Read Books Online and Download eBooks, EPub, PDF, Mobi, Kindle, Text Full Free.
The Interrelationship Of Middle School Students Perceptions Of Teacher Relationships School Connectedness And Academic Achievement
Download The Interrelationship Of Middle School Students Perceptions Of Teacher Relationships School Connectedness And Academic Achievement full books in PDF, epub, and Kindle. Read online The Interrelationship Of Middle School Students Perceptions Of Teacher Relationships School Connectedness And Academic Achievement ebook anywhere anytime directly on your device. Fast Download speed and no annoying ads. We cannot guarantee that every ebooks is available!
Book Synopsis The Interrelationship of Middle School Students' Perceptions of Teacher Relationships, School Connectedness, and Academic Achievement by : Amanda Boaz Batts
Download or read book The Interrelationship of Middle School Students' Perceptions of Teacher Relationships, School Connectedness, and Academic Achievement written by Amanda Boaz Batts and published by . This book was released on 2017 with total page 101 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Navigating Through Adolescence by : Jari-Erik Nurmi
Download or read book Navigating Through Adolescence written by Jari-Erik Nurmi and published by Psychology Press. This book was released on 2001 with total page 354 pages. Available in PDF, EPUB and Kindle. Book excerpt: This anthology examines Love's Labours Lost from a variety of perspectives and through a wide range of materials. Selections discuss the play in terms of historical context, dating, and sources; character analysis; comic elements and verbal conceits; evidence of authorship; performance analysis; and feminist interpretations. Alongside theater reviews, production photographs, and critical commentary, the volume also includes essays written by practicing theater artists who have worked on the play. An index by name, literary work, and concept rounds out this valuable resource.
Book Synopsis The Role of interest in Learning and Development by : K. Ann Renninger
Download or read book The Role of interest in Learning and Development written by K. Ann Renninger and published by Psychology Press. This book was released on 2014-02-04 with total page 423 pages. Available in PDF, EPUB and Kindle. Book excerpt: Interest is just emerging as a critical bridge between cognitive and affective issues in both learning and development. This developing "interest" in interest appears to be linked to an increasing concern for studying the individual in context, examining affective variables as opposed to purely structural features of text, analyzing the interrelationship of cognitive and social development, understanding practical applications of theories of motivation, and recognizing the importance of developmental psychology for the study of learning. This book addresses both how individual interest and interest inherent in stimuli (books, text, toys, etc.) across subjects affect cognitive performance. While the book's particular emphasis is on theory-driven research, each of the contributing authors offers a unique perspective on understanding interest and its effects on learning and development. As such, each has contributed a chapter in which particular questions in interest research are described and linked to a clearly stated theoretical perspective and recent findings. Relevant material from the broader literatures of psychology and education are analyzed in the context of these discussions. In addition, the introductory and concluding chapters build on the contributions to the volume by providing the basis of a coherent view of interest across genres such as stories and expository text, and domains as varied as play, reading, and mathematics.
Book Synopsis The Palgrave Handbook of Positive Education by : Margaret L. Kern
Download or read book The Palgrave Handbook of Positive Education written by Margaret L. Kern and published by Springer Nature. This book was released on 2021 with total page 788 pages. Available in PDF, EPUB and Kindle. Book excerpt: "The approaches outlined in this volume will help expand the narrow focus on academic success to include psychological well-being for students and educators alike. It is a must-read for anyone interested in how positive outcomes such as life satisfaction, positive emotion, and meaning and purpose can be optimized in the educational settings." -- Judith Moskowitz, PhD MPH, Northwestern University Feinberg School of Medicine, USA, IPPA President 2019-2021 This open access handbook provides a comprehensive overview of the growing field of positive education, featuring a broad range of theoretical, applied, and practice-focused chapters from leading international experts. It demonstrates how positive education offers an approach to understanding learning that blends academic study with life skills such as self-awareness, emotion regulation, healthy mindsets, mindfulness, and positive habits, grounded in the science of wellbeing, to promote character development, optimal functioning, engagement in learning, and resilience. The handbook offers an in-depth understanding and critical consideration of the relevance of positive psychology to education, which encompasses its theoretical foundations, the empirical findings, and the existing educational applications and interventions. The contributors situate wellbeing science within the broader framework of education, considering its implications for teacher training, education and developmental psychology, school administration, policy making, pedagogy, and curriculum studies. This landmark collection will appeal to researchers and practitioners working in positive psychology, educational and school psychology, developmental psychology, education, counselling, social work, and public policy. Margaret (Peggy) L. Kern is Associate Professor at the Centre for Positive Psychology at the University of Melbourne's Graduate School of Education, Australia. Dr Kern is Founding Chair of the Education Division of the International Positive Psychology Association (IPPA). You can find out more about Dr Kern's work at www.peggykern.org. Michael L. Wehmeyer is Ross and Mariana Beach Distinguished Professor of Special Education; Chair of the Department of Special Education; and Director and Senior Scientist, Beach Center on Disability, at the University of Kansas, United States. Dr Wehmeyer is Publications Lead for the Education Division of the International Positive Psychology Association (IPPA). He has published more than 450 peer-reviewed journal articles and book chapters and is an author or editor of 42 texts. .
