共查询到20条相似文献，搜索用时 546 毫秒
1.
Sherrie L. Proctor Afshan Nasir Tossea Wilson Kathrynne Li Paola Castrillon 《Psychology in the schools》2018,55(5):506-522
This qualitative study investigated eight African‐American specialist‐level students’ experiences with and perceptions of their retention and persistence toward degree completion in school psychology programs. Findings indicate that participants deemed the general supports faculty offered to all students and positive, supportive relationships with faculty as retention strategies they experienced as effective and access to diversity in support systems as a retention strategy they perceived would be beneficial. Participants described social engagement and reliance on family and classmates as persistence strategies they used. Based on these findings, the article provides recommendations for school psychology faculty interested in retaining African‐American students and African‐American students who aim to persist to degree completion. 相似文献
2.
Janise S. Parker Avery Amabile Emily Oliver Jasmine Garnes Ashwini Sarathy 《Psychology in the schools》2020,57(8):1289-1308
We conducted four focus group interviews with 24 high school youth to examine facilitators and barriers to African American high school students' expression of various self-determination skills (e.g., choice/decision making, self-advocacy, goal setting, and attainment etc.). The majority of our research participants were African American, with one student identifying as multiracial (African American and White). Key findings revealed that personal (e.g., desire to graduate from school) and contextual factors (e.g., school counselor and teacher support) influenced the participants' expression of multiple self-determination skills. We also found that some of the participants' motives for utilizing or not utilizing specific skills were influenced by what they perceived as racist, punitive, and restrictive school practices (e.g., teachers holding negative perceptions about African American students and school counselors restricting their access to advanced courses). Findings from this study support ongoing calls for educators to consider students' cultural backgrounds and lived experiences when promoting their expression of self-determination skills. 相似文献
3.
Perry den Brok Sibel Telli Jale Cakiroglu Ruurd Taconis Ceren Tekkaya 《Learning Environments Research》2010,13(3):187-204
The purposes of this study were to examine how Turkish students perceived their biology classroom environment, how their perceptions
compared to those of students in other countries, and what classroom learning environment profiles could be discerned in Turkish
high school biology classrooms. Data were gathered from 1,474 high school students in four inner city schools, in Bursa, Turkey.
A total of 11 biology teachers participated in the study with 52 of their classes. Data on students’ perceptions of their
learning environment were collected with the What Is Happening In this Class? (WIHIC) questionnaire. Results indicated that
Turkish classrooms were perceived as being low in terms of Teacher Support and high in terms of Task Orientation. Six distinct
classroom learning environment profiles were found: the ‘self-directed learning classroom’, ‘task-oriented cooperative learning
classroom’, ‘mainstream classroom’, ‘task-oriented individualised classroom’, ‘low-effective learning classroom’ and ‘high-effective
learning classroom’. The most common profile was the ‘mainstream classroom’ for which all WIHIC scales had medium–high scores. 相似文献
4.
Yasemin Tas 《European Journal of Psychology of Education - EJPE》2016,31(4):557-577
This study investigated middle school students’ engagement in science in relation to students’ perceptions of the classroom learning environment (teacher support, student cohesiveness, and equity) and motivation (self-efficacy beliefs and achievement goals). The participants were 315 Turkish sixth and seventh grade students. Four hierarchical multiple regression analyses were conducted on the dependent variables of cognitive, behavioral, emotional, and agentic engagement. The results indicated that engagement components were positively predicted by most of the perceived learning environment variables, while motivational factors had some differential predictive effects on engagement components. The predictor variables explained 26, 28, 33, and 30 % of the variance in the cognitive, behavioral, emotional, and agentic engagement components, respectively. 相似文献
5.
Do resource bases enable social inclusion of students with Asperger syndrome in a mainstream secondary school? 
