Les perceptions qu’ont les élèves des relations qu’ils entretiennent avec leurs enseignants, ainsi que des attitudes des enseignants à leur endroit, sont reconnues pour être associées à la réussite scolaire des élèves, notamment des élèves issus de l’immigration. Malgré l’accroissement de l’immigration et l’intérêt porté au vécu scolaire de ces élèves, un nombre limité de recherches quantitatives s'est penché sur leurs perceptions à l’égard de leurs enseignants au Québec. Cette étude a donc pour objectif principal de mieux comprendre les perceptions qu’ont les élèves du secondaire de la chaleur et des conflits dans les relations avec leurs enseignants, ainsi que des attentes de réussite et de la rétroaction négative des enseignants envers eux. Plus précisément, l’étude cherche à déterminer s’il existe des distinctions dans les perceptions entre les élèves de 1re, 2e et 3e génération, d’une part, et entre les élèves d’origine haïtienne, nord-africaine et canadienne, d’autre part. Elle cherche aussi à connaître s’il existe un effet d’interaction entre le statut générationnel et la région d’origine sur les perceptions des élèves. Les données ont été recueillies auprès de 819 élèves dans 8 écoles secondaires de la province de Québec. Les résultats montrent que les élèves de 2e génération, comparativement à leurs pairs de 3e génération, considèrent leurs relations avec les enseignants comme étant moins chaleureuses. Aussi, les élèves de 1re génération perçoivent des attentes de réussite légèrement plus élevées chez leurs enseignants que les élèves non immigrants. Ils ont aussi l’impression de recevoir davantage de rétroactions négatives de la part des enseignants. De plus, les élèves originaires d’Haïti rapportent moins d’échanges chaleureux avec les enseignants et une diminution des attentes de réussite de la part de leurs enseignants chez les élèves de 2e génération. Les implications de ces résultats pour la pratique et la recherche sont discutées. / Students' perceptions of their relationships with their teachers and their attitudes towards them are known to be associated with student academic success, particularly for students with an immigrant background. Despite the increase in immigration and the interest in the academic experiences of these students, a limited amount of quantitative research has examined how these students perceive their teachers’ attitudes and practices in Quebec. The aim of this study is, therefore, to examine students’ perceptions of the level of closeness and conflict in their relationships with teachers, as well as their perceptions of teachers' expectations of success and negative feedback towards them. More specifically, the study examines whether there are distinctions in these perceptions between 1st, 2nd, and 3rd generation students and between students of Haitian, North African and Canadian origin. It also explores whether there is an interaction between generational status and the region of origin on students' perceptions. Data were collected from 819 students in 8 different high schools in the province of Quebec. Results show that 2nd generation students, compared to their 3rd generation peers, consider their relationships with teachers to be less warm. Also, 1st generation students perceive slightly higher expectations of success among their teachers than non-immigrant students. These students also feel that they are receiving more negative feedback from teachers. In addition, students from Haiti report less closeness with teachers and, for students of 2nd generation, they are more likely to perceive lower teachers’ expectations toward them. The implications of these results for practice and research are discussed.

The challenge of transitioning into high school is associated with social anxiety, decreased grades, increased absences, and overall motivation to learn. Based on anecdotal evidence from 9th grade teachers in the Ohio School District, teachers had poor rapport with some of their students, and 9th graders were being retained more often than were students in any other grade. Grounded in Noddings's care theory, the purpose of this mixed methods sequential case study was to explore perceptions of rapport between 9th graders and their teachers. Guiding research questions were used to discover student and teacher perceptions about their relationship as it relates to care, respect, and communication. Archived data from Gallop Poll surveys given to 9th grade students at 3 schools (n = 163) demonstrated student perceptions of their relationships with teachers. Additionally, 15 teachers were randomly selected for a focus group interview about rapport with students. The interview transcripts were coded for emergent themes related to the guiding questions. The analysis of the Gallup Poll data included calculation of the mean, standard deviation, median, item score range, mode, and raw-data frequencies/percent for responses to answer the respective research questions. Responses on the survey showed that students perceived a moderate level of bonding with teachers, while the interview data showed that there were issues related to communication with students, administrative support of teachers, and sincerity of teacher care for students. The project outcome is a professional development about communication amongst teacher and students, teachers and teachers, and teachers and administration to improve rapport and reduce the prevalence and impact of adverse events such as dropout and other forms of disengagement.

