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Teachers Perceptions Of The School Environment And Its Effects Upon Teacher Pedagogy
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Book Synopsis Teachers' Perceptions of the School Environment and Its Effects Upon Teacher Pedagogy by : Patricia Susan Calahan
Download or read book Teachers' Perceptions of the School Environment and Its Effects Upon Teacher Pedagogy written by Patricia Susan Calahan and published by . This book was released on 1997 with total page 322 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Teachers’ Perceptions, Experience and Learning by : Woon Chia Liu
Download or read book Teachers’ Perceptions, Experience and Learning written by Woon Chia Liu and published by Routledge. This book was released on 2019-12-18 with total page 173 pages. Available in PDF, EPUB and Kindle. Book excerpt: Teachers’ Perceptions, Experience and Learning offers insightful views on the understanding of the role of teachers and the impact of their thinking and practice. The articles presented in this book illustrate the influence of teachers on student learning, school culture and their own professional identity and growth as well as highlighting challenges and constraints in preand in-service teacher education programmes that can impact teachers’ own learning. The first article examined teacher experiences in the use of “design thinking” by Retna. Next, Hong’s and Youngs’ article looks into contradictory effects of the new national curriculum in South Korea. Lu, Wang, Ma, Clarke and Collins explored Chinese teachers’ commitment to being a cooperating teacher for rural practicum placements. Kainzbauer and Hunt investigate foreign university teachers’ experiences and perceptions in teaching graduate schools in Thailand. On inclusive education in Singapore, Yeo, Chong, Neihart and Huan examined teachers’ first-hand experiences with inclusion; while Poon, Ng, Wong and Kaur study teachers’ perceptions of factors associated with inclusive education. The book ends with two articles on teacher preparation by Hardman, Stoff, Aung and Elliott who examined the pedagogical practices of mathematics teaching in primary schools in Myanmar, and Zein who focuses on teacher learning by examining the adequacy of preservice education in Indonesia for preparing primary school English teachers. The contributing authors’ rich perspectives in different educational, geographical and socio-cultural contexts would serve as a valuable resource for policy makers, educational leaders, individual researchers and practitioners who are involved in teacher education research and policy. This book was originally published as a special issue of the Asia Pacific Journal of Education.
Book Synopsis School Leaders' and Teachers' Perceptions about Culturally Responsive Pedagogy and Its Implications for Elementary Black Male Students with IEPs by : Carlen Padmore-Gateau
Download or read book School Leaders' and Teachers' Perceptions about Culturally Responsive Pedagogy and Its Implications for Elementary Black Male Students with IEPs written by Carlen Padmore-Gateau and published by . This book was released on 2021 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this qualitative study was to investigate the educational perceptions of school leaders and teachers who used "culturally responsive pedagogy" in schools located in the northeastern United States and explored the implications of these perceptions on black males with IEPs in grades 3-5. The researcher used purposeful sampling of school leaders and teachers. This study included two school leaders from two different schools who were selected by their superintendent. The study also included 12 special education teachers, half of whom have had culturally responsive instruction professional development and half of whom did not. The study was guided by Khalifa's (2018) Culturally Responsive School Leadership framework and New York State Education Department Culturally Responsive Sustaining Education Framework (New York State Education Department [NYSED], n.d.). The researcher attempted to understand participants' perceptions and how they may influence elementary black male students with IEPs. This research study provided findings and recommendations for schools and districts. The findings are as follows: 1) Both school leaders who were interviewed revealed that they provided culturally responsive practices and programs. Both school leaders expressed that district support of delivering professional development played a role in the development of their awareness. Both of their districts were in the development stages of adopting the CR-S framework and their district leadership had intentions to move forward. 2) Seven of the 12 teacher participants shared that they were trained in culturally responsive pedagogy. The teacher participants who were interviewed all agreed that they provide a welcoming environment for each student.
