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This study examined teacher-student relationships from the perspective of adolescent students. Poor relationships between students and teachers can lead to many negative outcomes, such as school failure and risky behaviors. While this relationship has been analyzed often, it is typically from the point of view of the teacher rather than the student. Individual cognitive appraisals of both efficacy and attribution impact how feedback from teachers is interpreted. Of particular interest is whether individuals attribute academic failures to external sources, such as teachers, which could impact the 5 teacher-student relationship. Determining factors that influence students' perceptions of teachers has implications for both student- and teacher-centered interventions. Data on academic self-efficacy, self-concept, locus of control, and perception of teachers was obtained from a racially diverse population of approximately 500 participants from a Catholic high school in Northern California. Path analysis was used to analyze possible causal relationships. Results indicate that both academic self-efficacy and locus of control significantly impact students' attitudes toward teachers. Locus of control was also found to partially mediate the relationship between academic self-efficacy and perceptions of teachers. Boosting academic self-efficacy will likely improve students' perceptions of their teachers. Attribution retraining is also implicated as an appropriate intervention to improve perceptions of teachers for students with low academic self-efficacy.

There is No Abstract: / Dissertation (MPhil (Education for Community Development))--University of Pretoria, 2005. / Education Management and Policy Studies / unrestricted

This qualitative study investigated the use of instructor affinity-seeking through two distinct channels- face-to-face and e-mail- to understand the effects of and ways to improve out-of-class communication. This research explores the frequency and nature of interactions, sheds light on the preferred channels of communication, and reveals the effectiveness of instructor initiated affinity-seeking. Undergraduate students enrolled at a mid-sized private university were asked to participate in a series of focus groups. Focus group results indicated that students have minimal contact with faculty outside the class and mostly formal topics are discussed. Students reported that instructors were successful at gaining affinity by using appropriate nonverbal cues during face-to-face communication. In general, students reported that computer-mediated affinity-seeking was misunderstood and inappropriately presented. Results also illustrated which affinity-seeking strategies encouraged and hindered frequency of out-of-class communication.

Task-based language teaching (TBLT), a research-informed pedagogy for fostering second language (L2) learning through functional language use, advocates the use of tasks for organizing instructional content and the sequencing of tasks based on task complexity. While the focus of much research has been on the complexity of speaking and writing tasks, to date, scant research has been directed at the impact of reading task complexity, especially when aimed at the learning of subject matter (i.e., content learning). With increasing numbers of multinational learner classrooms, the effectiveness of such instruction constitutes an ever more indispensable factor in all levels of education, exerting a profound impact on the lives of millions of L2 learners as well as on the cultivation of skilled bilingual and multilingual citizens capable of applying content area knowledge to tackle society’s wider challenges such as pandemics. Adopting a within-subject design, this dissertation zeroed in on a specific type of reading task—read to summarize—examining the degree to which the manipulation of reading task complexity affected L2 learners’ reading processes (i.e., attention allocation and depth of processing) and reading outcomes (i.e., content learning and language use). 30 international students enrolled in graduate programs in the U.S. were recruited to complete three read-to-summarize tasks online while their eye and mouse movements were recorded. Follow-up stimulated recall interviews based on the eye-tracking heatmaps and mouse-tracking recordings were conducted to probe depth of processing. Written summaries served as measures of content learning and language use; additionally, familiarity ratings and short-answer responses were included to gauge learning of main ideas and specific details, respectively. Screening and exit surveys were also administered to collect participants’ demographic information and task perception ratings. Data analyses were performed in Python 3.9 and R Studio 2021.9.1. Findings from the language use measures show that the most complex task, in general, elicited greater phrasal complexity and the least complex task engendered greater amounts of subordination and coordination. As for content learning, the task of medium complexity yielded more correct major and minor idea units. These findings collectively suggest that while the most complex task was more facilitative of advanced language use, the task of medium complexity was more conducive to content learning. Regarding the results of the process measures, more complex tasks generally led to longer dwell time and more fixation counts than less complex ones. However, when disaggregating the results, the high-performing group had shorter dwell time and produced more main ideas in the most complex task than its low-performing counterpart. Results from the interview data further reveal that the high-performing group strategically engaged in efficient higher- and lower-level processing, whereas the low-performing group tended to demonstrate inefficient lower-level processing. Furthermore, focused analyses of four participants uncover a great deal of individual variability both in online processing and in the resulting learning outcomes. These findings are discussed in relation to the comprehension and production processes as encapsulated within one pedagogic task; theoretical, methodological, and pedagogical implications are expounded.

The problem of the study was to compare the relationships between a cognitive-oriented and affective-oriented teacher in-service program on the subsequent incidence of humane characteristics in the classroom. Ninety-two teachers of grades 4, 5, and 6 from three school districts located in the Region XI Education Service Center area were involved in the study. One of the purposes of the study was to obtain information which could be helpful to Texas educators responsible for teacher in-service programs. It is critical that educators know the kinds of in-service programs which produce the greatest change in teacher behavior. This study concludes that in-service education programs which focus on specific instructional skills and strategies related to curriculum content are more viable in achieving the characteristics of a humane classroom than in-service programs which, though they be skills-oriented, do not relate specifically to curriculum content.

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The specific purposes investigated were to ascertain the effect of training in interaction analysis upon the levels of 1. accurate empathy in teachers, 2. nonpossissive warmth in teachers, 3. genuineness in teachers, and 4. an analysis of the relationship between interaction analysis and the interpersonal behavior of the classroom teacher in view of its implications in teacher education.