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1.
School leaders can ally with other educational stakeholders to encourage undocumented student persistence in Pk-12 schools. We explore (1) how school leaders create systems of support for undocumented and newly arrived immigrant students, and (2) how school leaders interpret and implement policies or school structures that affect student educational access. Border crossing theory guides our examination of how school leaders traverse and transgress borders that can impede students' education. This embedded case study included interviews with nine administrators working on the US-México border. The study finds that leaders expected to make a difference in students' lives by focusing on relationships and programming, committing to equity, and resisting deficit thinking about students and their families. 相似文献
2.
The Big-Fish-Little-Pond Effect (BFLPE) suggests that school-average achievement has a negative effect on academic self-concept (ASC); some research has also verified a negative effect on students' academic achievement. Our study evaluates the compositional effects of school-average achievement on both outcomes, using a longitudinal sample of English early primary school students in Year 1 and Year 4. We provide evidence for BFLPEs in children as young as six to nine years of age. Further, we show that the BFLPE is a potential mechanism in the negative compositional effect of school average achievement in Year 1 on students' achievement in Year 4. Once adjustments for measurement error are made, the negative effect of school-average achievement on students' self-concept, and on their subsequent achievement, becomes even more negative. Our findings question previous research suggesting that attending a school with higher average achievement necessarily advances students’ outcomes. 相似文献
3.
《Asia Pacific Journal of Education》2012,32(4):473-488
A growing body of research suggests that traditional assessments of democratic participation overlook students' present realities, and fail to capture the knowledge, skills and dispositions necessary to resolve public issues in the twenty-first century. Addressing these concerns, we employed an interpretive perspective in examining students' perceptions of civic competence in one Singaporean school. Analyses of qualitative data reveal students' perceived lack of civic competence to effect systemic change within their school environment and in the larger political arena. This perceived lack of civic competence can be attributed largely to rigid and hierarchical classroom, school and political structures, and the pragmatic focus of Singapore society. We discuss findings in light of civic education research, policy and practice. 相似文献
4.
Chenoa S. Woods Mariana Preciado 《Journal of Education for Students Placed at Risk》2016,21(2):90-103
Many college and SAT preparation programs are designed to improve the postsecondary success of traditionally marginalized students. In addition to academic preparation, students' social and emotional preparation is important for the transition from high school to college. Mentors can serve as role models and supports to aid students in this development. Using student survey data and hierarchical linear modeling, this study examines the influences of student–mentor relationships within an SAT program setting on students' college attitudes. Results indicate that these relationships can positively influence students' college attitudes, particularly for students who have lower baseline SAT scores. Recommendations for future research and practice are provided. 相似文献
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Gregory J. Marchant Sharon E. Paulson Barbara A. Rothlisberg 《Psychology in the schools》2001,38(6):505-519
The purposes of this study were to examine the relations of both family and school contexts on students' academic achievement and to explore the mediating effects of students' perceptions of their motivations and academic self‐competence between the family and school contexts and achievement. Participants were 230 fifth‐ and sixth‐grade students. Students' perceptions of parenting style (demandingness and responsiveness), parental involvement (parental values and involvement in school functions), teaching style (teacher control and responsiveness), and school atmosphere (school responsiveness and supportive social environment) significantly predicted their school achievement; however, students' motivations and self‐competence mediated the relations between students' contexts and their academic achievement. Furthermore, parental values, teacher responsiveness, school responsiveness, and supportive social environment predicted students' motivations and academic competence above and beyond parenting style, parental involvement, and teacher control. The importance of students' supportive relationships and the internalization of the messages conveyed to them underscore the need for a contextual view by school psychologists when consulting with parents and education staff regarding achievement concerns. © 2001 John Wiley & Sons, Inc. 相似文献
7.
Eadaoin K.P. Hui 《Educational research; a review for teachers and all concerned with progress in education》2013,55(3):279-294
This paper is based on research investigating Hong Kong Chinese teachers' and students' perceptions of junior secondary students' concerns and of the causes of students' difficulties. Responses from 2,045 secondary students and 214 teachers revealed that both students and teachers had similar systems of beliefs about students' concerns and the causes of students' difficulties. As dimensions of most students' concerns, both groups referred to study and educational future; friendship; physical appearance; relationships at home, with peers and at school; and psychological well-being and maladjusted behaviour. Both groups in various degrees attributed students' difficulties to students themselves, the family, school or peers. Employing Moscovici's theory of social representation as a conceptual framework, the findings illustrated that students' concerns and causal attribution are social representations shared by both student and teacher groups. Mismatch between students' and teachers' perceptions was more a divergence of views than a disparity. Students' and teachers' different social identities and their protection of group self-esteem are offered as an explanation for the mismatch in perception. 相似文献
8.
This paper reports the findings from a study of teachers and students' views regarding self‐worth in the primary school learning environment. The revised New Zealand curriculum recognises the importance of self‐worth in students' motivation and ability to learn. While the need to enhance self‐worth in the classroom has been well established in the literature, similarities and differences between teachers and students' understanding of the impact of various classroom interactions on self‐worth has not received the same attention. The purpose of the research reported on in this paper was to provide further insight for teachers, thereby enabling them to strengthen classroom relationships and their students' learning experiences in ways commensurate with enhancing students' feelings of self‐worth. 相似文献
9.
