Journal articles: 'Research-teaching relationships'

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Rowland, Stephen. "Relationships Between Teaching and Research." Teaching in Higher Education 1, no. 1 (March 1996): 7–20. http://dx.doi.org/10.1080/1356251960010102.

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Weber, Keith. "Connecting Research to Teaching: Teaching Trigonometric Functions: Lessons Learned from Research." Mathematics Teacher 102, no. 2 (September 2008): 144–50. http://dx.doi.org/10.5951/mt.102.2.0144.

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Trigonometry is an important subject in the high school mathematics curriculum. As one of the secondary mathematics topics that are taught early and that link algebraic, geometric, and graphical reasoning, trigonometry can serve as an important precursor to calculus as well as collegelevel courses relating to Newtonian physics, architecture, surveying, and engineering. Unfortunately, many high school students are not accustomed to these types of reasoning (Blackett and Tall 1991), and learning about trigonometric functions is initially fraught with difficulty. Trigonometry presents many first-time challenges for students: It requires students to relate diagrams of triangles to numerical relationships and manipulate the symbols involved in such relationships. Further, trigonometric functions are typically among the first functions that students cannot evaluate directly by performing arithmetic operations.

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Weber, Keith. "Connecting Research to Teaching: Teaching Trigonometric Functions: Lessons Learned from Research." Mathematics Teacher 102, no. 2 (September 2008): 144–50. http://dx.doi.org/10.5951/mt.102.2.0144.

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Trigonometry is an important subject in the high school mathematics curriculum. As one of the secondary mathematics topics that are taught early and that link algebraic, geometric, and graphical reasoning, trigonometry can serve as an important precursor to calculus as well as collegelevel courses relating to Newtonian physics, architecture, surveying, and engineering. Unfortunately, many high school students are not accustomed to these types of reasoning (Blackett and Tall 1991), and learning about trigonometric functions is initially fraught with difficulty. Trigonometry presents many first-time challenges for students: It requires students to relate diagrams of triangles to numerical relationships and manipulate the symbols involved in such relationships. Further, trigonometric functions are typically among the first functions that students cannot evaluate directly by performing arithmetic operations.

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Gillingham, Mark G., and John T. Guthrie. "Relationships between CBI and research on teaching." Contemporary Educational Psychology 12, no. 3 (July 1987): 189–99. http://dx.doi.org/10.1016/s0361-476x(87)80024-3.

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Olsen, Deborah, and Ada Simmons. "The research versus teaching debate: Untangling the relationships." New Directions for Institutional Research 1996, no. 90 (1996): 31–39. http://dx.doi.org/10.1002/ir.37019969006.

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Brew, Angela. "Research and teaching: Changing relationships in a changing context." Studies in Higher Education 24, no. 3 (January 1999): 291–301. http://dx.doi.org/10.1080/03075079912331379905.

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Creemers, Bert P. M. "Relationships between research on teaching, educational innovation, and teaching: The case of the Netherlands." Teaching and Teacher Education 2, no. 2 (January 1986): 105–13. http://dx.doi.org/10.1016/0742-051x(86)90009-0.

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Coate, Kelly, Ronald Barnett, and Gareth Williams. "Relationships Between Teaching and Research in Higher Education in England." Higher Education Quarterly 55, no. 2 (April 2001): 158–74. http://dx.doi.org/10.1111/1468-2273.00180.

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Richards, David. "Relationships between second language acquisition research and second language teaching." Australian Review of Applied Linguistics 8, no. 2 (January 1, 1985): 134–51. http://dx.doi.org/10.1075/aral.8.2.07ric.

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Pica, Teresa. "Second language teaching and research relationships: a North American view." Language Teaching Research 1, no. 1 (January 1997): 48–72. http://dx.doi.org/10.1177/136216889700100104.

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Gao, Lingbiao. "Modern learning and teaching theories: Their nature, relationships, and research." Frontiers of Education in China 11, no. 4 (December 2016): 552–56. http://dx.doi.org/10.1007/bf03397144.

