This document summarizes a study on the role of teacher-student relationships for primary school teacher well-being. The study found that teachers view relationships with students as important for their well-being and job satisfaction. Relationships characterized by high conflict and low closeness were found to inhibit well-being, causing stress and negative emotions. Supportive relationships with low conflict and high closeness promoted well-being through positive emotions like joy. The study highlights the importance of teachers' social-emotional competence in managing relationships to support their well-being.
Well-Being of Primary and Secondary School Students: A Longitudinal PerspectiveJulia Morinaj
Although the previous research on well-being has predominantly focused on the well-being of adults, in recent years the focus has shifted to the well-being of children and young adolescents. Facilitating students’ well-being at early stages of life forms a basis for their future well-being as adults (Rees et al., 2012). Not only does students’ well-being contribute to their engagement, enjoyment, and academic achievement in school, but it also helps to escalate the process of becoming self-directed life-long learners and responsible citizens (Noble & McGrath, 2016). Therefore, understanding students’ well-being as they move through different stages in life is crucial to creating an appropriate educational environment for effective student functioning. To address this issue, the present study investigated the development of student well-being among primary and secondary school students. So far, there is the apparant lack of longitudinal research examining the developmental trends of student well-being at different stages of child development.
In accordance with the stage-environment fit theory (e.g., Eccles & Gootman, 2002) and research on academic motivation and student engagement (Gottfried, Fleming, & Gottfried, 2001), we expected that secondary school students would show lower well-being compared to primary school students, due to considerable social, physical, cognitive, emotional changes associated with early adolescence as well as changes in environmental conditions. We also investigated the possible effects of gender and a migration background on student well-being.
The present study employed the data from the longitudinal research project “School Alienation in Switzerland and Luxembourg” (SASAL, 2015–2019). The sample included 406 primary school students (46.3% male; Mage t1 = 10.3 years [SD = .99]; t1: grade 4, t2: grade 5, t3: grade 6) and 403 secondary school students (44.3% male; Mage t1 = 13.0 years [SD = .54]; t1: grade 7, t2: grade 8, t3: grade 9) from the Swiss canton of Bern. Student well-being, including six distinct dimensions, was assesses with the 19-item student well-being questionnaire (Hascher, 2007).
The findings suggested that student well-being decreases as students move from primary to secondary education that could be explained by a misfit between adolescents’ needs and their school environments (Archambault et al., 2009). Significant differences were also found across gender and students with and without a migration background. In general, our findings suggest that student well-being may vary by educational stage, gender, and a migration background. This study contributes to a deeper understanding of the underlying mechanisms behind student well-being and particularly vulnerable areas at different developmental stages that is crucial to creating an appropriate educational environment for positive student functioning and designing pertinent classroom interventions.
Being mindful predicts experiencing less emotional problems in school staff: ...Manja Veldin
The aim of the present study was to analyse the associations between mindfulness and experienced emotional problems in primary school teachers, principals, counsellors and other school staff from three EU countries (Slovenia, Croatia, and Sweden).
Beliefs of sport coaches about inclusion and the importance of training: a st...Manja Veldin
Beliefs provide an important starting point for inclusion, as holding specific beliefs towards inclusion can have an important impact on inclusive sport in practice. As the coach is the person most directly working with athletes, we focused on coaches’ beliefs about inclusion in the present study.
Well-Being of Primary and Secondary School Students: A Longitudinal PerspectiveJulia Morinaj
Although the previous research on well-being has predominantly focused on the well-being of adults, in recent years the focus has shifted to the well-being of children and young adolescents. Facilitating students’ well-being at early stages of life forms a basis for their future well-being as adults (Rees et al., 2012). Not only does students’ well-being contribute to their engagement, enjoyment, and academic achievement in school, but it also helps to escalate the process of becoming self-directed life-long learners and responsible citizens (Noble & McGrath, 2016). Therefore, understanding students’ well-being as they move through different stages in life is crucial to creating an appropriate educational environment for effective student functioning. To address this issue, the present study investigated the development of student well-being among primary and secondary school students. So far, there is the apparant lack of longitudinal research examining the developmental trends of student well-being at different stages of child development.
In accordance with the stage-environment fit theory (e.g., Eccles & Gootman, 2002) and research on academic motivation and student engagement (Gottfried, Fleming, & Gottfried, 2001), we expected that secondary school students would show lower well-being compared to primary school students, due to considerable social, physical, cognitive, emotional changes associated with early adolescence as well as changes in environmental conditions. We also investigated the possible effects of gender and a migration background on student well-being.
