scholarly journals Transition from Primary to Secondary School Mathematics: Students’ Perceptions

2012 ◽  
Vol 2 (1) ◽  
pp. 31-43
Author(s):  
Catherine Attard
Keyword(s):  
Secondary School ◽  
Teaching And Learning ◽  
First Year ◽  
Mathematics Students ◽  
Longitudinal Case Study ◽  
Student Interactions ◽  
Teacher Student Relationships ◽  
Teacher Student ◽  
South Wales ◽  
Pedagogical Relationship

During a longitudinal case study on engagement in Australian middle school years mathematics, 20 students in their first year of secondary school in Western Sydney, New South Wales, were asked about their experiences of the transition to secondary school in relation to their experiences of mathematics teaching and learning. Changes and disruptions in teacher-student relationships were a major cause of concern. This was due to fewer opportunities for teacher-student interactions and a heavy usage of computer-based mathematics lessons during the first months of secondary school. Findings indicate that a strong pedagogical relationship is a critical foundation for sustained engagement in mathematics during the middle years.

scholarly journals Teaching English as a Foreign Language in Saudi Arabia: Struggles and Strategies

2018 ◽  
Vol 6 (1) ◽  
pp. 133
Author(s):  
Tanzin Ara Ashraf
Keyword(s):  
Saudi Arabia ◽  
Effective Teaching ◽  
Teaching And Learning ◽  
Mother Tongue ◽  
First Year ◽  
First Year Students ◽  
Teacher Student Relationships ◽  
Effective Teaching Strategies ◽  
Teacher Student ◽  
And Mathematics

This paper is based on action research carried out in King Khalid University, Saudi Arabia. The purpose of this study is to investigate the vital issues related to the teaching of English in Saudi Arabia. Some major problems include: influence of mother tongue, less exposure to English in day to day life, attitude towards teaching and learning English, lack of recent trends of EFL teaching, enrolling larger number of students in EFL classes and failure of creating effective teaching environment. The research is conducted among the first year students of Chemistry and Mathematics of King Khalid University, studying Intensive English (Blended Course) as university requirement for 12 hours a week for 15 weeks. The study proposes some remedial measures which recommend introducing English from the beginning of primary level, modern and effective teaching strategies, selecting appropriate textbooks, building sound teacher-student relationships and implementing diverse assessment methods.

A Model for Effective Practice: Dialogic Inquiry with Students who are Deaf

2002 ◽  
Vol 68 (4) ◽  
pp. 485-502 ◽  
Author(s):  
Connie Mayer ◽  
C. Tane Akamatsu ◽  
David Stewart
Keyword(s):  
Teaching And Learning ◽  
First Year ◽  
Pedagogical Practice ◽  
Student Interactions ◽  
Teacher Student ◽  
Communicative Practice ◽  
Teacher Student Interactions ◽  
Dialogic Inquiry ◽  
Education Of Students

The data presented in this study come from the first year of a 4-year research project which has been undertaken to develop a model to describe exemplary communicative practice in the education of students who are deaf. Based on extensive videotaping of teacher-student interactions across a range of ages and subject areas, with participants using a variety of signed communication forms, the nature of this signed classroom discourse is considered with respect to: (a) how it mediates the activity of teaching and learning, and (b) how it encompasses more than the linguistic quality of the signed communication. Dialogic inquiry is proposed as a framework for conceptualizing a model of effective pedagogical practice in the education of learners who are deaf.

Classrooms Built for Belonging

2021 ◽  
pp. 132-147
Author(s):  
John Lando Carter ◽  
Joshua Charles Tipton
Keyword(s):  
Teaching And Learning ◽  
Well Being ◽  
Student Interactions ◽  
Teacher Student Relationships ◽  
Teacher Student ◽  
Future Success ◽  
Teacher Student Interactions ◽  
The Right ◽  
Caring Teacher