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Eddy, Sarah L. "Recent Research in Science Teaching and Learning." CBE—Life Sciences Education 18, no. 1 (March 2019): fe1. http://dx.doi.org/10.1187/cbe.18-12-0250.

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The Current Insights feature is designed to introduce life science educators and researchers to current articles of interest in other social science and education journals. In this installment, I highlight three diverse research studies: one addresses the relationships between active learning and teaching evaluations; one presents an observation tool for documenting metacognition in the classroom; and the last explores things teachers can say to encourage students to employ scientific reasoning during class discussions.

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Eddy, Sarah L. "Recent Research in Science Teaching and Learning." CBE—Life Sciences Education 18, no. 3 (September 2019): fe5. http://dx.doi.org/10.1187/cbe.19-07-0132.

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The Current Insights feature is designed to introduce life science educators and researchers to current articles of interest in other social science and education journals. In this installment, I highlight three diverse research studies: one exploring what researchers actually mean when they talk about relevance; one describing the relationships between instructor mindset about intelligence and performance gaps in the classroom; and the last describing a novel short intervention to reduce student’s perceptions of costs.

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Gutierrez, Anabel. "Research-Teaching-Practice linkages: A challenge for Business Schools." BORDER CROSSING 1, no. 1 (June 1, 2011): 25–48. http://dx.doi.org/10.33182/bc.v1i1.520.

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Changes in the global business environment are driving changes to the way business schools deliver higher education. However, the long debated gap between academia and industry (research-practice) remains unsolved. This paper explores the integration of research-teaching activities as an alternative to overcome the sometimes conflictual relationship between research and teaching and, more importantly, as a mechanism to reduce the research-practice gap. The aim of this research is to evaluate the extent to which it is feasible to integrate research-teaching in higher education. The practical suggestions to reduce the research-teaching gap proposed by Burke and Rau (2010) are tested in this paper through action research. This research provides empirical evidence on the relationships between research, teaching and practice which could help to improve academic performance, produce better managers for industry and consequently, build a bridge between academics and practitioners.

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Balacheff, Nicolas. "Towards a Problématique for Research on Mathematics Teaching." Journal for Research in Mathematics Education 21, no. 4 (July 1990): 258–72. http://dx.doi.org/10.5951/jresematheduc.21.4.0258.

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This article presents the main features of the theoretical framework of French research known as recherches en didactique des mathématiques. The foundation of this approach consists mainly of the relationships between two hypotheses and two constraints, which are presented together with some specific key words. Outlines are given of Brousseau's théorie des situations didactiques (theory of didactical situations). An example is given that presents in some detail the rationale for the construction of a didactical situation and its analysis. This article ends with some questions addressed to research on mathematics teaching.

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Friesen, David W. "The Action Research Game: re‐creating pedagogical relationships in the teaching internship." Educational Action Research 2, no. 2 (January 1994): 243–58. http://dx.doi.org/10.1080/0965079940020208.

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Brew, Angela. "Teaching and research: new relationships and their implications for inquiry-based teaching and learning in higher education." Higher Education Research & Development 31, no. 1 (February 2012): 101–14. http://dx.doi.org/10.1080/07294360.2012.642844.

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Brew, Angela. "Teaching and Research: New relationships and their implications for inquiry-based teaching and learning in higher education." Higher Education Research & Development 22, no. 1 (May 2003): 3–18. http://dx.doi.org/10.1080/0729436032000056571.

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PETOCZ, PETER, and ANNA REID. "RELATIONSHIPS BETWEEN STUDENTS’ EXPERIENCE OF LEARNING STATISTICS AND TEACHING STATISTICS." STATISTICS EDUCATION RESEARCH JOURNAL 2, no. 1 (May 29, 2003): 39–53. http://dx.doi.org/10.52041/serj.v2i1.559.