The present study employed the data from the longitudinal research project “School Alienation in Switzerland and Luxembourg” (SASAL, 2015–2019). The sample included 406 primary school students (46.3% male; Mage t1 = 10.3 years [SD = .99]; t1: grade 4, t2: grade 5, t3: grade 6) and 403 secondary school students (44.3% male; Mage t1 = 13.0 years [SD = .54]; t1: grade 7, t2: grade 8, t3: grade 9) from the Swiss canton of Bern. Student well-being, including six distinct dimensions, was assesses with the 19-item student well-being questionnaire (Hascher, 2007).
The findings suggested that student well-being decreases as students move from primary to secondary education that could be explained by a misfit between adolescents’ needs and their school environments (Archambault et al., 2009). Significant differences were also found across gender and students with and without a migration background. In general, our findings suggest that student well-being may vary by educational stage, gender, and a migration background. This study contributes to a deeper understanding of the underlying mechanisms behind student well-being and particularly vulnerable areas at different developmental stages that is crucial to creating an appropriate educational environment for positive student functioning and designing pertinent classroom interventions.
Being mindful predicts experiencing less emotional problems in school staff: ...Manja Veldin
The aim of the present study was to analyse the associations between mindfulness and experienced emotional problems in primary school teachers, principals, counsellors and other school staff from three EU countries (Slovenia, Croatia, and Sweden).
Beliefs of sport coaches about inclusion and the importance of training: a st...Manja Veldin
Beliefs provide an important starting point for inclusion, as holding specific beliefs towards inclusion can have an important impact on inclusive sport in practice. As the coach is the person most directly working with athletes, we focused on coaches’ beliefs about inclusion in the present study.
Teachers’ Organizational Commitment in Nazarbayev Intellectual School in Tara...Nagima Sarsenbayeva
This study concerned the personal- and environmental factors that affect the organizational commitment of teachers at Nazarbayev Intellectual School of Physics and Mathematics (NIS) in Taraz, Kazakhstan. Understanding the relations between these variables clarified their significance and effect on teachers’ organizational commitment (OC). The purpose of the study was to examine the level of OC at the study site and to analyze the personal and environmental factors influencing teacher organizational commitment. Relevant factors from the literature were synthesized into personal characteristics, personal- and environmental factors. An initial conceptual framework connecting the factors was developed. The three-component model consisting of affective-, normative- and continuance organizational commitment (Allen and Meyer, 1990) was adopted. Total sampling or census sampling was used in this study to select the participants. A total sampling of 135 teachers from the target school was used. The data was gathered using self-administered questionnaires in English, Russian and Kazakh languages with a response rate of 98 percent. This study adopted a causal-comparative quantitative methodology. Respondents rated the global organizational commitment above the midpoint of the scale. Average affective- and normative commitment were rated above the mid-point of the assessment scale while average continuous commitment was rated below it. All environmental- and 81 percent of the personal factors were rated as affecting global organizational commitment. None of the personal- or environmental factor showed a statistically significant correlation with OC. Overall, organizational commitment is fairly healthy at the study site. The study documented confirmed some of the findings from the literature reviewed.
The Effect of STEM Project Based Learning on Self-Efficacy among High-School ...Nader Ale Ebrahim
Science, Technology, Engineering and Mathematics (STEM) Project-Based Learning (PjBL) is increase effectiveness, create meaningful learning and influence student attitudes in future career pursuit. There are several studies in the literature reporting different aspects of STEM into a PjBL pedagogy. However, the effect of implementing STEM PjBL in terms of improving students’ skills in self-efficacy levels in physics mechanics at high school level has not been demonstrated as expected in the previous literature. This study followed a quasi-experimental research method. Bandura’s social cognitive theory is used to assess and compare the effect of STEM PjBL with conventional teaching method on students’ self-efficacy level in learning physics among over 100 high school students. The result illustrated that STEM PjBL improve students’ self-efficacy to solve physics problem. Also, the study proposes a guideline for future research.
