators, curriculum developers, state and national policy makers, and test developers and others involved with assessment. Taken as a whole, the chapters reflects the mathematics education research community's willingness to accept the challenge of helping the public understand what mathematics education research is all about and what the relevance of their research fi ndings might be for those outside their immediate community.