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1.
In this paper, we consider whether teachers' explicit and implicit prejudiced attitudes underlie the ethnic achievement gap. To date, most research on teacher expectation effects has relied on explicit expectation measures that are prone to social desirability biases. In contrast, we examine the effects of teachers' (a) explicit ethnicity-based expectations for academic achievement and (b) implicit prejudiced attitudes about academic achievement on students' actual academic success over time. A total of 38 teachers completed both a traditional teacher expectation measure and a modified Implicit Association Task designed to assess ethnic stereotypes associated with academic achievement and failure. A multi-level analytic framework showed that students in classrooms of teachers with high expectations performed better in reading at the end of the year and that these effects were found across all ethnic groups. In contrast, whereas students' mathematics achievement scores were largely unrelated to teachers' explicit expectations, teachers' implicit prejudiced attitudes predicted student performance. Specifically, students benefited most academically when their teachers' implicit biases favored the ethnic group to which the student belonged. Findings are discussed in relation to differences in the salience of teachers' expectations and implicit prejudiced attitude in the classroom, and the ethnic achievement gap.  相似文献   

2.
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   

3.
Students' attitudes towards teaching and learning must be addressed with the same seriousness and effort as we address content. Establishing a personal connection and addressing our students' basic psychological needs will produce positive attitudes towards teaching and learning and develop life‐long learners. It will also promote constructive student‐teacher relationships that have a profound influence on our students' approach towards school. To begin this process, consider the major tenets of the Self‐Determination Theory. The Self‐Determination Theory of human motivation focuses on our students' innate psychological needs and the degree to which an individual's behavior is self‐motivated and self‐determined. Faculty can satisfy the innate psychological needs by addressing our students' desire for relatedness, competence and autonomy. Relatedness refers to our students' need to feel connected to others, to be a member of a group, to have a sense of communion and to develop close relationships with others. Competence is believing our students can succeed, challenging them to do so and imparting that belief in them. Autonomy involves considering the perspectives of the student and providing relevant information and opportunities for student choice and initiating and regulating their own behaviors. Establishing a personal connection and addressing our students' basic psychological needs will improve our teaching, inspire and engage our students and promote positive attitudes towards teaching and learning while reducing competition and increasing compassion. These are important goals because unless students are inspired and motivated and have positive attitudes towards teaching and learning our efforts will fail to meet their full potential. Anat Sci Educ 10: 503–507. © 2017 American Association of Anatomists.  相似文献   

4.
Although teacher enthusiasm is a relevant variable in the teaching context, a clear definition is still lacking. Research on teacher enthusiasm is characterized by ambiguous conceptualizations of enthusiasm as either an affective characteristic of teachers or behaviors of expressiveness. Integrating these two notions, a new conceptualization of dispositional teacher enthusiasm, defined by teachers' positive affect and positive emotional expressivity, was developed. It was hypothesized that dispositional teacher enthusiasm would relate to students' interest, mediated by students' perceived teacher enthusiasm. Based on a correlational study design, secondary teachers (N = 75) from Switzerland reported on their enthusiasm, complemented by student ratings (N = 1523) on perceived enthusiasm and interest. Multilevel structural equation modeling revealed that dispositional teacher enthusiasm positively predicted students' interest, which was fully mediated by students' perceived enthusiasm, providing the basis of a valid definition of teacher enthusiasm. Based on this integrative definition, implications for future research are discussed.  相似文献   