Providing written feedback is a time-consuming part of an English teacher’s work life and there are many ways in which feedback can be provided. According to the Swedish National Agency of Education (2011), teachers must provide their students with feedback. Studies have been conducted investigating feedback provision and teachers’ feedback practices, but few studies have shed light on the students’ perception of feedback, especially in Swedish, and even Nordic, contexts. This study investigated students’ perception and use of teacher feedback on written assignments in an EFL (English as a foreign language) classroom in mid-Sweden. The study investigated both student perception of feedback, with specific focus on WCF (written corrective feedback), and students’ use of the feedback. The method used for data collection was a semi-structured internet survey containing 21 questions. The participants were 30 upper secondary school students. The results of the study showed that students mostly perceived feedback as important and useful, especially when it contained concrete tips and proposals for text improvement. They regarded CF and WCF as important as they wanted to become aware of what errors they made to avoid making those in future writing. Nevertheless, they reported that too extensive feedback (unfocused CF) was not preferred. Both positive and negative feedback were considered useful for future writing and a large majority read the feedback they received every time. Feedback provided together with a grade was also read by the students, as they wanted to have information about strengths and weaknesses in the text as well as motivation for the grade. To conclude, feedback was mostly perceived as important and useful, and the students used it to improve their writing.

While the idea of source or teacher credibility dates back to the Greek philosopher, Aristotle, research to connect this perceived credibility with individual affective and cognitive growth is a more recent phenomenon. In 2009, a credibility learning model connecting perceived credibility to cognitive learning with university-aged subjects was established. In contrast, this research project focused on determining a link between K-12 students' perception of teacher credibility, as determined by a student survey, to cognitive academic achievement as rated by a standardized test, the State of Texas Assessment of Academic Readiness (STAAR). The survey data were obtained through a pre-existing campus climate survey that was created to assist campus and district administrators in determining campus needs and developing a campus improvement plan. The assessment data were obtained through the Texas Education Agency database. The data were analyzed using quantitative research methods, including traditional univariate and multivariate statistical techniques such as principal component analysis, chi-square tests for independence, and binomial logistic regression. The findings of the study revealed no link between the survey instrument used and student academic achievement on the STAAR reading and mathematics assessment. The survey used did not align with the review of literature regarding student's perception of teacher credibility nor did it align with students' academic success. Therefore, survey findings were not correlated with STAAR results.

本研究欲跳脫教師教學評鑑的角度，探討大學教師不受學生歡迎的行為概況，並分析學生的知覺、反應與背後原因。研究採問卷調查法，以自編之「學生對於大學教師行為的知覺調查問卷」為研究工具，分二階段進行，以便利取樣方式選取公私立大學學生，有效樣本共1105人。問卷回收後進行資料的整理歸類，並以描述性統計、T考驗、單因子變異數分析等方法進行統計分析。本研究的主要發現如下： 1、歸納共得出七大類大學教師不受學生歡迎的行為：授課內容不適當、教學技巧缺乏、教學態度不佳、處理作業評量不適切、缺乏專業倫理、缺乏做研究的熱忱、其他。對於「最不喜歡的大學教師」，學生特別容易知覺到教師有第三類情況。而對於「一般的大學教師」，學生則特別容易知覺到第一與第二類情況。 2、在學生知覺教師出現不受歡迎行為的發生頻率上，公立大學生比私立大學生高；商管學院比其他所有學院高。 3、男大生在教學態度不佳上知覺到的發生頻率比女大生高；高年級的學生在教學態度不佳與缺乏專業倫理上的知覺比低年級的學生高。 4、在學生是否主動反應其知覺給教師知道上，不管學生喜不喜歡教師，當大學教師出現不受歡迎行為時，學生普遍「不會」主動反應其知覺使教師知道。比較其背景，則發現私立比公立大學生還不會反應；理工學院比其他學院學生 5、在學生不會主動反應的原因上，歸納共得出以下四大類學生不會主動反應其知覺的原因：溝通恐懼、不願意溝通、合理化教師行為、無主見。對於「最不喜歡的大學教師」時，不告知的原因較偏向第一項；對於「一般大學教師」，不告知的原因則較偏向第二與第三項。 本研究最後根據研究發現與結果，對教學實務方面與未來研究方面提出具體建議。 關鍵字：高等教育、師生關係、學生知覺、教師不受歡迎行為 / To probe into college teachers’ unpopular behaviors, students’ perception, and the causes of students’ reactions, this research conducted a two-phase survey of 1105 college students and its following analyses, instead of focusing on present teaching evaluation system. The first study was designed to elicit inductively student reports of the unpopular behaviors of college teachers. Responds to an open-ended questionnaire indicated 75 different items subdivided into seven categories of unpopular teacher behaviors, and 24 different items subdivided into four categories of reasons why student don’t respond their feelings. The second study was to quantify the unpopular teacher behaviors experienced by students, and compared student background as school, domain specific, gender, and grades. The main results were: 1. There are two dimensions of the most frequently selected teachers’ unpopular behaviors perceived by students: (1) Unprepared / Disorganized: result in boring lectures, failing to provide full explanations or practical examples, jumping from one subject to another, and giving confusing / inconsistent instructions. (2) Lack of communication: result in assuming students has a based knowledge for the course, and talking too fast or rushing through the materials. 2. Over 70% of students would not respond their feelings, and the most frequently selected reasons were communication apprehension and considering others would make the move. Other reasons included rationalization of teachers’ unpopular behaviors, and did not have ideas of one’s own. 3. After compared the frequencies of college students perceived their teachers’ unpopular behaviors, and the percentage of non-responding, and the statistics of reasons why student don’t respond, the results revealed that there were significant differences within students’ background. According the results of the survey, this research also provided several specific suggestions about future teaching behaviors and related researches. Keywords: Higher Education, Teacher-student Relationship, Student Perception, Unpopular Teacher Behavior

