首页 | 本学科首页   官方微博 | 高级检索  
相似文献
 共查询到20条相似文献，搜索用时 42 毫秒
1.
In this study the mean stability of classroom social climates during the first months of the school year and the deviation of individual classrooms (N = 48) and students (N = 1208) from this general trend were investigated by taping students’ interpersonal perceptions of their teachers. Multilevel growth modeling was used to identify the average development of the classroom social climate and between classroom and student differences in terms of this development. While significant differences between classrooms and students were found, these differences were rather stable over time. Most classrooms showed a slightly u-shaped trajectory. In only very few classrooms the quality of the social climate had increased at the end of the research period as compared to the very first lesson. Differences in the development between classrooms were associated to the emotional distance between teacher and students during the first lesson of the school year.  相似文献   

2.
Using a multilevel approach, this study examined the role of classroom emotional climate on students' academic achievement. Positive and negative emotions and homeroom teachers' support were used to assess the classroom emotional climate on the individual and class levels. To our knowledge, no study to date has investigated these specific aspects of the classroom emotional climate in relation to students' GPA. Data were collected from 73 classrooms in grades 7‐12 (N = 1,641, students; 53% female) across three schools in Israel. Findings revealed that aggregated levels of both positive affect and perceived homeroom teacher support were positively tied to GPA and that aggregated levels of negative affect were negatively tied to GPA. The final model included gender, teacher support, individual and class emotions and explained 14% of within‐class GPA. A central implication of this study is the relevance of having an emotionally supportive homeroom teacher for students' academic achievement.  相似文献   

3.
There is currently a lack of research into classroom climate as perceived by the students themselves. This article presents a new classroom climate evaluation instrument which is designed to gauge student perceptions of their own level of engagement in academic activities, their relationships with peers, and the level of support they feel from their teachers. The Classroom Climate Index was pilot tested with a group of 105 elementary students aged 8–12. The pilot data were factor analysed, and the instrument was refined accordingly. Following the pilot test, the refined instrument was next administered to a larger sample of 2340 elementary students. Data from the comprehensive study were subjected to factor and reliability analyses, the results of which support the use of the Classroom Climate Index in measuring student engagement, supportive teacher behaviour, and collegial support from the student perspective.  相似文献   

4.
This study examines the association between teachers’ preferred interpersonal behaviour in teaching and their thinking styles. A sample of 131 secondary teachers from Hong Kong (n = 94) and Macau (n = 37) participated in a survey to measure their preferred interpersonal behaviour by the questionnaire for teacher interaction (QTI) and their thinking styles by the thinking style inventory‐revised (TSI‐R). Results indicated that teachers in both regions preferred to employ student‐centred interpersonal behaviour (leadership, helpful and friendly, understanding and freedom teaching styles) in the classroom teaching. Teachers’ thinking styles were related to their preferred interpersonal teaching styles. Specific relationships were found between the types of thinking styles and their preferred teacher interpersonal behaviour among Hong Kong and Macau teachers.  相似文献   

5.
Previous studies pointed out that dealing with difficult behaviour is perceived by teachers as a major challenge in inclusive settings. However, research on the students' perception of the classroom behavioural climate (CBC) is rare. Therefore, this study aims to examine students’ perceptions of CBC and to identify predictors of CBC as well as associated variables. The sample consists of 650 German students from secondary schools (5th-9th grade) of whom 83 students are diagnosed with special educational needs (SEN). CBC was measured via four subscales (‘students’ possibilities to study and concentrating on teaching’, ‘disruptive behaviour’, ‘physical and psychological safety’ and ‘caring for the physical environment’). Results show significant differences in students’ perceptions of CBC between students from different school tracks. Furthermore, gender (being male) and SEN (having a) predict the perception of ‘physical and psychological safety’. Additionally, social inclusion, emotional experience as well as teacher support and care are associated with CBC. Accordingly, a positive CBC is important for the successful implementation of inclusive education: while diversity in classrooms is a challenge for behavioural climate, poor behavioural climate may also pose specific barriers to learning for some students with SEN and thus is a general challenge for equity in inclusive classrooms.  相似文献   