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Students in the same statistics course learn different things, and view the role of the lecturer in different ways. We report on empirical research on students’ conceptions of learning statistics, their expectations of teaching, and the relationship between them. The research is based on interviews, analysed using a qualitative methodology, with statistics students studying for a mathematics degree. Students expressed a range of conceptions of learning in statistics and a range of conceptions of their lecturers’ teaching. These conceptions of learning and teaching were related, but not as closely or as exclusively as previous researchers have indicated. Looking at what students expect of teachers and their views of their own learning provides an opportunity for teachers to develop teaching practices that challenge students to move towards more integrated conceptions of statistics learning. First published May 2003 at Statistics Education Research Journal: Archives

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Zheng, Yufan. "Research on Data Retrieval Algorithm of English Microlearning Teaching Based on Wireless Network Information Classification." Journal of Sensors 2021 (October 22, 2021): 1–10. http://dx.doi.org/10.1155/2021/4485965.

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This paper introduces a data retrieval algorithm for teaching English microlearning based on the classification of wireless network information. There are two main types of information extracted from social network information: trust relationship and similarity relationship. To be able to make full use of these two kinds of information, they are then divided into two parts, respectively, namely, explicit and implicit trust relationships and global and local similarity relationships. Then, this paper proposes an adaptive adjustment of the weights, which can better model the user’s selection tendency. Finally, adequate experiments are conducted on two experimental data sets, and the retrieval model shows the best results, demonstrating that the impact of data sparsity on retrieval performance can be mitigated through the use of social network information. The general approach to the production of college English microcourse is described in terms of design principles, teaching analysis, teaching session design, script design, and recording processing, and the study of data retrieval algorithms for college English microcourse based on social network information classification is conducted in three stages: before, during, and after the class. It is verified through practice that the application of social network information classification to college English microlearning helps to improve learning interest, learning efficiency, independent learning ability, and thinking inquiry ability and provides certain teaching suggestions for college English microlearning based on practical feedback.

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Şentürk, Cihad, and Gülçin Zeybek. "TEACHING-LEARNING CONCEPTIONS AND PEDAGOGICAL COMPETENCE PERCEPTIONS OF TEACHERS: A CORRELATIONAL RESEARCH." Research in Pedagogy 9, no. 1 (June 30, 2019): 65–80. http://dx.doi.org/10.17810/2015.92.

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The objective of this research is to examine the relationship between teachers’ teaching-learning conceptions and pedagogical competence perceptions and to reveal the related findings. The research was designed in the relational survey model. The study group of the research is composed of teachers who work in elementary and secondary public schools in Karaman district of Turkey (n = 223). In the research, it was found that there are positive or negative relationships between teachers’ teaching-learning conceptions and pedagogical competence perceptions sub-dimensions. In addition, according to regression analysis, it was seen that the model was significant as a whole and teachers’ teaching-learning conceptions and pedagogical competence perceptions were significantly associated. It was understood that the teachers’ teaching-learning conceptions explained 42% of their pedagogical competence perceptions. According to the findings of the research, it was observed that teachers mostly had traditional teaching-learning conceptions and there was no significant relationship between their traditional teaching-learning conceptions and their pedagogical competence perceptions except the first dimension. It was found that there was a significantly positive relationship between their teaching-learning conceptions and their pedagogical competence perceptions among teachers who have constructivist teaching-learning conception. According to these findings, teachers’ pedagogical competence perception levels decrease as their teaching-learning conceptions move towards the traditional conceptions, and pedagogical competence perception levels increases as their teaching-learning conceptions move towards constructivism. When all these results are taken into consideration, teachers should be educated in accordance with the constructivist teaching-learning conception in line with their contemporary educational philosophies, models and conceptions.

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Bas, Gokhan. "Teaching-Learning Conceptions and Academic Achievement: The Mediating Role of Test Anxiety." International Journal of Educational Psychology 5, no. 3 (October 24, 2016): 308. http://dx.doi.org/10.17583/ijep.2016.2271.