5.
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6.
Teachers play a crucial role in attaining a major objective of higher education: fostering students’ critical thinking (CT). Yet, little is known about how to foster teachers’ own CT-skills and attitudes towards teaching CT. In a quasi-experimental study (N = 54), we investigated whether a three-session teacher training on (teaching) CT (n = 32) positively affected higher education teachers’ CT-skills and their attitudes towards teaching CT compared to a control condition (n = 22). The training consisted of explicit instruction on common reasoning biases combined with assignments focused on the teaching practice. Results showed that the training improved teachers’ performance on trained but not on novel CT-tasks. Also teachers’ ability to detect biases in a written student product improved; however, despite a small improvement, they still had difficulties in correctly explaining those biases. Possibly due to ceiling effects the training did not affect perceived relevance of teaching CT. Finally, perceived competence in teaching CT decreased temporarily after the first training session but this negative effect disappeared after the final third session. Future research should investigate ways to promote teachers’ ability to transfer trained skills to other CT-tasks, their ability provide feedback on students’ reasoning (i.e., bias explanation), and their attitudes towards teaching CT.  相似文献   

7.
This article reports on history student teachers’ development and their beliefs about teaching and good teachers. The data consist of several essays of 18 respondents written during their education, and interviews with five students. Most respondents had become interested in the subject very early, and independently of formal school education. Models adopted during early school years, however, did influence their attitudes towards teaching and teacher's role. Typically the student teachers’ concentration was self-centred or focused on their own classroom behaviour. They tended to overestimate lesson content and resorted to content expertise and minute lesson plans as a reaction to teaching problems.  相似文献   

8.
The purpose of this study was to examine the effects of student verbal and nonverbal responsiveness on teachers' liking of students and willingness to comply with student requests. Rather than students' verbal and nonverbal responsiveness interacting, only students' nonverbal responsiveness significantly affected teachers' liking of students and willingness to comply with student requests. Students' nonverbal responsiveness accounted for 66% of the variance in teachers' liking of students and 31% of the variance in teachers' willingness to comply with student requests. It was also hypothesized that teachers' liking of students would moderate the effect of student responsiveness on teacher compliance. This hypothesis was not supported.  相似文献   

9.
This study investigates the effect of physics education on students' achievement in a large‐scale quantitative study of pre‐academic high school students throughout the Netherlands. Two aspects of teacher characteristics as perceived by their students are included: their “pleasantness” principally defined by their perceived friendliness and positive feedback and their “centeredness” principally defined by the perceived teacher centeredness in the lessons. Furthermore, this study includes four student aspects: their “general capability,” their “quantity of work,” their “quality of work,” and their “interest in the lessons.” Structural Equation Modeling is used in order to cluster the different variables defining the perceived pleasantness and the perceived centeredness of the teacher and the general capability, interest, and learning attitudes of the students. Furthermore, interrelations among these components and students' achievement are analyzed. Eventually, a very large effect of the students' general capability (61–72%) and a remarkably smaller effect of the remaining parameters (<3%) on achievement are detected. However, one should not yet conclude that teacher effect on high‐achieving‐students' achievement is consistently low. To the contrary, these results should be seen as an incentive to consider nonlinear effects, to vary ones viewpoint and to include more/other variables. In spite of the almost negligible correlation between the measured aspects of the physics teachers and achievement, the correlations between the teacher variables and the remaining student variables are quite significant. Both the perceived pleasantness and the centeredness of the teachers have a significant effect on the interest of their students. Furthermore, the pleasantness of the teacher correlates with the quality of the students' work and the centeredness of the teacher with their quantity of work. © 2012 Wiley Periodicals, Inc. J Res Sci Teach 49: 465–488, 2012  相似文献   

10.
In this study we explored the relationship between teacher enjoyment of teaching mathematics, their attitudes towards student struggle, and the amount of time teachers spent teaching mathematics. Ninety-eight primary educators were surveyed regarding their attitudes and behaviors towards mathematics instruction. Hierarchical regression analyses revealed that teacher enjoyment of teaching mathematics explained variance in both teacher attitudes towards student struggle and instructional time spent on mathematics, even after relevant educator characteristics were accounted for. Findings suggest that teacher enjoyment of teaching mathematics in the early primary years has important implications for both the quality and quantity of mathematics instruction students receive.  相似文献   

