排序方式： 共有38条查询结果，搜索用时 31 毫秒
1.
Luce C. A. Claessens Jan van Tartwijk Anna C. van der Want Helena J. M. Pennings Nico Verloop Perry J. den Brok 《The Journal of educational research》2017,110(5):478-493
The authors voice teachers' perceptions of their interpersonal experiences with students in both positive and problematic relationships. Interview data from 28 teachers were examined by coding utterances on teacher and student interactions. Results indicate that teachers defined the quality of the relationship mostly by the level of communion (friendly vs. hostile), instead of by the level of agency (in control vs. powerless). Analyses of mentioned teacher and student behavior show a friendly interactional pattern for positive relationships and a hostile pattern for problematic ones. In teachers' perceptions, positive and problematic relationships also differed in context where encounters take place and topic of talk. Contrary to interactions in problematic relationships, encounters in positive relationships were mostly situated outside the classroom context and conversations during these encounters covered a wide range of topics. Implications for teacher education programs are discussed. 相似文献
2.
Perry den Brok Mieke Brekelmans Theo Wubbels 《School Effectiveness & School Improvement》2013,24(3-4):407-442
In this study, the effectiveness of secondary education teachers' interpersonal behaviour is investigated by analysing data from 2 samples: a study on 45 Physics teachers and their 3rd-year classes and a study on 32 English as a Foreign Language (EFL) teachers and their 3rd-year classes. Teacher interpersonal behaviour was studied by means of students' perceptions of this behaviour, collected with the Questionnaire on Teacher Interaction (QTI). These perceptions include 2 important dimensions: Influence and Proximity. Results of multilevel analyses with various covariates indicated that Influence and Proximity were positively related to both cognitive and affective outcomes. Interpersonal behaviour explained up to more than half of the variance in student outcomes at the teacher-class level. The outcomes suggest that interpersonal behaviour as perceived by students may be an important variable for educational effectiveness researchers. 相似文献
3.
M. Tim Mainhard Mieke BrekelmansPerry den Brok Theo Wubbels 《Contemporary educational psychology》2011,36(3):190-200
In this study the mean stability of classroom social climates during the first months of the school year and the deviation of individual classrooms (N = 48) and students (N = 1208) from this general trend were investigated by taping students’ interpersonal perceptions of their teachers. Multilevel growth modeling was used to identify the average development of the classroom social climate and between classroom and student differences in terms of this development. While significant differences between classrooms and students were found, these differences were rather stable over time. Most classrooms showed a slightly u-shaped trajectory. In only very few classrooms the quality of the social climate had increased at the end of the research period as compared to the very first lesson. Differences in the development between classrooms were associated to the emotional distance between teacher and students during the first lesson of the school year. 相似文献
4.
Learning Environments Research - We investigated teachers’ perceptions of an online inservice teacher course in China and its outcomes, as well as connections between these two types of... 相似文献
5.
Ruurd Taconis Lesley G.M. de Putter-Smits Steven Henry Perry J. den Brok Douwe Beijaard 《Educational Research and Evaluation》2013,19(4):383-400
Forming a science-oriented identity is considered a process underlying both interest and achievement in science education. A questionnaire is developed for describing “identities as learners” and evaluating their science orientedness. The instrument (k = 65) focuses on cognitive aspects. An internal coherence of .88 was found. Five subscales were defined that proved interrelated yet distinguishable. A pilot amongst 40 students from Dutch general secondary education showed that preferring science over non-science subjects and relatively high grades for sciences subjects were strongly correlated to science orientedness of the learner identity (rs = .65; p < .001). The results support the reliability and validity of the questionnaire but also point to the importance of identity as a central concept in studying science education. It is concluded that we made a promising step in constructing an instrument for monitoring the development of cognitive aspects of science-oriented identities during (innovative) science education. 相似文献
6.
Henderijn Heldens Anouke Bakx Perry den Brok 《Educational Research and Evaluation》2013,19(7-8):515-536
Teacher educators’ collaboration plays an important role in the improvement of teacher education. Many studies in educational research focus on collaboration from 1 particular perspective. A focus on 2 perspectives, a qualitative (focusing on collaborative activities) as well as a quantitative (focusing on relations) perspective, and relating both perspectives, can add to our knowledge. Data were collected in 3 subject departments of a teacher education institute. Findings indicated that educators’ collaborative networks inside the departments could gain from more coherent and dense relations, and that key players were important to support and sustain collaboration. Both perspectives were mildly related, correlations were found for “degree” and “information” (r = .31, p < .05), “degree” and “joint work” (r = .38, p < .01), and “reciprocity” and “joint work” (r = .33, p < .05), no correlations were found for “degree” or “reciprocity” and “discussing”. At the department level, only mathematics showed significant correlations. Results indicated that, in further research, qualitative aspects as well as quantitative aspects should be included. 相似文献
7.
Bram E. Vaessen Antoine van den Beemt Gerard van de Watering Ludo W. van Meeuwen Lex Lemmens Perry den Brok 《Assessment & Evaluation in Higher Education》2017,42(6):872-886
This pilot study measures university students’ perceptions of graded frequent assessments in an obligatory statistics course using a novel questionnaire. Relations between perceptions of frequent assessments, intrinsic motivation and grades were also investigated. A factor analysis of the questionnaire revealed four factors, which were labelled value, formative function, positive effects and negative effects. The results showed that most students valued graded frequent assessments as a study motivator. A modest number of students experienced positive or negative effects from assessments and grades received. Less than half of the students used the results of frequent assessments in their learning process. The perception of negative effects (lower self-confidence and more stress) negatively mediated the relation between grades and intrinsic motivation. It is argued that communication with students regarding the purpose and benefits of frequent assessments could mitigate these negative effects. 相似文献
8.
9.
Perry den Brok Darrell Fisher Theo Wubbels Mieke Brekelmans Tony Rickards 《Asia Pacific Journal of Education》2006,26(1):79-95
This study investigates the reliability and validity of the Questionnaire on Teacher Interaction (QTI) in three countries: Singapore, Brunei and Australia. The QTI maps student perceptions of interpersonal teacher behaviour and is based on the circumplex Model for Interpersonal Teacher Behaviour (MITB) that investigates the teacher–student relationship in terms of the two dimensions of influence and proximity. Students' perceptions of their teachers in the three countries are also compared. Results show that the QTI scales are represented by two independent dimensions and that scales can be ordered in terms of a circular structure. However, empirical scale locations differ from their theoretical positions as hypothesised by the circumplex model, and among countries. Differences in teacher influence and proximity are also found among the countries. 相似文献
10.
Levy Jack Wubbels Theo Den Brok Perry Brekelmans Mieke 《Learning Environments Research》2003,6(1):5-36
This study examined variables associated with differences in students' perceptions of interpersonal teacher behavior. The perceptions of 3023 students and 74 teachers in 168 classes in seven secondary schools were used in the analyses. Investigating variance at the student, class, teacher and school levels revealed that several variables are significantly related to students' perceptions: student and teacher gender, student and teacher ethnic background, student age and grade, class size, grade level, subject taught and teacher experience. There were interaction effects between some variables, such as student ethnicity and student gender, as well as student and teacher gender. While significant, the amount of variance explained by these was low (around 10%). The outcomes generally confirmed earlier research, although some new effects were found. Perhaps the main result of the study was its verification of the complex and interactive nature of students' perceptions of the learning environment and researchers' understanding of it. 相似文献