Mexican-American Students’ Perceptions of Teachers’ Expectations: Do Perceptions Differ Depending on Student Achievement Levels?     

Soung Bae  Susan D. Holloway  Jin Li  Janine Bempechat 《The Urban Review》2008,40(2):210-225

This exploratory study examines the learning beliefs of high and low achieving, low-income Mexican-American students. Semi-structured interviews were conducted with 11 ninth grade students. The qualitative analysis shows that students’ perceptions of their teachers’ expectations of a “good” student or a “not so good” student did not differ along achievement lines. However, the students’ perceptions about what it means to be a good student differentiated the low-achievers from the high-achievers. This study’s findings may be used to inform educators about Mexican-American students’ orientation towards school and learning, in hopes for creating more equitable educational settings where all students achieve to their fullest potential.

Soung BaeEmail:

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The relation between teacher-set performance goals and students’ mathematical achievement     

《Studies in Educational Evaluation》2016

The relation between teacher-set performance goals for 361 individual students and these students’ mathematics achievement was investigated. High performance goals were found to strongly relate to student performance, with an effect size of d = 0.80. The performance goals were set by the teachers at the end of a step-by-step procedure, consisting of initial teacher expectations, the use of data, and team input. This procedure was expected to decrease negative expectancy bias. Higher teacher performance goals than teachers’ initial expectations, so-called positive changes, were positively associated with the performance of initially low achievers. Initially high achievers, for whom the teachers made a positive change, performed worse than comparable students for whom initial expectation and final goal were the same.  相似文献   

Teacher expectation effects on need-supportive teaching,student motivation,and engagement: a self-determination perspective     

Lisette Hornstra  Kim Stroet  Eva van Eijden  Jeannette Goudsblom  Claire Roskamp 《Educational Research and Evaluation》2018,24(3-5):324-345

ABSTRACT

Previous research has shown that teachers differentiate their behaviour based on their expectations of students. Self-determination theory (SDT) makes explicit how teacher behaviour relates to students’ motivation and engagement, namely, via need-supportive teaching. In the present study, we combined both research traditions and examined associations of teacher expectations with need-supportive teaching and thereby students’ motivation and engagement. Two-hundred-and-seventy-six secondary school students and their teachers (N?=?11) completed questionnaires. The results indicated that teacher expectations were moderately but positively associated with students’ intrinsic motivation and engagement, and negatively with amotivation. These relationships were fully mediated, although with small effect sizes, by need-supportive teaching. These findings highlight the value of combining research on teacher expectations and SDT, to gain further understanding of how teacher expectations may cause teachers to provide more need support to some students than to others, thereby affecting students’ motivation and engagement.  相似文献   

What motivates high-school students to pursue STEM careers? The influence of public attitudes towards science and technology in comparative perspective     

Seong Won Han 《Journal of Education & Work》2017,30(6):632-652

This study examines the degree of association between students’ STEM occupational expectations and between-country differences in public attitudes toward science and technology (S&T). This study focuses on public attitudes among two different populations: students and adults. Three-level Hierarchical Generalised Linear Models are employed to analyse large-scale international data from the Programme for International Student Assessment (PISA). Results reveal that public attitudes toward S&T are positively associated with students’ expectations around pursuing STEM careers. Further analyses reveal that the positive association between public attitudes toward S&T and STEM career expectations remains consistent across gender, but that this association varies across performance levels. The positive association between public attitudes toward S&T and STEM career expectations is stronger for low achievers in science than for high achievers. These results advance the scholarly understanding of the ways in which social factors may be associated with students’ choices in pursuing STEM occupations.  相似文献   

世界反法西斯文学格局中的中国抗日文学     

房福贤 《德州学院学报》2005,21(5):4-6,3

在世界反法西斯文学三足鼎立的格局中,中国的抗日文学最为薄弱.尽管有着种种的原因,但中国的文学不能愧对这场战争,中国的作家应当写出无愧于这场战争的大作品.这是历史、现实和文学自身的要求,更是文学家的责任.  相似文献   

Perceptions of optimal conditions for teaching and learning: a case study from Flinders University     

Diana Glenn  Fay Patel  Salah Kutieleh  Jane Robbins  Heather Smigiel  Alan Wilson 《高等教育研究与发展》2012,31(2):201-215

Effective teaching and learning in higher education is an important focal point of literature around the globe. Various models are presented as desirable and fostering optimal conditions for teaching and learning. However, each model must be examined within the context of its institutional culture, mission and strategic plan to ascertain if it meets the envisaged goals. The Reinventing Teaching Project survey conducted at Flinders University in 2009 provided a unique opportunity for academic staff and students across all faculties to respond to a survey that explored their perceptions of optimal learning conditions and assessed if the campus environment was conducive to effective teaching and learning practices. The exploratory study was designed to gather qualitative and quantitative data on the motivation of teachers and learners to engage with learning and learners (or not). The results of the survey present valuable insights into what teachers and learners consider to be important attributes of optimal teaching and learning and indicate a number of similarities and differences among teacher-student perceptions. This paper identifies and discusses some of the pertinent outcomes of the study to provide a framework for other similar studies.  相似文献   

贫富差距对人的未来期待程度的影响——大学生为对象的实证研究     

刘畅  浦光博 《内蒙古师范大学学报(哲学社会科学版)》2012,(4):113-117

谈及贫富差距的危害,它不仅有悖于构建平等和谐乃至安定的社会环境,也不利于政治稳定和经济的持续发展。而在其的诸多的负面影响中对人们思想意识方面的危害却是容易被人忽略和轻视的。解决贫富差距的扩大化问题,不能否认税制改革以及充实福利等等措施的实施的必要性,同时也不能漠视处于贫富差距悬殊环境中的人们的意识形态的变化。本研究从社会心理学的视点出发以大学生为研究对象关于"贫富差距对人的未来期待程度的影响"进行了实证性分析和研究。  相似文献   

“中国梦”的历史生成与现实期待     

蒋政兵 《柳州师专学报》2014,(1):30-33

"中国梦"是在历史、现实与未来的交汇点上提出的一个概念。从历史的、世界的以及现实的视阈来"释梦":"中国梦"是中国人不懈追求进步的光荣传统,更是对美好生活的现实期盼;"中国梦"不仅属于中国,也属于世界;中国梦是中华民族集体的梦。"中国梦"的实现需要完善社会制度和机制,需要信心和智慧,冲破利益固化的藩篱,把眼前的需要与未来的发展统一起来。  相似文献   

Being caring and disciplinary – male primary school teachers on expectations from others     

Maria Hjalmarsson  Annica Löfdahl 《Gender and education》2014,26(3):280-292

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Improving OpenURL Linking     

Oliver Pesch 《期刊图书馆员》2013,64(2):135-145

Ever since OpenURL linking was introduced in 2000 by Herbert van de Sompel the link resolver has played an important role in providing users with access to the online resources they have rights to. From the start, one of the criticisms of OpenURL linking has been that it is not 100% successful—sometimes the user is presented with a link to full text, but that link fails. In 2010 a new National Information Standards Organization (NISO) workgroup was created to tackle the issue of OpenURL quality. This column will discuss this NISO initiative and look in detail at the proposed “Completeness Index” that promises a means of measuring the quality of OpenURLs being submitted by various content providers. The article will also discuss how some OpenURL quality issues may be more perception than reality and how librarians can configure their links and link resolvers to overcome these negative perceptions.  相似文献