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1.
Lynn Meltzer Tamar Katzir Lynne Miller Ranjini Reddy Bethany Roditi 《Learning disabilities research & practice》2004,19(2):99-108
This study investigated changes in teachers' and students' perceptions of students' effort, strategy use, and academic difficulties when strategy instruction was infused into the classroom curriculum. The sample consisted of 201 students with learning disabilities, 210 average achievers, and 57 teachers from Grades 4–9 in two urban and suburban communities. After six months of classroom‐based strategy instruction, students with learning disabilities reported more consistent use of strategies with their schoolwork and perceived themselves as struggling less in reading, writing, and spelling. Teachers perceived the students with learning disabilities as more strategic and as applying more effort to their schoolwork. Teachers also perceived their students as showing significant improvements in spelling, regardless of whether they had learning disabilities. These findings extended the results of previous investigations and indicated the small, positive impact of classroom‐based strategy instruction. Further investigations are critical to evaluate the generalizability of these findings. 相似文献
2.
This study investigated children's perceptions of themselves and their social world when experiencing academic failure. Three groups of 7‐10‐year‐old students were examined: 94 children with learning disorders who received remedial learning in resource settings, 65 low achievers and 71 average achievers. Results demonstrated that both groups who failed in school and their teachers rated them as demonstrating higher levels of disruptive and hyperactive behaviours, reported more loneliness, less coherence, lower peer acceptance and different patterns of friendship qualities than average‐achieving peers. Examination of the subgroup demonstrated that these results were consistent through three assessments. Findings were discussed in terms of the salutogenic model and empowering intervention planning.
3.
Jake C. Steggerda Samantha J. Gregus James T. Craig Hali McMillan Timothy A. Cavell 《Psychology in the schools》2023,60(1):214-233
The extent to which teachers make changes in classroom seating reflects, in part, the degree to which they value promoting positive peer relationships in the classroom. We assessed the frequency with which teachers made both minor (i.e., involving only 2–3 students) and major (involving half or more students in the class) changes in classroom seating. We tested whether the frequency of seating changes was linked to teachers' beliefs about promoting positive peer relationships, their attunement to child- or peer-reports of peer victimization, and their concern about bullying at the school. Participants were 37 fourth-grade teachers and their students (N = 677). The frequency of major seating changes was negatively associated with teachers' peer-focused classroom seating (PFCS) beliefs and to their attunement to student peer victimization. Minor seating changes were positively associated with PFCS beliefs for teachers with low or average attunement to peer victimization; however, teachers highly attuned to peer victimization made fewer minor seating changes regardless of their PFCS beliefs. Implications for research and practice are discussed. 相似文献
4.
Timo Saloviita 《Journal of Research in Special Educational Needs》2020,20(1):64-73
Teachers’ positive attitudes towards inclusive education are a prerequisite for its successful implementation. This study surveyed the attitudes of Finnish classroom, subject, resource room and special education class teachers (N = 4567) towards inclusive education. The results indicated very low support for the concept. Its acceptance was strongly associated with the specific teacher categories and the concern that inclusive placements would cause extra work for teachers. Teachers who were confident in their support networks and had sufficient access to educational resources, such as an in‐classroom teaching assistant, were more positive towards inclusion than other teachers. Attitudinal variables, including self‐efficacy and child‐centredness, and demographic variables, including age and gender, were also associated with attitudes towards inclusion. It is argued that vicious circle exists between resources and teacher attitudes. The negative climate towards inclusion prevents the legislation that would guarantee adequate resources for mainstream teachers who have students with support needs in their classrooms. The lack of legal guarantees, in turn, prevents negative teacher attitudes towards inclusive education from changing. Although the overall progress in inclusive education is tied to the development of cultural values, the promise of more inclusion in schools goes hand‐in‐hand with the availability of adequate resources. 相似文献
5.