Elephants, Butterflies and Moths in the Amazon Rainforest: High Epistemic Qua...Brian Hudson
The consideration of teacher education from a global perspective foregrounds the challenge of inequality as a core challenge for contemporary societies and for educational systems. The crucial role of education in relation to this challenge is highlighted in the UNICEF/UNESCO report on the Global Thematic Consultation in the Post-2015 Development Agenda, which stresses education as a “fundamental human right”. The report calls for two main education specific goals to be addressed as part of the future development framework: equitable access and equitable quality education. Accordingly this paper considers the relation between quality and learning and in particular that between epistemic quality and equitable learning. The work of Jo Boaler is especially relevant to the former in relation to her proposition about ‘the elephant in the mathematics classroom’. Of particular significance is her argument that in many maths classrooms a very narrow subject is taught to children, that is nothing like the maths of the world or the maths that mathematicians use. In our recent study on developing mathematical thinking we present this as an issue of epistemic quality (Hudson et al., 2015). High epistemic quality involves mathematics as fallible, refutable and uncertain, critical thinking, creative reasoning, multiple solutions and learning from errors and mistakes. In contrast low epistemic quality is characterised by mathematics as infallible, authoritarian, dogmatic, absolutist, irrefutable, certain, rule following of strict procedures and right or wrong answers. Additionally we consider how a thematic approach through the study of butterflies and moths in the Amazon rainforest resulted in mathematics becoming more accessible for all (Hudson, 2015). Such accessibility is central to equitable learning, which is seen as learning that produces educational justice (“Bildungsgerechtigkeit”). The paper concludes by considering how to redress the extent to which educational systems, and also everyday teaching practices and classroom interaction, reproduce inequality.
Presenters representing various perspectives (e.g., community-based agency,
Education, and Juvenile Justice) shared their experience of blending services and
dollars within the School-wide Positive Behavior Interventions and
Support (SWPBIS) framework to identify and provide rapid access to treatment to
students that would otherwise be fragmented. It is estimated that as many as one in every six children in the country has a developmental or behavioral disability. Yet, only one out of five of those children receive the mental health services they need. Of those children that receive services, approximately 80% do so within a school setting. The relationship between social and emotional development to achievement has been well-documented. Subsequently, there has been considerable attention on the development of models for mental health in schools, including social emotional learning, school-wide prevention systems and more timely and effective treatment options for youth with more intensive mental health challenges.
Ijaems apr-2016-25 BS Mathematics Student’s Personal Beliefs in Engaging in a...INFOGAIN PUBLICATION
Belief-change among students in mathematics learning is an elemental source of concern in the field of mathematics education. In the Philippines, BS Mathematics is one of the programs less chosen by many students. In spite of the efforts of the schools to market the program, it remains in the last options for those who are planning to take mathematics in the tertiary level. This study, through a qualitative research, explores the beliefs and feelings of BS Mathematics students of De La Salle Lipa about engaging in and learning Mathematics. It presents the change in beliefs of the students particularly those who did not intend to enroll in the said program. The views and feelings expressed by the subjects during a face-to-face interview reflect the kind of experience they have in school. The findings of the study indicate that (negative) beliefs of the students about pursuing mathematics as a program and learning the subject can change with the sound support of the school to provide an encouraging and learning environment. Such can eventually promote positive reception and achievement in the subject among the students.
Dr. Mona Al Haddad - Preparation of General Education Teachers for Inclusion...IEFE
Presenter:
Mona Al Haddad,
M.Ed., BCBA® Lecturer and Clinical Practicum supervisor & Co-ordinator, Special Education Program,
Dar Al-Hekma University, Jeddah, KSA
Preparation of General Education Teachers for Inclusion of Students with Autism Spectrum Disorder in Regular Schools in KSA
IEFE Forum 2014
Teachers’ Organizational Commitment in Nazarbayev Intellectual School in Tara...Nagima Sarsenbayeva
This study concerned the personal- and environmental factors that affect the organizational commitment of teachers at Nazarbayev Intellectual School of Physics and Mathematics (NIS) in Taraz, Kazakhstan. Understanding the relations between these variables clarified their significance and effect on teachers’ organizational commitment (OC). The purpose of the study was to examine the level of OC at the study site and to analyze the personal and environmental factors influencing teacher organizational commitment. Relevant factors from the literature were synthesized into personal characteristics, personal- and environmental factors. An initial conceptual framework connecting the factors was developed. The three-component model consisting of affective-, normative- and continuance organizational commitment (Allen and Meyer, 1990) was adopted. Total sampling or census sampling was used in this study to select the participants. A total sampling of 135 teachers from the target school was used. The data was gathered using self-administered questionnaires in English, Russian and Kazakh languages with a response rate of 98 percent. This study adopted a causal-comparative quantitative methodology. Respondents rated the global organizational commitment above the midpoint of the scale. Average affective- and normative commitment were rated above the mid-point of the assessment scale while average continuous commitment was rated below it. All environmental- and 81 percent of the personal factors were rated as affecting global organizational commitment. None of the personal- or environmental factor showed a statistically significant correlation with OC. Overall, organizational commitment is fairly healthy at the study site. The study documented confirmed some of the findings from the literature reviewed.
