Associations Between Students' Perceptions of Teacher-student Relationship Quality, Academic Achievement, and Classroom Behavior PDF Download
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Author: Khushwinder Kaur Gill
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 308
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Book Description
Author: Khushwinder Kaur Gill
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 308
Get Book Here
Book Description
Author: Kathryn R. Wentzel
Publisher: Routledge
ISBN: 1317670876
Category : Education
Languages : en
Pages : 463
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Book Description
The Handbook of Social Influences in School Contexts draws from a growing body of research on how and why various aspects of social relationships and contexts contribute to children’s social and academic functioning within school settings. Comprised of the latest studies in developmental and educational psychology, this comprehensive volume is perfect for researchers and students of Educational Psychology. Beginning with the theoretical perspectives that guide research on social influences, this book presents foundational research before moving on to chapters on peer influence and teacher influence. Next, the book addresses ways in which the school context can influence school-related outcomes (including peer and teacher-student relationships) with specific attention to research in motivation and cognition. Within the chapters authors not only present current research but also explore best-practices, drawing in examples from the classroom. With chapters from leading experts in the field, The Handbook of Social Influences in School Contexts provides the first complete resource on this topic.
Author: Michael David Camp
Publisher:
ISBN:
Category : Electronic dissertations
Languages : en
Pages : 284
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Book Description
The purpose of this ethnomethodological exploratory descriptive case study was to investigate and understand teacher perceptions of the relationships between teachers and students and how those teachers perceive relationships affect student academic performance and behavior in a small town elementary school. The relationship between a teacher and a student is defined as a formalized interpersonal association between an authority figure and a subordinate who interact on nearly a day to day basis. A cross-case analysis of five individual case studies of elementary grade classroom teachers teaching in a 500 student preschool through fifth grade predominately Caucasian middle-income small town school located approximately an hour from a large Midwestern metropolitan city was used to investigate the following research questions: (a) What teacher and student behaviors do teachers perceive contribute most directly to developing and maintaining positive and supportive teacher-student relationships? (b) To what extent do teachers perceive their interactions with students influence the academic and behavioral success of students in their classrooms? (c) How do teachers perceive their interactions with students influence their students' future academic and behavioral success? (d) How do teachers perceive school culture affects student behavior and academic performance and achievement? Through analysis of teacher interviews, classroom observations, and participant journals, four predominate themes were determined: (a) relationships; (b) culture; (c) high quality instruction; and (d) behavior management. The data from this study showed that these teachers believe that there is value in forming and maintaining positive and supportive relationships with their students in providing for their students' academic achievement and behavioral success. The data also showed that these teachers feel the classroom and school culture influences academics and behavior and believe it is important to understand and respond to individual student cultures. These teachers all spoke of and wrote about the importance of planning high quality instruction in providing for academic and behavioral success and high quality instruction was observed in each teacher's classroom. These teachers felt a system-wide positive behavior management plan and classroom management procedures that taught students how to behave and supported positive behavior through student accountability also was important in providing for academic and behavioral success.
Author: Jari-Erik Nurmi
Publisher: Psychology Press
ISBN: 9780815337034
Category : Education
Languages : en
Pages : 354
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Book Description
This anthology examines Love's Labours Lost from a variety of perspectives and through a wide range of materials. Selections discuss the play in terms of historical context, dating, and sources; character analysis; comic elements and verbal conceits; evidence of authorship; performance analysis; and feminist interpretations. Alongside theater reviews, production photographs, and critical commentary, the volume also includes essays written by practicing theater artists who have worked on the play. An index by name, literary work, and concept rounds out this valuable resource.
