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Author: Dieter Werner Fritz Sturm
Publisher:
ISBN:
Category : Student teachers
Languages : en
Pages : 198
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Book Description
This investigation was designed to determine the relationship of student teachers' commitment to the set of values, attitudes, and behaviors that are characteristically fostered and rewarded by bureaucratic organizations and their verbal classroom behavior under actual teaching conditions, The purpose of the study was expressed by the formulation of an experimental hypothesis and ten specific null hypotheses. The instrument used to measure the degree of bureaucratic orientation of student teachers was Gordon's (1973) Work Environment Preference Schedule (WEPS). The verbal classroom behavior of student teachers under actual teaching conditions was assessed by means of the Flanders' Interaction Analysis System (FIAS, 1960). In addition, a brief demographic data sheet was given to the sample to collect personal data about each subject such as age, sex, undergraduate gradepoint average, size of school, subject taught, and number of professional affiliations. The scores of the WEPS were analyzed and the student teachers were assigned to either the high or low group of bureaucratic orientation. These results were then used in combination with the ten dependent variables of the verbal interaction behavior delineated by the FIAS. The relationships were tested for significance at the .05 level of confidence using Student's t-test. The findings of the study were: Under actual teaching conditions, there is no difference in the verbal classroom behavior of student teachers who profess to be unexposed to Flanders' Interaction Analysis System and who score high and low in bureaucratic orientation; this is also true of the verbal classroom behavior of their students. The verbal classroom behavior of student teachers, as measured by the FIAS, can not be predicted from bureaucratic orientation alone, as measured by the WEPS. It is recommended that supervisors of student teachers in teacher education programs employ the FIAS as a tool to aid the student teacher in the adjustment of his verbal classroom behavior. A follow-up study of the verbal and non-verbal classroom behavior of the subjects involved in this study who have become teachers is recommended. Additional recommendations for further research were offered in Chapter V of the study.
Author: Dieter Werner Fritz Sturm
Publisher:
ISBN:
Category : Student teachers
Languages : en
Pages : 198
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Book Description
This investigation was designed to determine the relationship of student teachers' commitment to the set of values, attitudes, and behaviors that are characteristically fostered and rewarded by bureaucratic organizations and their verbal classroom behavior under actual teaching conditions, The purpose of the study was expressed by the formulation of an experimental hypothesis and ten specific null hypotheses. The instrument used to measure the degree of bureaucratic orientation of student teachers was Gordon's (1973) Work Environment Preference Schedule (WEPS). The verbal classroom behavior of student teachers under actual teaching conditions was assessed by means of the Flanders' Interaction Analysis System (FIAS, 1960). In addition, a brief demographic data sheet was given to the sample to collect personal data about each subject such as age, sex, undergraduate gradepoint average, size of school, subject taught, and number of professional affiliations. The scores of the WEPS were analyzed and the student teachers were assigned to either the high or low group of bureaucratic orientation. These results were then used in combination with the ten dependent variables of the verbal interaction behavior delineated by the FIAS. The relationships were tested for significance at the .05 level of confidence using Student's t-test. The findings of the study were: Under actual teaching conditions, there is no difference in the verbal classroom behavior of student teachers who profess to be unexposed to Flanders' Interaction Analysis System and who score high and low in bureaucratic orientation; this is also true of the verbal classroom behavior of their students. The verbal classroom behavior of student teachers, as measured by the FIAS, can not be predicted from bureaucratic orientation alone, as measured by the WEPS. It is recommended that supervisors of student teachers in teacher education programs employ the FIAS as a tool to aid the student teacher in the adjustment of his verbal classroom behavior. A follow-up study of the verbal and non-verbal classroom behavior of the subjects involved in this study who have become teachers is recommended. Additional recommendations for further research were offered in Chapter V of the study.
