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The present study was designed to provide data bearing directly on the question of the influence of the preschool experience, and specifically, teacher behavior, on pupil social behavior.

The problem of this study was to determine the effects of videotape feedback upon teachers' classroom verbal and nonverbal behavior, objectives, methods, and expressed attitudes about teaching.

Burnout is a tripartite syndrome consisting of the constructs of emotional exhaustion (EE), depersonalization (DP), and reduced feelings of personal accomplishment (PA) (Azeem & Nazir, 2008; Law, 2010; Yong & Yue, 2007). Teachers in the midst of burnout are in a “state of physical, emotional, and mental exhaustion caused by long-term involvement in situations that are emotionally demanding” (Harrison, 1996, p. 25). The purpose of this study was to explore the relationship between middle school teacher burnout and perceived principal support. The combination of the constructs of burnout and principal behaviors (i.e., supportive, directive, and restrictive) provided the theoretical framework for the study. Participants included 282 middle school teachers from 9 schools in East Tennessee. Instruments utilized were the Maslach Burnout Inventory for Educators Survey (MBI-ES), the Organizational Climate Description Questionnaire—Revised for Middle Schools (OCDQ-RM); and a researcher‑created demographics questionnaire. Schools were also coded as either rural or non‑rural, and this classification was used as demographic information. Analyses included the calculation of Pearson r correlations and a three-stage hierarchical multiple regression. Of the participants, 43.6% rated themselves as experiencing high levels of EE and 45.4% reported low levels of personal accomplishment. In straight correlations, the EE factors of burnout were significant between gender of teachers, those who taught courses that were tested (i.e., math, reading/language arts, science, and social studies), and those who held higher degrees. For teacher behaviors, those reporting collegial and disengaged behavior had a direct relationship between all factors of burnout, as were principal behaviors categorized as supportive and restrictive. This study, however, focused on the hierarchical multiple regression to determine whether principal behaviors had a greater effect on burnout than did other variables. From the findings, the researcher realized directive principal behavior had no significant effect on any of the factors of burnout; however, those teachers with principals who they perceived as supportive were less likely to exhibit EE or DP. Restrictive principal behavior was the only factor in the regression that was significant for all factors of burnout, indicating that employees of these principals exhibited higher levels of EE and DP and lower levels of PA.

<p>Co-teaching is a practice in which “two professionals co-plan, co-instruct and co-assess a diverse group of students. Both teachers provide substantive instruction to all students on a daily, consistent basis. Neither is considered the main teacher of the class; they are equals” (Murawski, 2008, p. 29). Unfortunately, co-teaching in practice is often characterized by one teacher handling most of the instruction and the other operating in an assistant role (Murawski & Lochner, 2009, 2010; Volonio & Zigmund, 2007). Co-teaching should also be characterized by the use of multiple models that facilitate small group instruction, which should increase student to teacher interaction and student engagement (Friend, 2014). </p><p>A way to address these gaps is to provide co-teachers with ongoing coaching support (CEC, 2012). The goal of this study was to increase the quality of co-teaching through different levels of coaching to facilitate small group instruction through parallel teaching and increase student engagement. This study used a MTSS model with a multi-probe design to respond to the level of support co-teachers need, starting with peer coaching, then traditional coaching, and finally bug in ear (BIE) coaching. </p><p>There were three sets of co-teaching pairs who participated. There was an intervention effect for all three pairs of teachers with peer coaching, the first tier of the intervention. Therefore, the other two levels of support were not needed as all participants met criteria in peer coaching. Additionally, there was an effect in increasing student engagement with peer coaching. These procedures can be used and adapted for future research in coaching co-teachers to improve their practices. </p>

This ethnographic case study investigated one elementary school to understand how the school's culture influenced its science curriculum design and instruction. The main data was formal and informal semi-structured interviews with key teachers to understand their values, beliefs, practices, materials, and problems with science instruction. To triangulate these data, the researcher observed classroom practice, school-wide activities, and collected artifacts and documents. Data were analyzed using a theoretical framework that emphasizes that culture cannot be reduced to beliefs, values, practices, materials or problems, but rather each aspect of culture is interdependent and mutually reinforcing. The main finding suggests that the school's culture is organized to accomplish other curricular goals than effective science education. Science is rarely taught by most teachers and rarely taught well when it is. While the teachers know the rhetoric of effective science education and value it enough to not dismiss it entirely, most value it less than most other subjects and they are not proficient with science instruction and materials. This study builds upon the literature by reiterating that school culture plays a central role in elementary science education, but adds to that literature by emphasizing that culture cannot be reduced to one or a few factors and must be seen as an organic whole.

