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1.
Data from 561 high-school seniors were analyzed using multiple linear regression to determine the independent contribution of each variable to the criterion of rank in class (R). Significant F ratioswere obtained for SCAT V and Q, teachers’ ratings of Accuracy (ACCU), Effort and Industry (E-I), and Reliability and Responsibility (R-R). R-R and ACCU, but not E-I, were found to be significant preditors of SCAT V and SCAT Q. Females were significantly higher than males on R, ACCU, E-I, and R-R and lower on SCAT Q. The data were interpreted as supporting the effectiveness of teachers’ ratings in predicting academic performance in high school. Females’ superior performance on teacher ratings was interpreted as evidence that females conformed more than males to teachers’ expectations.  相似文献   

2.
This study investigated the relationship of kindergarten teachers’ ratings of their students’ 21st century skills (college readiness skills) with students’ behavioral and academic performance. Teachers rated the frequency that their students (n = 579) demonstrated persistence, curiosity, affective, and cognitive (e.g., critical thinking) behaviors within their classrooms via the Human Behavior Rating Scale: Brief (HBRS: Brief, a teacher rating scale. The relationship of the HBRS: Brief teachers’ ratings was compared with data the school annually collected (behavioral ratings, academic performance, student office discipline referrals [ODRs], and absences). Hierarchical linear modeling indicated that teachers’ ratings of students’ persistence and cognition behaviors were significantly associated with students’ academic performance. Teachers’ persistence, curiosity, and externalizing affect ratings were predictive of behavioral ratings and teachers’ externalizing affect ratings were significantly associated with ODRs. The results support the efficacy of investigating teacher perceptions of students’ 21st century skills with kindergarteners.  相似文献   

3.
ABSTRACT

In response to a shortage of qualified Black and Hispanic teachers, community colleges (CC) have developed certificate programs and Associate of Arts degrees in teacher education to address shortages of minority teachers in the nation’s classrooms. We examined one CC’s effectiveness in transferring Black and Hispanic students to university teacher education programs and the association with Black and Hispanic students graduating with a bachelor’s degree. We compared enrollment and transfer student data for the 2003 community college teacher education program cohort to graduation data for native-to-university students of two 4-year universities. Data were analyzed using chi square and phi coefficients. The CC Black and Hispanic students graduated at the same rates as the native-to-university students and higher than their peers of the same races, regardless of major, who began at 2-year colleges at the national level. We encourage CC teacher education programs to invest resources to increase enrollment of Black and Hispanic students to address the growing need for minority teachers to serve in urban communities.  相似文献   

4.
In this study, we have investigated the associations between the students’ perceptions of teachers’ interpersonal behaviour and some school outcomes – namely, academic achievement, learning motivation, and a sense of class belonging – considering the mediating role of classroom justice. Moreover, the impact of the school type was analysed. The research was performed on a population of 614 Italian students enrolled in 2 different types of secondary school, one with an academic orientation, the other with a vocational orientation. Structural equation modelling (SEM) was used to see the effect of the teachers’ behaviour on the dimensions of justice (i.e., equality, equity, needs, and interpersonal) and that of all these variables on academic achievement, learning motivation, and class belonging. The mediation role of classroom justice was confirmed by the analyses, and so was the impact of the school's orientation. Limitations to the study and future research ideas have also been outlined.  相似文献   

5.
Data from a survey of 2,431 students attending high schools in Hawaii indicated that students agreed with their parents’ wishes for post-high school occupation. Females tended to choose more academic post-high school destinations than males. An inverse relationship between academic high school curricula and post-high school academic goals was found, probably due to the fact that females were academically upwardly mobile. The need for financial assistance tended to decrease academic aspirations. It was concluded that knowledge of parental values, differences in academic aspirations between males and females, financial need, and a student’s high school curriculum would be valuable in helping students select post-high school destinations.  相似文献   