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The current research aimed at examining the mediating role of test anxiety in the relationship between teaching-learning conceptions and academic achievement. The correlation investigation model was adopted in this research. The participants of the research were volunteering teachers (n = 108) and students (n = 526) from five different high schools. For data collection, the “teaching-learning conceptions scale” (Chan & Elliott, 2004), the “Westside test anxiety scale” (Driscoll, 2007), and the “Grade point average determination form” were used. The data was analysed using hierarchical multiple regression analysis. According to the results obained, it was found that there were significant relationships amongst teaching-learning conceptions, test anxiety, and academic achievement. Furthermore, it was concluded that test anxiety mediated the relationship between teaching-learning conceptions and academic achievement significantly.

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Luz, Maria de Lourdes Santiago, and Joao Alberto Camarotto. "Competencies of Work in Agricultural Research Units." Advanced Materials Research 845 (December 2013): 627–30. http://dx.doi.org/10.4028/www.scientific.net/amr.845.627.

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This paper aims to investigate and discuss the concepts comprised of the competencies deriving from tacit and explicit knowledge of operational work, a critical factor in the transfer and retention of knowledge in an organization of agricultural activities, as well as their relationships. Thus, this article contains a review of the literature to understand the relationship between worker competencies and the work done in agricultural units linked to teaching and research institutes in Brazil. The term agricultural unitsrefers to experimental farms belonging to higher education institutions, intended to serve as a workplace for teaching, research and extension activities. This research is also based on the specific characteristics of work in an organization that fit in situations of high variability. The final product of an experimental farm includes not only research results and generated knowledge, but also the development of operational activities. Finally, this paper discusses the relationship of competencies necessary for the development of this kind of agricultural unit of teaching and research.

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Field, James, Galicia Blackman, and Kaitlyn Francois. "Teaching as Authentic Practice in the Graduate Student Supervisory Relationship." Imagining SoTL 1 (February 10, 2021): 77–98. http://dx.doi.org/10.29173/isotl536.

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This article is the outcome of a co-inquiry with students where shared interests about student learning, students as partners, and a hermeneutic lens shaped the main research questions: What are graduate students’ experiences of the supervisory relationship and what happens inside the relationship in terms of learning and student success? We conducted 16 in-depth interviews with graduate students across various departments and programs. From these interviews we theorized that it may be more appropriate to speak of graduate supervision as a practice which produces internal and external goods. We found that it may be more appropriate to speak of the pedagogy as mentoring. We believe our research findings extend understanding of the supervisory relationship, contribute to the concept of teaching, and expand the idea of partnership with students in higher education wherever faculty and students find themselves in supervisory relationships. This is relevant to SoTL because it allowed us to think of the nuances in the word teaching and how supervisory relationships in higher education may need to expand the way we talk about teaching and learning in higher education.

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Thien, Lei Mee, Donnie Adams, and Hai Ming Koh. "Nexus between distributed leadership, teacher academic optimism and teacher organisational commitment: a structural equation modelling analysis." International Journal of Educational Management 35, no. 4 (March 2, 2021): 830–47. http://dx.doi.org/10.1108/ijem-05-2020-0278.

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PurposeThis study aims to investigate the relationships between distributed leadership, teacher academic optimism and teacher organisational commitment with the contextual influence of gender and teaching experience.Design/methodology/approachThis study employed partial least squares structural equation modelling for data analysis. This study has selected 421 teachers from 18 secondary schools in Penang.FindingsDistributed leadership has a positive direct effect on teacher academic optimism and organisational commitment. The relationship between distributed leadership and teacher academic optimism was stronger for male teachers and senior teachers who have more than ten years of teaching experience. However, gender and teaching experience have no significant moderating effects on the relationship between distributed leadership and teacher organisational commitment.Research limitations/implicationsThe reason for the non-existent relationship between distributed leadership and teacher organisational commitment across gender and teaching experience remains unknown. In-depth investigation using interview method is required for further exploration.Practical implicationsThis study complements and extends prior research on the relationships between distributed leadership, teacher organisational commitment and teacher academic optimism by providing evidence from Malaysia on how they contribute to the organisational conditions of their school.Originality/valueThis study has its originality in investigating the relationships between distributed leadership, teacher organisational commitment and academic optimism with the contextual influence of gender and teaching experience in the non-western society.

