Student Perceptions of Teacher Influence PDF Download
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Author: John Paul Anderson
Publisher:
ISBN:
Category : Students
Languages : en
Pages : 350
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Book Description
Author: John Paul Anderson
Publisher:
ISBN:
Category : Students
Languages : en
Pages : 350
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Book Description
Author: Virginia P. Richmond
Publisher: Routledge
ISBN: 1136475257
Category : Education
Languages : en
Pages : 224
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Book Description
In the belief that power is something that is negotiated by participants in the instructional process and with the goal of understanding how communication and power interact, this book looks at power and instruction in many different ways. Drawing from the lessons of the social sciences generally, it examines research that has been conducted by instructional communication specialists, looks at newer approaches to power, presents a status report on what is now known, and points to the divergent directions that offer opportunities for future scholarship.
Author: John M. Levine
Publisher: Lawrence Erlbaum Associates
ISBN:
Category : Academic achievement
Languages : en
Pages : 432
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Book Description
Author: Linda Quinby Wandick
Publisher:
ISBN:
Category : Teacher-student relationships
Languages : en
Pages : 170
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Book Description
Author: Wolfram Rollett
Publisher: Springer Nature
ISBN: 3030751503
Category : Education
Languages : en
Pages : 274
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Book Description
This open access book provides a comprehensive and informative overview of the current state of research about student perceptions of and student feedback on teaching. After presentation of a new student feedback process model, evidence concerning the validity and reliability of student perceptions of teaching quality is discussed. This is followed by an overview of empirical research on the effects of student feedback on teachers and instruction in different contexts, as well as on factors promoting the successful implementation of feedback in schools. In summary, the findings emphasize that student perceptions of teaching quality can be a valid and reliable source of feedback for teachers. The effectiveness of student feedback on teaching is significantly related to its use in formative settings and to a positive feedback culture within schools. In addition, it is argued that the effectiveness of student feedback depends very much on the support for teachers when making use of the feedback. As this literature review impressively documents, teachers in their work - and ultimately students in their learning - can benefit substantially from student feedback on teaching in schools. “This book reviews what we know about student feedback to teachers. It is detailed and it is a pleasure to read. To have these chapters in one place – and from those most up to date with the research literature and doing the research - is a gift.” John Hattie
Author: Shelley A. Todd
Publisher:
ISBN:
Category : Science teachers
Languages : en
Pages : 156
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Book Description
Author: Pamela Sammons
Publisher: CRC Press
ISBN: 9789026515491
Category : Education
Languages : en
Pages : 428
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Book Description
This volume explores the influence of students' background on educational outcomes, ways of contextualising school performance, and current issues and developments in school effectiveness research. Also investigated is how the research contributes to understanding of school and classroom processes.
Author: OECD
Publisher: OECD Publishing
ISBN: 9264007415
Category :
Languages : en
Pages : 284
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Book Description
This study features a collection of eight case studies of exemplary cases from secondary schools as well as international literature reviews and policy analysis related to formative assessment.
Author: Vania Littlejohn
Publisher:
ISBN:
Category : Motivation in education
Languages : en
Pages : 228
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Book Description
The National Assessment on Educational Progress signals that American students are not being adequately prepared to compete globally in an ever changing scientific society. As a result, legislation mandated that all students be assessed and show proficiency in scientific literacy beginning in Grade 4 with the reauthorization of the Elementary and Secondary Education Act of 2002 also known as No Child Left Behind. Research indicates a disturbing decline in the number of U.S. students pursuing more rigorous science courses in high school, majoring in scientific areas in college, and choosing future careers in science. With a need to improve science instruction and enhance science literacy for all students, this study focuses on immediate communication behaviors of the classroom teacher as a deciding factor in the opinions of high school students towards science. The purpose of this study was to reveal high school science student perceptions of teacher communication patterns, both verbal and nonverbal, and how they influence their motivation to learn science. --The researcher utilized a nonexperimental, quantitative research design to guide this study. Teacher and student data were collected using the Teacher Communication Behavior Questionnaire (TCBQ). The Student Motivation to Learn Instrument (SMLI) across gender, ethnicity, and socioeconomic status survey was used to evaluate student motivation in science. Participants were encouraged to be honest in reporting and sharing information concerning teacher communication behaviors. -- The data revealed that teacher immediacy behaviors, both verbal and nonverbal, were perceived differently in terms of student gender, ethnicity, and socioeconomic class. The results showed that teachers who display positive communication behaviors and use challenging questioning followed with positive responses create pathways to potentially powerful relationships. These relationships between teachers and students can lead to increased student motivation and academic achievement in the science classroom.
Author: Josephine Tutino Polito
Publisher:
ISBN:
Category : Vocational guidance
Languages : en
Pages : 540
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Book Description
