Effects of Teacher-Student Ethnoracial Matching and Overall Teacher Diversity in Elementary Schools on Educational Outcomes

2017 ◽  
Vol 32 (1) ◽  
pp. 94-118 ◽  
Author(s):  
Neena Banerjee
Keyword(s):  
Elementary Schools ◽  
Educational Outcomes ◽  
Teacher Diversity ◽  
Teacher Student

scholarly journals Teachers’ Conflict-Inducing Attitudes and Their Repercussions on Students’ Psychological Health and Learning Outcomes

2019 ◽  
Vol 16 (14) ◽  
pp. 2534
Author(s):  
Muhammad Rashid Ali ◽  
Badar Nadeem Ashraf ◽  
Chuanmin Shuai
Keyword(s):  
Psychological Health ◽  
Educational Outcomes ◽  
Higher Learning ◽  
Faculty Members ◽  
Educational Institutions ◽  
Student Relationships ◽  
Teacher Interactions ◽  
Teacher Student Relationships ◽  
Teacher Student ◽  
Institutions Of Higher Learning

This paper studied the causes and effects of negative teacher–student relationships on students’ psychological health and educational outcomes, primarily due to negative teacher–teacher interactions. Survey data were collected from 130 faculty members and 746 students of 10 higher educational institutions located in different cities of the Punjab province of Pakistan. Path analysis was used to estimate results. The findings revealed that incivility among faculty members and higher discontent with university resources generates a conflict-inducing attitude in faculty members, which subsequently creates negative behavior in teachers towards students. It was further observed that hostile attitudes of faculty members towards students adversely affects the psychological health and educational outcomes of students at universities. These findings suggest that students’ learning processes can be improved by controlling negative teacher–teacher interactions, which has important implications for institutions of higher learning.

Using Random Experiments to Measure the Impact of Computers, the Internet, and Other Forms of Technology on Educational Outcomes

2021 ◽  
pp. 60-80
Author(s):  
Robert Fairlie
Keyword(s):  
Educational Outcomes ◽  
Field Experiments ◽  
Educational Inequality ◽  
School Teacher ◽  
Multivariate Regression Analysis ◽  
The Internet ◽  
Natural Experiments ◽  
Teacher Student ◽  
Quasi Experimental ◽  
New Literature

This chapter examines empirical approaches to studying the question of whether computers, the Internet, and other computer-related technologies improve educational outcomes. Most studies in the literature examine the question using multivariate regression analysis controlling for detailed school, teacher, student, family, and/or parental characteristics. Because of concerns regarding selection bias a relatively new literature uses randomized field experiments to examine the educational impacts of computer-related technology. Additionally, studies use quasi-experimental approaches such as natural experiments and regression discontinuity designs to estimate educational impacts. This chapter reviews the literature using these approaches and discusses each of the methodologies along with their strengths and weaknesses. Understanding the impacts of technology on education is important, because it sheds light on whether technology is an important input in the educational production process and whether disparities in access to technology translate into educational inequality.

scholarly journals Pupils’ Questions in Dialogic Teaching from the Perspective of Pedagogical Research

2017 ◽  
Vol 7 (3) ◽  
pp. 76-87
Author(s):  
Hana Lukášová ◽  
Marie Pavelková
Keyword(s):  
Elementary Schools ◽  
Educational Research ◽  
Primary Schools ◽  
Research Question ◽  
Educational Communication ◽  
Educational Process ◽  
Dialogic Teaching ◽  
Teacher Student ◽  
The World ◽  
Pedagogical Research

Abstract Introduction: In our conditions and in the world, there is a tradition of the sequence of sequential communication exchanges in the interaction of a teacher and pupils, which was examined in the analysis of the processes and structures in educational communication. This tradition can be continued from the perspective of research at the 1st stage of elementary school education. Purpose: The aim of the study is to present the findings of a research on the issues of pupils’ questions. The research question is whether the existing results of educational research on the educational interaction and teacher-student communication in the educational process at the first stage of elementary schools also capture the characteristics of pupils’ questions. We will investigate the perception of dialogic teaching and pupils’ question in educational research. The sequence of sequential communication exchanges in the interaction between teachers and pupils, which was examined in the analysis of the processes and structures of educational communication, has in our country and in the world a tradition which can be followed in terms of research on teaching at the first stage of primary schools. One of the aspects of research on the interaction and communication in the classroom are the views of teachers who are discovering what a learner knows, and what he/she thinks about the communicated content and curriculum. But we are mainly interested in the results of educational research from the perspective of the pupil and his/her questions in the classroom. Methods: In our research, our intention was to analyse pupils’ questions which are to supplement their knowledge, or to find out more information that would help them deal with learning tasks. We were interested in previous investigations and were seeking for clarification whether the pupils’ questions are inconsistent, which would reveal misconceptions and wrong ideas in the understanding of the teaching content. Conclusions: The most frequently, pupils’ answer to the teacher’s questions were detected. The conclusions show the current results of pedagogical research in the context of dialogic teaching, they do not capture the characteristics of pupils’ questions in teaching at the 1st grade of elementary schools.

scholarly journals Learning Motivation in Modern Adolescents: Outcomes of a Regional Research on Schools Operating in Difficult Social Settings

2021 ◽  
Vol 26 (6) ◽  
pp. 58-68
Author(s):  
A.V. Zolotareva ◽  
I.V. Serafimovich
Keyword(s):  
Achievement Motivation ◽  
Educational Outcomes ◽  
Self Esteem ◽  
Learning Motivation ◽  
Self Assessment ◽  
Adolescent Students ◽  
Teacher Student ◽  
Social Settings ◽  
Educational Relationships ◽  
Regional Project

