This study assessed the validity of the Dutch version of the Student-Teacher Relationship Scale (STRS) in Greece. The STRS measures relationships through closeness, conflict, and dependency subscales. 275 Greek teachers rated their relationships with 1126 students using the 34-item Dutch STRS. Exploratory factor analysis confirmed the original three-factor structure. Greek teachers reported high closeness, low conflict, and moderate dependency in relationships. While further analysis is needed, this study provides initial evidence that the STRS can validly assess teacher-student relationships cross-culturally in Greece.
Relationships between diversity of classification ensembles and single classIEEEFINALYEARPROJECTS
To Get any Project for CSE, IT ECE, EEE Contact Me @ 09849539085, 09966235788 or mail us - ieeefinalsemprojects@gmail.co¬m-Visit Our Website: www.finalyearprojects.org
Effect of Utilizing Geometer’s Sketchpad Software on Students’ Academic Achie...theijes
The study is carried out in order to measure the effectiveness of “Geometer’s Sketchpad software” inside the classroom environment and analyzed how this training is helping high school students while solving mathematics problems. In order to measure the effectiveness, regression and co-relation analysis has been done and finally the mean responses have been analyzed to evaluate the method effectiveness correctly on SPSS computer statistic program.
Relationships between diversity of classification ensembles and single classIEEEFINALYEARPROJECTS
To Get any Project for CSE, IT ECE, EEE Contact Me @ 09849539085, 09966235788 or mail us - ieeefinalsemprojects@gmail.co¬m-Visit Our Website: www.finalyearprojects.org
Effect of Utilizing Geometer’s Sketchpad Software on Students’ Academic Achie...theijes
The study is carried out in order to measure the effectiveness of “Geometer’s Sketchpad software” inside the classroom environment and analyzed how this training is helping high school students while solving mathematics problems. In order to measure the effectiveness, regression and co-relation analysis has been done and finally the mean responses have been analyzed to evaluate the method effectiveness correctly on SPSS computer statistic program.
Mathieu-C., Newby, Hubbard, Danahay, Martin (2014). Evaluation of the Pilot S...Sara Mathieu-C.
Background: Warwickshire County Council’s Respect Yourself Campaign (RYC) plans to gradually implement Spring Fever (SF) Relationships and Sex Education teaching programme across primary schools in Warwickshire. Prior to wide-scale rollout, a pilot evaluation study has been conducted in order to inform future implementation.
Aim: The pilot evaluation aims to establish how successfully Spring Fever could be implemented within primary schools in its existing form.
Methods: In 2013, SF was piloted within one primary school. It was delivered from reception year to year 6 over one week, with pupils receiving one hour of teaching each day. To examine the factors that have helped or challenged SF delivery, the evaluation design included four methods: Teachers’ Checklist and Feedback form (n=10); Teachers’ Focus Group (n=9); Parents’ daily diary (n=7) and Parents’ interviews (n=7). Quantitative analyses were conducted on data collected through the teachers’ checklist and feedback forms to assess the extent to which leaning objectives were achieved and to give an overall impression of implementation fidelity. Content analysis was conducted
on data collected through focus groups with teachers, interviews with parents and on answers and comments from checklist and feedback forms and parents’ daily diaries.
Findings:Three main categories of factors that influenced the implementation of SF were identified: ‘Personal Factors’ (teachers’, pupils’ and parents’ characteristics), ‘Organizational factors’ (school’s characteristics and delivery context) and factors related to the programme itself. Overall, the findings identified 18 recommendations to guide programme enhancement and subsequent implementation.
Discussion: This project has helped to identify how best to secure the future successful adoption and implementation of the Spring Fever program me which is a crucial last step in intervention delivery. A phased roll-out of the programme in Warwickshire will now commence.