下载免费PDF全文
下载免费PDF全文 This research identifies the way in which one secondary school with a resourced provision for students with Asperger syndrome promotes social inclusion for them, and the perceptions of staff members and parents on the social experience of schooling for these children. Interviews were conducted with five teachers, two learning support assistants, and the head of the resourced provision. Questionnaires were completed by eight parents of students with Asperger syndrome who attend the provision. The research found that a positive social experience of schooling was perceived by members of staff and parents due to the additional support of the resource in teaching social skills, providing a safe place and support from the learning support assistants. Some negative perceptions of social experience were also reported, which highlighted the need for educational provision for students on the autism spectrum to be considered at an individual level. 相似文献
6.
The study used learning environment variables in investigating changes occurring as students transfer from primary to secondary
school, including the role of student sex and school size pathway as influencing factors in changes in learning environment
perceptions. The My Class Inventory (MCI) and Questionnaire on Teacher Interaction (QTI) were used in two data-gathering stages,
one in the penultimate month of primary schooling and the other in the fourth month of secondary schooling. The sample comprised
1500 students from 47 feeder primary schools and 16 linked secondary schools. The primary schools ranged from very small isolated
country schools to larger city schools with hundreds of students. Five different school size transition pathways were defined
for analysis: small-to-medium, medium-to-medium, small-to-large, medium-to-large and ‘within-school’ (involving schools with
a K-10 structure, but with separate primary and secondary school sites within the same campus). Although the classroom climate
in secondary schools was perceived more favourably than in primary schools (especially in terms of less friction and competitiveness),
the quality of teacher-student interaction was perceived to deteriorate on most dimensions assessed by the QTI (e.g. a reduction
in teachers' leadership, helping/friendly, understanding and student responsibility/freedom behaviours). But changes in environment
perceptions across transition varied with student sex and school size pathway. For example, perceptions of class satisfaction
across transition deteriorated for girls, but improved for the boys. The findings have implications for administrators and
teachers, particularly those with a role within the ‘middle school’ years.
This revised version was published online in July 2006 with corrections to the Cover Date. 相似文献
7.
8.
ABSTRACT The present study aimed to investigate and compare school principals’ and teachers’ perceptions regarding online risk behaviours in school-aged children, examining simultaneously the predictive role of their perceived self-efficacy in their perceptions under study. The participants were 237 principals and 295 teachers, mainly from Central Macedonia and Attica, who completed a self-reported online questionnaire. According to the findings, participants declared awareness of students’ online risk behaviours. However, compared to teachers, principals to a greater extent felt confident to manage this issue and support school community involvement in the prevention of/intervention in it. Furthermore, principals’ self-efficacy in promoting students’ learning/ethical behaviours in school and teachers’ self-efficacy in managing students’ behavioural problems inside a classroom predicted positively their perceptions under study. The findings indicate the necessity of applying differentiated related training programmes for principals and teachers, highlighting simultaneously the importance of their perceived self-efficacy in how they approach the issue studied. 相似文献
9.
The question of whether schools should promote cultural pride and engage students in ethnic traditions is hotly contested. To contribute to this debate, this longitudinal study examined whether school cultural socialization predicted adolescents' engagement in school over time and whether this relation was mediated by school climate. Data were collected in four waves during a two-year period from 254 African American fifth-graders (53.9% males; Mage = 10.95 at Wave 1) enrolled in three public middle schools. Results revealed that African American youth who reported more school cultural socialization also had greater school engagement over time. This longitudinal relation was fully mediated by youth's perceptions of school climate. Implications for how to promote African American youth's perceptions of schools as culturally sensitive and supportive environments are discussed. 相似文献
10.
Christina Hajisoteriou Christiana Karousiou 《School Effectiveness & School Improvement》2018,29(1):91-112
Contemporary phenomena, including modernization, globalization, and migration, have altered the sociopolitical and cultural conditions of schooling. Schools are called upon to respond to such change through improvement efforts fostering intercultural education. To this end, this research examines school actors’ perceptions of the successful components of school improvement in culturally diverse schools. For the purposes of this research, we used the Cypriot education system as our case study to carry out observations and interviews with head teachers, teachers, immigrant and native students, and their parents. In identifying the inputs for the improvement of culturally diverse schools, as perceived by school actors, various components emerged, including listening to student voice, socioemotional and culturally responsive teaching, and increased parental involvement. Arguably, these contributing factors bear implications for school-based leadership, building successful professional communities, and enhancing intercultural competence in schools. 相似文献
11.
