scholarly journals Influence of Teacher, Student and School Characteristics on Students’ Attitudes Toward Diversity

2018 ◽  
pp. 33-65
Author(s):  
Ernesto Treviño ◽  
Consuelo Béjares ◽  
Ignacio Wyman ◽  
Cristóbal Villalobos
Keyword(s):  
School Characteristics ◽  
Teacher Student ◽  
Attitudes Toward Diversity ◽  
Students Attitudes

scholarly journals Teacher-student relationship and Facebook-mediated communication: Student perceptions

Comunicar ◽  
2017 ◽  
Vol 25 (53) ◽  
pp. 91-101 ◽  
Author(s):  
Arnon Hershkovizt ◽  
Alona Forkosh-Baruch
Keyword(s):  
Student Perceptions ◽  
Social Networking Sites ◽  
Redes Sociales ◽  
Mediated Communication ◽  
Learning And Teaching ◽  
Effective Implementation ◽  
Teacher Student ◽  
Teacher Student Relationship ◽  
Students Attitudes ◽  
Student Relationship

Studentteacher relationships are vital to successful learning and teaching. Today, communication between students and teachers, a major component through which these relationships are facilitated, is taking place via social networking sites (SNS). In this study, we examined the associations between studentteacher relationship and studentteacher Facebookmediated communication. The study included Israeli middle and highschool students, ages 1219 years old (n=667). Studentteacher relationships were compared between subgroups of students, based on their type of Facebook connection to their teachers (or the lack of such a connection); their attitudes towards a policy that prohibits Facebook connection with teachers; and their perceptions of using Facebook for learning. Regarding students' attitudes towards banning studentteacher communication via SNS and towards using Facebook for learning, we found significant differences between three groups of students: those who do not want to connect with their teachers on Facebook, those who are connected with a teacher of theirs on Facebook, and those who are not connected with a teacher of theirs but wish to connect. Also, we found significant associations between studentteacher relationship and studentteacher Facebookmediated communication. We argue that in the case of studentteacher Facebookmediated communication, there is a gap between students' expectations and inpractice experience. The key to closing this gap lies in both policy and effective implementation. La relación profesoralumno es crucial para un aprendizaje y una enseñanza exitosos. Actualmente, la comunicación entre alumnos y profesores –factor esencial que facilita estas relaciones– sucede a través de las redes sociales. En la presente investigación examinamos las asociaciones entre la relación alumnoprofesor y la comunicación alumnoprofesor mediatizada por las redes sociales. La muestra incluyó a alumnos israelíes de educación media y secundaria de 1219 años de edad (n=667). Se comparó la relación alumnoprofesor entre subgrupos de alumnos de acuerdo al tipo de conexión con sus profesores en Facebook (o la falta de conexión), sus actitudes hacia la prohibición de conexión por Facebook con los profesores, y sus percepciones acerca del uso de Facebook para el aprendizaje. Con respecto a las actitudes de los alumnos en relación a la prohibición de comunicación alumnoprofesor vía redes sociales, así como el uso del Facebook para estudiar, encontramos diferencias significativas en tres grupos de alumnos: aquellos que no se interesan por conectarse con sus profesores en Facebook, aquellos que se conectan con sus profesores en Facebook, y aquellos que no están conectados con sus profesores, pero que desean hacerlo. Encontramos asociaciones significativas en la relación alumnoprofesor y la comunicación alumnoprofesor mediatizada por Facebook. En esta última existe una brecha entre las expectativas del alumno y la experiencia práctica. La clave para cerrar esa brecha se basa en las normas y la implementación efectiva.

scholarly journals Inter-Environmental Collaboration to Form Students’ Attitudes toward Diversity

2021 ◽  
Vol 6 (1) ◽  
pp. 29-40
Author(s):  
Nur Asiah ◽  
Harjoni Harjoni ◽  
Is Susanto
Keyword(s):  
Environmental Factors ◽  
Religious Education ◽  
Family Environment ◽  
School Environment ◽  
Social Lives ◽  
Religious Attitude ◽  
Attitudes Toward Diversity ◽  
The Family ◽  
Nahdlatul Ulama ◽  
Students Attitudes