The Effect of STEM Project Based Learning on Self-Efficacy among High-School ...Nader Ale Ebrahim
Science, Technology, Engineering and Mathematics (STEM) Project-Based Learning (PjBL) is increase effectiveness, create meaningful learning and influence student attitudes in future career pursuit. There are several studies in the literature reporting different aspects of STEM into a PjBL pedagogy. However, the effect of implementing STEM PjBL in terms of improving students’ skills in self-efficacy levels in physics mechanics at high school level has not been demonstrated as expected in the previous literature. This study followed a quasi-experimental research method. Bandura’s social cognitive theory is used to assess and compare the effect of STEM PjBL with conventional teaching method on students’ self-efficacy level in learning physics among over 100 high school students. The result illustrated that STEM PjBL improve students’ self-efficacy to solve physics problem. Also, the study proposes a guideline for future research.
Elephants, Butterflies and Moths in the Amazon Rainforest: High Epistemic Qua...Brian Hudson
The consideration of teacher education from a global perspective foregrounds the challenge of inequality as a core challenge for contemporary societies and for educational systems. The crucial role of education in relation to this challenge is highlighted in the UNICEF/UNESCO report on the Global Thematic Consultation in the Post-2015 Development Agenda, which stresses education as a “fundamental human right”. The report calls for two main education specific goals to be addressed as part of the future development framework: equitable access and equitable quality education. Accordingly this paper considers the relation between quality and learning and in particular that between epistemic quality and equitable learning. The work of Jo Boaler is especially relevant to the former in relation to her proposition about ‘the elephant in the mathematics classroom’. Of particular significance is her argument that in many maths classrooms a very narrow subject is taught to children, that is nothing like the maths of the world or the maths that mathematicians use. In our recent study on developing mathematical thinking we present this as an issue of epistemic quality (Hudson et al., 2015). High epistemic quality involves mathematics as fallible, refutable and uncertain, critical thinking, creative reasoning, multiple solutions and learning from errors and mistakes. In contrast low epistemic quality is characterised by mathematics as infallible, authoritarian, dogmatic, absolutist, irrefutable, certain, rule following of strict procedures and right or wrong answers. Additionally we consider how a thematic approach through the study of butterflies and moths in the Amazon rainforest resulted in mathematics becoming more accessible for all (Hudson, 2015). Such accessibility is central to equitable learning, which is seen as learning that produces educational justice (“Bildungsgerechtigkeit”). The paper concludes by considering how to redress the extent to which educational systems, and also everyday teaching practices and classroom interaction, reproduce inequality.
Presenters representing various perspectives (e.g., community-based agency,
Education, and Juvenile Justice) shared their experience of blending services and
dollars within the School-wide Positive Behavior Interventions and
Support (SWPBIS) framework to identify and provide rapid access to treatment to
students that would otherwise be fragmented. It is estimated that as many as one in every six children in the country has a developmental or behavioral disability. Yet, only one out of five of those children receive the mental health services they need. Of those children that receive services, approximately 80% do so within a school setting. The relationship between social and emotional development to achievement has been well-documented. Subsequently, there has been considerable attention on the development of models for mental health in schools, including social emotional learning, school-wide prevention systems and more timely and effective treatment options for youth with more intensive mental health challenges.
Ijaems apr-2016-25 BS Mathematics Student’s Personal Beliefs in Engaging in a...INFOGAIN PUBLICATION
Belief-change among students in mathematics learning is an elemental source of concern in the field of mathematics education. In the Philippines, BS Mathematics is one of the programs less chosen by many students. In spite of the efforts of the schools to market the program, it remains in the last options for those who are planning to take mathematics in the tertiary level. This study, through a qualitative research, explores the beliefs and feelings of BS Mathematics students of De La Salle Lipa about engaging in and learning Mathematics. It presents the change in beliefs of the students particularly those who did not intend to enroll in the said program. The views and feelings expressed by the subjects during a face-to-face interview reflect the kind of experience they have in school. The findings of the study indicate that (negative) beliefs of the students about pursuing mathematics as a program and learning the subject can change with the sound support of the school to provide an encouraging and learning environment. Such can eventually promote positive reception and achievement in the subject among the students.
Dr. Mona Al Haddad - Preparation of General Education Teachers for Inclusion...IEFE
Presenter:
Mona Al Haddad,
M.Ed., BCBA® Lecturer and Clinical Practicum supervisor & Co-ordinator, Special Education Program,
Dar Al-Hekma University, Jeddah, KSA
Preparation of General Education Teachers for Inclusion of Students with Autism Spectrum Disorder in Regular Schools in KSA
IEFE Forum 2014
Dr. William Allan Kritsonis, PhD Dissertation Committee for Dr. Melody Wilson, PhD Program in Educational Leadership, PVAMU, Member of the Texas A&M University System.