Building classroom relationships that last is no singular act bound to the opening weeks of the academic year. The seeds of strong teacher-student relationships must be nurtured and cultivated over time and in the right environment, one designed for belonging and learning for all. The quality of teacher-student interactions and relationships undoubtedly influences academic achievement and the educational experience of students. Teaching and learning environments that are conducive to the development of caring teacher-student interactions is vital to student well-being. Students that feel a genuine sense of belonging are apt to stay active, take risks, and flourish, and cultivating these behaviors in middle school classrooms is paramount to students' future success. Classrooms built for belonging operate on three key elements: moving beyond icebreakers, inviting students to serve as co-designers of learning experiences, and implementing gradebooks with grace.

scholarly journals Teacher-Student Relationships and High School Drop-out: Applying a Working Alliance Framework

2020 ◽  
pp. 082957352097255
Author(s):  
Rick N. Noble ◽  
Nancy Heath ◽  
Amanda Krause ◽  
Maria Rogers
Keyword(s):  
High School ◽  
Secondary School ◽  
Working Alliance ◽  
School Engagement ◽  
School Setting ◽  
Drop Out ◽  
Central Component ◽  
Student Relationships ◽  
Teacher Student Relationships ◽  
Teacher Student

Relationships with teachers are a central component of a student’s school environment, and have been shown to be related to school engagement and persistence in secondary school. Working alliance is a conceptualization of professional relationships that emphasizes not only the emotional bond between a professional and their client, but also their collaboration on the goals and tasks of their work together. While this theory has garnered considerable support in the fields of counseling and healthcare, working alliance has only recently begun to be investigated in an education setting. The present study sought to investigate working alliance between students and teachers as a broader framework for relationships in a high school setting. Specifically, the primary objective was to examine the use of the working alliance framework in teacher-student relationships to predict risk of high school student drop-out. A series of multiple regressions was used to test this objective. Results demonstrated that student-rated school working alliance predicted risk of drop-out, and that the relationship was partially mediated by student engagement. These results provide evidence for the validity of the construct of working alliance as a useful conceptualization for teacher-student relationships, and enhance our understanding of working alliance in a secondary school setting. Implications for educators and practitioners are discussed.

The use of cognitive apprenticeship in the learning and teaching of improvisation: Teacher and student perspectives

2019 ◽  
Vol 41 (3) ◽  
pp. 261-279 ◽  
Author(s):  
Leon R. de Bruin
Keyword(s):  
Cognitive Abilities ◽  
Teaching And Learning ◽  
Cognitive Apprenticeship ◽  
Complex Activity ◽  
Student Interactions ◽  
Learning And Teaching ◽  
Teacher Student ◽  
The Moment ◽  
The One ◽  
Expert Practice

Instrumental tuition has predominantly been conceptualized in terms of a master–apprentice model that facilitates the transmission of skills, knowledge and cultural intellect through teaching and learning. Research suggests the one-to-one tuition model needs to evolve and adapt to meet the demands of the 21st century musician. Within the jazz/improvisation lesson, the learning and teaching of improvisory ability is a complex activity where developing improvisers hone motor-specific skills, audiative ability, imaginative and creative impulses that connect and respond to strategic individual and collaborative catalysts. Observing the negotiation of learning and teaching in three lessons in improvisation between expert practitioner-educators and their students, this study reveals a cognitive apprenticeship model that can provide a framework for teachers to develop students’ cognitive and meta-cognitive abilities, and understandings of expert practice. Case studies of three teacher-practitioners and their advanced students explore the “in the moment” teacher–student interactions and teaching techniques that expert improviser-educators utilize in developing mastery and expertise in their students. Teaching to an advanced improvisation student is a dynamic, fluid and reflexive interplay of pedagogical applications of modelling, scaffolding, coaching, and reflective processes. The holistic imparting of knowledge can be understood as a cognitive apprenticeship. Careful guidance by a teacher/mentor can offer the student an immersive environment that brings thinking, action and reflection to the forefront of learning. Implications are identified for more effective, collaborative and inventive ways of assisting learning and inculcating deeper understandings of factual, conceptual and problem-solving concepts that draw students into a culture of expert practice.

