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Beginning teachers' perspectives on linear equations: A pilot quantitative comparison of Greek and Cypriot students
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In: CERME 10 ; https://hal.archives-ouvertes.fr/hal-01938205 ; CERME 10, Feb 2017, Dublin, Ireland (2017)
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Teaching Learners of English as an Additional Language: Re-Conceptualizing Mainstream Teacher Preparedness in the Growing Linguistic Mosaic of Ontario
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Reflecting on a Social Studies-Mathematics Day: Integrating Content Using Multicultural Perspectives
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In: Educational Technology Faculty Publications and Presentations (2017)
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It Takes Two: Compatibility of Perspectives between Students and Teachers and the Effects Effort has on Student Academic Achievement and Subjective Well-being
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In: Senior Projects Spring 2017 (2017)
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Abstract:
This research study examined the unique matching of perspectives between teachers and students on the notion of who is assumed to be responsible for student academic achievement and subjective well-being. Students (N=190) in grades 9-11 and teachers (N=19) from a Newark, New Jersey public magnet high school completed various locus of control, classroom climate and well-being psychological questionnaires. Descriptive statistics and correlational tests were conducted for the analysis of the data. The surveys provided an in depth understanding of the distribution of perspectives which existed in this academic institution. Students found themselves, more often than not, feeling responsible for their own academic achievement. Most of the teacher population perceived themselves as not being accountable for the academic achievement of their students. Based on the results of the present study, pre-existing research and an innovative assessment for both students and teachers, a methodology for how an effort-based intervention can be an influencing factor for teacher performance in the classroom as well as student academic achievement and subjective well-being in school is proposed. Provided that the teachers and students put in the necessary effort to enhance the classroom experience for the student’s post-intervention, the expectation is that student effort will increase and consequently, so will student academic achievement and subjective well-being. The purpose of this study is to provoke thought from both students and teachers surrounding the student-teacher dynamic with regards to student academic achievement and well-being and to provide methodology via intervention for combating problems that stem from their complex relationship.
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Keyword:
academic achievement; Child Psychology; Educational Psychology; effort; intervention; locus of control; School Psychology; Secondary Education; Secondary Education and Teaching; Teacher Education and Professional Development; teacher-student interaction; well-being
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URL: https://digitalcommons.bard.edu/senproj_s2017/376
https://digitalcommons.bard.edu/cgi/viewcontent.cgi?article=1013&context=senproj_s2017
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Managing cognitive load as the key to literacy development: Research directions suggested by crosslinguistic research and research on Initial Teaching Alphabet (ITA)
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In: Knight, BA, Galletly, SA, Gargett, PS, (2017). Managing cognitive load as the key to literacy development: Research directions suggested by crosslinguistic research and research on Initial Teaching Alphabet (ITA). Nata, RV (Ed.), Progress in Education, p. 61-150 Hauppauge, NY:Nova Science (2017)
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Facilitating a Community of Practice in higher education: Leadership rewards and challenges
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In: Pember, ER, (2017). Facilitating a Community of Practice in higher education: Leadership rewards and challenges. McDonald, J, Cater-Steel, A (Eds.), Communities of Practice: Facilitating Social Learning in Higher Education, p. 373-380 Singapore:Springer Nature Singapore (2017)
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Pre-service science teachers’ professional vision of inquiry - a design based research study
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Grimes, Paul. - : Dublin City University. School of Physical Sciences, 2017
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In: Grimes, Paul (2017) Pre-service science teachers’ professional vision of inquiry - a design based research study. PhD thesis, Dublin City University. (2017)
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Rethinking world language teacher education TPACK for integration of digital literacies in the classroom
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In: Horlescu, Alina and O'Hagan, Minako (2017) Rethinking world language teacher education TPACK for integration of digital literacies in the classroom. PhD thesis, Dublin City University. (2017)
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| 11 |
Vocabulary Intervention Discourse in Special Education Classroom: What Word?
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In: Kim, Joyce J.(2017). Vocabulary Intervention Discourse in Special Education Classroom: What Word?. UC Riverside: Education. Retrieved from: http://www.escholarship.org/uc/item/8pr12832 (2017)
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| 12 |
Literacy: Accessing Deaf Community Cultural Wealth through Students’ Creation of Children’s Literature
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In: Meyer, Michelle Lee. (2017). Literacy: Accessing Deaf Community Cultural Wealth through Students’ Creation of Children’s Literature. UC San Diego: Teaching and Learning. Retrieved from: http://www.escholarship.org/uc/item/7d7703nh (2017)
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| 13 |
English teachers in Mexico: Initial preparation and the realities of practice.
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In: Banks, Lety S.(2017). English teachers in Mexico: Initial preparation and the realities of practice. UC San Diego: EducLeadership (JtEdDoc CSUSM). Retrieved from: http://www.escholarship.org/uc/item/0ks0f7g1 (2017)
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| 14 |
From Discipline to Dynamic Pedagogy: A Re-conceptualization of Classroom Management
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In: Davis, Jonathan Ryan. (2017). From Discipline to Dynamic Pedagogy: A Re-conceptualization of Classroom Management. Berkeley Review of Education, 6(2). doi:10.5070/B86110024. Retrieved from: http://www.escholarship.org/uc/item/3jb706gs (2017)
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| 15 |
Training Pre-service Special Education Teachers to Facilitate Meaningful Parent Participation in IEPs Using Simulated Meetings
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In: Holdren, Natalie Robin O'Connor. (2017). Training Pre-service Special Education Teachers to Facilitate Meaningful Parent Participation in IEPs Using Simulated Meetings. 0035: Education. Retrieved from: http://www.escholarship.org/uc/item/1k7140jf (2017)
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Telecollaboration: foreign language teachers (re)defining their role
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In: ISSN: 1286-4986 ; EISSN: 1286-4986 ; ALSIC - Apprentissage des Langues et Systèmes d'Information et de Communication ; https://edutice.archives-ouvertes.fr/edutice-01475665 ; ALSIC - Apprentissage des Langues et Systèmes d'Information et de Communication, Association pour le Développement de l'Apprentissage des Langues par les Systèmes d'Information et de Communication - OpenEdition, 2017, Regards croisés sur la télécollaboration (2017)
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| 17 |
Preservice Teacher Training for Diversity: A Research Project Based on anIntercultural Course
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In: III International Colloquium on Languages and Cultures in School and Society ; https://hal.univ-lorraine.fr/hal-02488564 ; III International Colloquium on Languages and Cultures in School and Society, Loyola Marymount University School of Education, Los Angeles California, Jul 2017, Soria, Spain. pp.17-24 ; http://digitalcommons.lmu.edu/internationalcolloquium/2/ (2017)
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| 18 |
Exzerpieren in Deutsch als Fremdsprache : eine korpusbasierte Studie am Beispiel von Studierenden im Lehramtsstudiengang Deutsch als Fremdsprache in der Türkei [Online resource]
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In: Diyalog : interkulturelle Zeitschrift für Germanistik / Organ des türkischen Germanistenverbandes GERDER 2017 (2017) 2, 144-164
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| 19 |
Aussprachevermittlung im brasilianischen DaF-Unterricht : einige Überlegungen [Online resource]
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In: Pandaemonium Germanicum : revista de estudos germanísticos 20 (2017) 31, 60-77
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So natürlich wie möglich, so künstlich wie nötig! : zur Förderung der Sprechfertigkeit im universitären Kontext [Online resource]
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In: Diyalog : interkulturelle Zeitschrift für Germanistik / Organ des türkischen Germanistenverbandes GERDER 2017 (2017) 1, 151-169
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