Presentation to Workshop on Design Research held at Umeå Mathemtics Education Research Centre (UMERC), 16 - 17 December 2010.
http://www.ufm.umu.se/english
Development circle professional teaching in higher ed session 3Julia Morinaj
Teaching students is part of academic life. Whether it’s a workshop or a seminar, quality teaching is what matters most in students’ experiences and outcomes. Improve your (online) teaching with just a few tips and tricks. Profit from the opportunity to set and achieve your teaching goal, present your work, and get personal feedback. In this development circle, you will also learn about the principles of efficient and effective communication with students, essential traits of great teachers, resilience and well-being in the workplace, evidence-based teaching practices that work, and a fundamental basis of effective online pedagogy. You can apply the inputs in your own course, developing course content at your own pace. Even if you have a rich teaching experience, you can use this time to reflect on your teaching with close and careful attention and embrace feedback as a learning opportunity (pipes still can become clogged over time and need to be cleaned!). Each of the twelve sessions outlined below will include instructor inputs, reflection on the individual weekly goal, creating and sharing the goal for the next week, and getting feedback from the instructor and other participants of the circle. Participants may volunteer to provide more detailed information about a current challenge; the others contribute their ideas towards a solution. By making contributions that might be helpful to other people (e.g., sharing your work and experiences, offering your attention or feedback), you are making a positive difference and strengthening the meaning of a relationship. With time your contributions build trust and cultivate a greater sense of competence and connection with other people, increasing the chances for information exchange and collaboration. You become more effective at work and feel in control too, because you have access to more people, knowledge, and opportunities. Positive relationships—more opportunities. The Development Circle Workbook will walk you through what to do each week. You will meet your peer support group for 1 hour per week for 12 weeks. The course aims to provide you with the tools to improve your teaching skills as well as offer you the opportunity to develop a meaningful network.
Building research and development partnerships between schools and Higher Edu...Brian Hudson
This paper outlines the development of a project supported by the Scottish Government with the aim of promoting the development of mathematical thinking in the primary classroom. This was developed in collaboration with teachers and local authorities in North East Scotland during 2011-12 within the context of the Scottish Curriculum for Excellence reform. The project was set up within a design based research framework, which aimed to promote classroom-based action research on the part of participants and also research by the university researchers into the process of curriculum development. The teachers (n=24) were all involved in a jointly developed Masters course based on a blended learning approach within an open and flexible learning environment. This project was designed as a classic example of an “Open Collective Cycle” model of a professional learning community (Hudson, 2012; Huberman, 1995). Findings from the research study in relation to the teachers’ experience are reported in Hudson et al. (2015), which highlight the way the course had a transformational and emancipatory impact on these teachers concerning their levels of confidence and competence in relation to teaching mathematics. An example of the impact on student learning is reported in Hudson (2015a) based on one teacher-researcher’s action research project involving the development of a topic-based approach to teaching and learning mathematics. Findings from this study highlight the ways in which the children actively engaged in the class activity and also how the topic-based approach made the mathematics more widely accessible and led to an evolution in the development of mathematical thinking for all. Policy implications point towards the value of the Mathematics Specialist Teacher (MaST) approach in England, which informed the development of this project. In conclusion the paper outlines a potential approach to uncovering and documenting further impact on teachers and pupils involved in this and subsequent courses.
References
Hudson, B., Henderson, S. and Hudson, A., (2015) Developing Mathematical Thinking in the Primary Classroom: Liberating Teachers and Students as Learners of Mathematics, Journal of Curriculum Studies, Vol. 47, Issue 3, 374-398. http://dx.doi.org/10.1080/00220272.2014.979233
Hudson, B. (2015a) Butterflies and Moths in the Amazon: Developing Mathematical Thinking through the Rainforest, Education and Didactique, Vol. 9, Issue 1. (In press)
Hudson, B. (2012) Aiming for e-Learning Sustainability: Transforming Conceptions of Teachers’ Professional e-Learning, Educational Technology, 52, 2, 30-34.
Huberman, M. (1995) Networks that Alter Teaching: Conceptualizations, Exchanges and Experiments, Teachers and Teaching: Theory and Practice, 1, 2, 193-211.
REALITY – BASED INSTRUCTION AND SOLVING WORD PROBLEMS INVOLVING SUBTRACTIONWayneRavi
This study was conducted to determine the effect of reality based on the solving word problems involving subtraction. Descriptive-Comparative research design using paired sample T-test was used to utilized in the study. The study was carried out in Tibungol Elementary School to Fifty student of Grade Three section 1. Results revealed that there was a significant difference on the pretest and post test scores of pupils in reality based approach. Further, the reality based approach is effective in improving the performance of student.