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NUTHALL, GRAHAM. "Relating Classroom Teaching to Student Learning: A Critical Analysis of Why Research Has Failed to Bridge the Theory-Practice Gap." Harvard Educational Review 74, no. 3 (September 1, 2004): 273–306. http://dx.doi.org/10.17763/haer.74.3.e08k1276713824u5.

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In this article, Graham Nuthall critiques four major types of research on teaching effectiveness: studies of best teachers, correlational and experimental studies of teaching- learning relationships, design studies, and teacher action and narrative research. He gathers evidence about the kind of research that is most likely to bridge the teaching-research gap, arguing that such research must provide continuous, detailed data on the experience of individual students, in-depth analyses of the changes that take place in the students' knowledge, beliefs, and skills, and ways of identifying the real-time interactive relationships between these two different kinds of data. Based on his exploration of the literature and his research on teaching effectiveness, Nuthall proposes an explanatory theory for research on teaching that can be directly and transparently linked to classroom realities.

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Medaille, Ann, and Amy Shannon. "Co-Teaching Relationships among Librarians and Other Information Professionals." Collaborative Librarianship 4, no. 4 (2012): 132–48. http://dx.doi.org/10.29087/2012.4.4.04.

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This article uses the co-teaching experiences of workshop instructors at the University of Nevada, Reno Libraries as a basis for an in-depth exploration of the factors that lead to successful co-teaching arrangements among librarians and other information professionals. The experiences of these instructors demonstrate that co-teaching can provide numerous benefits: It can enhance the learning experience for students, it can provide a method for refining teaching skills, it can promote successful collaborations across departments, and it can bring innovative ideas into the classroom. Drawing on collaboration research from the Wilder Foundation, this study found that successful co-teaching relationships are characterized by factors related to environment, partnerships, process and structure, communication, purpose, resources, and external/long-term considerations. Within these seven areas, guidelines for successful coteaching relationships have been formulated for use by librarians and other information professionals.

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Medaille, Ann, and Amy Shannon. "Co-Teaching Relationships among Librarians and Other Information Professionals." Collaborative Librarianship 4, no. 4 (2012): 132–48. http://dx.doi.org/10.29087/2012.4.4.04.

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This article uses the co-teaching experiences of workshop instructors at the University of Nevada, Reno Libraries as a basis for an in-depth exploration of the factors that lead to successful co-teaching arrangements among librarians and other information professionals. The experiences of these instructors demonstrate that co-teaching can provide numerous benefits: It can enhance the learning experience for students, it can provide a method for refining teaching skills, it can promote successful collaborations across departments, and it can bring innovative ideas into the classroom. Drawing on collaboration research from the Wilder Foundation, this study found that successful co-teaching relationships are characterized by factors related to environment, partnerships, process and structure, communication, purpose, resources, and external/long-term considerations. Within these seven areas, guidelines for successful coteaching relationships have been formulated for use by librarians and other information professionals.

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Raider-Roth, Miriam B., Marta Albert, Ingrid Bircann-Barkey, Eric Gidseg, and Terry Murray. "Resisting Boys, Resisting Teachers." Boyhood Studies 6, no. 1 (March 1, 2012): 34–54. http://dx.doi.org/10.3149/thy.0601.34.

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How do teachers build an understanding of their relationships with the boys they teach? This article examines an inherent complexity in the teacher-boy relationship that is rooted in a fundamental relational tension: genuine learning requires the development and nurturing of trustworthy relationships, yet many boys are faced with a cultural mandate of separation from relationships, especially care-giving ones such as parents and teachers. One area in which boys’ negotiation of this paradox is visible is in the examination of some boys’ resistances to their teachers, the curriculum of school, and school culture. Through an action research qualitative, relational methodology, this article examines teachers’ understandings of this paradox. Participants were members of a Teaching Boys Study Group, a forum of teachers dedicated to studying teaching, gender and relationship. Findings of this study reveal that when participating teachers confronted boys’ resistances in school, they were engaging a critical intersection of their teaching identities, culture and relationship. Specifically, they confronted a relational paradox that challenged their sense of self as teacher and connections with the boys they taught.