6.
HUAN Fang 《海外英语》2014,(5):270-272
  相似文献   

7.
Associations between reading difficulties and problem behaviours in the classroom have been discussed controversially since the 1970s. The present paper investigates the influence of reading performance on teacher ratings of behavioural problems while taking into account behavioural autocorrelations and teacher halo effects. Teachers rated reading (in the middle of the school year) and behaviour (at the beginning and end of the school year) for a sample of 171 first-grade students. In addition, the students’ reading performance was objectively assessed via a standardised test at the end of first grade. The results showed that the effect of reading problems on classroom behaviour is heavily affected by autocorrelational and halo effects. After controlling for the interaction between teachers’ ratings of reading and behaviour, objectively measured reading performance had only a marginal direct effect on behaviour (as rated by teachers). Therefore, we argue that findings from the literature on the co-morbidity of behaviour and reading may be affected by similar (halo) effects, causing the effect of reading difficulties on classroom behaviour to be overestimated. Co-morbidities reported in the study should be closely examined with respect to their ‘methodological composition’ in the future.  相似文献   

8.
《师资教育杂志》2012,38(4):442-456
Teachers’ responses to language classroom incidents depend on many factors, including the extent of their teaching experience. The question of how much influence teaching experience carries is important given that pre-service teachers have had limited opportunities to respond to day-to-day incidents that arise in classrooms. This paper reports on a two-stage research study in Singapore that first explored 22 pre-service teachers’ understandings of language classroom incidents and their possible responses. Subsequently, a survey was conducted to compare pre-service and in-service teachers’ perceptions about anticipating and responding to classroom incidents. The findings from a total of 77 respondents indicate that perceptions of the experienced and inexperienced teachers are similar in many ways, yet some notable differences emerged as well as a few interesting individual responses. This work has implications for initial teacher education programmes in terms of considering the value of providing pre-service teachers with opportunities to discuss and reflect on potential language classroom incidents.  相似文献   

9.
Argued to ‘raise boys’ grades’ and ‘boost boys’ academic achievement’, single‐sex classes in coeducation schools is one strategy among a plethora aimed at raising standards. This paper explores the experiences of teachers in one coeducation post‐primary school that sought to raise academic performance, particularly among boys, and to improve classroom behaviour by introducing single‐sex classes. Funded by a local Education and Library Board the evaluation took place almost four years after the strategy was introduced and in a climate of increasing teacher concern with the effectiveness of the strategy. The methods involved a questionnaire survey to all teachers in the school and one‐to‐one and small group interviews with teachers responsible for teaching single‐sex classes. Contrary to its stated aims, the majority of teachers believe that, since the introduction of single‐sex classes, academic performance and classroom behaviour have deteriorated. Findings are discussed in terms of teachers’ perceptions of the strategy and the importance organizational and contextual factors have on shaping teachers’ attitudes to new initiatives.  相似文献   

10.
This investigation was designed to determine whether there are significant relationships between the reasons teachers provide for aggressive classroom management techniques and the type of professional education created to help them reduce their reliance on such techniques. The study reports data from a survey of 192 Australian teachers showing that teachers’ gender and their school (primary or secondary) are related to rationales for teacher aggression. Teachers more accepting of the Attribution narrative as an explanation for teacher aggression are less likely to be supportive of gaining more knowledge about a misbehaving student. In contrast, those who more readily identify Efficacy as a reason for teacher aggression are more likely to gain more knowledge about a misbehaving student and about techniques that work with that student in other settings. Finally, teachers more accepting of the Attachment narrative did not exhibit a preference for any specific kind of support. Consequently, all types of PD activities might contribute to teachers who are seeking to feel close to students.  相似文献   

11.
This article reports research into associations between students’ cultural background and their perceptions of their teacher’s interpersonal behaviour and classroom learning environment. A sample of 1021 students from 31 classes in seven co-educational private schools completed a survey including the Questionnaire on Teacher Interaction (QTI), the What Is Happening In this Class? (WIHIC) and a question relating to cultural background. Statistical analyses showed that the Kashmiri group of students perceived their classrooms and teacher interaction more positively than those from the other cultural groups identified in the study.  相似文献   