Book Synopsis Predicting the Quality of Middle Schoolers' Teacher Relationships by : Sara L. Prewett
Download or read book Predicting the Quality of Middle Schoolers' Teacher Relationships written by Sara L. Prewett and published by . This book was released on 2016 with total page 89 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study investigated predictors of the quality of middle school students' relationships with their math teachers. The participants were fifth- and sixth-grade middle school students and their math teachers in a Midwestern, rural school district. Most previous research has measured the quality of relationships using only teacher or student perspectives. Adolescent students and their math teachers participated in a cross-sectional survey that measured their perceptions of their relationships with each other in order to predict students' perceptions of the quality of their relationships with their teachers. The analytic procedures used independent samples t-tests, bivariate correlations, and multiple linear regression. Analyses revealed that students' math interest, math self-efficacy, and perceptions of their teachers' prosocial behaviors positively predicted students' perceptions of positive teacher relationships. The teachers' positive student relationship perceptions also predicted students' positive teacher relationship perceptions. Unexpectedly, teachers' socio-emotional support perceptions were not significantly associated with students' positive teacher relationship perceptions. Furthermore, these data show that students' own reports of math interest and math self-efficacy predicted their perceptions of positive teacher relationships. Moreover, students' perceptions of their teachers' prosocial classroom behaviors strongly predicted students' views of positive relationships with their teachers. Teachers' prosocial classroom behaviors are malleable, and study findings suggest further research on how teachers' prosocial behaviors shape students' positive teacher relationships.
Book Synopsis Cultivating Parental Involvement in Middle Schools: A Case Study by : Dr. Marcia Griffiths-Prince
Download or read book Cultivating Parental Involvement in Middle Schools: A Case Study written by Dr. Marcia Griffiths-Prince and published by Lulu.com. This book was released on 2009-11-23 with total page 216 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book is about the perceptions of middle school teachers, parents and administrators regarding parental Involvement. The research garnered can be used to improve the relationship between home and school, ultimately increasing academic performance and partnership among the two entities. Teachers, School Administrators, and Students in Teacher Preparation Programs will find this book to be a tremendous resource for academic success and partnership building.
Book Synopsis A Grounded Theory Study on Middle School Students' Perceptions of Teacher Approachability and the Influence of Those Perceptions on Student-teacher Interactions by : Kathryn Teston
Download or read book A Grounded Theory Study on Middle School Students' Perceptions of Teacher Approachability and the Influence of Those Perceptions on Student-teacher Interactions written by Kathryn Teston and published by . This book was released on 2017 with total page 189 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this grounded theory study was to investigate how middle school student perceptions of teacher approachability influenced their interactions with teachers. The fourteen participants were sixth-, seventh-, and eighth-grade general education middle school students from three school models (public, private, and Christian) in the metro area of a city in the southeastern United States. The Approach-Avoidance Theory, first proposed by Kurt Lewin, (1935) provided the theoretical framework for this study. The central research question that shaped this grounded theory study was: How do general education middle school students’ perceptions of teacher approachability influence the students’ interactions with their teachers? The three subquestions investigated whether or not social constructs in school, home environment, and student-teacher relationships had any impact on students’ perceptions of teacher approachability. Data collection incorporated an initial single-question screening questionnaire, a demographic questionnaire, individual and focus group interviews, and journaling/blogging. Data analysis included open, axial, and selective coding through transcription of participants’ responses to interview questions. Three major themes emerged through the data analysis: awareness (self- and other-), communication, and relationship, which were all influenced by social constructs in school, home environment, and student-teacher relationships. Trustworthiness and ethical considerations of data collection and analysis were addressed and implemented. Recommendations for future research included: student connectedness to teachers, creating environments that foster approachability, teaching self-advocacy skills to students, and students’ approach-avoidance tendencies according to personality.
