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1.
Classroom management practices were studied in middle school classrooms with positive interpersonal classroom climates, high levels of student engagement, and high levels of autonomy support. Students' motivational responses to autonomy-supportive instructional interactions were explored to understand variability within classroom management practices identified and described in this study as providing autonomy support. Our findings suggest proactive classroom management is enacted through instructional interactions wherein teachers scaffold students' autonomous self-regulatory capacities that sustain student engagement in classroom activities by supporting students' strategy use, transferring responsibility to students, encouraging students' to structure physical and social contexts to support learning, and promoting prosocial behavior. 相似文献
2.
Chrystal A. George Mwangi Sadaf Latafat Shane Hammond Suzan Kommers Hanni S. Thoma Joseph Berger Gerardo Blanco-Ramirez 《Higher Education》2018,75(6):1091-1108
The current study utilizes the theory of planned behavior (Ajzen Organizational Behavior and Human Decision Processes, 50, 179–211 Ajzen 1991) to examine an instructor confirmation-interaction model in the instructional communication context to discover a means by which instructors might cultivate positive student attitudes and increase beliefs that interactions with instructors would be beneficial in the future. Specifically, the model examines how teacher confirmation (Ellis 2000) influences students’ behavioral intention to communicate with instructors. Surveys were distributed to 343 college students (41.7% male and 58.1% female) in a basic communication course. Results were primarily consistent with the proposed model; teacher confirmation was significantly related to attitudes toward communicating with an instructor, subjective norms, and perceived behavioral control. Subjective norms and perceived behavioral control were also positively related to students’ behavioral intention to communicate with the instructor. However, results reveal attitudes toward communicating do not predict students’ behavioral intention to communicate with instructors. It is recommended that future models examine a more contemporary, hi-tech representation of attitude toward student-instructor interactions as it may produce a significant association with students’ behavioral intent to communicate with them. The study concludes with theoretical and practical implications to examine student classroom communication via the confirmation-interaction model and the theory of planned behavior. 相似文献
3.
Joan Lieber 《Exceptionality》2013,21(1):1-3
A critical issue facing the field of education is the need to improve teachers' preparation to effectively manage student behavior in the classroom. Many pre- and in-service teachers receive exposure to evidence-based behavioral interventions, such as schoolwide positive behavioral interventions and supports, during teacher preparation programs; however, face-to-face instructional time is always at a premium given the range of learning experiences that must be acquired prior to licensure. Consequently, many educators begin their careers without strong classroom management skills, which has many unfortunate consequences, including the decision for some to leave the field within the first three to five years. In this study, we evaluated content acquisition podcasts based on validated instructional design principles. We focused on determining the extent to which preservice teachers could learn core information related to schoolwide positive behavioral interventions and supports using a short multimedia vignette compared to students who learned content using traditional methods (e.g., reading and note taking). Results show students who learned by watching content acquisition podcasts significantly outperformed students who had unlimited time to read a chapter on SW-PBIS and had access to other learning materials on a test of knowledge related to schoolwide positive behavioral interventions and supports. Implications for practice and future research are presented. 相似文献
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Marlen Goldschmidt Franz-Josef Scharfenberg Franz X. Bogner 《The Journal of educational research》2016,109(1):27-36
Given the rapid development of modern biotechnology, attention to socioscientific issues in educational contexts is crucially important to support students in becoming responsible citizens. The authors' research focused on the impact of discussing socioscientific issues during biology lessons under 3 different treatments (teacher guided, student centered, text only), comparing these treatments with regard to cognitive achievement, cognitive load, and instructional efficiency. The biology lessons were part of an educational intervention with Bavarian 10th-grade students (N = 583) in an out-of-school laboratory on plant genetic engineering. The teacher-guided group performed significantly better regarding knowledge increase, while the cognitive load of the student-centered group was significantly higher. Accordingly, teacher-guided discussion led to the highest instructional efficiency, suggesting an enhanced cognitive achievement through the teacher's guidance. However, a student-centered approach allows students to contribute more of their own opinions, making further research in this area desirable. Finally, we discuss potential implications for teaching and teacher education. 相似文献
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Instruction is defined as a process for controlling student behavior so as to insure student learning, rather than as a process for merely presenting information to students to learn in whatever way they can. Learning, in turn, is defined in terms of behavioral associationism. Thus, the problem of specifying an instructional program so as to lead to effective control of student learning as directly as possible is largely a problem of adequately describing the behaviors required of the student at specified points in the instructional program. The main body of the paper is concerned with the general application of these basic definitions to the problems of: 1) Identifying what it is that is to be learned, 2) Sequencing the order in which instructional materials are to be presented, 3) Designing instructional situations for accomplishing the desired learning. Evaluation is defined as consisting of two major aspects: 1) Evaluation of the effectiveness of the instruction for inculcating students with the behaviors selected for them to learn, 2) Evaluation of the effectiveness of the behaviors selected for the student to learn for producing adequate job performance. 相似文献
8.