Book Synopsis Principles of Classroom Learning and Perception by : Richard J. Mueller
Download or read book Principles of Classroom Learning and Perception written by Richard J. Mueller and published by Routledge. This book was released on 2017-09-13 with total page 338 pages. Available in PDF, EPUB and Kindle. Book excerpt: Originally published in 1974, this introductory text has been designed specifically for teachers in training, and it presents the basic psychological principles governing learning, perception, motivation and the retention of knowledge at the time. The text is carefully tailored for would-be teachers in its clear and informal style, and in its selective aspects of psychology which the teacher can use to advantage in his efforts to assist the child. The book has an eclectic approach to psychological theory, drawing upon the insights of behaviourism, perceptualism and the Gestalt school, as well as the developmental theories of Jean Piaget. The author discusses in some detail theories concerning the nature of intelligence, and the relationship between creativity and intelligence; and he investigates the dynamics of social adjustment, introducing the part that may be played by meditation in helping to solve some of the problems of emotional stress within the learning situation. In his consideration of the management of learning, the author lays much emphasis upon the importance of individual cognitive styles, individualizing instruction and independent learning. In one chapter Dr Mueller is concerned with factors in the measurement of personality and of performance in the classroom, and he reflects upon the specific problem of objectivity in such assessment. Finally, some consideration is given to the problems and characteristics of the socially disadvantaged child and to the role of the teacher in helping to solve some of the learning problems of these children.
Book Synopsis Teachers' Perceptions of the Effects of Their Status on Their Motivation to Teach by : Maria E. Caviani
Download or read book Teachers' Perceptions of the Effects of Their Status on Their Motivation to Teach written by Maria E. Caviani and published by . This book was released on 1992 with total page 370 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Educational Environments by : Barry J. Fraser
Download or read book Educational Environments written by Barry J. Fraser and published by Pergamon. This book was released on 1991 with total page 330 pages. Available in PDF, EPUB and Kindle. Book excerpt: Does classroom environment affect student learning? Do school environments affect teacher job satisfaction? What impact does a new curriculum or new teaching methods have on a classroom environment? Indeed, what are the determinants of classroom or school environments? Although classroom or school environment is a somewhat subtle concept, remarkable progress has been made in researching its evaluation and its antecedents and consequences. Educational Environments considers the major thrusts of research over the last two decades with a general overview and a look at particular research programmes and specific research studies. Contemporary studies from around the world demonstrate the merits of combining qualitative and quantitative methods within the same study, linking classroom, school and home environments, and incorporating educational environment ideas into school psychology and teacher education programmes.
Book Synopsis The Impact of Teacher's Perceptions and Pedagogical Practices on the Educational Experieces of Immigrant Students from the Commonwealth Caribbean by : Wendy P. Hope
Download or read book The Impact of Teacher's Perceptions and Pedagogical Practices on the Educational Experieces of Immigrant Students from the Commonwealth Caribbean written by Wendy P. Hope and published by . This book was released on 2005 with total page 404 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book offers educators who are increasingly faced with diverse, multi-cultural inclusive opportunity to find a place to start the process of revisionary pedagogical practices that validate and affirm the experiences of their students. During the 1960's the United States immigration laws were changed from one based on a quota system to a method that allowed for persons from virtually every country in the world to enter the United States as immigrants. One of the by-products of such a change in the laws was the increased numbers of persons entering the United States from the Caribbean. Within this category a significant number of persons originated from the British Commonwealth Islands of Guyana, Jamaica, Trinidad and Tobago, and Barbados, among others. Upon entrance into American schools, these newly arrived immigrants have been often treated in the same manner as African American students. There have been few accommodations made for culture or language differences despite the linguistic distance existing between the language they speak and that used in American schools, as well as the cultural differences between the culture of home and school. American.This mishandling and incorrect assessment of immigrants from the British Commonwealth Islands is most likely due to false assumptions made about the language they speak. Since English is the official language of these islands, the population of persons originating from them is assumed to consist of English speakers. Such assumptions do not reflect an understanding regarding the linguistic situation of the British West Indies. In these nations English is most likely reserved for official domains in government and education while a patois is most likely the language of home, church and friends. The linguistic situation is further complicated by the many varieties of dialect that exist. These language