Author: Sandra L. Christenson
Publisher: Springer Science & Business Media
ISBN: 1461420172
Category : Psychology
Languages : en
Pages : 839
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Book Description
For more than two decades, the concept of student engagement has grown from simple attention in class to a construct comprised of cognitive, emotional, and behavioral components that embody and further develop motivation for learning. Similarly, the goals of student engagement have evolved from dropout prevention to improved outcomes for lifelong learning. This robust expansion has led to numerous lines of research across disciplines and are brought together clearly and comprehensively in the Handbook of Research on Student Engagement. The Handbook guides readers through the field’s rich history, sorts out its component constructs, and identifies knowledge gaps to be filled by future research. Grounding data in real-world learning situations, contributors analyze indicators and facilitators of student engagement, link engagement to motivation, and gauge the impact of family, peers, and teachers on engagement in elementary and secondary grades. Findings on the effectiveness of classroom interventions are discussed in detail. And because assessing engagement is still a relatively new endeavor, chapters on measurement methods and issues round out this important resource. Topical areas addressed in the Handbook include: Engagement across developmental stages. Self-efficacy in the engaged learner. Parental and social influences on engagement and achievement motivation. The engaging nature of teaching for competency development. The relationship between engagement and high-risk behavior in adolescents. Comparing methods for measuring student engagement. An essential guide to the expanding knowledge base, the Handbook of Research on Student Engagement serves as a valuable resource for researchers, scientist-practitioners, and graduate students in such varied fields as clinical child and school psychology, educational psychology, public health, teaching and teacher education, social work, and educational policy.
Author: Edmund Emmer
Publisher: Routledge
ISBN: 1135106835
Category : Education
Languages : en
Pages : 745
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Book Description
The field of classroom management is not a neatly organized line of inquiry, but rather consists of many disparate topics and orientations that draw from multiple disciplines. Given the complex nature of the field, this comprehensive second edition of the Handbook of Classroom Management is an invaluable resource for those interested in understanding it. This volume provides up-to-date summaries of research on the essential topics from the first edition, as well as fresh perspectives and chapters on new topics. It is the perfect tool for both graduate students and practitioners interested in a field that is fascinating but not immediately accessible without the proper guidance.
Author: S. Feinman
Publisher: Springer Science & Business Media
ISBN: 1489926208
Category : Psychology
Languages : en
Pages : 349
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Book Description
How are we to understand the complex forces that shape human behav ior? A variety of diverse perspectives, drawing on studies of human behavioral ontogeny, as well as humanity's evolutionary heritage, seem to provide the best likelihood of success. It is in an attempt to synthesize such potentially disparate approaches to human development into an integrated whole that we undertake this series on the genesis of beh- ior. In many respects, the incredible burgeoning of research in child development over the last two decades or so seems like a thousand lines of inquiry spreading outward in an incoherent starburst of effort. The need exists to provide, on an ongoing basis, an arena of discourse within which the threads of continuity among those diverse lines of research on human development can be woven into a fabric of meaning and under standing. Scientists, scholars, and those who attempt to translate their efforts into the practical realities of the care and guidance of infants and children are the audience that we seek to reach. Each requires the oppor tunity to see-to the degree that our knowledge in given areas per mits-various aspects of development in a coherent, integrated fashion. It is hoped that this series-which brings together research on infant biology, developing infant capacities, animal models, and impact of so cial, cultural, and familial forces on development, and the distorted products of such forces under certain circumstances-serves these important social and scientific needs.
Author: Ellen A. Skinner
Publisher: University of Chicago Press
ISBN:
Category : Psychology
Languages : en
Pages : 244
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Book Description
One of the strongest predictors of children's school performance are individual differences in perceived control: those beliefs about how effective the self can be in producing desired outcomes. Drawing perspectives from both developmental and individual differences research, this longitudinal study documents the cycles in which children who develop optimal profiles of control are more actively engaged and have better academic success, (or in contrast, how children may doubt their capacities, experience lower scholastic achievement, and believe in the power of luck or unknown forces.) Further, the results show how these cycles may change with age, and suggest ways to improve children's perceived control.
Author: George G. Bear
Publisher: Ingram
ISBN:
Category : Education
Languages : en
Pages : 1186
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Book Description
Handbook for school psychologists on research-based resources for working with children in the schools.
Author: Hilda Nyougo Omae
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 242
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Book Description