This study addressed the role of elementary school teachers' motivation as predictors of instructional practices and student motivation. The sample comprised 110 teacher–class pairs (1731 students). The results showed that teachers' didactic interest and self-efficacy predicted teacher reports of instructional practices. In contrast, student reports of instruction were significantly associated with teachers' educational interest and mastery goals. Moreover, student motivation was only related with student reports but not teacher reports of instructional practices. In particular, mastery-oriented practices contributed strongly to student motivation. Teacher educational interest predicted mastery-oriented practices and also showed a significant direct relation to student motivation. 相似文献
9.
Instructional quality is associated with better academic outcomes for students. This study aimed to investigate how teachers' job satisfaction was associated with clarity of instruction and cognitive activation as measures of instructional quality. In addition, we investigated whether this association between teachers' job satisfaction and instructional quality was mediated by teacher–student relationships. Drawing on the 2018 Teaching and Learning International Survey (TALIS), we compared participants from both Eastern (N = 27,106; Japan, Taipei, Korea, Shanghai) and Western sociocultural contexts (N = 20,209; Canada, Australia, New Zealand, United States, United Kingdom). Multilevel structural equation modelling results indicated that teachers' job satisfaction was positively associated with instructional quality across Eastern and Western settings. The relationship between teachers' job satisfaction and instructional quality was partially mediated by better student–teacher relationships. There were some differences between the cultural settings in how job satisfaction correlated with clarity of instruction and cognitive activation. We suggest that these differences may be accounted for by cultural characteristics leading to different approaches to teaching. Our results suggest that teachers' job satisfaction and the quality of classroom-level relationships may be important indicators of positive instructional outcomes. While schools focus on student outcomes, they should also address teachers' job satisfaction and prioritise the importance of relationships between teachers and students in classrooms. 相似文献
10.
Cheryl B. McCarthy 《科学教学研究杂志》2005,42(3):245-263
Institutions of higher education, states, and local K–12 districts have been challenged to improve math and science education for our nation's students. In the past few years, there has been renewed interest in inquiry‐based, activity‐oriented instruction in science for students with disabilities. Yet, there still exists the need for further empirical evidence to support instructional improvements for students with more involved emotional and behavioral disabilities. This study describes a program in which 18 middle school students with serious emotional disturbances were instructed, over the course of 8 weeks, on “Matter” by two different instructional approaches. Students in one classroom received a traditional textbook approach to science content, whereas students in another classroom received science instruction by a hands‐on, thematic approach. Over the course of instruction, data were collected regarding students' behavior and achievement. Results indicate that, overall, students in the hands‐on instructional program performed significantly better than the students in the textbook program on two of three measures of science achievement, a hands‐on assessment and a short‐answer test. The students did not differ on a multiple‐choice format test. With regard to behavior, there were no significant differences in behavioral problems found between the two groups of students over the course of the study. Findings are discussed in relation to instructional implications for students with disabilities in the science classroom. © 2005 Wiley Periodicals, Inc. J Res Sci Teach 42: 245–263, 2005 相似文献
11.
Jeong-Im Choi Michael Hannafin 《Educational technology research and development : ETR & D》1997,45(3):43-55
The focus of this study was on the effects of relevance in instructional context and reasoning complexity on mathematics problem-solving
achievement, transfer, and attitude. Forty-six fifth graders participated in the five-day study. Students received either
contextualized or decontextualized instruction involving either simple or complex reasoning. Two types of achievement questions
were used, context-rich and context-poor, which required either single or multiple computational steps to solve. An interaction
was found between complexity of treatment and complexity of questions. Students who studied simple problems in decontextualized
contexts performed best on one-step questions, while students who studied complex problems in contextualized contexts performed
best on multi-step questions (p = .003). A complexity effect was also found for student attitudes toward perceived lesson
difficulty (p = .0001) as well as for perceived relevance of mathematics (p = .015). Students who studied simple problems
perceived lesson difficulty and mathematics relevance more favorably than those who studied complex problems. These findings
suggest that rich mathematical instructional contexts best support mathematics problem-solving, but simple, decontextualized
instruction yields the most favorable attitudes. 相似文献
12.