varieties range from those that are not mutually intelligible by English speakers to other varieties with a linguistic distance closer to the English spoken in countries where English is the native language for a significant segment of the population. students is a by-product of the degree and quality of the education thatthey have received in their homeland. However, many have not attended school on a regular basis or have attended schools that are not well equipped or staffed, resulting in their not acquiring the necessary skills to do academic work in English as required in American schools. It is this population of students in a school located in Brooklyn New York that the study of teachers' beliefs, perceptions and pedagogical practices and their impact on the educational experiences of newly arrived immigrant students from the Commonwealth Caribbean focuses upon. This is an insightful and thought provoking examination of middle school students in the Buxton Intermediate School. The purpose of this study as stated by the author is to examine teachers' practices in working with immigrant students from the Commonwealth Caribbean in New York City public schools. Nonetheless, the study goes beyond its goal. informative, but also necessary for every educator who is teaching in a community with a significant population of immigrants from the British West Indies, or is teaching in a linguistically diverse environment. To reach its goal, Dr. Wendy Hope studied a class of newly arrived students from Jamaica, Guyana, Trinidad and Tobago, and Barbados as well as other Caribbean islands. It was part of a transitional program. This was a self-contained class taught for most of the day by one teacher who was also a Caribbean native, Ms. Jackson. Nonetheless, students also went to other classes such as mathematics, gym, music, and careers taught by other teachers. By examining the teaching practices of these educators who work with Caribbean students within this transitional program issues of race, power, pedagogy, hegemony, cultural conflict, language and more emerged to reveal that oftentimes well intended and hard working teachers employ approaches that are counterproductive to their goals, namely, the education of their students. two frameworks, one drawn from Henry Giroux's (1993) theory ofBorder Crossings and a second, Jim Cummins' (1993) theoretical framework for intervention: Empowering Minority Students, were employed. Both paradigms, although distinctively different, consider issues of power between students and teachers, schools and the minority community and institutional structures impacting negatively on students. Furthermore, pedagogical issues stemming from a dominant/subordinate relationship that include use of the minority students' language(s) and culture are addressed. study is beyond the purview of this introduction, a few of the questions addressed include what is the role of the students' language and culture in the classroom; is the culture and language of the students used as a vehicle to teach or is it viewed as an obstacle in the learning process; to what extent is the culture of these students included in the curriculum; how much do teachers know about the culture of these students; are parents of these students encouraged by teachers to be active participants in their children's education; how do teachers see their role in relation to the transitional program where these students are housed for a significant portion of their daily schedules; do teachers feel that different approaches should be used to teach these students. observing of teachers, it was concluded that little deviation from conventional teaching approaches was employed to teach these students despite teachers' acknowledgement that these students were part of a transitional program and their level of English competency was substandard. Furthermore, it was found that parental involvement was something that teachers considered to fall under the responsibility of school officials rather than their responsibility. In addition, most teachers had little knowledge regarding how students were assessed and placed in the transitional program. Furthermore, most teachers admitted to working alone without much collaboration with any other of the teachers including the main teacher Ms. Jackson, the teacher in the self contained class who had these students for a significant segment of the day. These findings, a few of the many resultsyielded by this study, stemmed from teachers who felt that they were good teachers with the best interest of their students in mind. While examining the results yielded by this study, a major concern regarding multicultural education emerged. need to respond to racial, linguistic, ethnic and cultural diversity has been the advocacy of most schools of education. In addition, in reviewing the mission statements of five schools of education within the City University of New York, issues of social justice, acknowledgment and respect for what students bring with them to the classroom, the need for collaboration among teachers and respect for the language and culture of students are a few of the many goals professed by these documents. Nonetheless, there exists a disparity between what schools of education are advocating and what is occurring in the classroom. Thus, other questions emerge regarding why such a divide exists between what is being taught and the actual practice of teaching. Could it be that the efforts to address the needs of a diverse population is one that is not really dealt by all but just a few teacher trainers who truly believe in such an approach? While these issues are beyond the purview of this study, the fact that they have surfaced lends testimony to the fact that we as educators must look at what we are doing.