12.
The article describes the main outcomes of the intervention programme “Positive behaviour, interactions and learning environment in school” (PALS). PALS is an adapted Norwegian version of the School‐Wide Positive Behaviour Support model, developed in the United States with school‐wide interventions aiming at the prevention of behaviour problems and the promotion of social competence through a supportive learning environment. The effectiveness was evaluated with a quasi‐experimental design in four elementary schools, two years after implementation. An equal number of comparison schools were included in the study. Informants were students (n = 735) in third to seventh grade and teachers working at least 50% (n = 82). The immediate reductions in teacher‐observed problem behaviour ranged from moderate to large, while the results based on student ratings of social competence and classroom climate were less encouraging. Differential effects were found and implementation quality was together with teacher collective efficacy significantly related to better outcomes. The programme and results are discussed in relation to prior research, limitations of study design, and future implementation and research.  相似文献   

13.
Abstract

This case study presents the efforts of three high school teachers to design and implement climate change lessons in alignment with the Next Generation Science Standards (NGSS). Using three conceptual frameworks that organize the assumptions of the environment in the NGSS we examine how those assumptions influence teacher practice when teachers strive to align with the standards. Video recorded instruction of eight climate change-anchored lessons spanning three consecutive years were thematically coded. Results indicate that the problematic aspects of the NGSS’s characterization of climate change can help explain the framing of environmental issues and the compartmentalization of humans relative to the climate science in teachers’ lesson plans and instruction. The NGSS promulgate disconnected agency which appears in teacher and student talk in classrooms. Our analysis reveals opportunities to use standards to design interventions for classroom practice to support diverse students in countering the assumptions about the human-environment relationship embodied in the NGSS.  相似文献   

14.
When a student demonstrates a challenging or problematic behaviour in the classroom, the climate and the instructional experience can change dramatically for both the students and the classroom teacher. Before resorting to sanctions and punitive consequences, there is a series of steps a classroom teacher can conduct to reduce and replace the challenging behaviour with desired and positive behaviours. The Functional Behavioural Assessment (FBA) is a systematic data collection process used to ascertain information about a student demonstrating a challenging behaviour(s). Typically reserved for students receiving special education services, the FBA can assist students in the general education curriculum as well. More importantly, the FBA process can be of great use in helping the classroom teacher better understand the challenging behaviour, the triggers for the behaviour and the reinforcing consequences of the behaviour. This paper will review the fundamentals of the FBA process, advantages of the process, and practical steps the classroom teacher can use to conduct an FBA.  相似文献   

15.
This study investigates the relationship between students' perceptions of the social structure in the classroom and perceptions of the motivational climate among 1171 Norwegian eighth‐grade students from 65 school classes. A multilevel approach was implemented to investigate relationships at the individual level as well as at the class level. Results showed that perceptions of motivational climates varied considerably more within than between school classes, as well as a general trend for students to perceive the motivational climate to be more mastery than performance oriented. Moreover, emphatic teacher involvement yielded the strongest positive association with perceptions of a mastery motivational climate, as well as the strongest negative association with perceptions of a performance motivational climate. Besides, a mastery motivational climate was also found to be associated with a certain amount of student influence, whereas the final aspect of social structure investigated, regulation, showed relatively weaker associations with students' perceptions of motivational climate.  相似文献   

16.
Inappropriate, aggressive and disruptive behaviour in the classroom can be detrimental to child and teacher well-being. This study involved a longer-term evaluation of the Incredible Years Teacher [Classroom Management] programme (IYTP) undertaken mainly within disadvantaged schools in south-west Ireland. The IYTP is designed to strengthen teacher classroom management competencies. Eleven teachers, who had previously participated in a group-randomised control trial (RCT), took part in a 12-month post-baseline follow-up assessment. Psychometric and observational measures were administered to assess teachers when interacting with children (n?=?217) in their classes. Qualitative data were collected from a sub-sample of teachers to explore their perceptions of programme impact and utility. The quantitative results showed some significant improvements in teachers’ classroom management, although few changes were recorded on teacher-child observation measures. Qualitative findings indicated continued implementation of proactive disciplining strategies and higher levels of teacher self-efficacy. These results suggest, albeit tentatively in view of the study limitations, that the IYTP can benefit teacher classroom management, as well as teacher well-being, particularly within disadvantaged schools where behavioural problems tend to be more prevalent. The IYTP could prove useful in improving teacher competencies and the classroom environment in the longer term, although a need for further research is indicated.  相似文献   