There is an abundance of research and scholarly analysis examining the efficacy of grade retention. Research published between 1950 and 2019 produced mixed results regarding the efficacy of early grade retention on ameliorating children’s socioemotional and achievement needs. Concerns regarding the quality of many studies of grade retention have been presented in several reviews and reiterated in recent publications. Source: https://ebookschoice.com/summary-of-grade-retention-effects/
Mathieu-C., Newby, Hubbard, Danahay, Martin (2014). Evaluation of the Pilot S...Sara Mathieu-C.
Background: Warwickshire County Council’s Respect Yourself Campaign (RYC) plans to gradually implement Spring Fever (SF) Relationships and Sex Education teaching programme across primary schools in Warwickshire. Prior to wide-scale rollout, a pilot evaluation study has been conducted in order to inform future implementation.
Aim: The pilot evaluation aims to establish how successfully Spring Fever could be implemented within primary schools in its existing form.
Methods: In 2013, SF was piloted within one primary school. It was delivered from reception year to year 6 over one week, with pupils receiving one hour of teaching each day. To examine the factors that have helped or challenged SF delivery, the evaluation design included four methods: Teachers’ Checklist and Feedback form (n=10); Teachers’ Focus Group (n=9); Parents’ daily diary (n=7) and Parents’ interviews (n=7). Quantitative analyses were conducted on data collected through the teachers’ checklist and feedback forms to assess the extent to which leaning objectives were achieved and to give an overall impression of implementation fidelity. Content analysis was conducted
on data collected through focus groups with teachers, interviews with parents and on answers and comments from checklist and feedback forms and parents’ daily diaries.
Findings:Three main categories of factors that influenced the implementation of SF were identified: ‘Personal Factors’ (teachers’, pupils’ and parents’ characteristics), ‘Organizational factors’ (school’s characteristics and delivery context) and factors related to the programme itself. Overall, the findings identified 18 recommendations to guide programme enhancement and subsequent implementation.
Discussion: This project has helped to identify how best to secure the future successful adoption and implementation of the Spring Fever program me which is a crucial last step in intervention delivery. A phased roll-out of the programme in Warwickshire will now commence.
There is an abundance of research and scholarly analysis examining the efficacy of grade retention. Research published between 1950 and 2019 produced mixed results regarding the efficacy of early grade retention on ameliorating children’s socioemotional and achievement needs. Concerns regarding the quality of many studies of grade retention have been presented in several reviews and reiterated in recent publications. Source: https://ebookschoice.com/summary-of-grade-retention-effects/
Author One
Author Two
Author Three
Author Four
Author Five
Type and purpose
of study
Type means qualitative, quantitative, or mixed methods research.
Hypothesis or Research Questions
Both quantitative and qualitative research can have research questions, but only quantitative can have hypotheses.
Population
and
Sample
Methodology
Examples are case study, grounded theory, ethnography, quasi-experimental design etc.
Findings
We call it findings in qualitative research and results in quantitative research.
Evaluation
notes
Look for the limitations to the study. Small sample size, not generalizable, bias of researcher etc.
How will the study help your research or why are you rejecting it?
Stern’s (2015) Note Taking Table
Article One
Enabling school structures, collegial trust and academic emphasis: Antecedents of professionals learning
Article Two
Enhancing self-efficacy in elementary science teaching with Professional Learning Communities
Article Three
Teacher's perceptions and implementation of professional learning communities in a large Suburban School
Type and purpose
of study
Type means qualitative, quantitative, or mixed methods research.
The study examines the roles of ESS, trust and academic significance in the enlargement of PLC
The main aim of the study was to find out if there existed a relationship between the application of CL by elementary schools and the implementation of PLCs and other blocks that prevented the use of CL.
The main aim of this article was to understand the teachers’ take before and after the implementation of PLCs in the school. It was to provide more information on majorly three areas that is retention and success of students, retaining of teachers and lastly, teachers’ perception on leadership.
Hypothesis or Research Questions
Both quantitative and qualitative research can have research questions, but only quantitative can have hypotheses.
