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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.
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 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.
The field of classroom management is not a neatly organized line of inquiry, but rather consists of many disparate topics and orientations that draw from multiple disciplines. Given the complex nature of the field, this comprehensive second edition of the Handbook of Classroom Management is an invaluable resource for those interested in understanding it. This volume provides up-to-date summaries of research on the essential topics from the first edition, as well as fresh perspectives and chapters on new topics. It is the perfect tool for both graduate students and practitioners interested in a field that is fascinating but not immediately accessible without the proper guidance.
Abstract Assessing Student Perceptions of High School Science Classroom Environments: A Validation Study By Christine D. Luketic The purpose of this study was to assess the measures of the Science Laboratory Environment Inventory (SLEI), an existing classroom environment measurement instrument, to provide up-to-date norms and validation evidence for a U.S. secondary school population. This instrumentâs measures were established as a means of examining studentsâ perceptions of their learning environment in science classrooms, and subsequently providing indicators of performance. Pedagogical changes have taken place in the science classroom fostered by the National Science Standards. This study included an examination of the SLEI measures using Mesickâs validity framework including an in-depth analysis of the instrumentâs content, substance, structure, generalizability and external validity. Rasch measurement theory was employed to investigate specific components of the instrument including item fit, rating scale function, dimensionality and individual performance information. Three hundred and fifty five high school science students completed the SLEI. Structural equation modeling was used to assess the dimensional structure of the measures of the instrument. Analyses revealed that a multi-dimensional model encompassing five distinct factors and excluding negatively worded items best characterized the SLEI measures. Multidimensional measures created by scaling the data to the Multidimensional Random Coefficients Multinomial Logit (Rasch) Model exhibited suitable rating scale structure, item quality, and reliability of separation. Analyses by academic grouping revealed that students in high achieving courses had a more favorable perception of all aspects of their learning environments when compared to students in the regular courses. In addition, student perceptions of the lab were influenced by the extent of studentsâ experience learning science. To determine whether.
Understanding Poverty in the Classroom identifies perceptual differences, teaches strategies to address the special needs of children from poverty, encourages teachers to learn about the neighborhoods where their students live and what to look for in those areas, confronts myths about poverty, and reinforces learning with specific illustrations.
The Learner's Perspective Study ascribes to the premise that the investigation of social practice within the mathematics classrooms must attend to the learners’ practice with at least the same priority as that accorded to the teachers’ practice. In focusing on student voice within this partnership, as enacted in many different guises across different cultures and socio-political learning environments, we hope that we will be better informed to understand the relationship between pedagogy and learning mathematics, and between pedagogy and the empowerment of diverse learners. Research findings from the Learner's Perspective Study reported in this book and its companion volumes affirm just how culturally-situated are the practices of classrooms around the world and the extent to which students are collaborators with the teacher, complicit in the development and enactment of patterns of participation that reflect individual, societal and cultural priorities and associated value systems. In this book, we attend closely to this collaboration with our focus on the voice of the student. Collectively, the authors consider how the deliberate inclusion of student voice can be used to enhance our understandings of mathematics classrooms, of mathematics learning, and of mathematics outcomes for students in classrooms around the world. The Learner’s Perspective Study aims to juxtapose the observable practices of the classroom and the meanings attributed to those practices by classroom participants. The LPS research design documents sequences of at least ten lessons, using three video cameras, supplemented by the reconstructive accounts of classroom participants obtained in post-lesson video-stimulated interviews, and by test and questionnaire data, and copies of student written material. In each participating country, data generation focuses on the classrooms of three teachers, identified by the local mathematics education community as competent, and situated in demographically different school communities within the one major city. The large body of complex data supports both the characterization of practice in the classrooms of competent teachers and the development of theory.

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