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Learning Environments Research - Although studies on, and reviews of, class climate have flourished in the past decade, little is known about how student perceptions of the learning environment are... 相似文献
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ABSTRACTThis study was designed to investigate the bases of teacher expectations in higher education. The first author interviewed 20 university teachers from an English-as-a-foreign-language course, exploring their expectations for the first-year undergraduates in their classes. The grounded theory method was adopted to analyse the data that had been collected. The results showed that for this sample of 20 teachers, student characteristics were important contributing factors to their expectations in the teachers’ university settings. The factors the teachers considered important included students’ (a) prior academic achievement, (b) motivation, (c) study skills, and (d) academic discipline. Also, teacher characteristics were found to be another major source of these university teachers’ expectations, including teachers’ (a) past teaching and learning experience and (b) teaching self-efficacy. The findings suggested that the bases of teacher expectations in higher education may differ from those at the elementary or secondary school level. 相似文献
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Many studies examine student self-concept during compulsory schooling but few have explored the self-concept of students in higher educational settings. The current study examined self-concept by faculty and gender among higher education students in New Zealand. Participants were 929 undergraduate students from a large New Zealand university. The results showed some differences in verbal and maths self-concept by faculty. Generally, students in faculties teaching subjects more reliant on maths skills had higher maths self-concept than those in faculties where facility in verbal skills was important. The opposite results were found for verbal self-concept. No overall gender differences were found for general, academic, verbal and maths self-concept although a statistically significant difference was found for problem-solving self-concept. This finding suggests students’ choice of faculty may be based on perceptions of their skills and capabilities in the various fields, irrespective of gender. 相似文献
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Penelope Winifred St John Watson Christine Margaret Rubie-Davies John Allan Hattie 《Gender and education》2019,31(3):425-444
School choirs have been stigmatised for adolescent males in New Zealand, resulting in constraints in involvement, bullying, and threat to gender identity. In other national contexts, boys who sing in choirs have experienced a negative stereotype associated with accusations of inferior masculinity, yet little research has probed whether such forces are at play for their New Zealand counterparts. The current study was conducted with a sample of adolescent male school choir members in New Zealand (a country where essentialist gender attitudes have existed). Adolescent male choristers’ perceptions of the gender stereotype, its moderation by cultural context, and how the stigmatised choral domain was negotiated, were explored within a framework of critical masculinities. Such a stereotype and wider implications for gendered structures found in society at large were confirmed. Personal and school-based factors enabling the male choristers’ endurance in a domain that rendered their construction of masculinity subordinate, are discussed. 相似文献
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Shengnan Wang Christine M. Rubie-Davies Kane Meissel 《Educational Research and Evaluation》2018,24(3-5):124-179
ABSTRACTThis review aimed to illustrate the development in the teacher expectation literature and discuss the major avenues of research in the teacher expectation field from 1989 to 2018. Four analytical themes emerged from a narrative synthesis based on a systematic literature search: (1) influential factors on teacher expectations; (2) mediation mechanism of teacher expectations; (3) moderating factors of teacher expectation effects; (4) teacher expectation effects on student socio-psychological, behavioural, and achievement outcomes. On the whole, most studies confirmed earlier research findings regarding the 4 themes, although there were some studies that found results contradicting earlier work. In addition, new research topics and directions raised in the past 3 decades were identified in this review, especially regarding the mediation of teacher expectations and the socio-psychological and behavioural outcomes of the expectation effects. The review concludes with a set of recommendations for future research directions on teacher expectations. 相似文献
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Christine M. Rubie-Davies Penelope W. St J. Watson Annaline Flint Lynda Garrett Lyn McDonald 《Educational Research and Evaluation》2018,24(3-5):221-240
ABSTRACTOver the past 50 years, research has shown that teacher expectations can influence student outcomes. Many studies have examined within-year effects. There is, however, a paucity of research that has investigated the stability of teachers’ expectations across a single year, and there are no studies that have examined stability beyond 1 year. The current study examined the stability of 94 teachers’ expectations within 3 separate years and across 3 years in mathematics and reading. In both subject areas, teachers’ expectations remained relatively stable from beginning to end-of-year for each separate year and also across 3 years. Additionally, teachers who under- or overestimated their students by more than half a standard deviation continued to do so across all periods in the study. This was despite the teachers having different students each year. The study suggests that teachers view students’ capabilities similarly despite having different student cohorts. 相似文献
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Deborah A. Widdowson Robyn S. Dixon Elizabeth R. Peterson Christine M. Rubie-Davies S. Earl Irving 《Asia Pacific Journal of Education》2015,35(4):471-484
This qualitative study explored the beliefs of students, parents and teachers on the purposes of schooling in order to provide a context for understanding beliefs and attitudes to school learning and achievement. Focus groups were conducted with Year 9 and 10 students (aged 13–15 years) and parents and teachers in three secondary schools in different socio-economic areas in an urban district. Four categories were identified in relation to beliefs about the purposes of schooling: (1) to learn and gain self-knowledge; (2) to develop life and social skills; (3) to optimize life chances and quality of life; (4) to enable future employment and economic wellbeing. Comparisons revealed that students, parents and teachers all believed in the learning purpose of schooling, but did not all endorse an economic purpose. Students had the broadest views on school purposes. The greatest alignment between views was found for students and parents. The greatest difference between groups was found for students and teachers from high socio-economic area schools. Findings were considered in relation to national curriculum aims and external pressures from globalization. Overall, findings are conducive to a lifelong learning approach, pointing to belief in the intrinsic value of school learning independent of any economic function it may serve. 相似文献
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This article reports on a case study of one New Zealand university faculty involved in the second phase of a three-phase study investigating the experiences of talented undergraduate students. Talented undergraduate students are a largely forgotten group in research. The current study sought to investigate who the talented students were, and then what their lived experiences as talented undergraduate students were. The study involved 128 undergraduate students who provided information about their experiences as high achieving students in an undergraduate degree program. Approximately 10% of all students enrolled across five different undergraduate degree programs in the faculty were defined as talented undergraduate students. These students were ethnically diverse and largely older than we had anticipated. The majority had not previously been identified as talented and many had been largely unsuccessful educationally, prior to embarking on their undergraduate studies. Several students experienced challenging personal circumstances, such as financial hardship and extensive family responsibilities. The grit or resilience demonstrated by these students seemed to explain the essence of the phenomenon of being a talented undergraduate student in this faculty. 相似文献
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The self-fulfilling prophecy model of Brophy and Good was applied to the area of teacher judgement in order to disclose the processes of how teacher judgement of student achievement influences students’ future academic outcomes. It was assumed that achievement and achievement motivation might be affected through the mediating processes of student-perceived positive and negative teacher treatment, which represents students’ perceptions of teachers’ actions towards them. A sample of 294 Chinese fifth-grade students and their eleven English language teachers were tracked over one school year. Structural equation modelling showed that after controlling for prior achievement and achievement motivation, teacher judgement was directly related to students’ future achievement, expectancy for success and level of aspiration. These relations were partially mediated by perceived negative teacher treatment. Teacher judgement was related to students’ academic self-concept and pride in English learning, and fully mediated by both perceived positive and negative teacher treatment. The study supported the model of Brophy and Good and identified the specific processes of how teacher judgements can become self-fulfilled. Positive and negative teacher treatment had different mediating effects. Compared with positive teacher treatment, perceived negative treatment was related to student academic outcomes more extensively. 相似文献