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Descriptors:
Student Attitudes; Foreign Countries; Multiple Regression Analysis; Questionnaires; Moral Development; Affective Behavior; Cognitive Development; Measures (Individuals); Science Education; Academic Achievement; Grade 9; High School Students; Validity; Reliability; Teacher Student Relationship; Teacher Behavior

Abstract:
This study validated the Chinese version of the Questionnaire on Teacher Interaction (QTI) in the Hong Kong context as well as examined the relationship between students' perceptions of interpersonal teacher behaviour and their cognitive, affective and moral learning outcomes. Data were collected with the QTI and four other measures of student learning outcomes including a modified enjoyment scale of the Test of Science Related Attitudes, academic achievement, attitudes towards the teacher, and learning of values and attitudes. A total of 612 grade 9 students from 16 Mathematics, Chinese and English classes in six schools participated in the study. The Chinese version of the QTI was found to be a valid and reliable measure. Multiple regression analysis revealed that students' perceptions of their teachers' interpersonal behaviour were significantly related to their cognitive, affective, and moral learning outcomes. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Teacher Selection; Teaching Methods; Caring; Public Schools; Teacher Characteristics; Principals; Classroom Techniques; Teaching Skills; Mixed Methods Research; Administrator Attitudes; Interviews; Online Surveys; Teacher Behavior; Pedagogical Content Knowledge; Urban Schools

Abstract:
Purpose: Relatively little is known about how principals make decisions about teacher hiring. This article uses mixed methods to examine what characteristics principals look for in teachers. Research Methods: Data were gathered using a mixed method approach, including in-depth interviews with a representative sample of 31 principals as well as an online survey of 368 principals in the Chicago Public Schools. Data analysis techniques included both qualitative analysis to look for patterns and themes and exploratory regression analysis of surveys to examine variation in preferences across school and principal characteristics. Findings: Results indicate that principals focus on behaviors and skills rather than qualifications. Principals report looking for teachers who care about students, have content knowledge, are willing to go beyond contractual obligations, and have classroom management skills. Principals, in general, talk extensively about caring, classroom management, and willingness to "give extra," while most say little about content knowledge or teaching skills. Preferences vary substantially across low- and high-achieving schools. Implications: Whether the skills and behaviors that principals report focusing on during the teacher-hiring process are those that will benefit their students most is an important question, particularly because even ineffective teachers are rarely dismissed from public schools. (Contains 4 tables and 5 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Cross Cultural Studies; Foreign Countries; English (Second Language); Teacher Attitudes; Work Ethic; Economically Disadvantaged; Socioeconomic Background; Role Models; Teacher Expectations of Students; Low Income Groups; Elementary School Students; Immigrants; Immigration; Teacher Behavior; At Risk Students; Spanish; Social Class; Middle Class; Hispanic American Students

Abstract:
This study explores teachers' academic expectations of students from low socioeconomic status (SES) in Costa Rica for the purpose of cross-cultural comparison. A group of 17 teachers from two different elementary schools located in a small town in Costa Rica were questioned about their expectations of low SES students enrolled in their classes. Findings show a mixture of favorable and unfavorable expectations of low SES students among the teachers. Teachers who hold unfavorable expectations describe the families of low SES students as poor role models with a poor work ethic. Findings suggest that teachers' unfavorable academic expectations for low SES students are influenced by student immigrant status. Cross-cultural similarities between the findings of this study and studies regarding teacher attitudes toward English learners of low SES in the U.S. are discussed followed by implications for the field of teacher education. The following are appended: (1) Survey--English version; and (2) Survey--Spanish version. (Contains 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; School Effectiveness; Teacher Behavior; Teacher Effectiveness; Academic Achievement; Influences; Teacher Characteristics; Evidence; Self Efficacy; Communication Skills; Faculty Development; Classroom Environment; Interpersonal Communication; Feedback (Response); Sociolinguistics

