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1.
《Teaching and Teacher Education》2001,17(3):321-331
This study was designed to examine the nature and accuracy of teachers’ judgments about students’ motivation related to mathematics. Seventeen fourth- through sixth-grade teachers and 100 of their students participated in this study. Teachers were asked to rate six target students’ motivation four times during the school year. At each of these times students also rated their own motivation. Teachers’ ratings were more stable over time and across mathematics topics and were less differentiated across motivation dimensions than were students’ ratings. The findings suggest that teachers need to pay careful attention to evidence related to children's motivation that might contradict their perceptions and therefore support more effective interventions. 相似文献
2.
Effectiveness of feedback: the students’ perspective 总被引：2，自引：1，他引：1
While effective feedback has frequently been identified as a key strategy in learning and teaching, little known research has focused on students’ perceptions of feedback and the contribution feedback makes to students’ learning and teaching. This reported qualitative study aims to enrich our understanding of these perceptions and importantly to provide insight into the meaning of ‘effective’ when related to feedback. The study involved four focus groups of undergraduate students of varying levels and from a range of Schools completing degrees in the Faculty of Health Sciences, University of Sydney. Students’ perceptions relating to a definition of feedback, how they use it and preferences for delivery were prompted by the facilitators. Thematic analysis resulted in three key dimensions: perceptions of feedback, impact of feedback and credibility of feedback. The analysis demonstrated that effectiveness of feedback extends beyond mode of delivery and timeliness to include the credibility of the lecturer giving the feedback. The role of effective feedback includes not only enhancing learning and teaching but also facilitating the transition between school and university. 相似文献
3.
The purpose of this study is to uncover factors that affect participation in online classes from the student’s perspective. Interest in the online environment has been increasing and renders the opinions of students participating in online courses more important since the opinions of students in this environment are closely related to interaction. It has been seen that lack of interaction creates a sense of loneliness, which causes students to drop their classes. For this reason, a qualitative study has been conducted about student experiences on the use of methods that increase interaction in an online environment and participation. Participants were given tasks based on collaboration, special attention was paid to make sure that the setting in which the participants found themselves was in accordance with the principles of the community of inquiry, computerized equipment was used to facilitate online interactions. 15 students worked based on collaboration and 15 students worked individually. Data was collected with interviews and reflection reports. Open, axial and selective coding was made by using the theorizing method. At the end of the study, it was determined that participation in online environment was affected in both groups by factors such as personal approaches, changing variables, mediated attributes. 相似文献
4.
A program for teaching 9th graders course content (history) and how they should evaluate information found on the WWW was designed and tested. Goal of the program was to teach content, evaluations skills, and to achieve transfer of these skills to a different domain. In the design of the program the principles of two transfer theories were combined using a design-based research approach. Results revealed that the program improved students’ evaluation behaviour. Compared to the students of the control condition, the evaluation skills of students in the experimental condition improved to a higher level, but did not lead to transfer. Students in the experimental classes scored higher on the final content exam than students in the control class. 相似文献
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6.
《Australian Journal of Learning Difficulties》2013,18(3):21-24
Abstract This paper highlights the importance of teaching all students in inclusive settings multiple literacies through their subject disciplines in the secondary school. After briefly discussing the responsibilities of the major stakeholders in the literacy process, the author provides examples of how strategies can be used to improve students’ literacy skills in the different subject disciplines. 相似文献
7.
Caprice Lantz-Deaton 《Teaching in Higher Education》2017,22(5):532-550
Universities’ internationalisation rhetoric suggests that students studying on internationally diverse campuses will automatically engage positively with one another and develop intercultural competence. This study examined the extent to which a cohort of first year UK and non-UK students studying on an internationally diverse campus developed intercultural competence. The Intercultural Development Inventory® (IDI®) and a locally designed survey were used to assess students’ intercultural competence and to explore their intercultural experiences over seven months. Students began almost exclusively in lower (ethnocentric) stages of intercultural development and most showed little progress despite reporting relatively high levels of intercultural contact, friends from other cultures and positive experiences. Findings suggest that even positive intercultural experiences do not necessarily lead to the development of intercultural competence and that university policy and practice may need to be enhanced if producing graduates with higher levels of intercultural competence is to become a realised outcome of internationalisation. 相似文献
8.