Knut A. Christophersen Eyvind Elstad Are Turmo 《Scandinavian Journal of Educational Research》2016,60(2):240-254
This study focuses on how different educational programmes contribute to student teachers efficacy for classroom management and their abilities to provide learning opportunities and good classroom outcomes. Data were gathered from 491 student teachers attending different teacher education programmes in Norway and analysed via structural equation modelling. The results revealed the following: (1) problem behaviour in the classroom has a negative effect on student teacher efficacy, (2) students' perceptions of the integration of pedagogic knowledge and practice supports students' efficacy beliefs, (3) support from supervisors contributes positively to student teachers' efficacy beliefs, and (4) student teachers in university college programmes for primary school teaching report higher teacher efficacy than students in university programmes for secondary school teaching. 相似文献
6.
Geneva Gay 《International journal of qualitative studies in education》2013,26(6):613-629
Two major premises are developed in this discussion. One is that many students of color are disproportionately assigned to special education because educators lack knowledge about or appreciation for their cultural values and socialization, and how these affect learning behaviors. The other premise is that the educational quality of students of color in both special and regular education can be improved significantly by using instructional programs and practices that reflect their cultural heritages, experiences, and perspectives. Several components of this ''culturally responsive teaching'' are explained, along with some research findings about its effects on student achievement. These include critical cultural consciousness of teachers; culturally pluralistic classroom climates; diverse communities of learners; and multicultural curriculum and instruction. The author concludes that without culturally responsive teaching education can never be the best it should be for students who are not part of the majority and mainstream of schools and society. 相似文献
7.
Annoesjka Boersma Geert ten Dam Monique Volman Wim Wardekker 《British Educational Research Journal》2010,36(1):3-25
The aim of this study is to contribute to the innovation of pre‐vocational education, in particular, students' orientation at possible future occupations. From our theoretical understanding, vocational orientation that makes sense to students requires them to be part of a ‘community of learners for vocational orientation’. In such a community, students are stimulated to learn deliberately while participating in vocational practices. In this article we distinguish four parameters to define a community of learners for vocational orientation. We then present the results of a collective instrumental case study into teaching‐learning processes in four classes in two pre‐vocational secondary schools. Data were collected through classroom observations, a series of interviews with teachers and students. The interviews focused on eight ‘critical incidents’ recorded during classroom observations. The results show that the parameters ‘shared learning’ and ‘meaningful learning’ are more manifest in the teaching‐learning process than ‘reflective learning’ and ‘a focus on transferable learning outcomes’. The article concludes with a discussion of the limits of working in simulated work situations in school for realizing effective pre‐vocational education. 相似文献
8.
Abstract Using the stimulated recall of instruction methodology, we interviewed teachers and students at risk for referral to special education about their perceptions, judgments, and decision making during the course of instruction. The results of the teacher interviews suggest that teachers respond to complex collections of student cues in their decision making about students. Teachers described themselves as more frequently monitoring the at‐risk students, although their attempts to modify instruction consisted primarily of attempts to motivate these students. The at‐risk students indicated awareness that they are experiencing difficulty in class, had somewhat less understanding of how teachers attempt to help them, and responded with anger and frustration to their learning problems. 相似文献
9.
The study examines the behavioral patterns of high, average and low achievers in classrooms implementing an individualized instructional strategy. The study makes use of an observational instrument modelled on Medely's Personal Record of school Experiences (PROSE). Seventy-two boys and girls chosen from 12 first, second and third grade classrooms were included in the sample; 1/3 were ranked by the teacher as high achievers, 1/3 as average and 1/3 as low achievers. The findings revealed that students spent about 2/3 of their time on independent work; and the time spent interacting with teacher was about equal to the time spent interacting with classmate.The results also showed that interaction patterns between teacher and individual students are related to the student achievement level. In addition, distinctly different work patterns of independent activity were discerned in high and low achievers indicating higher involvement in on-task activities among high students compared with low achievers. Similiar patterns of interaction between students were found for high, average and low achievers demonstrating either on-task or off-task interaction of a verbal nature among students of the same sex. Implications for teachers, teachers trainers and instructional developers are discussed. 相似文献
10.