How is enabling structure of importance in the development of PLCs?
What is the role of collegial trust ?
How did self-efficacy of the teachers change during the period when the professional program was developed?
How did teacher instructional practice altered over time?
How did the results of expectancy change during that time?
What was the teachers’ perception before the implementation of PLCs?
How did the teachers react to the implementation of PLCs?
How teachers perceived leadership?
Population
and
Sample
General group being studied, size of sample or number of participants, age(s), gender, etc.
A survey was collected from 67 schools.
The concerned group was elementary school teacher. Different schools were picked and the research carried out in the sample of the concerned teams.
The study conducted with a population of 190 teachers from a district school and three more schools were included. The sample contained at least two teachers in each subject except in mathematics which had t.
Contextual Influences on the Implementation of a Schoolwide .docxmelvinjrobinson2199
Contextual Influences on the
Implementation of a Schoolwide Intervention
to Promote Students’ Social, Emotional,
and Academic Learning
Yolanda Anyon, Nicole Nicotera, and Christopher A. Veeh
Schoolwide interventions are among the most effective approaches for improving students’
behavioral and academic outcomes. However, researchers have documented consistent chal-
lenges with implementation fidelity and have argued that school social workers should be
engaged in efforts to improve treatment integrity. This study examines contextual influences
on the implementation of a whole-school intervention called Responsive Classroom (RC)
in one urban K–8 public school serving a diverse student body. RC improves social, emo-
tional, literacy, and math outcomes for disadvantaged students with behavior problems by
building on the assets of teachers to intervene with misbehaving students in the classroom
setting or school environment. Yet little is understood regarding the factors that constrain or
enable implementation of RC in noncontrolled research conditions. Results from a mixed-
methods convergent analysis of focus group, observation, and survey data indicate the influ-
ence of the following three contextual factors on implementation fidelity: (1) intervention
characteristics such as compatibility with staff members’ beliefs about behavior change and
management, (2) organizational capacity such as principal and teacher buy-in, and (3) the
intervention support system such as training and technical assistance. Implications for future
school social work research and practice with respect to the implementation of schoolwide
programs are discussed.
KEY WORDS: context; fidelity; implementation; school social work; schoolwide interventions
School social workers are often called on to deliver interventions to improve the behavior of disruptive and off-task students, as these
young people are at greater risk than their peers for
academic and psychosocial problems extending
across the life span ( O’Shaughnessy, Lane, Gresham,
& Beebe-Frankenberger, 2003; Sprague & Hill,
2000). For example, behavior problems in elemen-
tary school are among the strongest predictors of
underachievement, delinquency, and violence later
in life ( Sprague & Hill, 2000). Moreover, low-
income children and adolescents of color are more
likely to be identified by school staff as having be-
havior problems but are less likely to have access to
supports they need to make improvements ( Reyes,
Elias, Parker, & Rosenblatt, 2013). In the larger con-
text of persistent racial and class disparities in aca-
demic achievement, the need for early interventions
among disadvantaged young people is clear ( Reyes
et al., 2013).
Emerging evidence suggests that schoolwide and
teacher-focused interventions are among the most
effective approaches for improving student behav-
ioral outcomes ( Durlak, Weissberg, Dymnicki,
Taylor, & Schellinger, 2011). How.
To maintain equality in higher education level both in private and public universities are very diverse both in function and in nature in Bangladesh. Quality teaching Initiatives and go-long-maintenance-and-continuation are basically an interesting issue in higher education landscape and found enormous difficulty with increasing diversity in the factors’ influence. The study focused on the factors by which effective teaching quality be enhanced in higher education level along with considerations for perfection in teaching methodology. This paper determines the research area of critical success factors of quality enhancement and assurance in higher education level which has potential to be explored and generate new knowledge, to improve the quality education practices and outcome. By using Factor Analysis and ranking of the factors, it has found that Teacher’s Distinctiveness, Human Resources Development, Teaching Approach and Quality of Teachers, Interpersonal and Pedagogy Skills are worth considerable to determine appropriateness in ensuring quality in higher education level.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
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.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
2. STRS (Student-Teacher Relationship Scale)
A widely accepted instrument developed by
R. Pianta (1991-2001).
Measures the quality of teacher-child
relationships, based on teachers’
perspectives.
