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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Page: 1 2 3 4 5 6 Hits 81 – 100 of 105 81 Exploring characteristics of effective Arabic language teachers Ahmad, Azza Mokhtar. - 2011 BASE Show details 82 Understanding perspectives of teachers in Thailand towards information and communication technologies integration in the classroom Wattanawaha, Benjaporn. - 2011 BASE Show details 83 Perceptions of Relational Aggression among New Zealand Adolescent Girls and their Classroom Teachers: The Popular, the Regular, and the Tough Girls Page, Angela. - : University of Otago, 2011 BASE Show details 84 The Effects of Technology-Integrated Differentiated Instruction on Language Arts Achievement Smith, Paula C.. - : Valdosta State University, 2011 BASE Show details 85 Korean Teachers' Beliefs about English Language Education and their Impacts upon the Ministry of Education-Initiated Reforms Yook, Cheong Min In: Applied Linguistics and English as a Second Language Dissertations (2010) BASE Show details 86 教師提問策略與候答時間 ; Teacher Questioning Strategies and Wait Time 李妍樺; Lee, Yen-hua. - 2009 BASE Show details 87 Rethinking Thinking Schools, Learning Nation: teachers’ and students’ perspectives of critical thinking in Singaporean education Ab Kadir, Mohammad Akshir. - 2009 BASE Show details 88 Native and Non-native English Speaking Tutors' Feedback on College-level ESL Student Writing ... Park, Sunyoung. - : Maryland Shared Open Access Repository, 2008 BASE Show details 89 Native and Non-native English Speaking Tutors' Feedback on College-level ESL Student Writing Park, Sunyoung. - : University of Maryland, Baltimore County (UMBC), 2008 In: Park_umbc_0434M_10021.pdf (2008) BASE Show details 90 Students' learning outcomes and perceptions of the learning environments in physical chemistry laboratory classes in Thailand Wititsiri, Sunan. - : Curtin University, 2007 BASE Show details 91 Differences in student perceptions of teacher-student interpersonal behaviour in regional streamed secondary mathematics and science classes Hedderwick, Helen. - : Curtin University, 2007 BASE Show details 92 Students' Observations and Perceptions of Teacher "Performances" in the Classroom Dalley-Trim, Leanne In: Australian Journal of Teacher Education (2007) BASE Show details 93 Navigating through "our bumps on the road to reading": A multi-case analysis of how literature -based response experiences inform and influence pre -service teachers' reading perceptions Draper, Christine A In: UNLV Retrospective Theses & Dissertations (2007) BASE Show details 94 Novice Special Education Teachers' Experiences with Students with Disabilities from Culturally and Linguistically Diverse Backgrounds: The Effects of Perceptions on Interactions Wheeler, Sassy Cenita In: University of New Orleans Theses and Dissertations (2007) BASE Show details 95 Gender differences in teacher-student interactions, attitudes and achievement in middle school science Eccles, Lynette. - : Curtin University, 2006 Abstract: Research has shown that interest in science often decreases in the middle-school grades for both boys and girls, but that more boys continue on the science track in high school and college, leading to males dominating the fields of science and engineering in the work place. The interpersonal interaction between teachers and students, as both individuals and as a group, comprises a large part of the classroom learning environment. Though these interactions last only a school year, they can influence student attitudes and achievement in the long term. Past research has suggested that a key factor in improving student achievement and attitudes is to create learning environments which emphasize characteristics that have been found to be linked empirically with achievement and attitudes. The purpose of this study was to use quantitative methods to validate a learning environment questionnaire (Questionnaire on Teacher Interaction, QTI), to investigate outcome-environment associations, and to compare male and female students in terms of their attitudes, classroom environment perceptions and achievement. An attitude scale, based on items from the Test of Science Related Attitudes (TOSRA), and a 48-item eight-scale version of the QTI were administered to 1228 science students in Grades 6, 7 and 8 at one middle school in South Florida. Student achievement was measured using the students’ quarterly (nine-week) science grade.The results revealed satisfactory internal consistency reliability for the QTI, with alpha reliability coefficients ranging from 0.51 to 0.83 for different scales with the student as the unit of analysis and from 0.54 to 0.96 for class means. For the 10-item attitude scale, the alpha coefficient was above 0.80 for both the student and the class mean as the unit of analysis, demonstrating high internal consistency reliability. Overall, the results of the statistical analyses supported that the QTI questionnaire and the attitude scale are valid and reliable instruments for use with secondary science students in South Florida. A strong relationship was found between student outcomes (attitudes and achievement) and many of the eight QTI scales with either the individual or the class mean as the unit of analysis. For example, students’ attitudes towards science were more positive when teachers exhibited more leadership and understanding behaviors and science achievement was higher when teachers were friendlier and less uncertain. The use of MANOVA tentatively revealed gender differences in students’ perceptions of teacher interpersonal behavior, attitudes towards science, and science achievement. However, the differences between males and females were statistically significant only for the Helping/Friendly, Dissatisfied, and Admonishing scales of the QTI and for achievement. In general, relative to males, female students had more positive perceptions of teacher interpersonal behavior and higher academic achievement. Keyword: attitudes towards science; classroom environment perceptions; classroom learning environment; gender differences in students; Interest in science; MANOVA; middle-school grades; QTI; Questionnaire on Teacher Interaction; science achievement; student achievement; student attitudes; teacher and student interpersonal interaction; teacher interpersonal behavior; Test of Science Related Attitudes; TOSRA URL: http://hdl.handle.net/20.500.11937/1525 BASE Hide details 96 An evaluation of elementary school science kits in terms of classroom environment and student attitudes Scott, Linda F. - : Curtin University, 2006 BASE Show details 97 Home country teachers' advice to non-home country teachers: Some initial insights Crozier, N.; Kleinsasser, R.. - : Sage Publications, 2006 BASE Show details 98 Pandora`s box : academic perceptions of student plagiarism in writing Sutherland-Smith, Wendy. - : Elsevier, 2005 BASE Show details 99 Applications in pharmacokinetic modeling Arnold, Esther. - : uga, 2003 BASE Show details 100 Using Distance Education to Improve Teaching in Namibia: Teachers' Views on an Inservice Training Program. Shatona, Ndinovaameni Christian In: Master's Capstone Projects (1996) BASE Show details Page: 1 2 3 4 5 6

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