Irving W. Knobloch 《College Teaching》2013,61(3):86-88
Abstract The dynamics of classroom authority are not always simple. Students come to school to increase their knowledge, and teachers presumably know more about their subject than do their students, but learning is not exclusively a one-way downward flow of information. Teachers learn from students and students often learn best when teachers do not exert their authority, at least in the conventional sense. Instructors who provoke thinking encourage students to encounter their own moments of illumination. This article presents the idea that learning through active resistance makes the information that students discover more valuable to them. Examples from the author's own classroom experiences are provided. 相似文献
11.
This study examined pre‐service teachers' efficacy in relation to the utilisation of microteaching as an assessment tool for postgraduate education students in Australia. Three hundred and fifteen pre‐service teachers completed the teacher efficacy survey and additional qualitative questions at Time 1 and 208 completed the survey and questions at Time 2. A principal components analysis conducted on the Time 1 survey data revealed teacher efficacy to be comprised of two components: ‘teacher efficacy in classroom management’ and ‘personal teacher efficacy’. Repeated measures ANOVAs conducted on the 208 participants who completed the survey at Time 1 and 2 revealed that efficacy on both components increased significantly over time, and that internet students had higher efficacy levels than internal students. The qualitative data revealed that pre‐service teachers enter teaching in order to positively impact on children, yet are concerned about behaviour management in the classroom. In addition, this data highlighted the positive impact that microteaching had on their developing teacher identity. 相似文献
12.
《Teaching and Teacher Education》2005,21(3):299-314
This study examined how the interaction between student and teacher characteristics affects teachers’ predictions of students’ academic and social success. Three hundred and eighty-four general education teachers responded to (a) one of 32 possible case studies describing a student, in which gender, reading achievement, social behavior, and attentiveness were manipulated experimentally and (b) to a 16-item teacher-efficacy scale. Results showed that (1) teachers with high efficacy make less negative predictions about students, and seem to adjust their predictions when student characteristics change, while low efficacy teachers seem to be paying attention to a single characteristic when making their predictions. (2) All teachers respond similarly to students who exhibit a combination of aggressive and inattentive behaviors, that is, if students are friendly, inattentiveness is tolerated more than if they are aggressive. (3) All teachers make higher predictions of academic success for students reading on grade level even when they are aggressive, than for students reading below grade level even when they are friendly. The authors discuss the importance of attending to the complexity of characteristics each student brings in to the classroom. 相似文献
13.
Jennifer Randhare Ashton 《International Journal of Inclusive Education》2013,17(8):775-795
If teachers are to play a positive educative role in addressing societal gender-related issues that impact on social justice and inclusiveness, teacher education institutions have to ensure that their graduating teachers are well equipped with the necessary understandings and skills to enact this role. This research draws on interviews with men primary school teachers in New Zealand, Sweden and the UK. It investigates their remembered experiences during teacher education relating to gender discourse and whether the education they received, if any, has influenced their classroom practices. Across the three countries, the men had varying levels of recall, ranging from comprehensive gender-related education to none whatsoever. In Sweden, a governmental emphasis on gender equality in society appeared to have influenced the teachers' attitudes and practices regardless of the amount of teacher education relating to gender that they remembered. The teachers' comments suggest that those of us engaged in teacher education need to address any apparent gaps in gender studies at pre-service level. Both men and women teacher education students require comprehensive gender studies if they are to recognise and realise their potential to deconstruct traditional stereotypes and contribute to social justice and inclusiveness. 相似文献
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15.
This article discusses the perceptions of ‘virtual’ teachers with regard to the benefits of online education for students with special educational needs. Surveys were distributed to teachers from one educational management company about their experiences of teaching in asynchronous (self‐paced) virtual school classrooms. The survey responses revealed the following findings: online education has made it easier for students with limitations to access learning activities; improvements have been made in student academic performance; students have had success with asynchronous (self‐paced) education; student motivation has increased; and more individualised support has been available. Even though these results focused on positive outcomes, some negative perceptions were also recorded. These included discrepancies related to cyber‐bullying in asynchronous learning programmes, matters related to student accommodations, and problems associated with student use of online classroom resources. 相似文献
16.
