The Effect of Teacher Expectation on Student Self-concept and Reading Achievement
Author: Nancy C. Jones
Publisher:
Published: 1981
Total Pages: 110
ISBN-13:
DOWNLOAD EBOOKRead and Download eBook Full
Author: Nancy C. Jones
Publisher:
Published: 1981
Total Pages: 110
ISBN-13:
DOWNLOAD EBOOKAuthor: Stephen Cornel Jones
Publisher:
Published: 1990
Total Pages: 226
ISBN-13:
DOWNLOAD EBOOKAuthor: Karen Ann Brattesani
Publisher:
Published: 1984
Total Pages: 214
ISBN-13:
DOWNLOAD EBOOKAuthor: Christine Rubie-Davies
Publisher: Routledge
Published: 2014-08-13
Total Pages: 275
ISBN-13: 1317644638
DOWNLOAD EBOOKWe constantly hear cries from politicians for teachers to have high expectations. But what this means in practical terms is never spelled out. Simply deciding that as a teacher you will expect all your students to achieve more than other classes you have taught in the same school, is not going to translate automatically into enhanced achievement for students. Becoming a High Expectation Teacher is a book that every education student, training or practising teacher, should read. It details the beliefs and practices of high expectation teachers – teachers who have high expectations for all their students – and provides practical examples for teachers of how to change classrooms into ones in which all students are expected to learn at much higher levels than teachers may previously have thought possible. It shows how student achievement can be raised by providing both research evidence and practical examples. This book is based on the first ever intervention study in the teacher expectation area, designed to change teachers’ expectations through introducing them to the beliefs and practices of high expectation teachers. A holistic view of the classroom is emphasised whereby both the instructional and socio-emotional aspects of the classroom are considered if teachers are to increase student achievement. There is a focus on high expectation teachers, those who have high expectations for all students, and a close examination of what it is that these teachers do in their classrooms that mean that their students make very large learning gains each year. Becoming a High Expectation Teacher explores three key areas in which what high expectation teachers do differs substantially from what other teachers do: the way they group students for learning, the way they create a caring classroom community, and the way in which they use goalsetting to motivate students, to promote student autonomy and to promote mastery learning. Areas covered include:- Formation of teacher expectations Teacher personality and expectation Ability grouping and goal setting Enhancing class climate Sustaining high expectations for students Becoming a High Expectation Teacher is an essential read for any researcher, student, trainee or practicing teacher who cares passionately about the teacher-student relationship and about raising expectations and student achievement.
Author: Lynda Phillips Johnson
Publisher:
Published: 1994
Total Pages: 322
ISBN-13:
DOWNLOAD EBOOKAuthor: Jerome B. Dusek
Publisher: Routledge
Published: 1985
Total Pages: 406
ISBN-13:
DOWNLOAD EBOOKAuthor: Roy Nash
Publisher: Routledge & Kegan Paul Books
Published: 1976
Total Pages: 110
ISBN-13:
DOWNLOAD EBOOKAuthor: Michael Leslie Church
Publisher:
Published: 1981
Total Pages: 81
ISBN-13:
DOWNLOAD EBOOKAuthor: John Hattie
Publisher: Routledge
Published: 2008-11-19
Total Pages: 389
ISBN-13: 1134024126
DOWNLOAD EBOOKThis unique and ground-breaking book is the result of 15 years research and synthesises over 800 meta-analyses on the influences on achievement in school-aged students. It builds a story about the power of teachers, feedback, and a model of learning and understanding. The research involves many millions of students and represents the largest ever evidence based research into what actually works in schools to improve learning. Areas covered include the influence of the student, home, school, curricula, teacher, and teaching strategies. A model of teaching and learning is developed based on the notion of visible teaching and visible learning. A major message is that what works best for students is similar to what works best for teachers – an attention to setting challenging learning intentions, being clear about what success means, and an attention to learning strategies for developing conceptual understanding about what teachers and students know and understand. Although the current evidence based fad has turned into a debate about test scores, this book is about using evidence to build and defend a model of teaching and learning. A major contribution is a fascinating benchmark/dashboard for comparing many innovations in teaching and schools.
Author: Christine Rubie-Davies
Publisher: Routledge
Published: 2017-08-16
Total Pages: 173
ISBN-13: 1315520494
DOWNLOAD EBOOKThe influence of teacher expectations on student outcomes is routinely explored by professors, administrators, teachers, researchers, journalists, and scholars. Written by a leading expert on teacher expectations, this book situates the topic within the broader context of educational psychology research and theory, and brings it to a wider audience. With chapters on the history of the teacher expectation field, student perceptions of teacher expectations, and implications for practice, this concise volume is designed for use in educational psychology courses and any education course that includes social-psychological aspects of classrooms in the curriculum. It will be indispensable for student researchers and both pre- and in-service teachers alike.