Thomas Valérie De Backer Free Peeters Jeltsen Lombaerts Koen 《Learning Environments Research》2019,22(3):345-363
Both parental involvement and self-regulated learning are important predictors of students’ study success. However, previous research on self-regulated learning has focused instead on the school environment and has not focused on the home situation. In particular, investigations into the role of parents in self-regulated learning when children enter middle school have been limited. The present study examined the relationship among students’ perceptions of parental involvement, their self-regulated learning and school achievement in the first year of middle school. Survey data from 5939 Flemish students were processed using mediation analyses and revealed that students’ perceptions of parental involvement in school work was associated with students’ self-regulated learning and their school achievement. Moreover, how students perceived parental involvement was associated with students’ achievement through the self-regulated learning factors. These results underpin the importance of parents in education at the middle-school age. Schools should be aware of this and enhance parents’ educational involvement and the stimulation of self-regulated learning in the home environment.
相似文献12.
Erdo?an Tezci 《Educational technology research and development : ETR & D》2011,59(3):429-443
The current study aimed at identifying Turkish primary school teachers’ perceptions of school culture regarding ICT integration
in education. In addition, the current study was designed to investigate factors that might influence their perceptions. The
participants were 1540 primary school teachers. The findings revealed that the teachers’ perceptions regarding school culture
in both motivational and technical aspects were not positive. Gender, ownership of a personal computer, Internet access, professional
experience, and weekly computer use seemed to play an important role in the perceived school culture regarding ICT integration
in education. 相似文献
13.
The purpose of present study was to explore the perceptions of peers as socialization agents in school adjustment among upper secondary school students. The associations were studied in a sample of 564 Norwegian students. Results showed that perceptions of friends and classmates as socialization agents accounted for unique variances in various measures of school adjustment, when controlled for academic achievement, family financial situation, year of schooling, gender and course of study. The unique effect of peer socialization factors on variances in intentions to quit school, truancy, class absence, school alienation and improved motivation for continued education was 7.9%, 7.2%, 6.8%, 6.5% and 5.3% respectively, indicating that late adolescents' school adjustment is statistically significant, but relatively moderately associated with different aspects of peer socialization. School-obstructive regulation was the variable that accounted for most variances in school adjustment, followed by classmate support and school-supportive regulation. 相似文献
14.
Zafer Ibrahimoğlu 《The Journal of educational research》2019,112(1):131-139
The primary aim of this study was to identify middle school students' conceptual perceptions of the social studies course, and their usage and awareness of the course outcomes in daily life. Qualitative research methods and techniques were employed in the study. The participants were 34 middle school seventh-grade students from a state middle school in Istanbul, Turkey. Letter writing was used as the data-gathering tool, and the data were analyzed by means of the content analysis technique. The findings showed that the participants perceived social studies as a course consisting of social-humanistic sciences with an emphasis on history and communication in accordance with the theoretical structure of the course, and employed their outcomes from this course that they can partly use in daily life. 相似文献
15.
Beverly Hardcastle 《Teaching and Teacher Education》1985,1(4):309-315
To compare the metaphorical views of elementary and secondary school environments, as recalled by American and Chinese college students preparing to become teachers, preferred and actual school experiences were related to metaphors, such as being in a crowd, in a prison, on a team, or in a family. The analysis of data revealed that American elementary schools were most often compared to being in a family and secondary schools to being on a team. Hong Kong students, on the other hand, compared elementary schools to being on a team and secondary schools to being in a family. 相似文献
16.
