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   

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   

A Community Designs Its School     

Marian K. Magid 《Clearing house (Menasha, Wis.)》2013,86(4):157-159

Teaching with film is a powerful and meaningful instructional strategy. This article discusses five classroom-tested methods for teaching with film: (1) film as a visual textbook, (2) film as a depicter of atmosphere, (3) film as an analogy, (4) film as a historiography, and (5) film as a springboard. Each of the methods discussed includes examples of a variety of films that could be used, along with suggested focus questions and conversation topics. Furthermore, this article discusses relevant legal issues surrounding the use of film in the classroom.  相似文献   

Development and validity of a Dutch version of the Remote Associates Task: An item-response theory approach     

Soghra Akbari Chermahini  Marian Hickendorff  Bernhard Hommel 《Thinking Skills and Creativity》2012,7(3):177-186

The Remote Associates Test (RAT) developed by Mednick and Mednick (1967) is known as a valid measure of creative convergent thinking. We developed a 30-item version of the RAT in Dutch with high internal consistency (Cronbach's alpha = 0.85) and applied both Classical Test Theory and Item Response Theory (IRT) to provide measures of item difficulty and discriminability, construct validity, and reliability. IRT was further used to construct a shorter version of the RAT, which comprises of 22 items but still shows good reliability and validity—as revealed by its relation to Raven's Advanced Progressive Matrices test, another insight-problem test, and Guilford's Alternative Uses Test.  相似文献   

The case of literacy: a response to John Wilson     

Marian Sainsbury 《Educational research; a review for teachers and all concerned with progress in education》2013,55(2):137-139

Contemporary theories of academic motivation seek to explain students’ behaviours in academic settings. While each theory seems to possess its own constructs and unique explanations, these theories are actually closely tied together. In this theoretical study of motivation, several theories of motivation were described and an underlying theme of the influence of emotions was used to unify the theories. In these theories, emotions and beliefs are thought to elicit different patterns of behaviour such as pursuit of mastery, failure avoidance, learned helplessness and passive aggression. Implications emerged which focused upon creating classroom contexts that foster feelings of autonomy, competence and meaning as the catalysts for developing adaptive, constructive learning.  相似文献