Who Is the Rotten Apple? Mock Jurors’ Views of Teacher–Student Sexual Contact

2015 ◽  
Vol 33 (9) ◽  
pp. 1449-1471 ◽  
Author(s):  
Alissa Anderson ◽  
Twila Wingrove ◽  
Paul Fox ◽  
Kyle McLean ◽  
Erin Styer
Keyword(s):  
School Administrators ◽  
Sexual Contact ◽  
Sentence Length ◽  
Male Students ◽  
Mock Jurors ◽  
Teacher Gender ◽  
Legal Professionals ◽  
Teacher Student ◽  
Student Age ◽  
Older Teachers

The present study investigated mock jurors’ ( N = 541) perceptions of a hypothetical case of teacher–student sexual contact. Mock jurors read a brief vignette describing an alleged sexual encounter where the gender and age of both the teacher and student were manipulated. Participants rendered legal decisions (i.e., verdict, degree of guilt, and sentence length), as well as culpability judgments pertaining to both the teacher and the student (i.e., blame, cause, and desire for the sexual contact). In addition, the effects of mock juror gender and attitudes regarding both rape myth acceptance and homophobia were investigated. Teacher gender and both teacher and student age predicted mock jurors’ recommended sentences, with male teachers, older teachers, and younger students leading to greater sentences. Overall, student age was most consistently related to multiple culpability judgments, and the culpability judgments regarding the victim were the most consistently predicted by the independent variables. We did not find any evidence of homosexist attitudes, meaning that same-gender teacher–student contact was not judged any differently than opposite-gender contact. Worth noting, we found an interaction such that male students victimized by female teachers were judged to have wanted the contact more than any other gender combination, especially by male participants. The authors discuss these findings in the context of the child sexual abuse (CSA) literature concluding that many of the findings of more prototypical CSA cases extend to the teacher–student context. We also discuss the implications of these findings in terms of gendered judgments of adolescents who are victimized by teachers, possibly decided by legal professionals, school administrators, and jurors themselves. In particular, the three-way gender interaction can be interpreted in the context of stereotypes regarding sexual development marking sexual contact between adolescent males and older females as a “rite of passage” into adulthood.

A Meta-Analytic Perspective on Sex Equity in the Classroom

2004 ◽  
Vol 74 (4) ◽  
pp. 443-471 ◽  
Author(s):  
Susanne M. Jones ◽  
Kathryn Dindia
Keyword(s):  
Meta Analysis ◽  
Empirical Studies ◽  
Female Students ◽  
Male Students ◽  
Careful Examination ◽  
Positive Interactions ◽  
Student Interactions ◽  
Teacher Student ◽  
Teacher Student Interactions ◽  
Sex Equity

This meta-analysis examines patterns of sex differences in teacher-initiated teacher–student interactions. While extensive research has examined factors that influence student evaluations of effective and ineffective teachers, this study examines whether teacher-initiated interactions with students, such as praising or blaming, vary as a function of student sex. After a careful examination of 127 empirical studies, 32 studies were retained for the meta-analysis. The studies were coded for positive, negative, and total interactions. The results suggest that teachers initiate more overall interactions and more negative interactions, but not more positive interactions, with male students than with female students.

The Perceived Work Ethic of K-12 Teachers by Generational Status

2013 ◽  
Vol 4 (2) ◽  
pp. 54-65
Author(s):  
Gregory C. Petty
Keyword(s):  
Baby Boomers ◽  
Generation X ◽  
Work Ethic ◽  
School Administrators ◽  
Baby Boom ◽  
Teacher Shortage ◽  
Generational Status ◽  
Large Numbers ◽  
Older Teachers ◽  
K 12

