Emotional Contagion in the Classroom: The Impact of Teacher Satisfaction and Confirmation on Perceptions of Student Nonverbal Classroom Behavior     

Marian L. Houser  Caroline Waldbuesser 《College Teaching》2017,65(1):1-8

Teachers appreciate nonverbally responsive students, but what is missing is an understanding of the direct influence of teachers' self-perceptions on their perceptions of how engaged their students are in class. Using the emotional contagion theory as a lens, this study examines the premise that satisfied instructors expect students to mirror their own behaviors in the classroom through being nonverbally responsive. Results of the regression model confirm that teachers' perceptions of their own confirmation behaviors most strongly predict their perceptions of how nonverbally responsive students are in class. Thus, instructors who are more expressive will likely induce students to be more expressive, leading them to determine their students are being more nonverbally responsive. Further, expressive instructors will be more attuned to student interaction because they may subconsciously expect students to mirror their actions through nonverbal behaviors—they will look for it. Additionally, satisfied instructors view their students as satisfied and look for these feelings to be exposed via nonverbal response behaviors. Implications for teacher training and mentoring programs are discussed.  相似文献   

Handbook of Early Childhood Literacy1     

Henrietta Dombey  Sue Ellis  Kate Pahl  Marian Sainsbury 《Literacy》2006,40(1):29-35

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Testing the effectiveness of classroom formative assessment in Dutch primary mathematics education     

Marian van den Berg  Roel J. Bosker  Cor J.M. Suhre 《School Effectiveness & School Improvement》2018,29(3):339-361

Classroom formative assessment (CFA) is considered to be a fundamental part of effective teaching, as it is presumed to enhance student performance. However, there is only limited empirical evidence to support this notion. In this effect study, a quasi-experiment was conducted to compare 2 conditions. In the treatment condition, 17 teachers implemented a CFA model containing both daily and weekly goal-directed instruction, assessment, and immediate instructional feedback for students who needed additional support. In the control condition, 17 teachers implemented a modification to their usual practice. They assessed their students’ mastery of learning goals on the basis of half-yearly mathematics tests, and prepared weekly pre-teaching sessions for groups of low-achieving students. The posttests showed no significant differences in student performance between the 2 conditions after controlling for student and teacher characteristics. The degree of implementation of the CFA model, however, appeared to be positively related to the 5th-grade students’ performance.  相似文献   

Criterion Referencing and the Meaning of National Curriculum Assessment     

Steve Sizmur  & Marian Sainsbury 《British Journal of Educational Studies》1997,45(2):123-140

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Distinctives of High Producers of Minority Science and Engineering Doctoral Starts     

Brazziel  William F.  Brazziel  Marian E. 《Journal of Science Education and Technology》1997,6(2):143-153

Demographic shifts in recent years have resulted in a smaller proportion of white males in the American population. Historically, we have depended on these individuals to comprise almost all of the science and engineering doctorates for our workforce. America must now develop S&E talent more fully among minority groups and women. Colleges and universities have moved ahead admirably in bringing these individuals into S&E programs and preparing them for doctoral study. Predictably, some have had greater success than others. The present study was completed under a National Science Foundation grant. It sought to identify the more successful institutions and to identify the elements of their success in an effort to effect a sharing of know-how. The National Research Council was asked to rank-order institutions according to their rates of success in sending Indian, Hispanic and black students on to graduate study in science and engineering. Site visits and interviews were made at ten of the top institutions. Using George Kuh's rubric for involving institutions, site visitors identified valuable threads among the practices for talent development among the populations under study.  相似文献   

Orientational dyslexia: Notes from the field     

Howard  Marian Pack  Marek  Margot 《Annals of dyslexia》1978,28(1):225-232

Annals of Dyslexia -  相似文献   

It's a matter of style     

Marian J. Thier 《Performance Improvement》1989,28(4):12-14

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A Cross-Discipline Modeling Capstone Experience     

Marian L. Frazier  Thomas LoFaro  Carolyn Pillers Dobler 《PRIMUS》2018,28(3):266-282

The Mathematical Association of America (MAA) and the American Statistical Association (ASA) have both updated and revised their curriculum guidelines. The guidelines of both associations recommend that students engage in a “capstone” experience, be exposed to applications, and have opportunities to communicate mathematical and statistical analysis, among other recommendations. In this article, we describe a mathematics and statistics capstone course, implemented at a small liberal arts college. We provide evidence that this course accomplishes the goals set forth by the MAA and ASA. We include guidance for other institutions on implementing a similar course.  相似文献   

The early childhood aggression curve: development of physical aggression in 10- to 50-month-old children     

Alink LR  Mesman J  van Zeijl J  Stolk MN  Juffer F  Koot HM  Bakermans-Kranenburg MJ  van Ijzendoorn MH 《Child development》2006,77(4):954-966

This study examines the prevalence, stability, and development of physical aggression, as reported by mothers and fathers, in a sample of children initially recruited at 12, 24, and 36 months (N=2,253) and in a subsample followed up 1 year later (n=271) in a cross-sequential design. Physical aggression occurred in 12-month-olds, but significantly more often in 24- and 36-month-olds. The rates of physically aggressive behaviors increased in the 2nd year of life, and declined from the 3rd birthday onward. Stabilities were moderate for 12-month-olds and high for 24- and 36-month-olds. At the ages of 24 and 36 months, boys were more aggressive than girls. The results confirm and extend R.E. Tremblay's (2004) hypothesis about the early development of physical aggression.  相似文献   

An adaption of Gagné’s instructional model to increase the teaching effectiveness in the classroom: the impact in Romanian Universities     

Marian D. Ilie 《Educational technology research and development : ETR & D》2014,62(6):767-794

Gagné’s instructional events are more focused on the human internal learning process than on the learning context. This study fills this gap because it presents certain instructional events that are focused on the construction of a positive learning context through the teacher–student relationship. Therefore, it’s proposing an adaption of Gagné’s instructional model to the learning context derived from observation of the instructional activities performed in the Romanian educational system. This paper added two new events (Learning organization and Final appreciation) to Gagné’s original nine instructional events. Out of these eleven, it’s considered that three in particular should be regarded as essential events in every teaching activity. These three particular events are categorised and defined in the first part of this study. The effectiveness of this newly proposed theoretical model was tested on a sample of 894 university teaching activities, using a systematic observational grid. The results indicated a significant correlation between the adapted model and students’ perceptions of the effectiveness of the teaching activity. It is therefore suggested that this proposed model provides operational guidance for the development of instructional approach. The implications and the limitations of these findings are discussed and possible directions for new research are suggested.  相似文献