Using a sample of college students (N = 301), this study examined students' attributions about and explanations for teachers' expressions of anger in the classroom. These displays of anger were evaluated based on the extent to which they were aggressive (e.g., Distributive or Passive) or assertive (e.g., Integrative). Consistent with the fundamental attribution error, students assigned internal attributions to teachers who used Distributive Aggression (e.g., yell and scream) and Passive‐Aggression (e.g., show anger with cold looks) to a greater extent than teachers who were Assertive (i.e., calmly discuss the problem with the students). When students were asked to identify why they thought their teacher was angry, the overwhelming majority of reasons involved student‐related problems. In fact, the most frequently cited reason was Student Misbehaviors followed by Lack of Student Effort. Surprisingly, students acknowledge that something they did triggered the teacher's display of anger; however, consistent with fundamental attribution error, students still attributed the teacher's expression of anger to internal causes. The implications of these findings for negative emotional expressions in the instructional context in particular and for teacher‐student relationships in general are discussed. 相似文献
13.
With the aim of bridging research in educational psychology and teacher education, we designed a research-practice partnership to unpack the concept of relevance from a race-reimaged perspective. Specifically, we employed a mixed-methods sequential explanatory research design to examine associations between the communal learning opportunities afforded to Black and Latinx students, and their engagement patterns during STEM activities. Within a nine-week instructional unit we provided students six opportunities to rate their scholastic activities. High levels of behavioral engagement were sustained over the course of the instructional unit. On weeks when students rated the activities as higher in communal affordances, they also reported more behavioral engagement. Classroom observations facilitated our efforts to create state space grids that show when and how teachers used emancipatory pedagogies to support students’ learning. We used these state space grids, along with teacher interviews and student focus groups, to develop contextualized illustrations of two teachers of color as they successfully provided communal forms of motivational support over the span of six observations per teacher. These strategies differed based on three key factors: where the lesson was placed within the larger instructional unit, the way teachers interpreted and responded to their students’ engagement patterns, and how the demands of the larger school environment impacted classroom dynamics. 相似文献
14.
Petros Kariotoglou Anna Spyrtou Vassilis Tselfes 《International Journal of Science and Mathematics Education》2009,7(5):851-873
In this paper, we describe empirical research on the recording of primary school and preschool student teacher conceptions
of the concept of distant force interactions in different contexts related to the school curriculum for this subject. For
this objective to be achieved, we undertook ten semi-structured interviews with student teachers. Based on the findings from
these interviews, we developed a written ten-item questionnaire that was distributed to 264 first-year student teachers at
three Greek universities. The main findings of our research are that a significant number of students: (i) experience difficulty
in recognizing the interactions in different contexts, and even in different cases within the same context; (ii) place the
arrow representing the force on the body that exerts it and not on that which accepts it; and (iii) hold the alternative view
that the larger the body interacting, the greater the force it exerts. Based on the above results, as well as in the ways
in which they seem to be related, we developed hypotheses, potentially able to lead to the construction of a teaching–learning
sequence, which focuses on the comprehension of force as the measure of a unified concept of interaction between two entities. 相似文献
15.
Andrew Martinez Susan D. Mcmahon Crystal Coker Christopher B. Keys 《Psychology in the schools》2016,53(8):817-830
Student behavioral problems pose a myriad of challenges for schools. In this study, we examine the relations among teacher and school‐level constructs (i.e., teacher collaboration, supervision/discipline, instructional management), and student‐related outcomes (i.e., high‐risk behaviors, barriers to learning, student social–behavioral climate). Teachers across 29 high schools, in a large urban school district serving primarily low‐income students, completed self‐report surveys. Multilevel regression was used to test both individual‐ and school‐level predictors of student outcomes. Findings suggest that teacher practices at the individual and school levels are linked to student high‐risk behaviors, barriers to student learning, and school climate. More specifically, findings indicate that better supervision/discipline and instructional management are associated with fewer high‐risk behaviors and barriers to learning. More instructional management is also linked to positive social–behavioral climate. Results from this study highlight the association between teacher practices and a range of student‐related problem behaviors, and suggest that system‐level interventions in the school may have positive effects. 相似文献
16.