11.
The main aim of this article is to explore the ways in which teacher educators can improve levels of reflection in postgraduate student teachers. The author argues that postgraduate student teachers are able to reflect on their practice in schools, and that the insights gained are useful in clarifying their own beliefs about teaching and learning. The outcome of such reflection at an early stage of their career may have implications for their ability to engage with the development opportunities made available to them as they move through their teaching careers. Using a qualitative approach, data from the learning journals and reflective writing assignments of student teachers, and a focus group interview, are examined in order to evaluate students' ability to engage in reflective writing at various stages over a 1 year course. The support given to students over the course of the year is examined with a view to evaluating its impact on students' abilities to reflect on their practice and their own learning. A number of recommendations are made for possible improvements to supporting student teachers in this important area of work.  相似文献   

12.
Using the theoretical framework of achievement goal theory, this study investigated the accuracy of teachers' judgments of their students' motivation. Self-report data were gathered on the mastery, performance-approach, and performance-avoidance goals of 1140 German secondary school students (mean age = 14.24) in five academic subjects (English, Mathematics, German, second foreign language, and Biology). Their teachers in each of the five subjects (N = 176) were asked to judge students' achievement goals. Multilevel regression analyses revealed that teacher ratings of students' motivation statistically significantly predicted student ratings in all five subjects for mastery and performance-approach motivation, but not for performance-avoidance motivation. Assessment of differences in teachers' judgment accuracy across classrooms revealed some variability in teachers' ability to judge their students' mastery and performance-approach goals. Exploratory analyses showed that teaching experience, teacher gender, student age, and student gender did not systematically explain variation in judgment accuracy. Future research should examine other characteristics potentially influencing teachers' judgment accuracy and investigate the effect of teachers' judgment accuracy on students' motivation.  相似文献   

13.
The declining trend in the positive reading attitude of students' has concerned scholars. This paper aims to apply a 3-level hierarchical linear model to analyse how inductive instruction and resources influence both students' positive and negative attitudes towards reading. Approximately 470,000 15-year-old students, and their school principals, from 65 countries completed a questionnaire, which was designed by the Programme for International Student Assessment (PISA). In line with previous research, gender, the student–teacher relationship, online academic searches, and reading habits are correlated with both positive and negative reading attitudes. Multilevel results show that reading attitudes improved when a school provides a context in which inductive instruction has been enforced. The natural log value of gross domestic product (GDP) per capita in a country is statistically significantly negative when associated with a student's positive and negative reading attitudes. Further, in a country with largely unqualified teachers, school-level inductive teaching lowers the negative attitude.  相似文献   

14.
In recent years, a growing number of studies have shown that teachers' sense of efficacy is a powerful predictor of teacher effectiveness. The construct of teacher locus of control or perceived teacher efficacy is defined as the teachers' beliefs or conviction that they can influence how well students learn and how they behave (Guskey, 1981; Rose & Medway, 1981; Taylor et al., 1981). It has also been found that teachers who place a high value on teaching tend to take greater personal responsibility for their own actions and their students' performance (Ames, 1982; Brookover & Lezotte, 1979). The concept of personal responsibility for student performance and behaviour may be extended to include responsibility for other aspects of school work and to attitude towards responsibility in general within the school context.  相似文献   

15.
This study examines the role of teacher educators working within a permeated teaching model in Northern Ireland, and student teachers' attitudes towards special educational needs (SEN) and inclusion. A cohort of 125 student teachers representing eight subject areas responded to a survey exploring attitudes towards issues relating to inclusive education. Interviews conducted with the subject teacher educators examined their beliefs about inclusion, personal efficacy and the extent to which the outworking of a permeated model was an effective method of programme delivery. The findings indicate that while student attitudes towards the philosophy of inclusion were generally positive, those of the teacher educators were not necessarily reflected in the views of their subject group. The research evidenced a lack of uniformity in approach in promoting inclusion and inclusive practices across subjects, suggesting that the use of a permeated model did not always provide equity of student experience when selection of course content was the choice of the individual subject tutor. Teacher educators identified lack of personal knowledge, time restrictions within the pre-service programme and lack of resources as the main barriers to effective practice in supporting student teachers' learning in SEN and inclusion.  相似文献   