Book Synopsis An Exploration of Teachers' Perceptions of School Environment and School Leadership Relative to Collective Efficacy by : Karen Mae Ball
Download or read book An Exploration of Teachers' Perceptions of School Environment and School Leadership Relative to Collective Efficacy written by Karen Mae Ball and published by . This book was released on 2015 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: ABSTRACT: Rigorous school accountability efforts in education have increased interest in factors that may contribute to positive learning environments for all participants in the educational process. The primary concept of interest of this study was that of collective efficacy, a mechanism of personal agency, espoused by Albert Bandura through Social Cognitive Theory. Collective efficacy, is defined as "a group's shared belief in its conjoint capabilities to organize and execute the courses of action required to produce given levels of attainments" (Bandura, 1997, p. 477). Teacher's perceptions of school environments and school leadership were explored relative to collective efficacy. Bandura (1997) has suggested that each of these factors (school environments, school leadership, and collective efficacy) may have a positive impact upon the educational process, yet empirical relationships among the three factors are not evidenced in the literature. This study was conducted with K-12 elementary school teachers at 17 school sites, utilizing three instruments measuring each factor: collective efficacy, leadership, and school environment. Instruments were disseminated electronically. A significant relationship was found among the factors in combined analysis, although multiple regression analysis of independent influence was significant only with environment in relationship to collective efficacy
Book Synopsis New Teaching and Teacher Issues by : Mary B. Klein
Download or read book New Teaching and Teacher Issues written by Mary B. Klein and published by Nova Publishers. This book was released on 2006 with total page 208 pages. Available in PDF, EPUB and Kindle. Book excerpt: Teaching is a profession which is so enormous and so packed with significance that the issues related to it have a consistently high ranking with members of society in virtually every public opinion poll. These issues include multicultural education, teacher training and accreditation, burn-out, teaching under conditions particular to a world-wide certain country, student behaviour and preparation, computers in the classroom, parental influence on the teaching process, the changing curriculum and its meaning for teaching, budgetary problems, and a multitude of similar issues. This book presents issues current to the field from educators and researchers from around the globe.
Book Synopsis Teachers' Pedagogy and Their Perceptions of Classroom Complexity by : Andrea Munns Guillaume
Download or read book Teachers' Pedagogy and Their Perceptions of Classroom Complexity written by Andrea Munns Guillaume and published by . This book was released on 1991 with total page 628 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Perceptions of School Climate, School Safety, and School Violence and Their Effects on Teacher Commitment by : Laura A. Brooks
Download or read book The Perceptions of School Climate, School Safety, and School Violence and Their Effects on Teacher Commitment written by Laura A. Brooks and published by . This book was released on 2015 with total page 138 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this qualitative research study was to study the perceptions of the five dimensions of school climate, the effect school safety and violence had on the teachers' perceptions of school climate, and the role school climate played on the teachers' commitment to their professional responsibilities. This research study was conducted at one high school in south central Pennsylvania and utilized the California School Climate Survey, published by WestEd, an open-ended question, and one-on-one interviews conducted by the researcher. The survey participation rate among the teachers was 77%, the open-ended question was answered by 67% of the participating teachers, and 15% of the participating teachers completed one-on-one interviews. School climate factors such as safety, relationships, teaching and learning, the institutional environment, and the school improvement process were studied in order to identify areas within the school that bolstered morale and improved the climate as well as areas that decreased the climate and need improvement. Results from the three methods of data collection indicated that a majority of teachers felt safe at this school, 56% of the participants stated that safety related issues did not affect their perceptions of school climate, and school safety either increased commitment or did not affect it at all. In addition, the teachers maintained great working relationships with one another, which increased commitment. Most teachers wanted academic success for all students, but not all teachers believed academic success to be possible. The teachers' commitment to teaching increased as a result of the need for academic improvement. The new school building and materials aided student learning, which increased commitment; and the school improvement initiatives were overwhelming, which decreased teacher commitment.
