The current study utilized structural equation modeling to test an indirect model of the effects of Teacher-Student Relationship Quality (TSRQ) on reading and math achievement via the indirect effects of TSRQ on engagement over the entire grade school period (grades 1-5). The use of this design allowed for the testing of reciprocal causal pathways and stationarity effects across the first five years of post-kindergarten schooling. It was hypothesized that structural relationships between TSRQ, engagement and achievement would vary across the grade school period with early experiences with teachers influencing students’ patterns of engagement which would become stable, influencing future teacher-student relationships and long-term achievement. Additionally, muti-group analyses were utilized to determine if gender or ethnicity impacts the fit of the structural model. Results indicated that the effect of TSRQ on engagement is invariant across time. For both math and reading target outcomes, the null hypothesis that effects are invariant (i.e., constant) across time could not be rejected. Additionally, results did not indicate that gender or ethnic group membership impacted the structural fit of the model. The current sample was limited to elementary school students and may not have provided a sufficient age span to investigate the developmental trends in teacher-student relationships that were predicted. Additionally, while the influence of TSRQ on engagement and achievement remains constant, the process through which TSRQ influences achievement may vary at different developmental periods. Study limitations and implications were also discussed.

Thesis (M.A.)-University of KwaZulu-Natal, Durban, 2009.

A research report submitted to the Faculty of Science for the partial fulfillment of the degree Masters of Science (MSc), University of the Witwatersrand, Johannesburg. June 2016 / In order for educational researchers to make informed decisions about science education, careful attention should be given to what happens in science classrooms. What teachers do shapes the interaction and influences learner cognitive development. Classroom talk is an important part of what goes on in science classrooms. Research has shown that teacher facilitation of talk is important for learner understanding of science content. The purpose of this study was to explore how teachers facilitate talk in their science classrooms for learner understanding of content. However, I looked at their views on classroom talk first. Teachers have the ability to either open up or close learner interaction through talk. The interaction triggers certain kinds of engagement which may or may not promote understanding. The participants in this study were three male science teachers from an independent school with their Grade 11 learners. Teachers were chosen based on their availability. I interviewed teachers for their views on classroom talk. The interviews were audio recorded. Teachers were also observed teaching and the observations were video-recorded and transcribed. Classroom observations were analyzed using Mortimer and Scott’s analytical framework on teacher communicative approaches. Findings suggest that although teachers value interaction and engage learners in dialogue, teachers use interactive authoritative approach more than interactive dialogic approach in their classrooms. The recommendation is that teacher education needs to find ways to make teachers aware of engaging learners in dialogic discourse in a science classroom

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Syftet med denna studie var att få en bättre förståelse för vilken betydelse lärare har för sina elever. Detta gjordes med hjälp av Interpersonal Reactivity Index (IRI), en skala utvecklad av Davis (1980) för att multidimensionellt kunna mäta empati.  I den här studien användes IRI för att testa hur graden av empati, hos både lärare och elever, kan påverka skolgången. I studien fick 154 elever enkäter under lektionstid och enkäterna hade till syfte att (a) se hur elever skattar lärares empati över tid, (b) hur elever och lärares empati påverkar betygen, (c) hur elevers empati påverkar hur de skattar lärarnas empati och (d) hur elever själva tycker lärares empati påverkar dem. Resultaten visade: (a) en tendens till att elever i årskurs ett skattar lärares empati högst och att elever i årskurs två skattar lärares empati lägst, (c) en tendens till att elever skattar lärares empati högre desto högre empati de själva uppmätte. Resultaten visade (b) en positiv korrelation mellan elevers betyg och elevers/lärares empati, där högre empati hos eleverna relaterade till signifikant högre betyg i fem ämnen (Svenska, Historia, Samhällskunskap Matematik och Naturkunskap). (d) En klar majoritet av eleverna tyckte att lärares empati påverkar dem och att empati hos lärare är övervägande positivt. Vidare fördjupad forskning inom de berörda områdena, där fördjupningar i enskilda frågeställningar görs, rekommenderas i framtiden.