Book Synopsis A STUDY OF TEACHER-STUDENT RELATIONSHIPS OF JUNIOR COLLEGE STUDENTS IN RELATION TO PARENTAL ENCOURAGEMENT NEED PATTERN AND VALUE PATTERN by : Dr. N. AJAY PAL REDDY
Download or read book A STUDY OF TEACHER-STUDENT RELATIONSHIPS OF JUNIOR COLLEGE STUDENTS IN RELATION TO PARENTAL ENCOURAGEMENT NEED PATTERN AND VALUE PATTERN written by Dr. N. AJAY PAL REDDY and published by Krishna Publication House. This book was released on with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Middle School Students' Perceptions of Teacher Style and Effectiveness by : Joya Nicole Holmes
Download or read book Middle School Students' Perceptions of Teacher Style and Effectiveness written by Joya Nicole Holmes and published by . This book was released on 2012 with total page 230 pages. Available in PDF, EPUB and Kindle. Book excerpt: For decades, educators have attempted to isolate teacher-related factors that contribute to student achievement. Many possible factors such as teacher degree levels, teacher preparation, teacher licensure, years of experience, and teacher academic proficiency have been considered and their impact examined. In contrast, little consideration has been given to factors relating to student perceptions of teacher style and effectiveness. What students, specifically middle school students, believe about their teachers' competence, level of care and support, and other more affective factors may be the missing link in identifying factors that play a role in student achievement. -- The study detailed in this dissertation was designed to examine student perceptions of the style and effectiveness of teachers and to make connections between these perceptions and other factors such as gender, race, grade level, socioeconomic status, achievement, attendance, and behavior. The study utilized the Student Perception of Teacher Style Scale (SPOTS) which measures teacher style as directive or nondirective. The survey also included a student information section were students rated their teachers' levels of effectiveness and reported demographics information. -- An analysis of the data revealed that middle school students perceive their English language arts teachers' styles to be directive and their levels of effectiveness to be very effective. The study found no correlation between perceived teaching style and level of effectiveness. There were only minor statistically significant differences within the variables analyzed.
Book Synopsis Middle Grades Research Journal by : Larry G. Daniel
Download or read book Middle Grades Research Journal written by Larry G. Daniel and published by IAP. This book was released on 2017-06-01 with total page 108 pages. Available in PDF, EPUB and Kindle. Book excerpt: Middle Grades Research Journal (MGRJ) is a refereed, peer reviewed journal that publishes original studies providing both empirical and theoretical frameworks that focus on middle grades education. A variety of articles are published quarterly in March, June, September, and December of each volume year.
Book Synopsis Transition to Middle School by : William McCoy
Download or read book Transition to Middle School written by William McCoy and published by . This book was released on 2014 with total page 224 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Pathways to Belonging by : Kelly-Ann Allen
Download or read book Pathways to Belonging written by Kelly-Ann Allen and published by BRILL. This book was released on 2018-09-24 with total page 241 pages. Available in PDF, EPUB and Kindle. Book excerpt: School belonging should be a priority across every facet of education. The research on school belonging for positive student outcomes has been widely accepted and findings demonstrating its role as a protective factor against mental ill health and youth suicide are too compelling to ignore. In an age where it has been argued that academic achievement is prioritised over wellbeing, the editors bring the importance of school belonging back to the fore in educational policy and planning. This book is the most comprehensive compendium of its kind on the topic of school belonging. A foreword by Professor John Hattie of The University of Melbourne sets the scene for an engaging look at how school belonging is quintessential in contemporary schooling. Contributors are: Kelly-Ann Allen, Christopher Boyle, Jonathan Cohen, Crystal Coker, Erin Dowdy, Clemence Due, Jonathan K. Ferguson, Sebastian Franke, Michael Furlong, Annie Gowing, Alun Jackson, Divya Jindal-Snape, Andrew Martinez, Daniel Mays, Vicki McKenzie, Susan Dvorak McMahon, Franka Metzner, Kathryn Moffa, Silke Pawils, Damien W. Riggs, Sue Roffey, Lisa Schneider, Bini Sebastian, Christopher D. Slaten, Jessica Smead, Amrit Thapa, Dianne Vella-Brodrick, Lea Waters, Michelle Wichmann, and Holger Zielemanns.