This was an investigation of the work ethic of K-12 educators from Generation X and Baby Boomer generations. Teachers of the baby boom generation were born between 1946 and 1964, and many are beginning to retire. There is an impending teacher shortage due to the large numbers of this group retiring or leaving the profession. School administrators and public school human resource specialists are beginning to focus on strategies to replace this experienced workforce. Administrators need to know if this group has different work ethic than later groups of teachers. In this study, Generation X teachers scored higher on the subscales of Easy Going, Dependable, and Committed. While Baby Boomers and Generation X teacher about the same on Dependable, Baby Boomers are more “engaged”. Though these differences in the subscales were not significant, The overall MANOVA for the comparison of work ethic as measured by the Occupational Work Ethic Inventory was significant at the p<.05 level. Many older teachers complain about the newer younger generation of teachers and their so-called “lack of a work ethic”. Unfortunately, there were not enough data to study teachers from the latest, millennial generation however, this study points to data that indicate there is more to this difference in perception that originally thought that could affect hiring and training of new generations of teachers.

Speech Acts of Classroom Interaction

2018 ◽  
Vol 4 (2) ◽  
pp. 24
Author(s):  
Ahmad Syaifudin Azhari ◽  
Priono ◽  
Nuriadi
Keyword(s):  
Speech Acts ◽  
Classroom Interaction ◽  
Male Students ◽  
Pragmatic Competence ◽  
Student Interactions ◽  
Dominant Type ◽  
Efl Context ◽  
Teacher Student ◽  
Illocutionary Act ◽  
Teachers And Students

Speech acts of classroom interaction have been an interesting topic both in ESL and EFL context. Little research, however, has been held in analyzing speech acts of classroom interaction and its relation to strategies used in EFL context. This paper aims at investigating the types and frequency of speech acts performed in terms of teacher-student interactions. It also focuses on analyzing strategies used by teachers and students in performing the illocutionary act of imperatives. Qualitative method is used by means of mixed pragmatic-discourse approach. The data were collected through observation and recording. Three English teachers and 30 male students grade IX of MTs NW Putra Nurul Haramain are participants for gathering the data. The study reveals that four types of speech acts performed are imperatives, assertive, expressions, and commissives. Of those speech acts performed, the very dominant type of speech acts performed, about 120 acts or 43% is imperatives.  Assertions about 117 acts or 42% are dominant acts.  Expressions about 34 acts or 12% area less dominant category and Commissives about 7 or 2,5% are not dominant. In relation to strategies used in realization of imperatives, the study recognizes that requests as strategies used in realization of request are (a) formal completeness (propositional completeness and modification), (b) level of directness (mood derivable, performative, hedged performative, locution derivable, and conventionally indirect), (c) point of views, (d) context, and (e) mood. The study reveals that imperatives as the most type of illocutionary act performed in classroom interaction. Furthermore, it also indicates the lack of students’ pragmatic competence in performing such an act. For that reason, teachers need to expose the learners with communication strategies in order to speak accurately and appropriately in different context. It needs a further study about pragmatic competence needed in EFL context and material designs for teaching such competences.

“He's More like a ‘Brother’ than a Teacher”: Politicized Caring in a Program for African American Males

2017 ◽  
Vol 119 (4) ◽  
pp. 1-40
Author(s):  
Maxine Mckinney De Royston ◽  
Sepehr Vakil ◽  
Na'Ilah Suad Nasir ◽  
Kihana Miraya Ross ◽  
Jarvis Givens ◽  
...  
Keyword(s):  
African American ◽  
Academic Success ◽  
African American Males ◽  
Black Male ◽  
African American Male ◽  
Male Students ◽  
Student Relationships ◽  
Black Male Students ◽  
Teacher Student Relationships ◽  
Teacher Student

