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This book's two primary objectives are to present theory and research on the role of learners' achievement-related perceptions in educational contexts and to discuss the implications of this research for educational practices. Although contributors share the view that students' perceptions exert important effects in achievement settings, they differ in diverse ways including their theoretical orientation, their choice of research methodology, the perceptions they believe are of primary importance, and the antecedents and consequences of these perceptions. They discuss the current status of their ideas and provide a forward look at research and practice.
The purpose of this case study was to determine what kinds of perceptions high school students have of their teachers based on what their teachers wear to class. The researcher sought to determine if teacher attire might positively or negatively affect a high school students' in-class experience. After developing a multiple-choice and written response questionnaire, the researcher had the questionnaires distributed to high school students and the analyzed the results for trends and patterns. The researcher's purpose was to better understand a high school student's perspective on teacher attire, and if the results might suggest a need for change in what teachers wear for class. Findings of the case study are particular to high schools, though they may provide insight into the perceptions of students of all ages. One main research question was addressed along with three sub-questions that supported the researcher's basic intent. The main research problem sought to understand how student perceptions of a teacher, in a population of high school students from ages fourteen through eighteen, are affected by teacher attire in the classroom. The three research questions posed are the following: Does the attire worn by a teacher have any measurable impact on student behavior or attitude? What specific perceptions do students have of a teacher based on what they wear? Is there a specific kind of teacher attire that con elicit greater student participation in comparison to other kinds? The researcher analyzed the results provided by a sample of 282 completed questionnaires. It was found that a teacher's choice in attire does hold the potential to affect a high school student's attitude toward them in the classroom, and possibly their behavior as a consequence. Students demonstrated that there are, in fact, specific perceptions formed based on what a teacher wears including ideas about how fun they see the teacher as, how much they believe a teacher respects them as a student, and others. The research demonstrated that high school students generally prefer their teachers to wear a more casual, or "business casual", type of attire and that they show very little preference for "professional" attire. The data results are discussed in detail, illustrated through graphic figures, and analyzed for greater implications and meaning by the researcher.
Burgoon's expectancy violation model posits that nonverbal rule violations will be evaluated according to the perceptions toward the violator and the behavior itself. However, the violator may have perceptions regarding the appropriateness of the rule. This study measured the perceptions of high school students regarding the rules for classroom interaction. It is believed that the rules for classroom interaction are rules which have been learned through the process of socialization and enculturation into the classroom setting throughout students' careers. These rules should be well known by all students by the time they reach tenth grade, the grade being investigated. A survey questionnaire was developed through a pilot study, and was distributed to 244 students through the English classes of three East Baton Rouge parish high schools. The high schools were chosen by relative drop out rate. Students were grouped by sex, race and age to measure differences in attitude by characteristics of potential dropouts. The study found that males have more negative attitudes toward compliance with laziness rules and the importance of those laziness rules than females. The study also found that Black students have a more positive attitudes regarding the importance of distraction, laziness, and respectfulness rules than non-Black students. Implications regarding the attitudes toward classroom rules are discussed.
The increasing impact of performance based judgments on schools and teachers in the classroom has its critics and supporters. Some oppose the trend and seek to deny the importance of quantitative measures. Others have sought to find ways of implementing educational measurement constructively and with understanding of the concerns. Classrooms are where the operational business of learning takes place and it is on the quality of life within the classroom that the broader process of learning, concerns for the wider community and others, is nurtured. The climate of the classroom has a large impact on the final outcome measure to which so much interest is directed. To help our understanding of the dynamics involved much work has been done in the development and refinement of quantitative studies to this area by studying essential information about how teachers and students perceive the environments in which the work. Research on classroom climates has reached a practical and theoretical maturity and this volume offers an account of the developments that have taken place and the potential for understanding the classroom as a vital component of the curriculum. This book will also be an essential resource tool for anyone engaged in classroom research.
Children spend more time in school than in any social institution outside the home. And schools probably exert more influence on children’s development and life chances than any environment beyond the home and neighbourhood. The purpose of this book is to document some important ways schools influence children’s development and to describe various models and methods for studying schooling effects. Key features include: Comprehensive Coverage – this is the first book to provide a comprehensive review of what is known about schools as a context for human development. Topical coverage ranges from theoretical foundations to investigative methodologies and from classroom-level influences such as teacher-student relations to broader influences such as school organization and educational policies. Cross-Disciplinary – this volume brings together the divergent perspectives, methods and findings of scholars from a variety of disciplines, among them educational psychology, developmental psychology, school psychology, social psychology, psychiatry, sociology, and educational policy. Chapter Structure – to ensure continuity, chapter authors describe 1) how schooling influences are conceptualized 2) identify their theoretical and methodological approaches 3) discuss the strengths and weaknesses of existing research and 4) highlight implications for future research, practice, and policy. Methodologies – chapters included in the text feature various methodologies including longitudinal studies, hierarchical linear models, experimental and quasi-experimental designs, and mixed methods.
Co-teaching is a method of service delivery in which a special education teacher and general education teacher share the responsibilities of planning, teaching, and special education service delivery in the general education classroom. Schools in California and across the nation are working to develop models of co-teaching that are student centered and seamless in their planning and implementation. This study sought to determine if students preferred to receive instruction in a co-taught classroom and in what ways they felt most supported. The survey data indicated that students in grades seven and eight at a charter school in San Diego overwhelmingly preferred the co-taught classroom over a traditional classroom and that they felt supported by the model. The research indicates that schools should continue to use coteaching models to provide special education services in the least restrictive environment. More research is needed to determine more precisely how teachers can best support all students. Another area for further study is examining how teacher relationships are viewed by students and if challenges faced by co-teachers affect the students in their classrooms.

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