Book Synopsis Professional Learning Communities' Impact on Science Teacher Classroom Practice in a Midwestern Urban School District by : Dan Carpenter
Download or read book Professional Learning Communities' Impact on Science Teacher Classroom Practice in a Midwestern Urban School District written by Dan Carpenter and published by . This book was released on 2012 with total page 235 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this reputation-based, multiple-site case study was to explore professional learning communities' impact on teacher classroom practice. The goal of this research was to describe the administrator and teachers' perceptions with respect to professional learning communities as it related to teacher practice in their school. Educators and administrators were asked what types of practices teachers took from collaborative professional learning communities and tried in their classrooms. This reputation-based, multiple-site case study was important to Nebraska educators because many school districts had implemented professional learning communities in a variety of forms in the schools. There had been little, if any, investigation on what impact professional learning communities have had on teacher practice and the extent to which that had impacted students. This study focused on the teachers' perceptions of the impact professional learning communities had on their pedagogical practice as a result of collaboration and interactions in professional learning communities. ^ This study involved three schools in one Midwestern school district. The schools and district had operated professional learning communities for 6 years. The researcher found that professional learning communities had impacted teacher practice in that teachers had changed what they do from a pedagogical standpoint, as a result of interactions and collaboration in professional learning communities. The extent to which teacher pedagogical practice had been impacted is open to judgment. The fact that teachers had positively changed their pedagogy as a result of professional learning community function, including collaboration and interactions in professional learning community groups, is not open to judgment, as that is the primary finding of this study.
Book Synopsis Secondary Teachers’ Perceptions of Their School’s Redesign to an Innovative Learning Environment by : Deborah L. Thompson
Download or read book Secondary Teachers’ Perceptions of Their School’s Redesign to an Innovative Learning Environment written by Deborah L. Thompson and published by . This book was released on 2020 with total page 164 pages. Available in PDF, EPUB and Kindle. Book excerpt: This thesis presents findings from a qualitative research study on secondary teachers’ perceptions of the re-design of their school to an Innovative Learning Environment (ILE). The study is a case-study capturing teachers’ perceptions prior to high decile, mid-size, suburban secondary school’s transition to an ILE. The study also investigated how teachers’ perceptions influenced their approach to this change. The focus on the move from a traditional single-cell classroom school to an ILE school is pertinent as ILEs currently are the school design of choice in New Zealand, reflecting the dominant 21st century teaching and learning agenda. An interpretivist framework was used in order to capture the similarities and differences of the lived experiences of the participants, within the wider context of this change. Through interviews with ten teachers, including people in leadership positions, a range of perspectives were gathered and thematically analysed. The findings indicate that teachers adopted three distinct mindsets about the prospect of teaching in an ILE, which influenced their approach to change. The three mindsets identified were: Idealists, Realists and Sceptics. Their mindset influenced how they viewed the impending change in space, and corresponding de-privatisation of teacher practice, and changes to pedagogical practices, including collaboration among teachers. Significant findings included the extent to which the participants’ believed that aspects of their existing practices would still be useful in the ILE, and their belief that innovation was possible in any space. Each participant also framed their perceptions within the strong collective culture of the case study school. Their responses are further grounded within the wider educational and social context of this change. Conclusions drawn from findings have implications for the school itself, as they embed practice in the ILE and for other schools transitioning to an ILE. Recommendations are made for improving teachers’ prior understanding of the expectations of an ILE practice.
Book Synopsis A Social Psychology of Schooling by : Colin Rogers
Download or read book A Social Psychology of Schooling written by Colin Rogers and published by Routledge. This book was released on 2017-09-14 with total page 257 pages. Available in PDF, EPUB and Kindle. Book excerpt: If a theory of education is to be helpful to the practising teacher, it must take the social context of learning into account. Originally published in 1982, Colin Rogers does just this, exploring the implications of two decades’ detailed research in to the social psychology of teaching and learning. The central theme that emerges from this study is the importance of the still controversial ‘teacher-expectancy effect’ – the effect of teachers’ expectations on the performance of pupils. By examining in detail the claims made by those who believe that the expectations of teachers can influence levels of pupils’ academic attainment, the book shows the complexity of interpersonal interaction and perception within the classroom and the nature of problems involved in studying these. It also focuses on the way that the mutual perceptions of teachers and pupils themselves affect, and are affected by, other aspects of life in a school; and extensive use is made of research conducted in British schools to illustrate major points. The conclusion of the study was that it is the classroom – the very environment in which teachers and pupils interact – rather than teacher training that may need reform.