Teachers can expect that autonomy support positively influences students’ affective-emotional perception in physical education (PE), when considering assumptions of the Self-Determination theory. Highly autonomy-supportive PE teaching comprises students’ free choices regarding organizational, procedural, and cognitive aspects of a PE lesson, whereas low autonomy support addresses these aspects only partly and controlling teaching refers to students as recipients of the teacher’s decisions. This quasi-experiment investigates effects to determine the effects of high autonomy-supportive (PEhigh), low autonomy-supportive (PElow) and controlling (PEcontrol) PE class teaching styles on affective valence and enjoyment. As such, we compare the effects of these teaching styles on beneficial psychological outcomes (i.e., affective valence, enjoyment) in students. In a sample of German students (N = 57; age: M ± SD = 15.6 ± 0.6; gender: 53% female, 47% male) perceived autonomy support, affective valence, and enjoyment were assessed via self-report questionnaires before and after a 20-min PE class intervention focusing on high or low autonomy-supportive, or controlling teaching. Students who participated in PEhigh perceived significantly more positive valence and enjoyment over time compared to students in the PElow and PEcontrol groups (affective valence: p = 0.025, ηp 2 = 0.13; enjoyment: p = 0.007, ηp 2 = 0.17). Differences between groups show significant results for valence between PEhigh and PEcontrol, and between PElow and PEcontrol. Thus, PEhigh should be preferred over PElow to intensify these effects. Based on these results, PE teachers can employ a high autonomy-supportive teaching style (e.g., through a combination of free choices, social interaction, and informative feedback) to improve students’ positive affective-emotional perception and to foster an increase in students’ time engaged in physical activity.

No description available.

The amount of services delivered by school psychologists through consultation is increasing as is the number of students with challenging behaviors in the classroom. In this type of delivery model, the school psychologist works as a consultant to the teacher who will actually deliver the intervention to the student. The purpose of this research was to examine the relationship between participation in a tertiary level behavior intervention program and teacher efficacy, confidence in dealing with challenging behavior, and implementation of behavior interventions. Two studies were conducted to examine a series of research questions. Study 1 used archival data to examine the influence of teacher efficacy before participation in a tertiary level behavior intervention on the amount of coaching necessary for a teacher to implement an intervention with an acceptable level of integrity. To explore sustainability, Study 2 used a survey of teachers who had participated in a tertiary behavior intervention as well as teachers who had not, to determine if they differed on teacher efficacy, confidence in dealing with challenging behaviors, and use of recommended behavioral strategies. Teacher efficacy was not found to be a statistically significant predictor of the amount of coaching time necessary for the teacher to implement the intervention with integrity. It is hypothesized that other factors such as readiness to change may be contributing to the model. PTR participants did not significantly differ from non-participants in any of the proposed areas. It is possible that non-participants over-estimated their knowledge and abilities. Future research should continue to explore the effects of consultation and its sustainability and while considering these additional factors.

The purpose of this study was to investigate eighth grade students&rsquo / perceptions of their mathematics teachers&rsquo / interpersonal behaviors. The study also investigated mathematics teachers&rsquo / perceptions of their own interpersonal behaviors as well as relationships among students&rsquo / perceptions of their teachers&rsquo / interpersonal behaviors, attitudes towards mathematics, mathematics achievements, student gender, teacher gender, and socio-economical background. Questionnaire on Teacher Interaction (QTI) scale and a mathematics attitude scale were used for data collection. Data were collected from a sample of 1317 eighth grade students in public elementary schools in the following provinces: istanbul, Ankara, izmir, Adana, Bursa, and Hatay. Statistical analyses revealed that the Turkish version of QTI translated and adapted by the researcher had an acceptable degree of validity and reliability. Results showed that Turkish students perceive their mathematics teachers as displaying high levels of leadership, helpful/friendly, understanding, and displaying strict behaviors rather than uncertain, admonishing and dissatisfied behaviors. The results also indicated that students&rsquo / perceptions of their mathematics teachers&rsquo / interpersonal behaviors were associated with their attitudes towards mathematics and their mathematics achievement. While the leadership, helpful/friendly, and understanding behaviors had positive correlations with attitude scores of students, the uncertain, dissatisfied, admonishing and strict behaviors had negative correlations. Similarly, students who perceived their teacher as displaying leadership, helping/friendly and understanding behavior had higher achievement levels than the ones who perceive their teacher as strict, uncertain, admonishing and dissatisfied. Students with higher cultural and economical background perceived their teachers more favorably. The MANOVA results indicated that girls generally perceived their mathematics teacher more cooperative than boys did. Also students perceived their male teachers display more leadership, helping/friendly, and strict behaviors than their female teachers. Results also indicated that teachers generally perceived themselves in a more favorably manner than their students did.