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Wang, Chaochang, and Wen-Ta Tseng. "Toward an Instructional WTC-Mediated Model for L2 Classroom Interaction." SAGE Open 10, no. 3 (July 2020): 215824402094352. http://dx.doi.org/10.1177/2158244020943524.

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This study examined the mediating roles of two forms of willingness to communicate (WTC) in the relationship between teachers’ attitudes toward classroom interaction and L2 classroom teaching behaviors. Classroom interaction is held to be pivotal in the acquisition of a second language, and the attitudes of L2 teachers toward it may play a critical role in determining their instructional willingness to integrate it into their teaching and the extent to which it features in their teaching behavior. However, few studies advance this line of research. To address the research gap on this issue, the purpose of this study is to establish an empirical model to examine the causal relationships between the attitudes of L2 teachers toward classroom interaction, their instructional willingness, and their teaching behavior. The empirical data consist of survey responses from 410 Taiwanese high school teachers of English. The structural equation modeling (SEM) results showed that both the general form and the instructional form of WTC significantly mediated the causal relationships between teachers’ attitudes toward classroom interaction and teachers’ L2 teaching behaviors. A multi-group analysis further showed that the two forms of WTC played a more salient mediating role in the practice of senior teachers, defined as those with more than 10 years of teaching experience, than in the practice of junior teachers, defined as those with 10 years or less teaching experience. The research and pedagogical implications are presented in light of the research findings.

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Raider-Roth, Miriam, Marta Albert, Ingrid Bircann-Barkey, Eric Gidseg, and Terry Murray. "Teaching Boys: A Relational Puzzle." Teachers College Record: The Voice of Scholarship in Education 110, no. 2 (February 2008): 443–81. http://dx.doi.org/10.1177/016146810811000206.

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Focus of Study This article investigates how teachers’ relationships with boys can be central in bolstering boys’ resilience and connection to their work in schools. Specifically, we examine how teachers understand the ways that their relationships with boys shape their teaching practice as well as their understandings of boys’ learning in school. As school violence perpetrated by boys continues to make the headlines, and as many boys’ achievement continues to lag behind that of girls, especially boys of color and boys in the lower socio-economic classes, we must engage the question of how teachers come to know the boys they teach. Context Recently, boys’ development and performance in school have taken center stage in educational research on gender and schooling. Building on a significant history of research on classroom relationships as well as current findings that reveal the centrality of relationships in children's learning, this article seeks to investigate the ways that socio-cultural forces of gender both shape teachers’ conceptions of relationships with boys as well as teachers’ capacity to connect with the boys they teach. Methodology In order to examine the prevailing research questions, a Teaching Boys Study Group was formed, comprised of thirteen pre-K-12 teachers. Teachers presented detailed descriptions of individual boys to each other and then examined questions of pedagogy, gender and identity. The data were analyzed using a qualitative voice-centered relational method that required multiple listenings or readings of the data in order to surface the central tensions that the teachers confronted when considering their relationships with the boys they teach. Findings Our findings revealed two central tensions that teachers confront when considering the intersection of gender and the relational context of teaching and learning. The first tension encompasses teachers’ efforts to locate, appreciate and preserve boys’ individuality while at the same time confronting the pressures that teachers face to act as forces of enculturation. The second tension focuses on the complexity involved in locating teachers’ teaching identities—especially the ways that gender shapes their teaching identities—while at the same time identifying the meanings that boyhood holds for their male students. This tension became particularly acute when examining issues of boys’ resistance to school and to teachers. Conclusions These findings suggest that the ways teachers come into relationships with boys shape and are shaped by the teachers’ identity, the extent to which the boys express resistance to the school and classroom culture, and the forces of the school culture on both the teacher and the boy. When teachers can become aware of these forces, they have the capacity to investigate their own life histories, seek insight and support from colleagues, and revisit and hone their practice. Such awareness allows teachers to enter into relationship with the boys they teach, resist the forces of relational disconnection, and ultimately support their students’ learning. The findings suggest the essential need for and careful planning of professional development contexts that can support teachers’ inquiry into issues of gender, identity, teaching and learning.

