Teacher: But Not Student Rating of the Pedagogic and Social Climate in School Predicts Adolescents’ Academic Aspirations

Background High academic aspirations relate to higher achievement and better mental health, but less is known about how these aspirations are formed in relation to the educational context. Objective This study aims to investigate the relationship between overall school climate, with particular concern for the dimensions of school level expectations and support as rated by both teachers and students and adolescent academic aspirations. Methods Multilevel logistic models for repeated measures were used in order to investigate the relationship between measures of school climate and adolescents’ academic aspirations. Three annual waves of questionnaire data were used to obtain aggregated teacher- and student-rating of school climate, including specific dimensions of teacher expectations and support. Results Positive teacher-rated overall school climate was associated with an increased odds of adolescents aiming at a university education rather than at a lower one (adjusted OR 1.36, 95% CI 1.14–1.63 for the intermediate tertile; OR 1.39, 95% CI 1.14–1.70 for the highest tertile). A similar trend was found for the teacher-rated measures of expectations and student focus, but not for any of the student-rated school climate measures. Conclusion A positive school climate rated by teachers appears to predict adolescents’ university aspirations. Future research should clarify which aspects of the school climate may influence adolescent academic aspirations from the students’ perspective.

Structural Validity and Reliability of Social, Academic, and Emotional Behavior Risk Screener–Student Rating Scale Scores: A Replication Study

The purpose of this study was to evaluate the structural validity, internal consistency, and measurement invariance of scores from the Social, Academic, and Emotional Behavior Risk Screener–Student Rating Scale (mySAEBRS), a student self-report universal screening tool. Participants included 24,094 K–12 students who completed the mySAEBRS. Confirmatory factor analyses (CFAs) supported the fit of a bifactor model, wherein each item corresponding to both a general factor (i.e., Total Behavior) and one of three narrow factors (i.e., Social Behavior, Academic Behavior, and Emotional Behavior). Such model fit was superior to that of alternative factor structures (i.e., unidimensional, correlated-factor, and higher order). A review of pattern coefficients suggested items were relatively split, with some items loading higher on the general factor and others loading higher on their narrow factor. A series of multigroup CFAs supported the configural and metric invariance of the bifactor model, while yielding less consistent support for scalar/threshold invariance. Omega reliability coefficients indicated each mySAEBRS scale was associated with acceptable internal consistency (>.70). However, when accounting for other factors, only the Total Behavior, Social Behavior, and Emotional Behavior scales demonstrated acceptable internal consistency (i.e., >.50). Implications for practice and directions for future research are discussed.

Performance Appraisal in Technical Institutes of Gujarat

Performance Appraisal plays very critical role in any organization and higher education sector is no exception. Present study focuses on present appraisal methods adopted by technical institutes of Gujarat and perception of teaching faculties about appraisal methods adopted in technical institutes of Gujarat. A survey was carried out in the state of Gujarat by taking 50 respondents from technical institutes. It was found that majority of the institutes follow HOD appraisal system, self-appraisal, student rating, written report, teaching awards and administration rating. It was also found that 28 percent of the faculties do not found the present appraisal method suitable.

CRITERIA OF EFFICIENCY OF HIGHER EDUCATION TEACHERS (US AND GREAT BRITAIN EXPERIENCE)

The article deals with the work efficiency issue of a higher education teacher. The author analyzes the main criteria for determining the efficiency of a higher education teacher in the US and Great Britain. It is established that a significant amount of research on the effectiveness of teachers’ work is associated with a study of the validity of determining the rating of teachers among students. It was determined that the student rating of teachers is highly correlated with the personal qualities of the teacher, student achievement, student rating and assessment of teachers by the same students after a few years. The author emphasizes that it is impossible to evaluate teaching objectively, based on one source of information. American scientists identify the so-called triad of sources for the effective evaluation of higher education teachers: students, colleagues, and self-evaluation.

Development and Validation of the Social, Academic, and Emotional Behavior Risk Screener–Student Rating Scale

School systems are the primary providers for the increasing number of children with mental health needs. School-based universal screening offers a valuable way to identify children that would benefit from school-based mental health services. However, many existing screening systems rely on teacher ratings alone and do not incorporate student self-ratings. The current study evaluates the psychometric properties of the Social, Academic, and Emotional Behavior Risk Screener–Student Rating Scale (SAEBRS-SRS), a new 20-item multidimensional universal screener intended to provide assessment data on students’ social, academic, and emotional functioning. The SAEBRS-SRS complements the SAEBRS Teacher Rating Scale (TRS), which has previously demonstrated robust psychometric evidence. In the current study, data were collected from a racially and ethnically diverse sample of middle school students. Confirmatory factor analyses supported a bifactor structure consistent with the SAEBRS-TRS, with items corresponding to internally consistent Social, Academic, and Emotional Behaviors subscales, as well as an overall Total Behavior scale. The current analyses yield promising initial support for the development of the SAEBRS-SRS. Implications and the need for future research to provide additional psychometric evidence are discussed.