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Teacher: students’ interpersonal relationships and students’ academic achievements in social studies
F.A. Fan 《Teachers and Teaching》2013,19(4):483-490
Background: The classroom is a social system in which the teacher and the students interact as organizational members. The quality of classroom relations is dependent on the activities of both the instructor and the students. Several environmental conditions and circumstances often tend to either improve or depress the academic performances of students in defiance of their natural academic endowments. Aim: This study was to identify the relationship between teacher–students’ interpersonal relationships and students’ academic achievements in social studies. Methods: The work used the ex post facto design and a sample of 1954 Junior Secondary School (JSS) III randomly drawn from 50 Government Secondary Schools in Calabar Educational Zone of Cross River State, Nigeria. Two instruments were used: The Teacher–Students’ Relationship Questionnaire and a 50-item multiple choice questions in social studies set using the JSS social studies syllabus and validated by test experts. The data were analysed using the Pearson product moment correlation analysis (r). Product moment correlation analysis (r) is used in finding the relationship between two variables X and Y, if these variables are continuous and are obtained from the sample. Outcomes: There was a significant relationship between teacher–students’ interpersonal relationship and students’ academic achievements in social studies. As a researcher, this means much for me. Students themselves are classroom observers. They are aware, to a great extent, of their own academic standing in the classroom as well as those of others. Some examples of the strategies students use to evaluate their own academic standing include the tasks they are given, grouping strategies implemented in the classroom (e.g. ability grouping) teacher feedback and information regarding ability, the responsibilities that teachers provide students with and the quality of teacher–students relationships. Conclusions: The major conclusion forwarded by this research was that there was a significant relationship between the teacher–students’ interpersonal relationship and students’ academic performances in social studies. This has a serious implication for me and others, viz, a good human relationship is one of the lubricants of high productivity. Teachers should therefore galvanize cordial relations between themselves and students. All teachers, including this researcher, should bear in mind that a healthy interpersonal relationship is one indispensable instrument of high productivity and achievement in all fields of human endeavour including the education industry. 相似文献
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Fostering constructivist communities of learners in the amalgamated multi‐discipline of social studies 总被引：3，自引：3，他引：0
HEINRICH MINTROP 《课程研究杂志》2013,45(2):141-158
This paper shows how the knowledge structures and traditions of the amalgamated multi‐discipline of social studies at once help and hinder the use of constructivist instructional models. I interpret the planning process of two ‘Fostering a Community of Learners’ units and examine how these two units are implemented by four teachers, given their domain‐specific knowledge and modes of thinking. The data suggest that the pragmatism of social studies, as well as the idea of multiple perspectives constituting social scientific and social studies knowledge, makes this field a prime candidate for constructivist modes of thinking and the design of expert and jigsaw sequences. But the weak relationship of the subject to referent disciplines and the pragmatic reliance on proven activities makes for weak conceptual synthesis in the teaching units. 相似文献
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Mardi Schmeichel 《Pedagogies: An International Journal》2014,9(3):233-249
This article explores recently published P-12 social studies lesson plans that include women to examine how attending to women is “getting done” in the field and how the lessons represent women and women’s experiences. Using discourse analysis methodologies, the author demonstrates that women have been included as topics in ways that do not work toward disrupting problematic discourses about gender norms. Through their avoidance of issues of power and patriarchy, most of the lessons fall short of addressing gender inequity – in the past or the present – in a significant way. More critical attention to women and gender in lessons, as well as in other curricular spaces, are important steps toward harnessing social studies’ potential to engage students in the meaningful consideration of inequitable gender relations. 相似文献
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Education and Information Technologies - Many studies have explored educational and pedagogical affordances of social media, but few studies have investigated their impact on emotional and... 相似文献
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From 2005–2010 the province of Alberta introduced a social studies program of study mandating that all K–12 teachers use the lens of First Nations, Metis, and Inuit perspectives to help students understand the past as well as key concepts and contemporary issues. This paper offers a systematic examination of a range of data sources, including government reports, surveys, and peer-reviewed journal articles, which have documented teachers’ responses to this curricular mandate. Our analysis revealed a typology of resistances towards this curricular directive that have remained constant over a nearly twenty-year period. Guided by insights from sociocultural theory and the work of Indigenous scholars (e.g.; Marker, 2011), we trace the origins and limitations of these resistances. 相似文献
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This study explores the experiences of 34 US social studies teachers who participated in a cross-cultural professional development in South Korea, and the impact of the programme on the participant teachers’ perceptions and practices of global education. Drawing upon a postcolonial lens, this mixed-method study takes a critical look at (a) how social studies teachers who mostly had limited previous knowledge of and experiences with the host country experienced cross-cultural learning and (b) how the teachers’ experiences were applied to their perceptions on global education and actual curricular and pedagogical changes in the classroom. The findings of this study provide solid empirical evidence on the possibilities and limitations of such international professional development, particularly in non-Western contexts, and discuss the implications on global teacher education. 相似文献