16.
Instructional Climate in Dutch Secondary Education   总被引：1，自引：0，他引：1  
Research, aimed at constructing an instrument for measuring instructional climate, was conducted in 121 Dutch schools for senior general secondary education. The instrument comprised scales for students, teachers, heads of department and principals. All scales proved to be sufficiently reliable and valid. The results show that the following variables are significantly related to students' results in mathematics: students' enjoyment of mathematics; students' attitude towards high grades; students' enjoyment of learning; appreciation of how teachers prepare students for tests; students' appreciation of the teacher as a person; students' appreciation of teaching abilities; an orderly instructional climate in the classroom; frequent monitoring of student results; emphasizing achievement by teachers; and the principals' emphasis on a task oriented climate.  相似文献   

17.
Teachers' skill in inferring students' reading motivation influences their ability to provide responsive literacy instruction. Yet, studies show that convergence between students' and teachers' reports of students' affective experience with reading is moderate to poor. The present study, with a sample of 140 students, and 15 middle school teachers, examined the convergence across different rater reports (teachers, students, and research observers) of reading motivation and behavioral engagement in daily reading activities as well as the factors that explain teachers' perceptions of students' daily behavioral engagement with reading. Results indicate that there was no correlation between teacher or research observer reports with student ratings. However, teachers' perceptions of students' behavioral engagement in reading was explained by stable as well as situated student indicators of reading engagement. Additional measures to help teachers more easily detect shifts in motivation as a function of classroom practices are discussed.  相似文献   

18.
This investigation examined the ability of teachers to identify depressive characteristics among middle school students. Participants were 356 students and 52 teachers. Teachers' perceptions of students' depressive characteristics were obtained via Likert ratings and nominations of students the teachers judged to be depressed. The depressive status of students was evaluated with a multiple‐gating procedure using the Reynolds Adolescent Depression Scale (Reynolds, 1987) as an initial measure and the Diagnostic Interview Schedule for Children, Edition IV as a final measure. A correlation of .22 (p < .001) was obtained between teachers' ratings of student depression and students' self‐reported depressed moods. Further analyses examined teachers' ability to identify high‐depression students, as well as the impact of teacher and student variables on teachers' ability to discern students' depressed moods. © 2004 Wiley Periodicals, Inc. Psychol Schs 41: 379–389, 2004.  相似文献   

19.
This study was designed to investigate the distribution of interpersonal profiles based on students' and teachers' perceptions and to examine the associations between students' perceptions of teacher interpersonal behaviour and learning motivation in Indonesia. Participants were 1900 secondary school students (grades 7 to 9) across 66 (Mathematics and EFL) classes from 11 public schools in Indonesia. The results show that a variety of interpersonal profiles could be distinguished, that teachers perceive themselves more favourably than their students do, and that students' perceptions of teacher interpersonal behaviour and their learning motivation are associated. Influence and Proximity were found to be important determinants of student motivation; both dimensions are related to a more autonomous motivation, while Influence is also associated with a more controlled motivation. Contrary to the existing knowledge base, this study reveals that the relationship between teacher interpersonal behaviour and student motivation is more strongly connected to Influence than to Proximity.  相似文献   

20.
Primary teachers in their first year of teaching, and two groups of students in their final year of university, were surveyed in order to determine the nature of attitude changes during teacher education and in the first teaching year. One group of students was followed into its first year of teaching. The attitudes of the trainee teachers and novices were contrasted with those of experienced teachers and non‐education students over a two‐year period, using a semantic differential instrument.

The overall finding was that Lortie's contention that the attitudes of American teachers are based on their own early experiences as pupils in school holds for Australian teachers also. While there was some change in student attitudes during the final university year, towards the ‘progressive’ orientations of the university course, this orientation did not persist far into the first year of teaching.  相似文献   

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