6.
ABSTRACT

There are a limited number of individuals who possess the skills to fulfill the workforce demand in STEM (science, technology, engineering, and math) in the United States. Therefore, community colleges and 4-year institutions must be able to identify academic and social factors that impact students’ participation in the areas of STEM. These institutions must also explore the possibility that these factors contribute to the high rate of students switching out of STEM fields. This study’s purpose was to develop a better understanding of the perceptions of community college transfer students who continue at a 4-year institution to determine academic and social factors that influenced their academic success in STEM. To collect the quantitative data, the Laanan-Transfer Students’ Questionnaire was utilized. The results of this study reveal that Academic Adjustment was predicted by father’s highest level of education, interaction with faculty at the community college and university, and perception as a transfer student at the university. The cumulative grade point average (GPA), was predicted by the highest level of education of the father, associate degree obtained at the community college, community college transfer GPA, general courses from the community college, transfer credit hours, and university course learning. Overall, the findings indicate that community colleges and 4-year institutions should encourage students to be connecting more in class and after class—not only with their peers, but also with faculty. Findings also suggest that students should become more involved academically and socially to enhance their academic and social adjustment at a 4-year institution.  相似文献   

7.
Previous studies argued that high school resources play a modest role in students?? postsecondary destinations, but they ignored schools?? programmatic resources, which provide opportunities for marks of distinction, such as Advanced Placement courses, and they focused on older cohorts of high school students who entered colleges before competition over admission to selective colleges intensified in the 1980s. Analyses of data on a cohort of students who entered college in the mid-2000s suggest that programmatic and non-programmatic resources found in high schools influence postsecondary destinations and mediates the effect of family socioeconomic status on choices among 4-year colleges.  相似文献   

8.
This article reports a 3-year case study of a primary school in England, in which a recently appointed principal attempted to build ‘collegial professional autonomy’ (Nordic Journal of Studies in Educational Policy, 2 , 2015, 20) within a push to improve students’ progress and attainment. The research examined the tensions between staff who embraced the principal's agenda for collegially agreed change, and whose students’ academic progress and performance improved over a 3-year consecutive period when measured in terms of students’ entry-level attainment and socio-economic factors, and staff who asserted their right to ‘individual professional autonomy’ and whose students’ academic progress and attainment declined. The research: (i) challenges claims that reform necessarily results in school cultures of compliancy, de-professionalisation and the technicisation of teaching; (ii) raises issues concerning the pedagogical leadership of principals in a devolved, ‘self-governing’ school system; and (iii) questions teachers’ entitlements to individual professional autonomy where this is associated with students’ continuing academic underperformance.  相似文献   

9.
This study used data from the Assessment Tools for Teaching and Learning project, which involved data on the academic performance of more than 90,000 New Zealand students in six subjects (i.e. reading, writing and mathematics in two languages). Two sub-samples of this dataset were included for detailed re-analysis to test the general applicability of the Australian model of Quality of School Life (Ainley et al. 1986) in the New Zealand context. The first sample comprised 336 year 8 students from elementary schools and the second sample consisted of 272 year 10 students from high schools. Furthermore, two structural equation models were developed and tested, expressing relationships between students’ quality of school life perceptions, students’ attitudes to mathematics, and their effects on mathematics achievement. The quality of school life questionnaires scales [Ainley and Bourke, in Res Pap Educ 7(2):107–128, 1992] were used as indicators of students’ perceptions regarding learning, teachers and peer relationships. The model proposed that perceived quality of school life would affect students’ attitudes of liking and confidence in mathematics, which would in turn affect their academic performance. After controlling for other variables in the model, students’ perception about their self-efficacy to learn mathematics was more directly related to outcomes than to perceptions of teacher quality or peer involvement. Data analyses revealed no apparent relationships of these factors to mathematics achievement. Moreover, results for both samples led to the conclusion that the perceived quality of learning is connected with ‘confidence in’ and ‘liking mathematics’, which in turn predict students’ mathematics achievement.  相似文献   

10.
Abstract

This study compared the attitudes of high school juniors toward three types of institutions: 4-year colleges, 2-year colleges, and the “ideal college.” Students rated each institution on forty attitude dimensions. Attitudes toward 4-year colleges were more favorable than attitudes toward 2-year colleges on twenty-seven of the forty dimensions; fifteen of these differences were statistically significant. In contrast, 2-year colleges received more favorable ratings on twelve dimensions, with only five of the differences being significant. The correlation between ratings of the 4-year college and the ideal college was + .601, which was significantly higher than the correlation of + .437 between ratings of the 2-year college and the ideal college. When student attitudes were factor analyzed, three dimensions were identified: Social Activities, Supportive Interpersonal Environment, and Intellectual Climate. The data indicate that high school students have more favorable attitudes toward 4-year than 2-year colleges, and that they do not share the perceptions of community college proponents concerning certain advantages of attendance at 2-year colleges. These findings may have implications for college attendance plans made by students, and for their performance in college.  相似文献   