Abstract:
The role and functioning of schools are changing as well as what is expected of teachers (who face growing and diversified challenges); consequentially, well-being at the schools is endangered. As teachers and teachers' educators concern is: How to improve schools' and teachers' effectiveness and promote well-being. Believing that the path to effectiveness is through evidence-based practice, according to research results (meta-analysis and effect-sizes), the authors analyzed which factors have more impact on schools effectiveness; teachers arise as a significant factor, accounting for about 30% of the variance on pupils' achievement. So, the authors have searched for factors that have significant impact on teachers' effectiveness. Evidence shows that, among other factors, giving/receiving feedback, beliefs and expectations, self-efficacy, establishing clear goals, effective interpersonal communication, and classroom climate are determinant. In face of these findings, the authors have explored how NLP (neuro-linguistic programming) can contribute to improving teachers' effectiveness, through professional training. (Contains 2 tables, 8 figures, and 15 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Interaction; Foreign Countries; Correlation; Science Teachers; Teacher Characteristics; Teacher Behavior; Statistical Analysis; Teaching Experience; Gender Differences; Check Lists; Teacher Certification; Statistical Significance; Teacher Effectiveness; Case Studies; Public School Teachers; Public Schools; High Schools; Science Instruction; Measures (Individuals)

Abstract:
The major purpose of this study was to find out if there is any influence of teachers' characteristics on science teacher's classroom behaviours and determine the kind of relationship between teachers' characteristics and classroom behaviours. To guide this study, five research questions and hypotheses were raised, stated, answered, and tested at the significance level of 0.05. The design of case study is using an observational schedule called SCIC (science classroom interaction categories). The sample of the study consisted of 150 science teachers drawn from the 25 local government areas in Delta State. The data collected were analyzed with t-test, ANOVA (analysis of variance), and Pearson product moment correlation. The major findings of the study indicated: a significant difference in classroom behaviour scores among teachers with 0-5, 6-10, and 11 and above years of experience and a perfect correlation between years of experience and classroom behaviour; a significant higher classroom behaviour scores of male teachers over the females; a significant higher classroom behaviour scores of B.Sc. (Ed.) certificate holders over those with NCE (Nigeria Certificate of Education) and B.Sc. certificates; and a non-significant correlation between type of certificates and classroom behaviours. It was concluded that the five key behaviours studied remain the skeleton for effective science teaching and learning. An appendix contains a checklist for SCIC (Science classroom interaction categories). (Contains 12 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Postsecondary Education; Student Teachers; Chemistry; Secondary School Science; Teaching Methods; Teaching Skills; Student Teaching; Teacher Evaluation; Teacher Behavior; Factor Analysis; Interrater Reliability; Construct Validity

Abstract:
The study was designed to develop and factorially validate an instrument for measuring teaching practice skills of chemistry student-teachers in University of Nigeria, Nsukka. Two research questions guided the study. The design of the study was instrumentation. All the chemistry student-teachers in the Department of Science Education, University of Nigeria, Nsukka, involved in teaching practice in November 2011 formed the population for the study. No sampling technique was used as all the population formed the sample for the study. The instrument known as TPEF (teaching practice evaluation form) was developed. It was used to collect data for answering the research questions. The instrument was face validated and subjected to factor analysis using rotated component matrix to establish the construct validity. FL (factor loading) range of 0.35 and above (Meredith, 1969) was used for the extraction of the valid items. Internal consistency reliability coefficient of the instrument was established using Kendall's coefficient of concordance. The result of the analysis shows that TPEF was valid and reliable. It also shows that there was agreement among the raters. Based on these findings, the educational implications were discussed and recommendations made including that teachers in tertiary institutions should use this instrument in assessing chemistry student-teachers during their teaching practice due to its validity and reliability in assessing teaching practice skills in chemistry. A Teaching Practice Evaluation Form for Chemistry Students is appended. (Contains 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Teaching Methods; Speech Communication; Grade 7; Power Structure; Science Instruction; Teacher Student Relationship; Classroom Research; Teacher Behavior; Student Behavior; Affective Behavior; Classroom Communication; Classroom Environment; Classroom Techniques; Discourse Analysis; Mixed Methods Research