An excellent religious attitude can direct students to think and act following the religious values they adhere to in their personal and social lives. This study aimed to analyze the environmental factors in the formation of students' attitudes toward diversity. This study used a qualitative method. The data had been obtained from all informants at SDIT Muhammadiyah, SD Trihasil, and MI Nahdlatul Ulama that met the specified requirements. The data had been collected through interviews, observation, and documentation techniques to be analyzed descriptively. The results showed that the factors forming students' attitudes toward diversity were the family environment, school environment, and community environment. For example, factors that formed the religious attitude of SD Trihasil students were religious education and the family environment. The parents provided religious education through daily habituation and invited their children to daily and monthly recitation. On the other hand, factors that formed students' attitudes toward diversity at SDIT Muhammadiyah were the family through habituation and the Muhammadiyah organization. Furthermore, students’ attitudes toward diversity MI Nahdatul Ulama were influenced by family factors and their community. Thus, internal and external environmental factors influence the students’ attitudes toward diversity.

An Assessment Of Physics Laboratory Learning Environments, Teacher Interpersonal Behaviour And Their Association With Student s ' Attitude Towards Physics In Higher Secondary Schools of Jammu City

2021 ◽  
pp. 241-262
Author(s):  
Swarn Lata ◽  
Adit Gupta
Keyword(s):  
Secondary Schools ◽  
Learning Environments ◽  
Student Attitudes ◽  
Male Students ◽  
Student Interactions ◽  
Interpersonal Behaviour ◽  
Physics Laboratory ◽  
Teacher Student ◽  
Laboratory Learning ◽  
Students Attitudes

This study presents an assessment of the physics laboratory learning environments, teachers' interpersonal behaviour and students' attitudes towardsphysics at thehigher secondary level. Two widely used questionnaires, i.e. Science Laboratory Inventory (SLEI) and the Questionnaire on Teacher Interaction (QTI) along with an Attitude towards Science Scale was used to assess the perceptions of students about physics laboratory learning environments. The sample consisted of300 students taken from six higher secondary schools of Jammu city. The results of the study showed that students had positive perceptions about their physics laboratory learning environment. Students were found to be helpful, cooperative and supportive of each other in the laboratory classes. They rated their teachers in terms of exhibiting helpful and friendly behaviour, understanding of their needs and were giving freedom and responsibility in the classroom. Significant associations between student attitudes towards physics and physics laboratory learning environments were observed. Also, significant gender differences were found, and the results showed that female students felt that they were more cooperative, interested and encouraged in their physics laboratory classroom as compared to male students. No significant associations have been found to exist between teacher-student interactions and attitude towardsphysics.

Secondary school students’ perceptions of teacher–student interaction and students’ attitudes towards project work

2007 ◽  
Vol 10 (3) ◽  
pp. 177-187 ◽  
Author(s):  
Choon-Lang Quek ◽  
Angela F. L. Wong ◽  
Shanti Divaharan ◽  
Woon-Chia Liu ◽  
Jarina Peer ◽  
...  
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Student Interaction ◽  
Project Work ◽  
School Students ◽  
Teacher Student ◽  
Teacher Student Interaction ◽  
Students Attitudes

The Inequality of Educational Opportunity in the Southwest: An Observational Study of Ethnically Mixed Classrooms

1974 ◽  
Vol 11 (3) ◽  
pp. 219-229 ◽  
Author(s):  
Gregg Jackson ◽  
Cecilia Cosca
Keyword(s):  
Mexican American ◽  
Educational Opportunity ◽  
Teacher Behaviors ◽  
School Characteristics ◽  
Coding System ◽  
Teacher Student ◽  
Significant Relationships ◽  
Verbal Behaviors ◽  
Inequality Of Educational Opportunity

This study assesses teacher behaviors as a factor in the quality of educational opportunity afforded students of different ethnic groups within the schools of the Southwest United States. Observers visited 494 classrooms. They used a slightly modified Flanders interaction coding system to code teacher verbal behaviors with reference to the ethnicity of the student to whom each behavior was directed. The results indicate a number of statistically significant, substantial, and pedagogically important disparities in the teacher behaviors that are directed toward Mexican American and Anglo students. Twenty-two teacher, student, classroom, and school characteristics were also investigated for their possible association with these disparities; a few significant relationships were found.

Dental students' attitudes toward smoking cessation guidelines

2000 ◽  
Vol 64 (9) ◽  
pp. 641-650 ◽  
Author(s):  
JK Yip ◽  
JL Hay ◽  
JS Ostroff ◽  
RK Stewart ◽  
GD Cruz
Keyword(s):  
Smoking Cessation ◽  
Dental Students ◽  
Students Attitudes ◽  
Attitudes Toward Smoking
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