11.
This study examines the implications of how teachers’ views of immigrant parents predict their ratings of first-grade students’ academic competence and behavioral problems. Teachers rated 191 first-grade immigrant students attending Islamic and public schools in the Northeast United States. The results showed that when teachers perceived parents as having discrepant value differences, they rated students more negatively both in terms of academic competence and behavioral problems, even after controlling for student gender and ethnicity, parental education and parental school involvement. Surprisingly, teachers in Islamic and public schools did not differ in their perceived value differences with parents. The type of school students attend, however, moderated the effects of teachers’ perceived value differences on their academic ratings, but not on their behavioral ratings. While both Islamic and public school teachers rated students’ academic competence equally high when they perceived little or no value differences with parents, public school teachers held lower academic expectations than Islamic school teachers with increased value differences. These findings suggest a mechanism by which children from immigrant families enter a path of diminished expectations, albeit through slightly different levels in Islamic and public school settings.  相似文献   

12.

The study was conducted with 115 Hispanic (53 Males, 62 Females) and 119 Anglo (61 males, 58 females) fifth grade students and 12 teachers (11 females, 1 male) in a public school district in the Southwest. The study was designed to determine teachers’ nomination rates of Hispanic and Anglo students to gifted and talented programs and to establish if there were differences in teachers’ ratings on the SRBCSS across ethnicity and gender groups for nominated and not nominated students. Results indicated that ethnicity was a factor in teachers’ nomination rate and that these differences were more pronounced between Hispanic and Anglo females. Results also indicated that teachers’ ratings on the SRBCSS for nominated Hispanic and Anglo students were similar, but that ratings for non‐nominated students differed significantly by ethnic group.  相似文献   

13.
Generations of students are graduating from secondary school disinterested in post-secondary study of science or pursuing careers in science-related fields beyond formal education. We propose that destabilising such disinterest among future students requires science educators to begin listening to secondary school students regarding their views of how science learning is made interesting within the science classroom. Studies on students’ interest in response to instructional strategies applied in the classroom communicate the opinions (i.e. the ‘voice’) of students about the strategies they believe make their classroom learning interesting. To this end, this scoping study (1) collects empirical studies that present from various science and non-science academic domains students’ views about how to make classroom learning interesting; (2) identifies common instructional strategies across these domains that make learning interesting; and (3) forwards an instructional framework called TEDI ([T]ransdisciplinary Connections; Mediated [E]ngagement; Meaningful [D]iscovery; and Self-determined [I]nquiry), which may provide secondary school science teachers with a practical instructional approach for making learning science genuinely interesting among their students within the secondary school science classroom context.  相似文献   

14.
通过对1773名中学生施测班级集体效能感量表(CCEI)和学业自我效能感量表,探讨中学生班级集体效能感、学业自我效能感与学业成绩之间的关系。经统计结果表明中学生在班级集体效能感水平上中等偏上,在学校类型、年级、是否班干部、是否独生子女、生源以及用功程度这几个变量上存在显著差异;回归分析表明,部分人口学变量、学业自我效能感变量对于班级集体效能感具有显著的预测作用;进一步结构模型分析发现,班级集体效能感对学生的学业成绩具有正向预测作用,学生自我效能感对学生的学业成绩也具有正向预测作用,且对学生班级集体效能感也具有正向预测作用。  相似文献   

15.
This study examined the relationship of teachers’ ratings of students’ 21st century skills (i.e., persistence, curiosity, externalizing and internalizing affect, and cognition) via the Human Behavior Rating Scale: Brief (HBRS: Brief; Eaves & Woods‐Groves, 2011) with student performance. Midwestern K‐11 teachers (n = 96) rated students (n = 1,689) via the HBRS: Brief and the Strengths and Difficulties Questionnaire (SDQ; Goodman, 1997). Students’ academic (i.e., standardized tests) and behavioral (i.e., office discipline referrals [ODRs] and absences) performance was compared with HBRS: Brief ratings. Hierarchical linear modeling revealed that teachers’ ratings of students’ 21st century skills were related to the following: (a) Persistence with SDQ conduct problems, academic performance, and absences; (b) curiosity with SDQ emotional symptoms; (c) externalizing affect with SDQ conduct problems, academic performance, and ODRs; (d) internalizing affect with SDQ emotional symptoms and academic performance, and (e) cognition with academics.  相似文献   