During their years of schooling, students develop perceptions about learning and teaching, including the ways in which teachers
impact on their learning experiences. This paper presents student perceptions of teacher pedagogy as interpreted from a study
focusing on students' experience of Year 7 science. A single science class of 11 to 12 year old students and their teacher
were monitored for the whole school year, employing participant observation, and interviews with focus groups of students,
their teacher and other key members of the school. Analysis focused on how students perceived the role of the teacher's pedagogy
in constructing a learning environment that they considered conducive to engagement with science learning. Two areas of the
teacher's pedagogy are explored from the student perspective of how these affect their learning: instructional pedagogy and
relational pedagogy. Instructional pedagogy captures the way the instructional dialogue developed by the teacher drew the students into the learning process and enabled
them to “understand” science. How the teacher developed a relationship with the students is captured as relational pedagogy, where students said that they learned better when teachers were passionate in their approach to teaching, provided a supportive
learning environment and made them feel comfortable. The ways in which the findings support the direction for the middle years
and science education are considered. 相似文献
17.
Charlotte Jonasson 《British Journal of Sociology of Education》2012,33(5):723-741
In extant research, the concept of student engagement refers to individual behavioural patterns and traits. Recent research indicates that engagement not only should be related to the individual but also should be anchored in the social context. This ethnographic field study of students and teachers in a Danish vocational education and training school responds to the need for more knowledge on this theme by exploring the social dynamics of engagement perceptions. Results show that teachers and students held diverging perceptions of student engagement that rested on educational goals as well as goals related to the perceived future work settings. The misrecognition of the students' perception of engagement had direct negative consequences for student performance and school attachment. The implications of the findings are discussed in detail. 相似文献
18.
Jill V. Hamm Thomas W. Farmer Dylan Robertson Kimberly A. Dadisman Allen Murray Judith L. Meece 《Journal of Experimental Education》2013,81(3):343-377
This study reports the effectiveness of a developmentally based, teacher professional development intervention aimed at improving early adolescent school adjustment. Teachers in rural schools in a Northern Plains state took part in professional development activities across a year. Following a randomized control trial design, Native American and White students’ (N = 165) social, behavioral, and academic adjustment was assessed in intervention compared with control schools. Regression analyses, controlling for baseline and demographic variables, indicated that students in intervention schools improved in achievement, and improved or sustained beginning-of-year schooling dispositions, and perceptions of the school social/affective context, in comparison with evident declines for students in control schools. Native American students more so than White students evidenced particular gains in achievement and perceptions of the school social/affective context. 相似文献
19.
Multicultural school psychology training: An examination of students’ self‐reported course outcomes 下载免费PDF全文
下载免费PDF全文 This mixed methods study examined the outcomes of a multicultural course on school psychology students’ feelings of empathy and sensitivity toward members of different racial and ethnic groups. It also investigated students’ perceptions of how the course would influence their future practice as school psychologists. Ethnic identity awareness was explored across ethnic groups and in relation to students’ feelings of empathy and sensitivity toward members of different racial and ethnic groups. Results showed differences in ethnic identity awareness between White and non‐White participants, significant increases in areas of feelings of empathy and sensitivity at posttest, and significant positive correlations between measures of ethnic identity awareness and feelings of empathy and sensitivity. Additionally, a content analysis of the participants’ reflection papers highlighted three key themes: (1) importance of a safe learning environment, (2) increased social awareness, and (3) putting theory into practice. Implications for school psychology training programs to prepare culturally competent practitioners will be discussed as well as limitations and future directions for research. 相似文献
20.
Elina Lahelma 《British Journal of Sociology of Education》2002,23(3):367-381
The present article discusses young people's manifold and ambivalent feelings towards school as an institution, and towards their own school in particular. The questions are explored using different kinds of data: associations and metaphors that students provided on 'school', their reflections on an ideal school and their own school, as well as memories of secondary school a few years later. It draws on an ethnographic research in secondary schools and on a longitudinal life-history study in which the transitions of the same young people to post-16 education are traced. The empirical conclusions concerning students' perceptions on school are presented with four interlikned themes: students' lack of autonomy, the importance of informal relations, the importance of space and time in school, and the complexities of gender patterns. The article also raises a methodological question on nostalgia in memories - especially in ethnographers' memories. 相似文献