A Study of the Relationship Between Teacher Morals and Student Attitudes Toward Their School Environment PDF Download
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Author: Jack D. Minzey
Publisher:
ISBN:
Category : Morale
Languages : en
Pages : 0
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Author: Jack D. Minzey
Publisher:
ISBN:
Category : Morale
Languages : en
Pages : 0
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Author: Jack D. Minzey
Publisher:
ISBN:
Category : High schools
Languages : en
Pages : 420
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Author: Ramon Flecha (Ed.)
Publisher: Springer
ISBN: 3319111760
Category : Education
Languages : en
Pages : 115
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This monograph analyses and describes successful educational actions with a specific focus on vulnerable groups (i.e. youth, migrants, cultural groups e.g. Roma, women, and people with disabilities). Concrete data that shows success in school performance in subject matters such as math or language will be provided, as well as children, teachers and families accounts of the impact of this success. Alongside, there is an analysis of the relationship between these children’s educational performance with their inclusion or exclusion from different areas of society (i.e. housing, health, employment, and social and political participation). Many studies have already diagnosed and described the causes of educational and social exclusion of these vulnerable groups. This monograph, however, provides solutions, that is, actions for success identified through the INCLUD-ED project, thus providing both, contrasted data and solid theoretical background and development. Some examples of these actions are interactive groups (or heterogeneous grouping in the classroom with reorganisation of human resources), extension of the learning time, homework clubs, tutored libraries, family and community educative participation, family education, or dialogic literary gatherings. All these actions have been defined as successful educational actions, which mean that they lead to both efficiency and equity. Finally, recommendations for policy and practice are included and discussed.
Author: Gary Brent Welander
Publisher:
ISBN:
Category : Classroom management
Languages : en
Pages : 222
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The Purpose of the Study The purpose of the study was to gain a better understanding of the classroom environment by determining if student attitudes are significantly related to the quantity and characteristics of verbal interaction. A second concern was to determine if such verbal interaction could be effectively examined through a student-perception, self-report questionnaire. If student attitudes were found to be related to verbal interaction, and if verbal interaction could be accurately assessed with a self-report questionnaire, then a third purpose of the study would identify the means for an educator to evaluate one aspect of the classroom climate, verbal interaction, that has been shown to effect students. Procedures A self-report questionnaire was designed to accurately reflect sixth grade students' perceptions of classroom verbal interaction and their expressed attitudes toward school, teachers, classmates, and themselves. Students in self-contained classrooms from schools within the Central Oregon Willamette Valley comprised the population from which a random sample was drawn for inclusion in this study. A questionnaire was administered to 33 classrooms and the resulting data were analyzed based on classroom mean scores. The correlational research method was used to determine the strength of 12 hypothesized relationships. Findings For the purpose of this study, 12 hypotheses were tested to determine if there exists a significant correlation between students' perceptions of the verbal interaction found in sixth grade classrooms and their expressed attitudes toward school, their teachers, their classmates, and themselves. Each of the three verbal interaction scales (quantity, receptiveness, and openness) was correlated with each of the four student attitudinal scales (teacher, school, classmates, and self). These 12 hypotheses were statistically tested using the correlational method to determine if significant coefficients existed. The level of confidence was set at .05. Seven hypotheses were found to have from moderate to very close relationships that were statistically significant at the .05 level of confidence. The results of this study indicate that classrooms where teachers encourage student verbal interaction and are receptive of student ideas and feelings, and where students feel safe when disclosing their personal ideas and feelings, are also classrooms where their expressed attitudes toward school, teachers, classmates, and themselves. Students in self-contained classrooms from schools within the Central Oregon Willamette Valley comprised the population from which a random sample was drawn for inclusion in this study. A questionnaire was administered to 33 classrooms and the resulting data were analyzed based on classroom mean scores. The correlational research method was used to determine the strength of 12 hypothesized relationships. Findings For the purpose of this study, 12 hypotheses were tested to determine if there exists a significant correlation between students' perceptions of the verbal interaction found in sixth grade classrooms and their expressed attitudes toward school, their teachers, their classmates, and themselves. Each of the three verbal interaction scales (quantity, receptiveness, and openness) was correlated with each of the four student attitudinal scales (teacher, school, classmates, and self). These 12 hypotheses were statistically tested using the correlational method to determine if significant coefficients existed. The level of confidence was set at .05. Seven hypotheses were found to have from moderate to very close relationships that were statistically significant at the .05 level of confidence. The results of this study indicate that classrooms where teachers encourage student verbal interaction and are receptive of student ideas and feelings, and where students feel safe when disclosing their personal ideas and feelings, are also classrooms where students express strong positive attitudes toward school, their teacher, and themselves. The five remaining hypotheses tested were found to have slight relationships that were not statistically significant at the .05 level of confidence. Recommendations In view of the findings, it is recommended that teacher-education programs and educators concerned with teacher effectiveness consider competencies in the areas of personal communication, active listening, values clarification, questioning techniques, and increased group discussion in open, relaxed, trusted environments. It is also recommended that teachers create classroom environments where students feel safe to disclose their personal feelings and ideas, and where ample opportunities are available for discussion and the sharing of ideas. Educators seeking to improve student attitudes should include in their efforts activities and skill building techniques that promote teacher receptiveness and safe, open classroom environments.
Author: Marjorie Powell
Publisher: Routledge
ISBN: 0429944489
Category : Education
Languages : en
Pages : 353
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Teachers’ attitudes have been a subject of study and interest for many years. Originally published in 1986, this bibliography attempts to review the large field of research between the years 1965 and 1984. To identify all the sources of information, and to list documents that discuss research on teachers’ attitudes. It does not include an assessment of the quality of the research reported in the listed documents, however, the value is in its comprehensiveness. Users of the bibliography can locate the listed studies and then evaluate the studies using criteria relevant to their individual purposes.
Author: Andrés Sandoval-Hernández
Publisher: Springer
ISBN: 331978692X
Category : Education
Languages : en
Pages : 140
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Book Description
This open access thematic report identifies factors and conditions that can help schools and education systems promote tolerance in a globalized world. The IEA’s International Civic and Citizenship Study (ICCS) is a comparative research program designed to investigate the ways in which young people are prepared to undertake their roles as citizens, and provides a wealth of data permitting not only comparison between countries but also comparisons between schools within countries, and students within countries. Advanced analytical methods provide insights into relationships between students’ attitudes towards cultural diversity and the characteristics of the students themselves, their families, their teachers and school principals. The rich diversity of educational and cultural contexts in the 38 countries who participated in ICCS 2009 are also acknowledged and addressed. Readers interested in civic education and adolescents’ attitudes towards cultural diversity will find the theoretical perspectives explored engaging. For readers interested in methodology, the advanced analytical methods employed present textbook examples of how to address cross-cultural comparability of measurement instruments and multilevel data structures in international large-scale assessments (ILSA). Meanwhile, those interested in educational policy should find the identification and comparison of malleable factors across education systems that contribute to positive student attitudes towards cultural diversity a useful and thought-provoking resource.
Author: Prin. Dr. Shivakumar S. Ganapur
Publisher: Lulu.com
ISBN: 0359709028
Category :
Languages : en
Pages : 442
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Author: Kenneth Donald McCracken
Publisher:
ISBN:
Category : Teachers
Languages : en
Pages : 192
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Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 416
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Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 974
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