Made available in DSpace on 2017-07-21T20:32:00Z (GMT). No. of bitstreams: 1 Marcia Cristina de Melo.pdf: 1005348 bytes, checksum: 181d87e52821314c19dc31cdc57241dc (MD5) Previous issue date: 2013-02-26 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This work aims to study the social construction of the concept of adolescence and its implications in the school context. The broad objectives of the research are to identify how teachers and high school students perceive adolescence and examine the influence of these perceptions on the relationships established among these subjects and their consequences in the process of teaching and learning. It was used as the theoretical foundation, especially the contributions of Muuss (1966) on the main theories postulated by adolescence Developmental Psychology, as Biogenetic Theory of Psychology, St. Stanley Hall, the psychoanalytic theory of Sigmund Freud and Setting Theory of Ego Identity, Erik Erikson. The concepts of Habitus, Field and Symbolic Violence, of Pierre Bourdieu (1992), and the concepts of Stigma, social and real identity, of Erving Goffman (2004), direct on this research, the understanding of how they engender objective and subjective relations between individual and society. The field research was conducted in a State High School of the City of Ibaiti - PR, and it used the following data collection instruments: a) documentary research, which used the records of coordination on pedagogical situations disputes involving teachers and students, and b) the wheel conversation, an adaptation of the technique of Focus Group, which had two separate groups of participants: one for teachers and one for students. For analysis and processing of information, we used the technique of Content Analysis (BARDIN, 1977). The results indicate that: a) teachers and students have a preconceived image about adolescence, strongly linked to the idea of thrill, adrenaline, pleasure and irresponsibility; b) The insights have obvious influence of psychologized speeches, however, despite not presenting themselves connected to the idea of crises, conflicts and turmoil, refer to the image of a carefree, irresponsible and disinterested subject of the adult world in general, which allows to infer the presence of a stigma of adolescent behavior, c) the recognition of a unique identity in the relationships that are established within the school is the object of desire of both teen learner and teacher; d) despite the constant conflicts that pervade relations between adolescents and adults, the presence of an adult reference is claimed by adolescents participating in this research; e) the difficulties generated by conflicts arising from perceptions about the stigmatized teenager condition promote the dismissal of the educational act. The results of this research indicate a need for overcoming stigmatization impacts from teens in school life. They also direct provocations to better understand the true identities of school subjects and raise thoughts about the possibilities for them to jointly build an interactive educational practice compromised with the demands of real individuals who make up school. / Este trabalho tem como objeto de estudo a construção social do conceito de adolescência e suas implicações no contexto escolar. Os objetivos gerais da pesquisa são identificar a forma como professores e alunos do ensino médio percebem a adolescência e analisar a influência dessas percepções nas relações que se estabelecem entre esses sujeitos e suas implicações no contexto escolar. Utilizou-se como fundamentação teórica, principalmente, as contribuições de Muuss (1966) sobre as principais teorias da adolescência postuladas pela Psicologia do Desenvolvimento, como a Teoria da Psicologia Biogenética, de S. Stanley Hall, a Teoria Psicanalítica, de Sigmund Freud e a Teoria do Estabelecimento da Identidade do Ego, de Erik Erikson. Os conceitos de Habitus, Campo e Violência simbólica, de Pierre Bourdieu (1992), e os conceitos de Estigma, Identidade social e real, de Erving Goffman (2004), direcionam, nesta pesquisa, a compreensão acerca da forma como se engendram as relações objetivas e subjetivas entre indivíduo e sociedade. A pesquisa de campo foi realizada em uma escola de Ensino Médio da Rede Estadual de Ensino do Município de Ibaiti – PR, e utilizou os seguintes instrumentos de coleta de dados: a) a pesquisa documental, que recorreu aos registros da coordenação pedagógica sobre situações de conflitos envolvendo professores e alunos; e, b) a roda de conversa, uma adaptação da técnica do Grupo Focal, que contou com dois grupos distintos de participantes: um de professores e outro de alunos. Para análise e tratamento das informações, utilizou-se a técnica da Análise de Conteúdo (BARDIN, 1977). Os resultados alcançados indicam que: a) professores e alunos possuem uma imagem pré-concebida sobre a adolescência, fortemente ligada à ideia de curtição, adrenalina, prazer e irresponsabilidade; b) as percepções apresentam influência de discursos psicologizados, porém, apesar de não se apresentarem conectadas à ideia de crises, conflitos e turbulência, remetem à imagem do sujeito despreocupado, irresponsável e desinteressado do mundo adulto de maneira geral, o que permite inferir a presença de uma estigmatização do comportamento adolescente; c) o reconhecimento de uma identidade singular nas relações que se estabelecem no interior da escola é objeto de desejo tanto do aluno adolescente quanto do professor; d) apesar dos constantes conflitos que permeiam as relações entre adolescentes e adultos a presença de uma referência adulta é reivindicada pelos adolescentes participantes desta pesquisa; e) as dificuldades geradas pelos conflitos oriundos das percepções estigmatizadas sobre a condição adolescente promovem a demissão do ato educativo. Os resultados desta pesquisa apontam para uma necessária superação dos impactos provenientes da estigmatização da adolescência no cotidiano escolar. Direcionam também algumas provocações para o desvelamento das verdadeiras identidades dos sujeitos escolares e levantam reflexões acerca das possibilidades para que estes possam construir conjuntamente uma prática educativa interativa comprometida com as demandas dos indivíduos reais que compõem a escola.