Book Synopsis School Advisory Programs' Impact on the Student-teacher Relationship by : Robert R. Ruch
Download or read book School Advisory Programs' Impact on the Student-teacher Relationship written by Robert R. Ruch and published by . This book was released on 2013 with total page 146 pages. Available in PDF, EPUB and Kindle. Book excerpt: This qualitative study was designed to discover teacher and student perceptions related to the effectiveness of planned activities and instruction as well as to determine the impact that advisory programs have on improving the effectiveness of the student-teacher relationship. The participants were middle school students as well as teachers of grades 6, 7, and 8 in a large, suburban middle school in a school district in southeastern Pennsylvania. This research examined the results based upon the responses of 75 middle school teachers who completed the online survey and 82 seventh and eighth grade students who completed the online survey. The researcher also interviewed 13 teachers and eight students and completed focus groups with a total of 32 students to further assess the teacher and student feelings related to the advisory period. Results of the study indicated over 80% of both groups, teachers and students, believed the advisory period is helpful in strengthening the student-teacher relationship. The advisory teachers viewed themselves and were viewed by students as adults who advisees can count on in the school. There was some differentiation between the perspectives of the students and the teachers in what made advisory effective. There was a large difference between the perspectives of the seventh grade students and the eighth grade students. The majority of eighth graders primarily viewed the advisory time as a time to get work done while most seventh graders viewed this allotted as a time to make connections with each other and the advisory teacher.
Book Synopsis How Are Middle School Climate and Academic Performance Related Across Schools and Over Time? by : Adam Voight
Download or read book How Are Middle School Climate and Academic Performance Related Across Schools and Over Time? written by Adam Voight and published by . This book was released on 2017 with total page 29 pages. Available in PDF, EPUB and Kindle. Book excerpt: A growing number of educators concur that, in order to improve student academic performance, schools need to focus not only on students' academic needs but also on their social, emotional, and material needs (Piscatelli & Lee, 2011). As a result, school climate--the social, emotional, and physical characteristics of a school community (Cohen, McCabe, Michelli, & Pickeral, 2009)--is gaining more attention as a lever to improve student academic performance. Most studies on the relationship between school climate and academic performance assert that a more positive school climate promotes higher academic performance. But evidence of a relationship between the two is weak. These studies generally are based on data collected at a single point in time and compare academic performance across schools with different school climates. They show that academic performance is higher in schools with a more positive school climate at single points in time. However, little evidence exists that changes in school climate over time are associated with changes in academic performance. This study used grade 7 student data from the California Healthy Kids Survey and administrative data for approximately 1,000 middle schools in California for 2004/05-2010/11 to measure students' perceptions about six domains of school climate. Schools with a positive school climate were those in which students reported high levels of safety/connectedness, caring relationships with adults, and meaningful student participation and low rates of substance use at school, bullying/discrimination, and student delinquency. School-level academic performance was measured using grade 7 California Standards Test scores in English language arts and math. The study team examined the relationship between school climate and academic performance across schools to determine whether in a given year California middle schools with a more positive school climate had higher academic performance. The study team also sought to determine how academic performance for a given school improved as school climate improved by examining how changes in school climate over two-year intervals were related to changes in average academic performance. Key findings include: (1) Schools with a more positive student-reported school climate had higher academic performance in English language arts and math; (2) Changes in a school's student-reported school climate over time were associated with changes in academic performance at that school; and (3) The changes in academic performance within a school that were associated with changes in student-reported school climate over time were substantially smaller than the differences in academic performance across schools with different school climate values in a given year. For example, in a given year schools at the 50th percentile on school climate were at the 48th percentile on math performance, on average, while schools at the 60th percentile on school climate were at the 51st percentile on math performance. This finding suggests that an improvement of 10 percentile points in school climate would be associated with an average 3 percentile point increase in academic performance. However, when followed over time, schools with a 10 percentile point increase in student perceptions of school climate averaged a less than 1 percentile point increase in academic performance. The following are appended: (1) School climate domains measured on the California Healthy Kids Survey, grade 7 students; (2) Data and methodology; and (3) Cross-sectional and longitudinal associations between school climate and academic performance in percentile point and standard deviation metrics.
