The major objectives of this research were to examine the association between students’ thinking styles and the preferred learning environments constructed by teacher interpersonal behavior. Furthermore, this study aimed to examine the relationship between teachers’ thinking styles and the preferred learning environments constructed by teacher interpersonal behavior, investigate the effect of teachers’ interpersonal behavior on students’ thinking styles in learning, and study the contributions of students’ thinking styles to learning achievement. This study found that students’ and teachers’ thinking styles could predict the preferred learning environments constructed by teacher interpersonal behavior, the learning activities provided the opportunities to train students in the use of their teachers’ preferred thinking styles, students’ thinking styles and learning achievement were related. Furthermore, the results of this study showed that students ' thinking styles changed in all classes of experimental groups, with teachers ' teaching in teaching being the main factor
Unfortunately, ﬁndings from classroom assessment research has revealed a gap between the recommended and the actual assessment practices regardless of teachers’ gender and teaching experience (Alsarimi, 2000). Brookhart (2001) stated that “grading theory and practices will be better connected once the role of classroom assessment and grading practices in student achievement motivation and, it seems reasonable to argue that to be able to understand and make sense out of the gap between assessment experts’ recommendations and teachers’ assessment practices, it is important to ﬁnd out the possible effects of these practices on students’ achievement goals as one aspect of student motivation for learning. Improved tests can still be improved further
Functionalist theory of education discusses the functions and dysfunctions of education. Schools functions include teaching students how to be a successful member of society and its purpose in society1. This is achieved by teaching skills, norms/values, and networking. The main goal of education is to have individuals be prepared to move from education to occupations. In Reading 5: “Social Reproduction” by David Swartz he discusses how similar power structures that are seen between workers and employers can also be seen between administrators and teachers, moving down to relationships between teachers and students.
Assessments: peer and self-assessment are crucial in providing opportunity to metacognitive thinking about education, in addition to assess own progression for meaningful productive feedback. 5. Established learning: teacher and student roles in the learning process should be established. Teachers need to create an environment where student can establish trust and mutual respect, as well as experience harmless constructive feedback. As defined by Bell & Cowie (2001), there are nine characteristics of formative assessment: responsiveness; source of evidence; tacit process; use of professional knowledge and experience; integral measures between teaching and learning; assessments by teacher and student; purpose; appropriateness of process; and predicaments.
Teacher educators and K-12 public school educational leaders recognize the need to provide specific culturally responsive teaching (CRT) training to pre-service and in-service teachers to better prepare these individuals to teach culturally diverse student populations. According to Brown (2012) and Gonzalez (2012), teacher preparation programs are training teachers in the use of CRT. For example, Gonzalez (2012) asserts that pre-service teachers need training in classroom-based assessments that address the learning needs of culturally diverse students. This study explored teachers’ lived experiences with teaching a culturally diverse student body and fills the gap in the literature on teachers’ lived experiences using CRTS with culturally diverse
A key characteristic is that the assessment information used by both teacher and pupils to modify their work in order to make it more effective”. In a similar vein, Tunstall and Gipps (1996) wrote “formative assessment means teachers using their judgments of children knowledge or understanding to feedback into the teaching process and to determine for individual children whether to re-explain the task/concept, to give further practice on it or move on the next stage”. (cited in Harry Torrance and John Pryor, 1998, p389). In addition, Black & Wiliam (1998) adopted a more restrictive definition by limiting the term to assessment conducted while learning was taking place. They defined formative assessment as a concept that teachers use information from activities to determine the next steps in learning and teaching.
In particular, Litosseliti and Sunderland developed further the ideas of the ‘discursive practices’ (Fairclough, 1992) of the speech acts subversion and endorsement of a text by a teacher. Their eventual interpretation of the categories endorsement and subversion can be seen in the complete model of gendered discursive practices of teachers in relation to texts. The top level of this working framework represents two possible ‘text types’, the boxes below, the ‘talk around the text’. (2002, p.
The researcher operationalizes teacher social skills by selecting its measurement scale items and scale type which involve a series of scaled indicator items in a Likert scale format. In order to determine what skills are important to teachers’ interactions with their students for the research, a distinction need to be drawn between competence and skill as both have an ultimate bearing on performance behavior. Building on the work of McClelland (1973) and other scholars, Boyatzis (1982) defined competencies as the underlying characteristics of an individual causally related to effective or superior performance in a job. This is consistent with the view that competence should be viewed as a function of knowledge, skill, and motivation (Spitzberg, 1983). These definitions suggest that a competency framework is broader than a skill framework as it involves such elements as values, personality, motivations, and knowledge.
ABSTRACT This paper is introducing a cross sectional point of view by applying managerial theories of McGregor’s Theory X & Y as well as Principle of Compatibility to access students’ academic performance. Deriving from several theoretical supports, students’ academic performance is caused intrinsically by compatibility between their attitudes and behavior towards their learnings. Whereby, rather than measuring students’ personal traits, educators should take efforts to assess students’ learning attitudes so that their adequate learning behavior would be expected. Hence this paper is calling for attention from practitioners to engage in understanding the need to access students’ attitude towards learning. The significance of this paper is to
H7: There is significant difference in terms of motivation level of students between experimental group and control group in the post-test. RQ8: is there any significant difference in terms of performance level of students between experimental group and control group in the post-test? H8: There is significant difference in terms of performance level of students between experimental group and control group in the post-test. Significant of the study Teachers all over the world are persistently improving their pedagogical approaches in order to keep the students motivated and engaged in the classrooms. This study will inform teachers on how they can incorporate gamified learning in teaching and learning activities thus, helping the students glued to the instruction.