Abstract:
This study examined emotional climate in relation to the teaching and learning of grade 7 science. A multi-method and multi-theoretic approach used sociocultural frameworks as a foundation for interpretive research, conversation analysis, prosody analysis, and studies of nonverbal conduct. Emotional climate varied continuously throughout a lesson. Dialogues occurred and afforded learning when interactions between the teacher and students were fluent and included humour and collective effervescence. Emotional climate was negatively valenced when the teacher and/or students endeavoured to establish and maintain power by restricting others' participation to spectator roles. The teacher's endeavours to maintain and establish control over students were potentially detrimental to teaching and learning, teachers and learners. This type of teaching gradually evolved into a form we referred to as cranky teaching, whereby the teacher and her students showed signs of frustration and the enacted teaching and learning roles lacked fluency. The methods we pioneered in the present study might be helpful for other teachers who wish to participate in research on their classes to ascertain what works and should be strengthened, and identify practices and rituals that are deleterious and in need of change. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Electronic Learning; Internet; Factor Analysis; Higher Education; Educational Technology; Self Efficacy; Web Based Instruction; Technical Support; Technology Integration; Adoption (Ideas); College Faculty; Measures (Individuals); Barriers; Predictor Variables; Influences; Teacher Attitudes; Teacher Behavior; Behavior Theories

Abstract:
This study examines factors associated with the use of learning technologies by higher education faculty. In an online survey in a UK university, 114 faculty respondents completed a measure of Internet self-efficacy, and reported on their use of learning technologies along with barriers to their adoption. Principal components analysis suggested two main barriers to adoption: structural constraints within the University and perceived usefulness of the tools. Regression analyses indicated both these variables, along with Internet self-efficacy, were associated with use of online learning technology. These findings are more consistent with models of technology engagement that recognize facilitating or inhibiting conditions (unified theory of acceptance and use of technology; decomposed theory of planned behavior) than the classic technology acceptance model (TAM). Practical implications for higher education institutions are that while faculty training and digital literacy initiatives may have roles to play, structural factors (e.g., provision of resources and technical support) must also be addressed for optimal uptake of learning technologies. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Student Attitudes; Teacher Behavior; Teacher Characteristics; Classroom Environment; Teacher Student Relationship; Course Content; Outcomes of Education; Context Effect; Dissent; Self Efficacy; Questionnaires

Abstract:
We examined the impact of instructor characteristics and student beliefs on students' decisions to enact instructional dissent using the Instructional Beliefs Model (IBM) as a framework. Students (N = 244) completed survey questionnaires assessing their perceptions of instructors' clarity, nonverbal immediacy, and affirming style, as well as their own academic self-efficacy and communicative behaviors following a disagreement or difference of opinion with the instructor. Results indicated that students' academic self-efficacy mediates the relationship between instructor behaviors and two communicative outcomes of instructional dissent. Students who perceived their instructors as clear were more likely to have high self-efficacy for the course and therefore engage in more positive (i.e., rhetorical) forms of dissent as opposed to more negative expressive dissent. Theoretical and pedagogical implications are discussed. (Contains 1 table and 3 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Emotional Response; Psychological Patterns; Classroom Environment; Teacher Student Relationship; Classroom Communication; Teacher Behavior; Student Attitudes; Context Effect; Prediction; Models; Structural Equation Models

Abstract:
Although scholars from various fields now argue that emotion is a critical resource for individuals as they learn and make sense of information, the topic is only just emerging as a sustained area of emphasis for instructional communication scholars. Using a sample of 752 students from three universities, we tested a predictive model exploring how teachers' communication behaviors, including teacher immediacy, clarity, and communication competence, potentially influence students' perceptions of emotional experiences in a class, and in turn, how specific feelings of enjoyment, pride, and hope are possibly affected. Results indicated strong support for the model, thereby implying that the theoretical explanation offered by emotional response theory should be expanded to include both the processes and discrete emotions explored in the study. Findings are discussed as they relate to theoretical and practical implications for scholars seeking to better understand the dynamic interplay of emotions in the classroom. (Contains 2 tables and 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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