The work is aimed at studying learning motivation of modern adolescents in schools with consistently low educational outcomes and schools operating in difficult social settings. The study was carried on a sample (n=1860) of adolescent students (M=13,7; SD=1,02), 55% male. The study was conducted within the framework of the regional project «Improving the quality of education in schools with low educational outcomes and schools operating in difficult social settings» in the Yaroslavl region, with the Institute for Educational Development as the operator of the project.The study included two parts: assessing the level of motivation of students and evaluating the factors that contribute to motivation: the attitude to the teacher and self-esteem. The following techniques were used: Academic Achievement Motivation questionnaire (by C.D. Spielberger, modified by A.D.Andreeva, A.M.Prikhozhan), «Teacher-Student» test (adapted by T.N. Klyueva), Self-Assessment technique (by S.Ya. Dembo-Rubinstein, modified by A.M.Prikhozhan).The study revealed a positive relationship between the attitude to the teacher and the level of learning motivation, while the relationship between students’ self-esteem and motivation is only partial. It was found that the representations concerning motivation were not completely incongruent in different subjects of educational relationships. Also, learning motivation was significantly higher in males as compared to females; no distinctive features in motivation depending on the type of behavior and the category of educational organizations were found.

scholarly journals Learning Management of Inclusive Elementary School in Samarinda

2021 ◽  
Vol 12 (6) ◽  
pp. 981-989
Author(s):  
Nur Agus Salim, Et. al.
Keyword(s):  
Elementary Schools ◽  
Learning Outcomes ◽  
Learning Process ◽  
Student Learning Outcomes ◽  
Special Schools ◽  
Teacher Student ◽  
Inclusive Learning ◽  
Study Results ◽  
Qualitative Descriptive ◽  
Learning Management

This research aimed to identify the management of the inclusive learning process in elementary schools in Samarinda. This research focused on the inclusive learning process activities, including material, media, methods, models and learning activities in the classroom, the collaboration between students, relationships between students, teacher-student communication, and student learning outcomes. Data collection techniques used were observation, interviews, and documentation.  This qualitative descriptive study results can be concluded that the implementation of learning management in elementary schools in Samarinda has not been carried out maximally. This case is because the application of the inclusive learning in the elementary schools in Samarinda experiences several problems, including the lack of Special Advisory Teachers, the lack of socialization of learning management from the Educational Department to the schools, and the lack of cooperation that exists between schools and Special Schools.

Project BRAIN: Working Together to Improve Educational Outcomes for Students With Traumatic Brain Injury

2012 ◽  
Vol 22 (3) ◽  
pp. 106-118 ◽  
Author(s):  
Paula Denslow ◽  
Jean Doster ◽  
Kristin King ◽  
Jennifer Rayman
Keyword(s):  
Traumatic Brain Injury ◽  
At Risk ◽  
Brain Injury ◽  
Educational Outcomes ◽  
School Personnel ◽  
Department Of Education ◽  
Health Providers ◽  
Accurate Identification ◽  
Transition Intervention ◽  
Working Together

Children and youth who sustain traumatic brain injury (TBI) are at risk for being unidentified or misidentified and, even if appropriately identified, are at risk of encountering professionals who are ill-equipped to address their unique needs. A comparison of the number of people in Tennessee ages 3–21 years incurring brain injury compared to the number of students ages 3–21 years being categorized and served as TBI by the Department of Education (DOE) motivated us to create this program. Identified needs addressed by the program include the following: (a) accurate identification of students with TBI; (b) training of school personnel; (c) development of linkages and training of hospital personnel; and (d) hospital-school transition intervention. Funded by Health Services and Resources Administration (HRSA) grants with support from the Tennessee DOE, Project BRAIN focuses on improving educational outcomes for students with TBI through the provision of specialized group training and ongoing education for educators, families, and health professionals who support students with TBI. The program seeks to link families, hospitals, and community health providers with school professionals such as speech-language pathologists (SLPs) to identify and address the needs of students with brain injury.

Challenging the Multidimensional Conception of Perceived Person-Environment Fit

2020 ◽  
pp. 1-9
Author(s):  
Julian M. Etzel ◽  
Gabriel Nagy
Keyword(s):  
Higher Education ◽  
University Students ◽  
Educational Outcomes ◽  
Factor Model ◽  
Higher Order ◽  
Substantial Proportion ◽  
Unique Variance ◽  
First Order ◽  
Person Environment Fit ◽  
Order Factor

Abstract. In the current study, we examined the viability of a multidimensional conception of perceived person-environment (P-E) fit in higher education. We introduce an optimized 12-item measure that distinguishes between four content dimensions of perceived P-E fit: interest-contents (I-C) fit, needs-supplies (N-S) fit, demands-abilities (D-A) fit, and values-culture (V-C) fit. The central aim of our study was to examine whether the relationships between different P-E fit dimensions and educational outcomes can be accounted for by a higher-order factor that captures the shared features of the four fit dimensions. Relying on a large sample of university students in Germany, we found that students distinguish between the proposed fit dimensions. The respective first-order factors shared a substantial proportion of variance and conformed to a higher-order factor model. Using a newly developed factor extension procedure, we found that the relationships between the first-order factors and most outcomes were not fully accounted for by the higher-order factor. Rather, with the exception of V-C fit, all specific P-E fit factors that represent the first-order factors’ unique variance showed reliable and theoretically plausible relationships with different outcomes. These findings support the viability of a multidimensional conceptualization of P-E fit and the validity of our adapted instrument.

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