Book Synopsis A Qualitative Study Exploring Teacher Perceptions of the Impact of Social Media Usage on Middle Level Learners by : Melinda L. O'Brien
Download or read book A Qualitative Study Exploring Teacher Perceptions of the Impact of Social Media Usage on Middle Level Learners written by Melinda L. O'Brien and published by . This book was released on 2020 with total page 84 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this qualitative study was to discover more about teachers' perceptions of the impact of social media usage by middle level learners. Adolescent learners of the 21st century come to school using devices as a learning tool and to socially connect to their peers. Using focus groups and individual interviews to discover this phenomena, this study examined the perceptions of teachers in one middle school about the impact of social media use related to social connectedness. After conducting focus groups and individual interviews with teachers, several themes emerged. The results of this study discovered that teachers perceive that the impact of social media usage on their students relates to discerning boundaries, changes in teaching and learning, and the way students view themselves. As a result of this research, teachers' perceptions about students' social media usage, its relationship to social connectedness, and how it affects their ability to teach may be better understood.
Book Synopsis Advisory-based Perceptions of Transition and Connectedness by First-year Middle School Students by : Ramona Raines Pence
Download or read book Advisory-based Perceptions of Transition and Connectedness by First-year Middle School Students written by Ramona Raines Pence and published by . This book was released on 2013 with total page 171 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this action research-based study was to identify first- year middle school students’ perceptions of the influences of a teacher advisory (TA) program on their transition concerns and connectedness with a teacher before and after their first nine weeks in the middle school. The transition from elementary school to middle school can be difficult for students due to the structural and cultural changes in the middle school organization and the adolescent development that occurs. The use of an advisory group led by a teacher to assist in this transition and connectedness is a program that was the subject of this study. Student perceptions were obtained from quantitative results from a pre-and post-survey and then followed up with qualitative findings from focus group protocol to explore the quantitative results in more depth.The main research question explored was: What are advisory-based students’ perceptions of transition and connectedness in their first-year of middle school? Supporting questions were: To what extent do perceptions of transition concerns and connectedness with a teacher change before and after students enter the middle school? What, if any, gender, age, ethnicity, and feeder school attendance demographic differences exist in these perceptions? What, if any, differences exist between advisory and non-advisory students’ perceptions on their transition concerns and connectedness? The conclusions from the quantitative and qualitative analyses revealed that at the end of nine weeks in the middle school: 1) Transition concerns decreased for both advisory and non-advisory students; 2) Connectedness with a teacher decreased for both advisory and non-advisory students with a higher connectedness for advisory students than non-advisory students; 3) Advisory students expressed a more positive view of advisory teachers than non-advisory students expressed of homeroom teachers; 4) Advisory students overall had a positive perception of the TA program and the TA teacher despite a decrease in connectedness. Implications and recommendations for education personnel are provided.
Book Synopsis International Handbook of Research on Teachers and Teaching by : Lawrence J. Saha
Download or read book International Handbook of Research on Teachers and Teaching written by Lawrence J. Saha and published by Springer Science & Business Media. This book was released on 2009-04-17 with total page 1192 pages. Available in PDF, EPUB and Kindle. Book excerpt: The International Handbook of Research on Teachers and Teaching provides a fresh look at the ever changing nature of the teaching profession throughout the world. This collection of over 70 articles addresses a wide range of issues relevant for understanding the present educational climate in which the accountability of teachers and the standardized testing of students have become dominant.
