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| 61 |
Calculus Reform: Increasing STEM Retention and Post-Requisite Course Success While Closing the Retention Gap for Women and Underrepresented Minority Students
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In: Mathematics Faculty Publications and Presentations (2017)
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| 62 |
Developing collaborative partnerships with culturally and linguistically diverse families during the IEP process
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| 63 |
Bells for Books Community Service
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In: International Journal of Undergraduate Community Engagement (2017)
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| 64 |
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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| 65 |
The Use of Visual Arts in World Language Instruction to Increase Student Motivation and Attitude
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In: Boise State University Theses and Dissertations (2017)
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| 66 |
Instructional Strategies for High School ELL Refugee Students in Mathematics
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In: Boise State University Theses and Dissertations (2017)
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| 67 |
Higher Education: The Impact on Bosnian Women Who Came as Refugees to the United States
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In: Boise State University Theses and Dissertations (2017)
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| 68 |
Form, Function, and Relevance of Contemporary Language Resource Centers
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In: Boise State University Theses and Dissertations (2017)
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| 71 |
No'oloto: Exploring the Epistemological Significance of No’oloto to the Academic Achievements of Tongan Tertiary Students in New Zealand
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| 72 |
Toward a Spirit of Interprofessional Practice: A Hermeneutic Phenomenological Study
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| 73 |
Variations on the Theme of Integration in the "Israeli Democracy"
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In: Senior Projects Spring 2017 (2017)
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| 74 |
The Book of Embraces: A New Translation
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In: Senior Projects Spring 2017 (2017)
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| 75 |
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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| 76 |
The Erasure of Culture through Education: Richard Henry Pratt's Pedagogy and the Figure of the 'Displaced Indian' in American Indian Literature
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In: Senior Projects Spring 2017 (2017)
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| 78 |
Perspectives on poetry : a writing workshop for deaf students
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| 79 |
Raymond Baesler, Veterans Heritage Project (Maricopa Community Colleges)
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| 80 |
Examining Oral Passage Reading Rate Across Three Curriculum-Based Measurement Tools for Predicting Grade-Level Proficiency
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In: Early and Special Education Faculty Publications and Presentations (2017)
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