Teachers constitutes the most important asset in teaching profession, thus, their readiness and interest towards work is important to the educational development. This study adopted a quantitative research of the survey type to provide a numeric description of portion of the population. The perception of teachers towards work and teaching profession were examined and the findings reveal that, teachers are willing to show more commitment to their work and the teaching profession. The study recommends that stakeholders should give support to teachers towards fulfilling the school objectives.
Criteria Ratings PointsQuality ofInformation31 to 2CruzIbarra161
Criteria Ratings Points
Quality of
Information
31 to >29.0 pts
Advanced
Interview transcription
template is used. General
Information Questions and
Demographic Questions
were completely filled in.
The three interview
questions from Module 4
are included and
answered.
29 to >25.0 pts
Proficient
Interview transcription
template is used. General
Information Questions and
Demographic Questions
were mostly filled in. Two
interview questions from
Module 4 are included
and mostly answered.
25 to >0.0 pts
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template is not used.
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were not completely filled in.
The three interview
questions from Module 4
are missing and not
answered.
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Present
31 pts
Content 40 to >36.0 pts
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Three open-ended
interview question that are
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included and are
thoroughly answered.
Each transcription
provided is more than 100
words.
36 to >33.0 pts
Proficient
Two open-ended interview
questions that are related
to the topic are included
and are mostly answered.
Two transcriptions are
more than 100 words.
33 to >0.0 pts
Developing
Less than two open-ended
interview question that are
related to the topic are
included and are not
specifically answered. Less
than two transcriptions are
more than 100 words.
0 pts
Not
Present
40 pts
Mechanics
& Format
29 to >26.0 pts
Advanced
Minimal or no
grammatical, spelling,
and/or punctuation errors
are present, and the
document is written in
current APA format.
Contains a title page.
Template is accurately
completed.
26 to >24.0 pts
Proficient
A few grammatical,
spelling, and/or
punctuation errors are
present, and/or errors in
current APA format are
found. Title page contains
an error(s). Template was
somewhat followed.
24 to >0.0 pts
Developing
Many grammatical, spelling,
and/or punctuation errors
are present, and/or errors in
current APA format are
found. Missing title page.
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Present
29 pts
Total Points: 100
Interview Transcription Grading Rubric | EDUC816_D12_202220
6
Recommendations for Solving Equity Gaps at James Monroe High School, Virginia
Michael Whitener
School of Education, Liberty University
In partial fulfillment of EDUC 816
Focus Group Questions
Central Question:
How can the gaps in college readiness between students from low-income and underserved communities and those from wealthy and majority groups be eliminated?
Focus Group Question
1. Many have been involved in debates about effective teaching in American schools. When you think of effective teaching, what comes to your mind first and why?
The question will be directed toward the parent and community-focused group. For a long, researchers have conducted studies to determine the qualities of good teachers and effective teaching strategies. In most studies, teacher perspectives on teaching effectiveness have varied depending on their schools' location, race, ...
Similar to Extended Version_2021_Haldimann_Schmid_Hascher_The Role of Teacher-Student Relationships for the Well-Being of Primary School Teachers (20)
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Extended Version_2021_Haldimann_Schmid_Hascher_The Role of Teacher-Student Relationships for the Well-Being of Primary School Teachers
1. Manuela Haldimann, M. Sc., University of Bern
Karin Schmid, M. Sc., University of Teacher Education Lucerne
Tina Hascher, Prof.in Dr.in, University of Bern
ECER 2021, EERA Network: 08. Health and Wellbeing Education, September 9th 2021, Online
- Extended Version of the Paper -
The Role of Teacher-Student Relationships
for the Well-Being of Primary School Teachers
3. 3
Teacher well-being (TWB)
Definition
• different theoretical approaches:
Multidimensional construct
(Hascher et al., 2018)
• our approach: Well-being psychology
(Becker, 1994; Diener, 1984; Diener et al., 2018,
Hascher, 2004, 2011)
longer-term dominance of positive emotions,
cognitions and physical sensations over
negative emotions, cognitions and physical
sensations in relation to the professional
activity as a teacher
Theoretical
background
+
Research
questions
Methods
Results
Discussion
Correlations with …
✓ higher quality of teaching
(McCallum et al., 2017)
✓ higher student performance
(Klusmann et al., 2016)
✓ lower burn-out risk
(Renshaw et al., 2015)
✓ lower career exit rate
(Skaalvik & Skaalvik, 2018)
Research need:
Social relationships as
source of TWB (Bricheno et
al., 2009; McCallum et al., 2017)
Extended Version
4. 4
«The interpersonal relationships between teachers and students
have been largely ignored
as a factor of significance to teacher wellbeing«
(Spilt et al., 2011, p. 458)
Starting point
Theoretical
background
+
Research
questions
Methods
Results
Discussion
Main Topic
What is the role of teacher-student relationship
for teacher well-being?