17.
This study investigates the reliability and validity of the Questionnaire on Teacher Interaction (QTI) in three countries: Singapore, Brunei and Australia. The QTI maps student perceptions of interpersonal teacher behaviour and is based on the circumplex Model for Interpersonal Teacher Behaviour (MITB) that investigates the teacher–student relationship in terms of the two dimensions of influence and proximity. Students' perceptions of their teachers in the three countries are also compared. Results show that the QTI scales are represented by two independent dimensions and that scales can be ordered in terms of a circular structure. However, empirical scale locations differ from their theoretical positions as hypothesised by the circumplex model, and among countries. Differences in teacher influence and proximity are also found among the countries.  相似文献   

18.
This study was designed to investigate the distribution of interpersonal profiles based on students' and teachers' perceptions and to examine the associations between students' perceptions of teacher interpersonal behaviour and learning motivation in Indonesia. Participants were 1900 secondary school students (grades 7 to 9) across 66 (Mathematics and EFL) classes from 11 public schools in Indonesia. The results show that a variety of interpersonal profiles could be distinguished, that teachers perceive themselves more favourably than their students do, and that students' perceptions of teacher interpersonal behaviour and their learning motivation are associated. Influence and Proximity were found to be important determinants of student motivation; both dimensions are related to a more autonomous motivation, while Influence is also associated with a more controlled motivation. Contrary to the existing knowledge base, this study reveals that the relationship between teacher interpersonal behaviour and student motivation is more strongly connected to Influence than to Proximity.  相似文献   

19.
This study reports the first development in Australia of science teacher typologies of teacher–student interpersonal behaviour. Students' perceptions of teacher–student interpersonal behaviour were measured using the Questionnaire on Teacher Interaction (QTI). Earlier work with the QTI in The Netherlands has revealed eight different interpersonal styles, which were later confirmed with an American sample of secondary school teachers. The present study investigated the extent to which typologies found in earlier studies also apply to a sample of Australian secondary school science teachers. Data were first checked to examine whether the eight profiles found in The Netherlands and the USA were also present in the Australian data. A cluster analysis using various clustering methods and procedures was used to determine Australian typologies and compare these with earlier Dutch findings. Results of the cluster analyses were verified by analyses of variance, by plotting QTI scale scores graphically, and by presenting a set of sector graphics to two independent researchers and having them sort these into different profiles as found in the statistical analyses. The resultant typologies and implications for professional development and research are presented.  相似文献   

20.
Research Findings: Despite the abundance of research suggesting that preschool classroom quality influences children's social-emotional development, the equally important and related question of how characteristics of children enrolled in a classroom influence classroom quality has rarely been addressed. The current article focuses on this question while also considering teacher stress as a mediator of the relationship between child behavior problems and classroom emotional climate. Data came from 2 low-income samples. Ordinary least squares regression revealed that higher levels of child externalizing behavior problems in the fall predicted higher teacher stress in the spring. Teacher stress was nonlinearly related to classroom emotional climate in the spring: Moderate levels of teacher stress were associated with higher (i.e., more positive) classroom emotional climates, and low and high levels of teacher stress were associated with lower classroom emotional climates. Contrary to expectations, higher levels of child externalizing behavior problems were related to higher classroom emotional climates. There was no evidence that teacher stress mediated this relationship. Practice or Policy: These results are discussed in terms of strategies to reduce the disruptive influence of child behavior problems on the classroom emotional climate as well as strategies to limit high levels of preschool teacher stress.  相似文献   

设为首页 | 免责声明 | 关于勤云 | 加入收藏

Copyright©北京勤云科技发展有限公司  京ICP备09084417号