Bent Sortkær 《British Educational Research Journal》2019,45(4):717-735
In this article I describe teacher–student feedback as an active process shaped by both the teacher and the student and argue that feedback is influenced by students’ unique experiences and socialisation. Drawing on sociological theories on interaction and communication, I argue that the type and quality of the teacher–student feedback perceived by the student is influenced by the student's background. While many studies have shown that feedback is a key determinant for student learning and achievement, only a few have examined how feedback is perceived by students and if the perception is related to their socioeconomic status (SES). I use data from the Programme for International Student Assessment (PISA) 2012 in a multilevel regression model to examine differences in students’ perceptions of directive and facilitative feedback. The five Nordic countries of Denmark, Finland, Iceland, Norway and Sweden are used as cases. Regarding directive feedback, I find no relationship between this type of feedback and students’ SES. However, the results indicate that students with high SES perceive more facilitative feedback in Denmark, Finland, Iceland and Sweden than students with low SES. These results indicate that students are not given equal opportunities to learn. I argue that this might create inequalities in the Nordic school systems. Implications of the findings are discussed. 相似文献
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10.
Teachers’ engaging messages and the relationship with students’ performance and teachers’ enthusiasm
The current study examined the relation of students’ performance and teachers’ enthusiasm with teachers’ use of engaging messages in class. These messages can focus on the benefits or disadvantages of engaging in a school task, and appeal to controlled (i.e., extrinsic, or introjected) or autonomous (i.e., identified, or intrinsic) incentives to engage students. Engaging messages were gathered through audio-recorded lessons of 39 teachers in 59 student groups during the second term of the academic year. Results showed that both students’ performance and teachers’ enthusiasm are related to teacher’s use of engaging messages. The better the students’ performance, and the higher the teachers’ enthusiasm, the larger the number of messages used. Moreover, the better the students’ performance, the greater the likelihood of using messages that appeal to extrinsic incentives. By assessing engaging messages through objective observations, we discovered relationships that can help us better understand teachers’ use of engaging message. 相似文献
11.
From individual longitudinal data for a full cohort of first-entering students who embarked on short programs in Spain and
were observed over a 7-year period ending in 2003, we analyze the probability that an individual will drop out, transfer,
or graduate from a university school program. The statistical analysis is carried out in a competing-risks framework. We find
that the system’s internal efficiency is low, with dropout and completion rates averaging 50 and 36%, respectively. However,
we find considerable variability in the probabilities of withdrawal, transfer, and graduation among students. In this regard,
our results show that preenrollment academic ability, age at enrollment, family characteristics, and secondary educational
experience are major influences on student progress. 相似文献
12.
This study examined the role of teachers’ personal characteristics and mental health status on their frequency ratings of student problem behaviour. A sample of 121 primary school teachers were asked to rate the frequency of a student’s behavioural problems, and to self-report their personality traits, psychopathology symptoms and burnout. Overall, the results revealed that teachers’ ratings were significantly predicted by their psychopathology symptoms and to a lesser extent by their personality traits and burnout levels. Student and teacher demographic characteristics were also predictive of teacher ratings. Since teachers are among the primary informants of students’ mental health, the results of this study pose the need to take into consideration teachers’ individual characteristics, when their ratings are critically evaluated during a student’s referral process. 相似文献
13.
Thomas R. Guskey Laura J. Link 《Assessment in Education: Principles, Policy & Practice》2019,26(3):303-320
The purpose of this study was to investigate the specific factors teachers consider when assigning students’ report card grades. Data were gathered from 943 K-12 teachers from five school districts in a southeastern state in the United States who completed the Teachers’ Grading Practices Survey. Analyses focused on how teachers weigh different factors in determining report card grades, and if these factors and weights differ among teachers who teach at different grade levels and have different amounts of classroom experience. Results revealed statistically significant differences among teachers at different grade levels but no differences associated with teachers’ years of experience and no interaction effect. Differences by grade level were evident in teachers’ consideration of both cognitive and non-cognitive factors of students’ performance. Implications are discussed for improving grading policies and practices, teacher education and teacher professional development. 相似文献
14.
Mikel Garmendia Jenaro Guisasola J. I. Barragués Kristina Zuza 《European Journal of Engineering Education》2008,33(4):463-470
In order to adapt current subjects to the ECTS credits system, it is necessary to estimate how much time a student has to invest in learning a subject. The Polytechnic Engineering School of the University of the Basque Country has made an initial study to investigate this matter in several subjects. A weekly questionnaire design was used for all the students in the class, supplemented, when necessary, by an individual interview, with student collaboration. The results indicate that the study rhythm and the number of hours are strongly conditioned by the evaluation system. 相似文献
15.