Extended Version
5. 5
Teacher-student relationship (TSR)
• Dyadic construct
(Hagenauer & Volet, 2014; Nickel, 1976; Pianta, 2001;
Rosemann, 1978; Teistler et al., 2019)
• Cognitive schemata that both the student
and the teacher develop on the basis of
previous relational experiences and which
influence how relational experiences
between two individuals are interpreted
(Claessens et al., 2017; Spilt et al., 2011; Teistler et al.,
2019)
• TSR vs. teacher-class relationship (TCR)
(Wubbels et al., 2014)
Theoretical
background
+
Research
questions
Methods
Results
Discussion
TSR
TCR
Extended Version
6. 6
Importance of TSR for TWB
Need for social belonging with students especially important for
primary school teachers (Aldrup et al., 2017; Collie et al., 2016; Klassen et al., 2012)
Theoretical
background
+
Research
questions
Methods
Results
Discussion
Theories of needs
and motivation
Baumeister & Leary 1995;
Deci & Ryan, 1993, 2006;
Maslow, 1954
Professional identity
Butler, 2012; Riley, 2009;
Van der Want et al., 2015
Neurobiology
Bauer, 2019; Insel, 2003
Extended Version
7. 7
Quality of TSR and TWB
Theoretical
background
+
Research
questions
Methods
Results
Discussion
Research need:
TWB as multidimensional model
+ closeness, student motivation, ...
(Aldrup et al, 2018; Evans et al. 2019;
Hagenauer & Hascher, 2018; Milatz et al.,
2015)
− conflict, disrespect and rejection
by students, …
(Aldrup et al, 2018; Evans et al. 2019;
Gastaldi et al., 2014; Hagenauer & Hascher,
2018; McGrath & Van Bergen, 2019)
Extended Version
8. 8
Fostering and dealing with TSR of different qualities:
Social-emotional competence
Theoretical
background
+
Research
questions
Methods
Results
Discussion
• Emotion regulation
(Chang, 2013; Chang & Davis, 2009)
• Emotion work
(Isenbarger & Zembylas, 2006; Taxer & Frenzel, 2015)
• Reflect on relationship patterns
(Evans et al., 2019; McGrath & Van Bergen, 2017; Spilt & Koomen, 2009)
• Interrupt negative habitualised appraisal patterns
(Chang, 2013; Claessens et al., 2017; Newberry, 2010; Scherzinger et al., 2019)
Research need: Teacher’s perspective
(Hagenauer & Hascher, 2018)
Extended Version
9. 9
Research questions
RQ 2 How do primary school teachers describe TSRs that hamper
teacher well-being and how do they cope with?
RQ 3 How do primary school teachers decribe TSRs that promote
teacher well-being and which opportunities to foster supportive
TSRs are described?
Theoretical
background
+
Research
questions
Methods
Results
Discussion
RQ 1 How do primary school teachers evaluate the importance of TSR
in general and with regard to their well-being at school?
Extended Version
10. 10
Methods: Qualitative approach
Interviews
• semi-structured interviews (approx. 60 min) based on a
relationship map
• January/February 2021
Sample
• primary school teachers (Bern, Lucerne, Zurich), N = 26
• position: Classroom teacher 3rd-6th grade
• min. three years of teaching experience
Analysis
• structuring qualitative content analysis (Kuckartz, 2018)
• category system (deductively + inductively)
• MAXQDA 2020
• corrected Kappa value (Brennan & Prediger, 1981) of к = 0.74
Theoretical
background
+
Research
questions
Methods
Results
Discussion
Extended Version
11. 11
Relationship Map
TSR (boy)
TSR (girl)
hampers TWB
promotes TWB
teacher-class
relationship
STRONG
CLOSENESS
POOR
CLOSENESS
HIGH
CONFLICT
POOR CONFLICT
Theoretical
background
+
Research
questions
Methods
Results
Discussion
Fig. 1. Relationship map
Extended Version
12. 12
Importance of TSR for TWB
• TSRs play an important to very important
role in teachers’ professional lives (N =
26)
• TSRs also important for student’s
academic success (N = 15)
• specific students who need a good
relationship (N = 4)
Theoretical
background
+
Research
questions
Methods
Results
Discussion
RQ 1 How do primary school teachers evaluate the importance of TSR
in general and with regard to their well-being at school?
If a child does not have a
positive relationship with a
teacher, s/he will not like
coming to school and this
will impede learning.