Orientador: Claude Lépine / Banca: Ethel Volfszon Kosminsky / Banca: Geraldo Romanelli / Resumo: Esta pesquisa tem como objetivo estudar o senso crítico em estudantes de graduação da 2ª série do curso de Marketing. Partindo de respostas comportamentais mensuráveis, elaborou-se e foi aplicado um questionário na amostra contemplada. A fundamentação teórica que serviu como linha de base ao desenvolvimento das idéias aqui contidas, levou em conta as referências ao tema nas obras de alguns autores de várias áreas do conhecimento, especialmente as Ciências Sociais, Psicologia, Direito Contratual (clássicos), Educação e Filosofia, do século XVIII ao XXI. Após esta pesquisa, a problematização do tema toma novos contornos mais definidos para o autor: há que se levar em conta metas e projetos individuais, para o estudo da motivação humana relacionada a uma atitude academicamente crítica, projetos estes que devem nortear a atitude científica dos estudantes e suas próprias relações interpessoais dentro e fora da academia. Ressalta-se ainda, a necessidade da ampliação do tema no que se refere à vida emocional dos indivíduos, estudantes e professores, envolvidos no processo ensino-aprendizagem, além da essencial visão dos universos simbólicos imbricados em toda relação humana, integrantes da rede de influências sociais, com ênfase nas informações atualmente disponíveis, das quais o ser humano é autor/diretor/ator/consumidor, podendo ser, além disso, agente crítico. / Abstract: This research is intended for studying the critical sense among college students on the second grade of Marketing course. Starting from measurable behavioral answers, a questionnaire on the sample collected was elaborated and applied. The theoretical foundations used as basis to the development of the ideas herein contained has considered the references to the theme on the works of some authors from a number of knowledge areas, specially Social Sciences, Psychology, Contractual Law (classics), Education and Philosophy from de 17th to the 21 th century. The approach adopted in this study takes into account concepts specifically from the Behaviorist Psychology and Anthroposophic Psychology, for they allow amore comprehensive view of the human subjectivity and objectification in the concrete world through willingness. After the present research, the theme and its problematical has made itself clearer to the author. It is paramount to consider goals and individual projects to the study of the human motivation related to an attitude academically critical, since such projects must guide the student's scientific attitude and their own interpersonal relations inside and outside school. It is also highlighted the necessity to amplify the theme with regard to the emotional life of those involved on the teaching-learning process, as well as the essential view of the symbolical universes associated to every human relation and constituent of the social influences network, emphasizing the information currently available, with the human being as author/ actor/consumer and also critical agent. / Mestre

One major purpose of school-based assessment approaches is to identify ways to intervene to promote positive school academic, social and well-being outcomes for all students. Although schools traditionally use assessment tools to identify students’ weaknesses and needs, they can also use strength-based assessment tools to guide intervention planning and to validate students’ and teachers’ positive views of student skills and characteristics. Sharing these strengths and how to use them may enhance a student’s perception of the teacher-student relationship, hope and academic competence. Likewise, a second approach to assessment, called Therapeutic Assessment (TA), has yielded similar child outcomes for youth in clinical settings. The purpose of this study was to evaluate the effects of a strength-based therapeutic assessment process on teacher-student relationship, hope, and academic competency beliefs of students as compared to students receiving assessment as usual in school settings. Student participants were randomly assigned to one of two groups: the treatment group, which received a strength-based therapeutic assessment approach, or the control group, which received assessment as usual in school settings. Student-teacher relationship quality, student hope levels, and students’ academic competency beliefs were measured before and after experimental conditions were enacted. Although no statistically significant differences were found between students in the treatment and control groups on any of the dependent variables (teacher-student relationship quality, student hope levels, and student-reported academic competency beliefs), a medium strength effect size (d = 0.55) was found for the Children’s Hope Scale (CHS). This indicates that the treatment condition may have moderate practical significance in increasing student hope levels. Additionally, a small, but meaningful effect size (d = -0.38) was found for the Competence Beliefs and Subjective Task Values Questionnaire (CBSTVQ) average math variable. This indicates that the treatment condition is moderately associated with students experiencing a decrease in perceived math competence. Future research on this topic should use a larger sample size in order to better determine whether or not the treatment condition has statistically significant effects on the dependent variables of teacher-student relationship quality, student hope levels, and academic competency beliefs.

This study investigated students' perceptions of the generalist learning environment of the primary school compared to the same students' perceptions of the learning environments of the secondary school, with a particular focus on science learning environments. The role of student sex and school size pathways were investigated as factors Influencing changes in students' learning environment perceptions. The same students' perceptions of the learning environment were collected in the final stages of primary school and again after their initial term in secondary school. Data collected were both qualitative and quantitative in nature, with the quantitative data derived from short forms of the My Class Inventory and the Questionnaire on Teacher Interaction. Insights were gained into how students' perceptions of learning environment, including the teachers' interpersonal style, changed during their first exposure to secondary learning environments and teachers, and how these changes in perceptions during transition depended upon school size and student sex. The study found that students' perceptions of the learning environments did change across transition, but that these changes on some scales varied with student sex and school size pathway.