The relationship between teachers' collegial interactions and student academic achievement PDF Download
Are you looking for read ebook online? Search for your book and save it on your Kindle device, PC, phones or tablets. Download The relationship between teachers' collegial interactions and student academic achievement PDF full book. Access full book title The relationship between teachers' collegial interactions and student academic achievement by Lydia Romelle Bigby Parker. Download full books in PDF and EPUB format.
Author: Lydia Romelle Bigby Parker
Publisher:
ISBN:
Category : Teacher-student relationships
Languages : en
Pages : 460
Get Book Here
Book Description
Author: Lydia Romelle Bigby Parker
Publisher:
ISBN:
Category : Teacher-student relationships
Languages : en
Pages : 460
Get Book Here
Book Description
Author: Robert J. Marzano
Publisher: ASCD
ISBN: 0871207176
Category : Education
Languages : en
Pages : 225
Get Book Here
Book Description
Schools can and do affect student achievement, and this book recommends specific-and attainable-action steps to implement successful strategies culled from the wealth of research data.
Author: Jason E. Boye
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 57
Get Book Here
Book Description
"Prior research indicates that children's social relationships are important predictors of later school success. However, research has failed to address how different school relationships, such as those with teachers and peers, work together to predict later academic achievement. Thus, the goal of the current study was to investigate the role of student-teacher relationships and presence of a mutual friend in kindergarten on second grade academic achievement via teacher-reported and standardized assessments. Moreover, we explored children's perceived competence as the meditational process through which kindergarten school relationships impact second grade academic achievement. Participants included 163 children from the RIGHT Track project who participated in kindergarten and second grade assessments and had complete data at both time points. At 5 years of age (kindergarten), classroom sociometric interviews and the Student-Teacher Relationship scale were completed. At 7.5 years (2nd Grade), assessments of academic achievement and perceived competence were gathered. Results yielded a significant interaction between kindergarten student-teacher relationships and mutual friend presence in predicting 2nd grade teacher-reported academic achievement; perceived competence did not mediate this association. This study identified the role of multiple, salient school relationships in predicting academic achievement and indicates the importance of fostering social development in various arenas within the school context."--Abstract from author supplied metadata.
Author: Michael J. Schmoker
Publisher: Association for Supervision & Curriculum Development
ISBN:
Category : Education
Languages : en
Pages : 134
Get Book Here
Book Description
How do you know if your school is improving? Do you know what really works in reading programs...in writing...in math...in science? How do we measure what works? What about teaching to the test--or to the vast array of standards being mandated? How do we effectively use cooperative learning--and direct instruction--and alternative assessment? How do we sustain school reform? How do we get results--and measure them in terms of student achievement? In this expanded 2nd edition of Results, Mike Schmoker answers these and other questions by focusing on student learning. By (1) setting goals, (2).
Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 790
Get Book Here
Book Description
Author: Michael David Camp
Publisher:
ISBN:
Category : Electronic dissertations
Languages : en
Pages : 284
Get Book Here
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: OECD
Publisher: OECD Publishing
ISBN: 9264805974
Category :
Languages : en
Pages : 250
Get Book Here
Book Description
This report aims to provide an in-depth analysis of teachers’ and school leaders’ perceptions of the value of their profession, their work-related well-being and stress, and their satisfaction with their working conditions. It also offers a description of teachers’ and school leaders’ contractual arrangements, opportunities to engage in professional tasks such as collaborative teamwork, autonomous decision making, and leadership practices.
Author: Anthony S. Bryk
Publisher: University of Chicago Press
ISBN: 0226078019
Category : Education
Languages : en
Pages : 328
Get Book Here
Book Description
In 1988, the Chicago public school system decentralized, granting parents and communities significant resources and authority to reform their schools in dramatic ways. To track the effects of this bold experiment, the authors of Organizing Schools for Improvement collected a wealth of data on elementary schools in Chicago. Over a seven-year period they identified one hundred elementary schools that had substantially improved—and one hundred that had not. What did the successful schools do to accelerate student learning? The authors of this illuminating book identify a comprehensive set of practices and conditions that were key factors for improvement, including school leadership, the professional capacity of the faculty and staff, and a student-centered learning climate. In addition, they analyze the impact of social dynamics, including crime, critically examining the inextricable link between schools and their communities. Putting their data onto a more human scale, they also chronicle the stories of two neighboring schools with very different trajectories. The lessons gleaned from this groundbreaking study will be invaluable for anyone involved with urban education.
Author: Michael Sturgis Knapp
Publisher:
ISBN:
Category : Education and state
Languages : en
Pages : 300
Get Book Here
Book Description
Author: Dr. Aditya Narayan and Dr. Muthmainnah
Publisher: Sankalp Publication
ISBN: 9358910992
Category : Education
Languages : en
Pages : 57
Get Book Here
Book Description