16.
SELF-RATINGS OF COLLEGE TEACHERS: A COMPARISON WITH STUDENT RATINGS   总被引：2，自引：0，他引：2  
College teachers' self-ratings were investigated in this study by comparing them to ratings given by students. The sample consisted of 343 teaching faculty from five colleges; these teachers, as well as the students in one of their classes, responded to a 21-item instructional report questionnaire. Teacher self-ratings had only a modest relationship with the ratings given by students (a median correlation of .21 for the items). In addition to the general lack of agreement between self and student evaluations, there was also a tendency for teachers as a group to give themselves better ratings than their students did.
Discrepancies between individual teacher ratings and ratings given by the class were further analyzed for: (a) sex of the teacher (no difference found); (b) number of years of teaching experience (no difference); and (c) subject area of the course (differences noted for natural science courses vs. those in education and applied areas).  相似文献   

17.
The present study investigated the effectiveness of a novel class‐wide intervention, the Classroom Password, for increasing the academic engaged behavior of middle school students. The effectiveness of an independent group contingency was evaluated using a concurrent multiple baseline design across three seventh‐ and eighth‐grade classrooms. Results indicated that the intervention was effective across all three classrooms in increasing students’ academic engagement, or on‐task behavior, as evidenced by visual analysis and moderate to large effect sizes. Decreases in disruptive behavior were also observed across all three classrooms. Off‐task behavior was not substantially affected in any of the three classrooms. The intervention received mixed ratings by the classroom teachers regarding its social validity. Results of the present study suggest that the Classroom Password may be an effective class‐wide intervention for increasing the academically engaged behavior and decreasing the disruptive behavior of middle school students during instructional time.  相似文献   

18.
This longitudinal quantitative study investigates how participation in the Comprehensive College Readiness Access and Success Program (CCRASP) affects underrepresented urban students’ college persistence. Results revealed that CCRASP participation was associated with higher percentages of students enrolling in both 2- and 4-year colleges as sophomore students. As school leaders and policy makers seek to make all urban students college and career ready, these findings further solidify current urgencies to re-visit K–12 student academic and counselling services. It also provides school leaders and educators with practical information and reform ideas to improve underprivileged students’ persistence and success.  相似文献   

19.
Abstract

Students of 102 Elementary and Secondary school classes in Illinois rated their teachers on Rogge’s Style of Teaching Inventory, Reducing the item ratings to class means, the inter-item correlation matrix was computed and subjected to factor analysis. Three main factors were extracted: (a) Friendly and warm teacher; (b) Understanding and flexible teacher; and (c) Encouraging students’ initiative and participation teacher.

Teachers were classified along the four main types of personality preference as determined by the Myers- Briggs Type Indicator and in terms of their cognitive modes (high vs. low convergent and divergent thinking) by means of Guildord’s tests. The six bipolar classifications (Extrovert vs. Introvert, Sensing vs. Intuition, Thinking vs. Feeling, Judging vs. Perceiving, High Convergent vs. Low Convergent, and High Divergent vs. Low Divergent) provided the scheme for comparing the ratings assigned to the teachers by their students on the three factors. Comparisons were carried out separately for males and females.

The results indicated that statistically significant ratings were received by the male Sensing vs. Intuition and female High Convergent vs. Low Convergent. The Sensing male teachers were rated high as friendly and warm and low as understanding and flexible; the Intuitive male teachers were perceived and rated high as understanding and flexible and low as friendly and warm. The female Low Convergent received higher ratings on all three factors. They were perceived as more friendly and warm, understanding and flexible, and encouraging students’ participation and initiative than the High Convergent thinking female teachers.  相似文献   

20.
The primary purpose of this study was to ascertain whether the degree to which Korean middle school students perceived their teachers to be credible made a difference in the effectiveness of teachers’ persuasion as a source of students’ academic self‐efficacy. In the contexts of both general school learning and a specific subject of Korean language and literature, social persuasions by teachers were a significant predictor of student self‐efficacy. Students’ academic self‐efficacy, in turn, was a significant predictor of students’ expected final examination scores. Although perceived teacher credibility did not predict student self‐efficacy directly, it interacted significantly with teacher persuasion in the prediction of student self‐efficacy, as determined by the latent interaction analysis. Consistent with Bandura's assertion and our hypothesis, students reported stronger academic self‐efficacy as they perceived the teachers who delivered the social persuasion to be more credible.  相似文献   

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