Author: Spencer J. Salend
Publisher:
ISBN: 9780131384255
Category :
Languages : en
Pages : 599
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Book Description
Creating an inclusive classroom means understanding federal legislation as well as national and state standards, but the practical and streamlined seventh edition of Creating Inclusive Classrooms: Effective and Reflective Practices recognizes that it means more than that. This text goes beyond the typical inclusion text, translating theory and research into practices you can use in your inclusive classroom by illustrating the principles of effective inclusion through classroom scenarios, online footage, and successful strategies. The text has the most current vision of today's inclusive classroom, which truly helps you create a successful educational experience for all students. New to This Edition: *NEW UDL and You features throughout the text guide you in understanding and implementing the principles of universal design to help all learners access the general education curriculum and succeed in inclusive classrooms.
Author: Shirley Helene Flint
Publisher:
ISBN:
Category : Student teaching
Languages : en
Pages : 175
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Book Description
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 1280
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Book Description
Author: Marjorie Powell
Publisher: Routledge
ISBN: 0429995083
Category : Education
Languages : en
Pages : 544
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Book Description
Originally published in 1984, the field of research on teaching had expanded dramatically in the 15 years covered by this bibliography, 1965 to 1980. The expansion had included studies conducted for many purposes. This bibliography contains relevant citations to the research which has been conducted for the purposes of increasing our understanding of the science, art and craft of teaching. The existence of research publications has been documented with relevant reference information and brief annotations; there has been no attempt to evaluate the quality of the studies. A brief perusal of the bibliography provides an indication of the range of topics addressed by these studies and also of the variety of studies within a single topic.
Author: Sandra L. Christenson
Publisher: Springer Science & Business Media
ISBN: 1461420180
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: Jack Levy
Publisher: Routledge
ISBN: 1135721084
Category : Education
Languages : en
Pages : 224
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Book Description
Much of the work in this book has originated from an international project called "Education for Teachers". Educational researchers from Holland, USA, Australia and Israel look at an important element of teacher behaviour - that is the interpersonal actions which create and maintain a positive classroom atmosphere. The book uses systems theory and family therapy to analyze what happens in classrooms, looking at classes as "big families". It provides a simple way to collect feedback from participants in communication in education (students, teachers, principles, student-teacher supervisors). Thus for example, differences between students' perceptions and the teachers self-perception of the teacher communication style are are formed. This feedback can be used to improve teaching. The book reviews research on communication styles of teachers in secondary education with the help of the questionnaire on teacher interaction and includes implications for teacher programs.
Author: Anita Jo Cooper
Publisher:
ISBN:
Category : Interaction analysis in education
Languages : en
Pages : 270
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Book Description
Author: Oscar Krisen Buros
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 1208
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Book Description
Author: Beth Saggers
Publisher: Routledge
ISBN: 1000256731
Category : Education
Languages : en
Pages : 338
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Book Description
The middle years of learning are increasingly recognised as one of the most challenging yet opportune periods for growth and development. Based on the Positive Behaviour Support (PBS) framework, this book will equip educators with the appropriate knowledge, skills and strategies to support learners in maximising their educational success, managing emotional issues and making a successful transition to adulthood. Part A outlines the principles of the PBS framework, defines key characteristics of middle-years learners and provides insight from neuroscience into the nature of the adolescent brain. This section also looks at the importance of listening to the student voice, highlights issues that can arise during the transition into the middle years of schooling, and discusses the use of evidence-based PBS practices to encourage engagement and establish clear behavioural expectations with learners. Part B focuses on the practical aspects of implementing universal PBS strategies in the classroom, including developing strong and effective relationships with students, promoting school connectedness and supporting self-regulation. Part C examines more focused and intensive interventions, and provides strategies for working with students experiencing stress, anxiety and bullying. Finally, Part D discusses ways to support a range of perspectives and experiences in the middle-years, including trauma-affected students, ethnic and cultural diversity and students on the autism spectrum, as well as ways to use ICT to re-engage vulnerable students. This is an essential reference for both primary and secondary educators, revealing how PBS strategies can play a profound role in positively transforming classroom behaviour.