Background/Context The link between care and teaching is well accepted, and positive teacher-student relationships are known to benefit students’ in-school experiences and academic success. Yet, positive teacher-student relationships are not the norm for African American males and African American male students’ experiences and performance in schools remains an issue. Purpose/Objective/Research Question/Focus of Study What characterizes the teacher–student relationships within the all-Black, all-male classes of this district-sponsored program? Moreover, how do the instructors for the program enact these characteristics in their classrooms? Setting This study examines a project of the Office of African American Male Achievement in Oakland, CA. The Manhood Development Program was an elective class in the high schools and an after school program at the middle schools that sought to improve Black male students’ academic success and school experiences, and teach students about their cultural and community histories. MDP classes were offered to Black male students and taught by Black male educators. Population/Participants/Subjects Based on support from and communication with the MDP facilitators and school administrators, the participants in this study include MDP instructors and their students at three high schools and one middle school within an urban school district where there are persistent, racialized disparities in rates of discipline and in levels of academic success. Research Design This article reports on a qualitative case study of the teacher–student relationships within four classrooms that were part of a program for African American male adolescents within an urban school district. Data Collection and Analysis During one academic year, four of the MDP classes were observed at least four times and videotaped at least twice. Interviews were completed with three of the class instructors and with 41% of students across the four classes. The observations and videos were analyzed for instances when teacher–student relationships were leveraged towards specific pedagogical ends. Micro-ethnographic analyses were conducted of the video instances to highlight the dimensions of caring exhibited in the teacher–student interactions. From these analyses, one interactional segment was chosen to illustrate the existence and nuances of a politically intentional form of caring. Findings/Results The MDP instructors’ sociopolitical consciousness impacts and shapes their relationships with their MDP students. MDP instructors articulate and enact specific goals around how to construct caring teacher–student relationships that stem from their intention to positively influence the lives of Black children, push back against the racialized and hegemonic institutional structure of schools. MDP instructors teach in a way that is fundamentally connected to the local community in Oakland and make a concerted effort to know, rather than stereotype, each student and to develop each students’ full potential. These relationships are intentional, political, and visible acts of care by MDP instructors that are interactionally coconstructed within their classrooms. Conclusions/Recommendations This case of politicized caring questions the premise that education and schools are, and should be, narrowly focused on developing test preparation, career-readiness, or content-specific practices. Instead, this case illustrates the alternative educational ideologies and practices of four Black educators that allow them to reclaim their social and political responsibilities and create effective, nurturing, antiracist schooling environments for Black students. This microanalysis of one of these classes offers an example of a type of caring and pedagogy that currently exists and that could be more widely available to Black students.

scholarly journals Impact of teacher communication behaviour on student’s motivation in learning primary school science

2021 ◽  
Vol 8 (3) ◽  
pp. 92-97
Author(s):  
Chin Hai Leng ◽  
Sunitha Menon ◽  
Zahra Naimie ◽  
Mahmoud Danaee ◽  
Rana Ahmad Abuzaid
Keyword(s):  
Primary School ◽  
Teaching And Learning ◽  
School Administrators ◽  
School Science ◽  
Learning Science ◽  
School Students ◽  
Communication Behaviour ◽  
Teacher Communication ◽  
Teacher Student ◽  
Primary School Science

Interactions between teachers and students occur rapidly in and out of a classroom. A good teacher-student relationship motivates and enhances the teaching and learning process. One of the most significant factors is teacher communication behaviour. This conceptual paper purports to investigate the multidimensional aspect of teacher communication behaviour and its effect on student’s motivation towards science learning. Based on a thorough review of existing literature, The Teacher Communication Behaviour Questionnaire (TCBQ) and Student’s Motivation Towards Learning Science (SMTSL) Questionnaire could be used to explore the factors of teacher’s communication behaviours and its relationship to students’ motivation in learning science among primary school students. From the result results it will be of possible benefit specifically for school administrators and teacher preparation programs. Teachers, however, may also use the teacher communication behaviour to evaluate an indicator of their communication skills   Keywords: teacher communication, student motivation, science education, primary school,

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.

Teacher–Student Sexual Relationships: The Role of Age, Gender, and Multiple Victims on Incarceration and Registration Outcomes

2019 ◽  
pp. 088626051986715
Author(s):  
Victoria A. Knoche ◽  
Kristan N. Russell
Keyword(s):  
Sexual Abuse ◽  
Sexual Offender ◽  
Sexual Contact ◽  
Sexual Relationships ◽  
The Body ◽  
Teacher Student ◽  
The Media ◽  
Minimal Research ◽  
Sentencing Outcomes