Nowadays, teachers are regarded as key players in the process of identifying and catering to students’ additional support needs within mainstream primary classrooms. However, teachers’ professional judgements regarding students with special needs have been found to be contextually influenced (e.g. by school context, student population, level of achievement). It is unclear whether teachers’ perceptions of their students’ actual support needs are also influenced by their personal and professional characteristics. Hence, a better understanding of the value of teachers’ perceptions regarding students’ needs is needed. Therefore, this study explored perceptions of 109 Dutch mainstream primary teachers regarding four dimensions of students’ additional support. It addressed whether these teacher-perceived students’ needs are affected by teachers’ years of experience, level of training, personality traits and self-efficacy beliefs. It was found that teachers’ perceptions of students’ needs were relatively unbiased by their personal and professional characteristics. 相似文献
16.
In this study we compare university teachers’ and first-year students’ conceptions of teaching and learning at the Faculty
of Environmental and Biological Sciences. The conceptions were analysed using data from open-ended questionnaires. The results
showed that at the beginning of studies the gap between teachers’ and students’ conceptions of teaching and learning is substantial.
This finding has important implications for the educational process. In order to enhance successful studying from the beginning
of students’ university careers, it is important for teachers to become aware of the differences between students’ and teachers’
conceptions of learning. 相似文献
17.
Students’ educational motivation is significant for performance and achieving learning, but little is known about what fuels such motivation. Educational motivation is regarded as the drive and inner state that energise educational activities, facilitate learning and channel behaviour towards achieving educational goals. Educational motivation paves the way for students to learn and acquire the knowledge that is essential for successful study outcomes. This article aims to explore what determines students’ educational motivation. Building on the self-determination theory, we modelled the influence of teachers’ leadership and students’ self-efficacy on students’ educational motivation. We used survey data from a sample of upper secondary school students in Sweden; we received a total of 993 answers, equal to a response rate of 74%. The results show that students’ self-efficacy and teacher leadership are of extreme importance for students’ educational motivation, and that highly efficacious students lose most educational motivation when the teacher’s leadership is poor. The results thus support the importance of teachers’ leadership for encouraging student learning. 相似文献
18.
Jianzhong Xu 《教育心理学》2012,32(2):183-200
The present study examined empirical models of variables posited to predict students’ homework environment management at the secondary school level. The participants were 866 8th graders from 61 classes and 745 11th graders from 46 classes. Most of the variance in homework environment management occurred at the student level, with classmates’ shared homework interest as the only significant predictor at the class level. At the student level, homework environment management was positively associated with learning-oriented reasons (i.e. doing homework for reinforcing school learning and developing a sense of responsibility), homework interest, family homework help, academic achievement and teacher feedback. On the other hand, homework environment management was negatively associated with the amount of time spent on television and peer-oriented reasons (i.e. doing homework for working with and seeking approval from peers). 相似文献
19.
Mengxiao Zhu Hee-Sun Lee Ting Wang Ou Lydia Liu Vinetha Belur Amy Pallant 《International Journal of Science Education》2013,35(12):1648-1668
ABSTRACTThis study investigates the role of automated scoring and feedback in supporting students’ construction of written scientific arguments while learning about factors that affect climate change in the classroom. The automated scoring and feedback technology was integrated into an online module. Students’ written scientific argumentation occurred when they responded to structured argumentation prompts. After submitting the open-ended responses, students received scores generated by a scoring engine and written feedback associated with the scores in real-time. Using the log data that recorded argumentation scores as well as argument submission and revisions activities, we answer three research questions. First, how students behaved after receiving the feedback; second, whether and how students’ revisions improved their argumentation scores; and third, did item difficulties shift with the availability of the automated feedback. Results showed that the majority of students (77%) made revisions after receiving the feedback, and students with higher initial scores were more likely to revise their responses. Students who revised had significantly higher final scores than those who did not, and each revision was associated with an average increase of 0.55 on the final scores. Analysis on item difficulty shifts showed that written scientific argumentation became easier after students used the automated feedback. 相似文献
20.
Skar Gustaf B. Lei Pui-Wa Graham Steve Aasen Arne Johannes Johansen Marita Byberg Kvistad Anne Holten 《Reading and writing》2022,35(2):509-538
Reading and Writing - Until children can produce letters quickly and accurately, it is assumed that handwriting disrupts and limits the quality of their text. This investigation is the largest... 相似文献