During the last decades numerous studies have been conducted with the aim of finding predictors of an effective school measured in terms of the average level of the students' academic achievement. Few of these studies have examined how the students' perception of their work environment at school influences their academic achievement. The present article applies theory and findings from research on the adult work environment to the daily school life of children and adolescents. The analyses are based on self-reported data from the "Health Behaviour in School-aged Children Survey" (the HBSC study), using data from countries in both Eastern and Western Europe. Data from 11, 13 and 15 year old students in Finland, Latvia, Norway and Slovakia are used. The findings suggest that the most important psychosocial school setting predictors of students' perception of their academic achievement are that they feel satisfied with school, that they feel the teachers do not expect too much of them, and that they have a good relationship with their fellow students. The findings imply that interventions which enhance the students' satisfaction with school are likely to improve their achievement as well. 相似文献
10.
A qualitative case study of 17 high‐school students identified as at risk for dropping out, this research develops a grounded theory describing the process of students' persistence and the support they received from teachers and school administrators. Three interactive factors appear critical to persistence: (a) goal orientation—students' belief they will benefit from graduating, (b) willingness to play the game—students' willingness to follow school rules, and (c) meaningful connections—relationships with teachers who believed students could graduate and provided support and caring. All three factors were present for students who stayed through the school year whereas one or more was absent from the experiences of the students who left school before graduation. The research provides further support for the role of schools in supporting students' persistence and has implications for how schools support students who are struggling to stay in school. © 2006 Wiley Periodicals, Inc. Psychol Schs 43: 599–611, 2006. 相似文献
11.
Eva Pomeroy 《British Journal of Sociology of Education》1999,20(4):465-482
This paper is derived from a study of excluded students' perceptions of their educational experience. It is based on the accounts of 33 young people, all permanently excluded from school. Through in-depth, semi-structured interviews a number of salient features of the school experience were raised. One of these features is the students' relationships with teachers. This paper considers excluded students' perceptions of teacher qualities that either foster or hinder the development of positive relations, disciplinary practice as a particularly significant set of interactions that affect relationships, and the hierarchical social structure in which these relationships are formed and operate. The result is an ideal model of the teacher-student relationship based on the excluded students' accounts. This model reconsiders power relations in order to create a set of interactions that recognises the students' non-child status while, at the same time, highlighting teacher-specific responsibilities such as duty of care. 相似文献
12.
Well-designed game-based learning can provide students with an innovative environment that may enhance students' motivation and engagement in learning and thus improve their learning performance. The purpose of this study was to examine the relationships among elementary school students' flow experience and learning performances. We also investigated the gender and grade differences as well as the types of potential clusters of flow experiences and performance. Thirty-four elementary school students participated in this study. This study conducted correction analysis, difference analysis and a two-stage cluster analysis. The findings suggested that the students with higher flow experiences tended to have higher learning performances. The results of gender differences showed that female students had high performance scores and great flow experiences in the mini-educational game in this study. Moreover, the results revealed that the students of higher grade had significantly higher scores in both performance and flow experience than the students of lower grade. The result of cluster analysis fell into three categories: low performance/low flow experience students, high flow experience students and high performance/high flow experience students. On the basis of our findings, we also proposed suggestions for future game-based learning research. 相似文献
13.
Students dropping out of education with no qualifications has been an important problem in the West for decades. Little relevant research has concentrated on school characteristics, and research into the role teachers might play in students' decision to quit school is particularly scarce. Using multilevel analyses of data for 11,844 students in 84 Flemish secondary schools, we investigate whether teachers' shared expectations of students are associated with students' intention to drop out. Particularly in vocational education, teachers' beliefs about the teachability of students influence the students' intention to quit, irrespective of perceived teacher support and students' sense of futility. 相似文献
14.
Learning to look through the eyes of our students: action research as a tool of inquiry 总被引：1，自引：1，他引：0
Abstract The story we are about to tell occurred when Gayle was a middle school science teacher and graduate student in Joanne's seminar on the study of teaching. Gayle was trying to make sense of her science students' indifference toward the environment, an attitude that concerned her as an environmentalist. She turned her inquiry into an action research project that sought to answer the question, ‘What are the assumptions that my middle school students have about their relationship with the environment?’ Joanne was mentoring Gayle in her action research study, and at the same time exploring Gayle's perspective as an action researcher. Now, several years later, we are both action researchers and teacher educators and understand that we have been looking through the eyes of our students in order to become scholars of our own teaching. 相似文献
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Ernesto Treviño Consuelo Béjares Cristóbal Villalobos Eloísa Naranjo 《The Journal of educational research》2017,110(6):604-618
The authors investigated to what extent teachers' practices and school characteristics can influence students' civic knowledge, civic attitudes, and future participation in Chile, Colombia, and Mexico and how this can be related to their specific curricular structures and educational content. It uses data from the International Civic and Citizenship Education Study. The results show that in Chile, Colombia, and Mexico, teacher practices and attitudes relate to the civic outcomes. Although teachers' practices and attitudes significantly predict students' civic knowledge, this relationship does not seem relevant for students' expected participation and students' attitudes toward diversity. Still, the democratic environment of the school is a relevant variable in the case of expected participation of students and their attitudes toward diversity, which shows a possible indirect influence of teachers through the school environment. The results are discussed in relation to the civic education curriculum in place in the countries analyzed. 相似文献
16.