Minimal research has examined sentencing outcomes in teacher–student sexual abuse cases, while the research that has been conducted has primarily focused on gender and attractiveness. Furthermore, the body of literature examining how gender affects sentencing has contradictory findings. Age of the victim and number of victims may also play a role in sentencing outcomes. The current study aimed to better understand which factors (by examining how gender of the victim and defendant, age of the victim and defendant, and having multiple victims) are associated with sentencing outcomes in cases where teachers engage in inappropriate sexual relationships with students. The sentencing outcomes that were assessed include length of incarceration, likelihood of having to register as a sexual offender, and likelihood of being incarcerated. The current study reviewed 250 cases that were covered in the media between 2008 and 2010 that involved a defendant who was accused of sexual contact with a student whom they had contact with through their role as an educator or school staff member. Results indicate that defendant age, victim age, and whether there was one or multiple victims had significant implications for sentencing outcomes. An increase in victim age was associated with a decreased likelihood of incarceration, shorter incarceration lengths, and a decreased likelihood to be required to register as a sexual offender. An increase in defendant age was also associated with increased likelihood of incarceration. Furthermore, having multiple victims was associated with increased incarceration lengths. This study has implications for school policies and teacher training specific to building appropriate relationships and boundaries with students. Given the rise in reporting of sexual abuse cases between teachers and their students, implementing more comprehensive ethics training is paramount.

scholarly journals Gendered Patterns in Teacher-Student Interaction in EFL Classroom: The Greek Context

2017 ◽  
Vol 3 (3) ◽  
pp. 89-98
Author(s):  
Stella Minasyan
Keyword(s):  
Classroom Interaction ◽  
Systematic Investigation ◽  
Student Interaction ◽  
Male Students ◽  
Class Participation ◽  
Teacher Student ◽  
Teacher Attention ◽  
Teachers And Students ◽  
Gendered Patterns ◽  
And Gender

The present research endeavours to shed light on the role that gender plays in the language classroom in the Greek context. As no systematic investigation has considered special aspects of gender and interaction in primary school classrooms, this study seeks to investigate how teachers and students position themselves within different discourses in EFL classroom interaction. The issues discussed include turn-taking and interruptions, praise and reprimand, class dominance, teacher attention and class participation in classroom interaction. Drawing on language and gender research, it was hypothesized that gender of the learner affects the learner’s language use and behaviour during EFL interaction. This study advances our understanding of gendered classroom interaction and highlights important ways in which students’ gender influences teacher-student, as well as student-student interaction. Moreover, this study sheds light on gender bias which occurs in the classroom and thus impedes teachers’ abilities to work successfully with all students. The Greek data revealed great similarity with findings of previous studies by supporting the assumption that: (a) teachers are biased in favour of boys, especially with respect to giving them more attention; (b) male students demand more teacher attention and more instructions from the teacher than their female peers; (c) female students are more likely to receive praise and positive comments, whereas male students are reprimanded by the teacher; (d) male students are more active in class participation, by taking more turns, volunteering and calling out.

scholarly journals DipSW students’ satisfaction with practice teaching on their first placement

2012 ◽  
Vol 6 (1) ◽  
pp. 39-56
Author(s):  
Campbell Killick
Keyword(s):  
Support Groups ◽  
Research Report ◽  
Valuable Insight ◽  
Teacher Gender ◽  
Student Gender ◽  
Teacher Student ◽  
Teaching Role ◽  
Practice Teaching ◽  
Practice Teacher ◽  
Placement Learning

This research report explores the influence of specific elements of the practice teaching role on students’ experience of placement learning. The findings provide a valuable insight at a time when placement learning is being reviewed.The entire population of first placement students in Northern Ireland (approximately 240) was surveyed using a short questionnaire. 149 Questionnaires were returned providing a response rate of 62.5%.Students did not indicate any strong preference for long-arm or singleton practice teaching identifying strengths and weaknesses specific to each model. There was some evidence that these two models provide distinctly different forms of placement learning. Students seemed to value well organised support groups but attitudes to group supervision were mixed. Supervision style seemed to be influenced by practice teacher gender and model of supervision. The practice teacher/ student gender mix and the age and experience of the student were found to influence the placement experience.

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