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Social media hype has created a lot of speculation among educators on how these media can be used to support learning, but
there have been rather few studies so far. Our explorative interview study contributes by critically exploring how campus
students perceive using social media to support their studies and the perceived benefits and limitations compared with other
means. Although the vast majority of the respondents use social media frequently, a “digital dissonance” can be noted, because
few of them feel that they use such media to support their studies. The interviewees mainly put forth e-mail and instant messaging,
which are used among students to ask questions, coordinate group work and share files. Some of them mention using Wikipedia
and YouTube for retrieving content and Facebook to initiate contact with course peers. Students regard social media as one
of three key means of the educational experience, alongside face-to-face meetings and using the learning management systems,
and are mainly used for brief questions and answers, and to coordinate group work. In conclusion, we argue that teaching strategy
plays a key role in supporting students in moving from using social media to support coordination and information retrieval
to also using such media for collaborative learning, when appropriate. 相似文献
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《山西教育(综合版)》2005,(6)
A dragonfly(蜻蜓)has a life span(跨度)of 24 hours.蜻蜓的生命跨度是24小时。A duck's quack doesn't echo(回声),and no one knows why.鸭子的嘎嘎声没有回声,没人知道是为什么。A goldfish has a memory span of three seconds.金鱼的记忆跨度是3秒钟。A shark(鲨鱼)is the only fish that can blink(眨眼)with both eyes.鲨鱼是可以用两只眼睛同时眨眼的唯一的一种鱼。Do you know… 相似文献
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请先看下面一道动词误用解析题: 你认识张先生有多久了? 误:How long have you recognized Mr Zhang? 正:How long have you known Mr Zhang? 析:recognize作“认识”解时,是非延续性动词,不能与表示一段时间的状语连用;know作“认识”解时,是延续性动词,可以与表示一段时间的状语连用。 相似文献
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Abstract The purpose of this study was to determine the status of preparation programs leading to licensure in broad‐field social studies, grades 7–12, at state regional colleges and universities and the relationship of these programs of study to National Council of Social Studies (NCSS) Standards, state licensure requirements, degree programs of study at state supported major research institutions, and major reports on educational reform. The research found that of the 30 institutions studied only 21 offered degree programs leading to licensure in broad‐field social studies. All 21 institutions exceeded state minimum requirements and although the mean semester hour requirements in general education, professional education, and specialty studies components minimally exceeded the NCSS recommended standards and were similar to those at major research institutions, there was an absence of assurance by institutions that students possessed a depth of understanding in the disciplines within the major. Likewise, degree programs have been minimally affected by the recommendations of the major educational reform reports. 相似文献
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Mehmet Açıkalın 《欧洲师范教育杂志》2009,32(3):305-320
The Internet has become one of the most common instructional tools because of recent developments in telecommunications and Internet technology. Accordingly, educators increasingly support the use of the Internet in the social studies classroom. Thus, the purpose of this study was to investigate pre‐service elementary teachers’ beliefs about the use of the Internet in the social studies classroom. Data were collected through an open‐ended questionnaire from 37 pre‐service elementary teachers in a large Turkish university. An inductive analysis approach was used to analyse the data. Thus, the emergent patterns of the data were used to develop coding categories. The data analysis indicated that the majority of the participants supported the use of the Internet in the social studies classroom, while they acknowledged the disadvantages and negative aspects of the use of the Internet. 相似文献
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胡迪 《语数外学习(初中版)》2007,(4S):58-60
What will the weather be hke？ Some people say they can know what the weather will be like from birds. When they see birds fly high out to the sea, they know it is a nice day, because birds don＇ t hke to fly out when it will rain. When the weather will be bad, the birds come back to the beach. A big wind may come with a rain. Birds do not like to fly in a big wind.[第一段] 相似文献
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Nigel Tubbs 《Educational Philosophy and Theory》2018,50(14):1622-1623
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众所周知,在第27届悉尼奥运会上共设有28个比赛项目,而热血的中国体育健儿获得了28金、16银和15铜的好成绩,奖牌总数排名世界第三。更加令人高兴的是中国申办第29届奥运会成功,中国人百年梦寐以求的愿望实现了,让我们高呼“Warmly celebrate the success of Beijing in bidding for 2008 相似文献
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在一些英文报纸的报道中.常用各亩政府机构所在地或其建筑物的名称来代替相应的办事机构。你知道以下建筑物代替什么吗?1.whlte封ouse白宫(美国政府)2.Bue火一ngham palaee白金汉宫(英国政府)3.Downing street唐宁街(英国首相官邸)4. Flee七Stree七舰队街(伦狄新闻界)5.eaPlto一美国国会大厦6.七he pentogon五角大楼(美国国防部)7.WOlls七reet华尔街(美国金融界)8.Elysee爱丽舍宫(法国政府) (颜萍辑).Do you know?@颜萍… 相似文献
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《语数外学习(初中版七年级)》2007,(4)
Ⅰ.What will the weather be like? What will the weather be like? Some people say they can know what the weather will be like from birds.When they see birds fly high out to the sea,they know it is a nice day,because birds don't like to fly out when it will rain.When the weather will be bad,the birds come back to the beach.A big wind may come with a rain.Birds do not like to fly in a big wind.They may sit in a tree when rain is coming.Other animals can also tell the weather.If it's a cloudy day and the rain is coming,chickens aren't quiet,and they are running here and there.Frogs(青蛙) are making big noise in the pool.If it is a nice day,the frogs will come out of the water. 相似文献