The Influence of Affective Teacher–Student Relationships on Students’ School Engagement and Achievement

2011 ◽  
Vol 81 (4) ◽  
pp. 493-529 ◽  
Author(s):  
Debora L. Roorda ◽  
Helma M. Y. Koomen ◽  
Jantine L. Spilt ◽  
Frans J. Oort
Keyword(s):  
High School ◽  
Secondary School ◽  
School Engagement ◽  
Analytic Approach ◽  
Positive Relationships ◽  
Student Relationships ◽  
Teacher Student Relationships ◽  
Teacher Student ◽  
Negative Relationships

A meta-analytic approach was used to investigate the associations between affective qualities of teacher–student relationships (TSRs) and students’ school engagement and achievement. Results were based on 99 studies, including students from preschool to high school. Separate analyses were conducted for positive relationships and engagement ( k = 61 studies, N = 88,417 students), negative relationships and engagement ( k = 18, N = 5,847), positive relationships and achievement ( k = 61, N = 52,718), and negative relationships and achievement ( k = 28, N = 18,944). Overall, associations of both positive and negative relationships with engagement were medium to large, whereas associations with achievement were small to medium. Some of these associations were weaker, but still statistically significant, after correction for methodological biases. Overall, stronger effects were found in the higher grades. Nevertheless, the effects of negative relationships were stronger in primary than in secondary school.

Affective stances in teacher-novice student interactions: Language, embodiment, and willingness to learn in a Swedish primary classroom

2012 ◽  
Vol 41 (5) ◽  
pp. 641-670 ◽  
Author(s):  
Asta Cekaite
Keyword(s):  
Language Socialization ◽  
Classroom Community ◽  
First Grade ◽  
First Year ◽  
Cultural Patterns ◽  
Student Interactions ◽  
Moral Socialization ◽  
Teacher Student ◽  
Longitudinal Tracking ◽  
Teacher Student Interactions

AbstractThe present study explores a child, language, and cultural novice's affective and moral socialization during her first year in a Swedish first-grade classroom. Within the language socialization framework, it focuses on the lexicogrammatical and embodied organization of the novice's affectively charged noncompliant responses to (teacher) instructional directives, and the teachers' socializing responsive moves (contextualizing them within local and wider societal values and ideologies). The methods adopted combine a microanalytic approach with ethnographic analyses of socialization within a classroom community.Longitudinal tracking of the novice's stances demonstrated a trajectory across which socialization into normatively predictable cultural patterns did not occur. As shown, the student's affective stances and the teachers' socializing responses were consequential for the emergence of her “bad subject,” that is, her socioculturally problematic identity (from a “resigned” to an “oppositional” student who was “unwilling” to learn). Such deviant cases, it is argued, provide insights into the contested and dynamic aspects of second language socialization and demonstrate how affective (and moral) stances are mobilized as resources in the indexing of institutional identities. (Language socialization, language novice, affective stance, teacher-student interactions, directive sequences, embodiment, volition)*

scholarly journals STUDENTS’ PERSPECTIVES ON ONLINE LEARNING – ARE THEIR EXPECTATIONS MET BY CURRENT TEACHING PRACTICES?

2021 ◽  
Vol LXIX (1) ◽  
pp. 73-91
Author(s):  
Iulia Gonţa ◽  
Cristina Tripon
Keyword(s):  
Online Learning ◽  
Time Management ◽  
Teaching And Learning ◽  
Online Courses ◽  
Learning Experience ◽  
Traditional Learning ◽  
Teacher Student Relationships ◽  
Teacher Student ◽  
Teachers And Students

The challenges of online learning, created by the COVID-19 pandemic, have prompted a significant demand in researching this particular field of education. The adaptation to online learning, unfortunately, was applied in a context of unprepared teachers and students. This situation was caused by the new format of education, which differs significantly from massive open online courses, traditional learning or distance learning. The new hybrid model of education, prompted by the pandemic, has certainly become a trend that could incite future transformations in terms of teaching and learning. To better understand the specifics of this type of online learning, we asked the students (N = 705) from the University POLITEHNICA of Bucharest to express their opinion on their learning experience during the pandemic. The survey included the problems and expectations of the interviewees, and the research results were analyzed in the article. Our goal was to improve educational practices in the virtual educational environment. In this regard, we analyzed the important components of online learning, focusing on the following ones: the quality of the educational resources used to support the content, the improvement of the quality of the teacher- student relationships, time management, online assessment. The article also provides solutions for effective online learning, from the students’ perspective.

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