(4L04, 11)
Extended Version
13. 13
Importance of TSR for TWB
TSR as source of both positive
and negative emotions, cognitions
and physical sensations (N = 26)
+ joy, pride, fun, satisfaction,
being energized, good sleep,
relaxation …
– stress, fear, disgust with
oneself, anger, annoyance,
powerlessness, worries,
sickness …
Theoretical
background
+
Research
questions
Methods
Results
Discussion
RQ 1 How do primary school teachers evaluate the importance of TSR
in general and with regard to their well-being at school?
If we have a good relationship, it
helps me to understand the child
and I get less angry when things
don't work out. (5B03, 72)
Extended Version
14. 14
TSRs that hamper TWB
Theoretical
background
+
Research
questions
Methods
Results
Discussion
RQ 2 How do primary school teachers describe TSRs that hamper
teacher well-being and how do they cope with?
Relationship map:
− n = 47 positioned at medium to
high conflict
− n = 25 positioned at medium to
high conflict and medium to
strong closeness
STRONG
CLOSENESS
POOR
CLOSENESS
HIGH
CONFLICT
POOR CONFLICT
n = 25
n = 22
n = 17 n = 5
Fig. 2. Relationship map of TSRs that hamper
TWB; N = 69
Extended Version
15. 15
TSRs that inhibit TWB
Theoretical
background
+
Research
questions
Methods
Results
Discussion
− respect/discipline (+2/-18)
− motivation (+9/-11)
− students active search for relationship
with teacher (+11/-11)
− understanding (+22/-9)
− support (+2/-18)
− disciplinary interventions (+14/-0)
RQ 2 How describe primary school teachers TSRs that inhibit well-being
and how do they deal with them?
Schema Student
Schema Teacher
What worries me is that she can
trigger feelings in me – that I’m really
close to explode – and how she can
influence me with her behavior.
(6L03, 105)
Extended Version
16. 16
TSRs that promote TWB
Theoretical
background
+
Research
questions
Methods
Results
Discussion
RQ 3 How do primary school teachers decribe TSRs that promote
teacher well-being and which opportunities to foster supportive
TSRs are described?
STRONG
CLOSENESS
POOR
CLOSENESS
HIGH
CONFLICT
POOR CONFLICT
n = 15
n = 0
n = 5 n = 87
Relationship map:
− n = 102 positioned at medium to
strong closeness
− n = 87 positioned at medium to
strong closeness and poor to
medium conflict
Fig. 3. Relationship map of TSRs that promote
TWB; N = 107
Extended Version
17. 17
TSRs that promote TWB
Theoretical
background
+
Research
questions
Methods
Results
Discussion
RQ 3 How do primary school teachers decribe TSRs that promote
teacher well-being and which opportunities to foster supportive
TSRs are described?
− students active search for relationship
with teacher (+17/-2)
− respect/discipline (+9/-11)
− humour (+10/-0)
− teachers active search for relationship
with student (+15/-2)
− understanding (+14/-0)
− support (+13/-0)
Schema student
Schema teacher
I think what makes it special, what
makes it particularly good, is that
this child tells me a lot, but not too
much, […] (6B10, 27)
Extended Version
18. 18
Discussion and Limitations
Theoretical
background
+
Research
questions
Methods
Results
Discussion
Discussion
I. Combination of different relationship
qualities: positive and negative
dimension as independent (Brinkworth et
al., 2018; Roorda et al., 2011)
II. Role clarification: «Students learn,
because the teacher is cool» (Aldrup et
al., 2017; Hagenauer & Hascher, 2018)
III. Dyadic relationship: social-emotional
competence of students (e.g., clear
communication of one's own needs)
(Hagenauer & Volet, 2014; Nickel, 1976; Pianta,
2001; Rosemann, 1978)
Limitations:
Sample selection:
High to very high TWB,
indicators of high social-
emotional competence
Sample size
Social desirability
Extended Version
19. 19
Future Research and Practical Implications
Theoretical
background
+
Research
questions
Methods
Results
Discussion
Future
Research
Practical
Implications
• Quantitative follow-up study
• Discrepancies between external and self-perception
• Teachers with low well-being in school
Social
emotional
competence
Fostering
cooperation
with teachers,
specialists and
parents
Adequate
support for
students
Extended Version
21. 21
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Extended Version
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Extended Version
25. 25
We are pleased to welcome you to our presentation
Thursday, September 9,
2:00pm - 3:30pm
08 SES 15 A: Teachers:
Wellbeing and Stress
Manuela Haldimann
Karin Schmid
Tina Hascher
manuela.haldimann@
students.unibe.ch