Syftet med denna studie har varit att förstå hur högstadieelever i årskurs 9 i sex svenska skolor beskriver teknikämnet samt ta reda på vad de uppger att det de har lärt sig respektive vad de saknat kring innehåll i teknikämnet efter 9 år i grundskolan. Studien bygger på en enkätundersökning ifylld med hjälp av papper och penna. Respondenter fick svara på frågorkring vad de anser att teknik är, samt vad de har lärt sig och eventuellt saknat iteknikundervisningen under grundskolans gång. 252 enkäter delades ut och 250 besvarades. DiGirnonimos (2011) ramverk har använts för att kategorisera uttalanden avseende teknikens natur som framkommer i elevernas enkätsvar. I resultatet framkommer att teknik beskrivet som artefakt och teknik som skapandeprocess samt beskrivningar relaterade till teknikens roll i samhället är de mest återkommande dimensionerna i respondenternas svar. Däremot är det inte så många elever som beskriver teknik relaterat till teknikens historia eller teknik som mänsklig verksamhet. Ett annat innehåll som framhålls av eleverna som något de har lärt sig mycket om är programmering. Teman såsom el-teknik, sätt att tänka för att lösa problem etc.(som en ingenjör), tekniska system, miljöfrågor relaterat till teknik framkommer också, dock med avsevärt mindre frekvens. Resultatet visar att eleverna generellt nämner innehållet i teknikundervisning från olika håll, Många elever kan uttrycka flera av DiGironimosdimensioner när de får frågan om vad teknik är. Men eftersom vissa områden, exempelvis denhistoriska dimensionen inte riktigt framkommer krävs fortfarande tydlighet och en mer välplanerad teknikundervisning för att täcka hela innehållet som står i kursplanen för teknikämnet. En relativt stor andel av eleverna visar osäkerhet kring vilket teknikinnehåll som de saknat i sin teknikundervisning. Det kan förstås bero på att de inte vet vad de har att vänta av undervisningen. Det som framkommer i elevernas svar är att de saknar programmering, teknikinnehåll, konstruktion, resurser, praktiskt arbete vilket också sammanfaller med vad de anser att de lärt sig. En tolkning är att dessa områden är elevernas beskrivning av vad teknikämnet omfattar och att det är detta som de också anser sig behöva mer av. / The purpose of this study has been to understand how high school students year 9 in six Swedish schools describe the subject of technology and state what they have learned and what they lacked about content in the subject of technology after 9 years in primary school. The study is based on a questionnaire completed using paper and pen. Respondents had to answer questions about what technology is, and what they have learned and possibly missed in technology teaching during primary school. 252 questionnaires were distributed and 250 were answered. DiGirnonimo's (2011) framework has been used to categorize statements regarding the nature of technology that appear in students' questionnaire responses. The results show that technology described as an artifact and technology as a creative process as well as descriptions related to the role of technology in society are the most recurring  dimensions in the respondents' answers. However, not many students describe technology related to the history of technology or technology as human activity. The results show that students seem to have learned the most about construction technology and drawing technology. Another content that is emphasized by the students as something they have learned a lot about is programming. Themes such as electrical engineering, ways of thinking to solve problems, etc. (as an engineer), technical systems, environmental issues related to technology also emerge, but with less frequency. The results show that students generally mention technology teaching from different angles. Many students can express several of DiGironimo's dimensions when asked what technology is. However, as some areas, such as the historical dimension, do not really emerge, clarity and more well-planned technical teaching are still required to cover the entire content of the syllabus for the technical subject. A relatively large proportion of the students show uncertainty about what technology content they lacked in their technology teaching. This may of course be because they do not know what to expect from the teaching. What emerges in the students' answers is that they lack programming, technical content, construction, resources, practical work, which also coincides with what they think they have learned. One interpretation is that these areas are the students'description of what the subject of technology includes and that this is what they also considerneeding more of.