Introduction
3. STRS (Student-Teacher Relationship Scale)
STRS consists of 28 items (Pianta, 2001)
Measures three dimensions of the teacher-
child relationship:
-Closeness
-Conflict
-Dependency
Introduction
4. STRS (Student-Teacher Relationship Scale)
STRS has been used extensively in various
countries (US, UK, Germany, Netherlands,
Spain, Norway, Italy, etc.)
The three dimensions closeness, conflict and
dependency, have been established
successfully in different samples in various
countries.
Introduction
5. STRS (Student-Teacher Relationship Scale)
The STRS (28 items) was tested in Greece and
the results supported the factorial validity of
the scale.
Introduction
6. However, findings from two separate Greek
studies showed that the Dependency factor
was positively correlated with the Closeness
factor instead of the Conflict factor.
This finding was in contrast with all the other
studies at that time.
Introduction
7. After the two Greek studies, additional findings
from the US and Norway confirmed the
inconsistencies regarding the Dependency
subscale.
On 2012 R. Pianta together with colleagues from
the Netherlands (Koomen, Verschueren, van
Shooten, Jak, Pianta, 2012) developed a “Dutch”
version of the scale that consisted of 34 items
and incorporated new items in the dependency
factor.
Introduction
8. Introduction
A widely used and valid scale across different cultures
and educational systems provides the opportunity for
cross-national comparisons.
This is something very important especially in Europe,
where one of the goals of the European Union regarding
education focuses in the homogenization of education
across nations.
9. Aim of the study
Examine the factor structure of the “Dutch”
version of STRS in the Greek educational
context .
That is to examine whether the proposed
structure can be replicated in the ECE in
Greece.
10. Method
Participants
275 teachers who rated their relationships with 1126 students .
Instrument
The ‘Dutch’ version of STRS (Koomen et al., 2012) was used. The
scale consisted of 34 items that measure three dimensions of
relationships: closeness, dependency, and conflict.
Analysis
Exploratory factor analysis was selected for this initial effort to
test the psychometric properties of the STRS. Exploratory
analysis was preferred because the Dutch version included items
that had not been tested before.
11. Results
The descriptive statistics regarding the factors of the
scale revealed that the teachers rated high the
Closeness factor (M = 3.46, SD ± .77), low the Conflict
factor (M = 1.67, SD ± .94), and moderate to high the
Dependency factor (M = 2.12, SD ± .96).
13. Factor structure was replicated in the Greek sample
Discussion
A 25-item STRS is a valid and reliable scale that
measures the three factors/dimensions of the
student-teacher relationship in Greece.
Limitation: this was an initial effort. Further studies
with advanced statistical methods need to be
applied before any solid conclusion can be drawn.
14. Discussion
Based on the factor mean scores, it can be argued that the
Greek teachers have a warm and supportive relationship with
their students, which is characterized by low levels of Conflict.
Yet, the Dependency factor has moderate to high scores
indicating that in Greece, Dependency is not considered a
behavior that affects negatively the student-teacher
relationships in early childhood education.
15. Discussion
A possible explanation is that the notion of
autonomy and self-regulation is not considered
equally important in the Greek educational
system as in other societies.
16. In sum
Discussion
This study showed the applicability of the STRS in the
Greek educational context
It encourages researchers to further test the
psychometric properties of the scale and also to test
it in primary schools.
The cross-cultural validity could provide a common
ground for an improved understanding of the cultural
differences in the teacher-child relationships across
various countries.