This paper reports results from a large-scale observational study investigating attention allocation during instructional activities in elementary school students (kindergarten through fourth-grade). In Study 1, 22 classrooms participated while a more diverse sample of 30 classrooms participated in Study 2. This work investigated temporal patterns in children's attention allocation by collecting observational data on children's on- and off-task behaviors at three different time points (i.e., beginning, middle, and end of the school year) [Study 1]. We also investigated whether patterns of attention allocation changed as a function of student characteristics (gender, grade-level, SES), teachers' instructional design choices (instructional format and duration of an instructional activity), and school type (private, parochial, public charter schools) [Studies 1 & 2]. Children's patterns of attention allocation fluctuated over the course of the school year. Female students were found to be more on-task compared to male students. On-task behavior tended to decline as the instructional duration increased. The lowest rates of on-task behavior were observed while children were engaged in whole-group instructional formats. An effect of school type was found with higher proportions of on-task behavior observed in parochial schools. However, the effect of grade-level was equivocal across studies. These findings can begin to form a foundation for the development of research-based guidelines for instructional design aimed to support engagement among students in elementary classrooms. 相似文献
17.
Teachers' motivational beliefs—i.e., teachers' self-efficacy and felt responsibility for educational outcomes—can shape their professional decision-making and approaches to teaching. However, theorized associations with student outcomes remain elusive. In a multi-level analysis with 96 Swiss vocational teachers and their 1300 students, we examined the interrelations between teachers' self-efficacy, responsibility, teacher- and student-reported autonomy-supportive versus psychologically controlling teaching, and student motivation (emotional, behavioral, and cognitive engagement). Teachers' motivational beliefs predicted their endorsement of autonomy-supportive teaching, which in turn predicted student-reported autonomy support. Student-reported autonomy support was a powerful predictor of student engagement. Teachers’ motivational beliefs did not predict student-reported instructional practices and engagement directly, and indirect effects via teacher- and student-reported autonomy support were small. Teacher- and student-reported controlling practices were not significantly correlated. The degree of (mis)alignment of teacher- and student-reported instructional practices is a key ingredient in understanding the often missing link between teacher motivation and student outcomes. 相似文献
18.
This study interviewed twelve teachers to examine their perceptions of effective strategies for managing classroom misbehavior in Hong Kong. Results showed seven effective strategies (rules-setting, hinting, directive statements, punishment, after class talks, relationship building, and instructional engagement) to (i) control student behavior while nurturing students' responsibility for managing one's behavior, (ii) forge a good relationship conducive to cultivating student trust and positive behavioral changes, and (iii) engage the students in learning which in turn thwarts misbehavior. The findings reflected the deeply-rooted Chinese Confucian values, and highlighted an integration of discipline, guidance and teaching strategies for effective classroom management. 相似文献
19.
The Remote Area Teacher Education Program (RATEP) is a successful and innovative distance education programme. Curriculum design demands the meaningful integration of traditional distance education materials and strategies with other electronic technology and interactive multimedi a computer courseware. RATEP is more than ‘two‐way schooling’ for the Aboriginal and Torres Strait Islander distance education students studying in their home communities. Centred within Vygotsky's theory of cognitive development, the interactive multimedia computer courseware is informed by the intersecting set of the various cultural contexts: academic culture embedded in Western culture; Aboriginal and Torres Strait Islander cultures; and that of the computer. Illustrative examples from generalist and mathematics content and curriculum subjects demonstrate the effectiveness of culturally contextualising instructional computer‐student interface design in order to promote learning through interactive. 相似文献
20.
Pace TM Mullins LL Beesley D Hill JS Carson K 《Contemporary educational psychology》1999,24(2):140-155
This study examined the relationship between children's emotional and behavioral problems and teachers' social responding. Elementary school students completed the Children's Depression Inventory and a parent completed the Child Behavior Checklist. Teachers rated children on measures of interpersonal attractiveness and personal rejection. Teachers' ratings of student interpersonal attractiveness were significantly correlated with the level of student depression, internalizing problems, externalizing problems, and overall psychopathology. However, teachers' ratings of personal rejection toward students only correlated with externalizing behavior problems. Family income was also related to child adjustment and teacher ratings. Externalizing behavior problems best predicted both lower interpersonal attractiveness and increased personal rejection, even after controlling for family income. Copyright 1999 Academic Press. 相似文献