《Chinese Education & Society》2013,46(2-3):90-99
Based on analysis of the responses of 359 no-fee preservice students, this study found that: (1) Local identity includes the living environment, cultural environment, people, behavior, economic identity, and sense of alienation associated with one's home place. (2) Local identity is relatively high overall, but identity with behavior at home and the home economy is rather low. Year-in-school, specialty, ethnicity, and other factors have an impact on local identity. (3) Localized professional orientation is higher among students from the western region of China than students from the central region, among students from the south than those from the north, and among students from counties and towns than students from rural villages. (4) Identity with the home living environment and cultural life and sense of alienation from home has a direct effect on students' localized professional orientation. Year-in-school has an indirect effect on localized professional orientation through students' identity with their home cultural life and sense of alienation from home. 相似文献
17.
《Journal of moral education》2012,41(1):93-111
This study examined the relationship of school ethical climate and students' school performance within the context of a Chinese high school. Gender and grade‐level differences in ethical climate perceptions were also explored. Survey data on perceptions of school ethical climate based upon the dimensions of student‐to‐teacher, student‐to‐student and teacher‐to‐student interactions and relationships were obtained from 754 students. Results of the study showed that students' perceptions of their high school's ethical climate were related to academic achievement, gender and grade level. Students' involvement in extracurricular activities and student leadership generally did not seem to relate to their perceptions of ethical climate. Based upon these findings, the school's moral education intervention programs should increase their focus on the area of teacher‐to‐student relationships and interactions and the subgroups of male students, students in higher grades and students with lower academic achievement. Implications for future research on school climate are also discussed. 相似文献
18.
This study examines the emotional engagement with school of a diverse sample of 909 students in post-secondary vocational education in the Netherlands. Using multilevel regression analysis, we assess the role of students' background characteristics and school experiences, and their interaction, in students' emotional engagement with school. At-risk students do not report lower levels of emotional engagement, except for students using (soft)drugs. While Dutch dropout prevention focuses on fostering a sense of belonging through enhancing teacher–student relationships, we do not find a significant role of perceived support from school staff in students' sense of belonging. A good relationship with classmates is more important to engage students in post-secondary vocational education. Perceiving an academic fit is most prominently related to the emotional engagement of vocational students, indicating that a sense of belonging should not only be defined in social, but also in academic terms. 相似文献
19.
Sexual health is a controversial science topic that has received little attention in the field of science education, despite its direct relevance to students' lives and communities. Moreover, research from other fields indicates that a great deal remains to be learned about how to make school learning about sexual health influence the real‐life choices of students. In order to provide a more nuanced understanding of young people's decision‐making, this study examines students' talk about sexual health decision‐making through the lens of identities. Qualitative, ethnographic research methods with twenty 12th grade students attending a New York City public school are used to illustrate how students take on multiple identities in relation to sexual health decision‐making. Further, the study illustrates how these identities are formed by various aspects of students' lives, such as school, family, relationships, and religion, and by societal discourses on topics such as gender, individual responsibility, and morality. The study argues that looking at sexual health decision‐making—and at decision‐making about other controversial science topics—as tied to students' identities provides a useful way for teachers and researchers to grasp the complexity of these decisions, as a step toward creating curriculum that influences them. © 2010 Wiley Periodicals, Inc. J Res Sci Teach 47:742–762, 2010 相似文献
20.
Recent research reveals that students' interest in school science begins to decline at an early age. As this lack of interest could result in fewer individuals qualified for scientific careers and a population unprepared to engage with scientific societal issues, it is imperative to investigate ways in which interest in school science can be increased. Studies have suggested that inquiry learning is one way to increase interest in science. Inquiry learning forms the core of the primary syllabus in Singapore; as such, we examine how inquiry practices may shape students' perceptions of science and school science. This study investigates how classroom inquiry activities relate to students' interest in school science. Data were collected from 425 grade 4 students who responded to a questionnaire and 27 students who participated in follow-up focus group interviews conducted in 14 classrooms in Singapore. Results indicate that students have a high interest in science class. Additionally, self-efficacy and leisure-time science activities, but not gender, were significantly associated with an increased interest in school science. Interestingly, while hands-on activities are viewed as fun and interesting, connecting learning to real-life and discussing ideas with their peers had a greater relation to student interest in school science. These findings suggest that inquiry learning can increase Singaporean students' interest in school science; however, simply engaging students in hands-on activities is insufficient. Instead, student interest may be increased by ensuring that classroom activities emphasize the everyday applications of science and allow for peer discussion. 相似文献