Creating a positive working atmosphere in the classroom is the first concern of many student and beginning teachers in secondary education. Teaching in multicultural classrooms provides additional challenges for these teachers. This study identified shared practical knowledge about classroom management strategies of teachers who were successful in creating a positive working atmosphere in their multicultural classrooms. Twelve teachers were selected who were regarded as successful classroom managers in Dutch multicultural classes by their principals and students. Video-stimulated interviews were used to elicit data about the practical knowledge of these teachers. The teachers were aware of the importance of providing clear rules and correcting student behaviour whenever necessary, but they also wanted to reduce potential negative influences of corrections on the classroom atmosphere. They aimed at developing positive teacher–student relationships and adjusted their teaching methods anticipating students' responses. Most teachers seemed reluctant to refer to the cultural and ethnic background of their students. 相似文献
17.
Margaret T. Floress Jessica R. Berlinghof Rebecca A. Rader Emma K. Riedesel 《Psychology in the schools》2017,54(5):519-531
Teacher praise is an effective strategy that decreases preschool students’ disruptive behavior. It is well established that school‐aged students with behavior problems receive fewer teacher praises than their peers; however, it is unclear whether these findings are consistent among preschool students. The purpose of this study was to collect praise frequency data in general, at‐risk, and special education classrooms. Over 10 hours of direct observation data were used to examine six preschool teachers’ natural use of praise. Teachers’ use of praise was not statistically different based on classroom type; however, special education teachers used twice as many praises compared to general education and at‐risk teachers. Teachers used more general praise compared to behavior‐specific praise, which was statistically significant. Finally, teachers delivered more praise to individual and large groups of students compared to small groups of students, which was also statistically significant. Future directions and implications for using praise to prevent behavior problems among preschool students are offered. 相似文献
18.
Ronald A. Beghetto 《Clearing house (Menasha, Wis.)》2013,86(1):21-25
The incidence of Autism Spectrum Disorder (ASD) is increasing in the United States. The rate of diagnosis, combined with the trend towards more inclusive classrooms, means that general education teachers will most likely be teaching some students with ASD. In their teacher preparation course in special education, pre-service teachers learned about characteristics of students with ASD by reading literature with positive portrayals of individuals with ASD. In conjunction, pre-service teachers received instruction on teaching strategies to use in the classroom for students with ASD. By combining good literature with instruction in inclusive teaching practices, teacher educators can model the use of disability literature in the classroom to the benefit of all students. 相似文献
19.
《The Journal of educational research》2012,105(5):307-313
AbstractThis study explores the effects of classroom feedback and evaluation structure on students’ attributional tendencies. It extends the application of attribution theory from its conventional use in the context of individual differences to the classroom level. A classroom model was developed describing the effects of feedback and evaluation practices on the distributional pattern of students’ attributional tendencies. The results of this study suggest that the feedback and the evaluation system in the classroom affect students’ causal explanations of their successes and failures in school. The results show’ that in classrooms where the feedback structure is rich, more specific, and individualized, the attributional tendencies of the low achievers are closer to those of the high achievers. 相似文献
20.
Accommodating differences: variations in differentiated literacy instruction in Grade 2/3 classrooms
Although teachers are acutely aware of variance in students' literacy needs, many are unsure exactly how to support these needs in the dynamic classroom. This study reports on compelling evidence from Grade 2/3 classrooms in which teachers differentiated instruction in a variety of ways to benefit all students. In particular, teachers provided additional scaffolding for struggling literacy learners by offering a menu of tiered work products, expert tutoring and additional supports. At the base of instruction were common essential understandings grounded in best literacy practices: shared reading and writing, guided reading, excellent texts and literacy centres. The article emphasises the critical importance of responding to the needs of diverse and at‐risk learners in the regular classroom. Differentiated instruction is suggested as a powerful organising framework in the language arts classroom. 相似文献