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WRIGHT, SARAH, SANDIE SUCHET-PEARSON, and KATE LLOYD. "An Interwoven Learning Exchange: Transforming Research-Teaching Relationships in the Top End, Northern Australia." Geographical Research 45, no. 2 (June 2007): 150–57. http://dx.doi.org/10.1111/j.1745-5871.2007.00444.x.

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Harrington, Paula, Katy Gillam, Jane Andrews, and Christopher Day. "Changing teaching and learning relationships through collaborative action research: learning to ask different questions." Teacher Development 10, no. 1 (March 2006): 73–86. http://dx.doi.org/10.1080/13664530600587147.

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Segerby, Cecilia. "Exploring How a University Mathematics Teacher’s Digital Relational Competence Can Be Manifested: A Micro-Analytical Study." Education Sciences 12, no. 4 (April 4, 2022): 257. http://dx.doi.org/10.3390/educsci12040257.

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In recent years, daily practice at universities all over the world has involved online teaching due to the COVID-19 pandemic. Teaching online requires knowledge of new ways to engage with the students, but limited research concerning pedagogical aspects of online formats has been conducted to examine this further. Research shows that the teacher–student relationship is a critical factor in a student’s development and learning in both traditional and online teaching. Limited research has examined teacher–student relationships in online teaching at universities further. In the present pilot study, a university mathematics teacher’s digital relational competence is examined and visualized by using Halliday’s Systematic Function Linguistics to explore what is said, the verbal language, and Burgoon and Hobbler’s framework to visualize how it is said, i.e., the nonverbal language. Data were collected in autumn 2020 and involved a seminar with ten pre-service special educators in mathematics in Sweden; approximately 3 h of video-recorded material was collected. The result shows that the teacher’s verbal language, such as the choice of questions, personal pronouns, and being personal, but also her nonverbal language, involving gestures, facial expressions, and paralanguage, are essential when building supportive teacher–student relationships in mathematics.

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Wubbels, Theo, Mieke Brekelmans, Tim Mainhard, Perry Den Brok, and Jan Van Tartwijk. "Teacher-student relationships and interactions as a factor in learning environments." Vernon Wall Lecture 1, no. 36 (2017): 4–34. http://dx.doi.org/10.53841/bpsvern.2017.1.36.4.

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Teacher-student relationships are an important factor in effective and supportive learning environments. This monograph introduces the origin of classroom learning environments research and then reports on findings of a research programme that studied for more than thirty years teacher-student relationships and teacher-student interactions. We summarise a dynamic systems approach to the study of teacher-student relationships and interactions and the attachment and interpersonal perspectives on the study of teaching. We introduce instruments to measure perceptions of the teacher-student relationship and interactions, and present results on the associations of teacher-student relationships and student outcomes, both cognitive and affective. After a discussion on changes in the teacher-student relationships in time, developments over the teaching career and development of relationships in the first 15 weeks in a new class, we discuss common teacher problems in the relationships with their classes. Finally we delve into the study of teacherstudent interactions that not only can be considered building blocks for the development of teacher-student relationships but are also constrained by these relationships. We report on data analyses methods for interactions, studies investigating complementarity in interactions, and influences of supportive and coercive teacher actions on teacher-student relationships in the same and consecutive lessons.This monograph is based on several earlier publications of our research group; specifically Brekelmans (2010); Den Brok, Brekelmans, & Wubbels (2006a); Wubbels, Brekelmans, Den Brok, & Van Tartwijk, (2006a); Wubbels et al. (2014); Wubbels et al. (2016) and Wubbels (2017).