Book Synopsis Teacher Transition into Innovative Learning Environments by : Wesley Imms
Download or read book Teacher Transition into Innovative Learning Environments written by Wesley Imms and published by Springer Nature. This book was released on 2020-11-30 with total page 330 pages. Available in PDF, EPUB and Kindle. Book excerpt: This open access book focuses on how the design and use of innovative learning environments can evolve as teaching practices and education policies change. It addresses how these new environments are used, how teachers are adapting their practices, the challenges that these changes pose, and the effective evaluation of these changes. The book reports on emerging research in learning environments, with a particular emphasis on how teachers are transitioning from traditional classrooms to innovative learning environments. It offers a significant evidence-based global assessment of current research in this field by designers, architects, educators and policy makers. It presents twenty-five cutting-edge projects from researchers in fifteen countries. Thanks to the book’s comprehensive international perspective, which combines theory and practice in a single publication, readers will gain a wealth of new insights.
Book Synopsis Educational Research and Innovation Teachers as Designers of Learning Environments The Importance of Innovative Pedagogies by : Paniagua Alejandro
Download or read book Educational Research and Innovation Teachers as Designers of Learning Environments The Importance of Innovative Pedagogies written by Paniagua Alejandro and published by OECD Publishing. This book was released on 2018-04-09 with total page 210 pages. Available in PDF, EPUB and Kindle. Book excerpt: Pedagogy is at the heart of teaching and learning. Preparing young people to become lifelong learners with a deep knowledge of subject matter and a broad set of social skills requires a better understanding of how pedagogy influences learning. Focusing on pedagogies shifts the perception of ...
Book Synopsis The Impact of School Infrastructure on Learning by : Peter Barrett
Download or read book The Impact of School Infrastructure on Learning written by Peter Barrett and published by World Bank Publications. This book was released on 2019-02-04 with total page 71 pages. Available in PDF, EPUB and Kindle. Book excerpt: 'The Impact of School Infrastructure on Learning: A Synthesis of the Evidence provides an excellent literature review of the resources that explore the areas of focus for improved student learning, particularly the aspiration for “accessible, well-built, child-centered, synergetic and fully realized learning environments.†? Written in a style which is both clear and accessible, it is a practical reference for senior government officials and professionals involved in the planning and design of educational facilities, as well as for educators and school leaders. --Yuri Belfali, Head of Division, Early Childhood and Schools, OECD Directorate for Education and Skills This is an important and welcome addition to the surprisingly small, evidence base on the impacts of school infrastructure given the capital investment involved. It will provide policy makers, practitioners, and those who are about to commission a new build with an important and comprehensive point of reference. The emphasis on safe and healthy spaces for teaching and learning is particularly welcome. --Harry Daniels, Professor of Education, Department of Education, Oxford University, UK This report offers a useful library of recent research to support the, connection between facility quality and student outcomes. At the same time, it also points to the unmet need for research to provide verifiable and reliable information on this connection. With such evidence, decisionmakers will be better positioned to accurately balance the allocation of limited resources among the multiple competing dimensions of school policy, including the construction and maintenance of the school facility. --David Lever, K-12 Facility Planner, Former Executive Director of the Interagency Committee on School Construction, Maryland Many planners and designers are seeking a succinct body of research defining both the issues surrounding the global planning of facilities as well as the educational outcomes based on the quality of the space provided. The authors have finally brought that body of evidence together in this well-structured report. The case for better educational facilities is clearly defined and resources are succinctly identified to stimulate the dialogue to come. We should all join this conversation to further the process of globally enhancing learning-environment quality! --David Schrader, AIA, Educational Facility Planner and Designer, Former Chairman of the Board of Directors, Association for Learning Environments (A4LE)