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Seraliyev, Asset, Kaimuldinova Kulyash, Aliaskarov Duman, Emin Atasoy, Nurkeyev Yerlan, and Mukhtar Baktybekov. "Technology for teaching regional economic relationships based on the updated content of education." Cypriot Journal of Educational Sciences 17, no. 2 (February 28, 2022): 531–41. http://dx.doi.org/10.18844/cjes.v17i2.6852.

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The aim of this study is to determine the technology of teaching regional economic relationships based on the updated educational content to university students and to determine it. The research was conducted in the fall semester of 2021–2022; the study with the participation of 274 university students was conducted in a screening model. In the study, 4 weeks of updated education was provided to university students. In order to collect data, the ‘Updated Education and Teaching Technologies’ measurement tool, developed by the researchers, was used in the study. The scale used in the research was delivered and collected by the online method to university students. The analysis of the data was carried out using the SPSS programme; frequency analysis was carried out using the t-test, and the results obtained were added to the study accompanied by tables. As a result of the research, it was concluded that the teaching technologies of university students were learned and their updated educational status was good and the values were high. Keywords: Updated Education, Distance Education, Teaching technologies, University Students;

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Connell, R. W. "Teaching the Boys: New Research on Masculinity, and Gender Strategies for Schools." Teachers College Record: The Voice of Scholarship in Education 98, no. 2 (December 1996): 206–35. http://dx.doi.org/10.1177/016146819609800203.

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This article draws on new social-scientific research on masculinity to develop a framework for understanding gender issues in the education of boys. Gender is constructed within institutional and cultural contexts that produce multiple forms of masculinity. Normally one form is hegemonic over others. Schools are active players in the formation of masculinities. Schools’ overall gender regimes typically reinforce gender dichotomy, though some practices reduce gender difference. Masculinizing practices are concentrated at certain sites: curriculum divisions, discipline systems, and sports. Pupils are also active in constructing masculinities. Pupil cultures commonly emphasize heterosexual relationships and construct gender hierarchies. Boys take up the offer of gender privilege in diverse ways, ranging from protest masculinity to anti-sexism. The goals of educational work with boys include pursuing knowledge, improving relationships, and pursuing justice. Programs may be either gender-specific or gender-relevant. Experiential methods have been most common, but are vulnerable to disruption; other methods are being explored. The main groups who shape the process of change—the pupils, their parents, their teachers, and social movements—have divided interests. Yet their interaction, plus pressure from the wider world, is likely to produce growing educational attention to issues about boys and masculinity.

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Pizana, Ruby F. "Collective Efficacy and Co-Teaching Relationships in Inclusive Classrooms." International Journal of Multidisciplinary: Applied Business and Education Research 3, no. 9 (September 13, 2022): 1812–25. http://dx.doi.org/10.11594/ijmaber.03.09.22.

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Co-teaching is becoming prevalent in meeting the needs of students with disabilities in the general education classroom. Co-teachers face more challenges in collaboration, relationships, and defining roles. Collective teacher efficacy is the shared belief that a team of co-teachers can make a positive difference in student achievement and school culture. This quantitative study aims to assess the teachers' self-efficacy and the collective efficacy of the co-teaching team to develop cohesive and working relationships to benefit students in inclusive middle classrooms in a suburban school district in the United States. Bandura’s (1977) social cognitive theory and efficacy as a set of proximal determining factors of teachers’ affect and actions theoretically framed the study. The research questions used focused on understanding the kinds of things that create challenges for teachers. Also, they considered the combination of the current ability, resources, and opportunities for teachers and the co-teaching team. The data from the instruments were collected, categorized, and tabulated for interpretation and analysis. The findings show correlated efficacy factors in student engagement, instructional practices, and classroom management. The results recommended for same planning time, collaboration, and understanding of shared roles of the co-teaching team.

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Amanor-Boadu, Vincent. "Putting Entrepreneurship into Agricultural Economics: Research and Teaching Perspectives—Discussion." Journal of Agricultural and Applied Economics 38, no. 2 (August 2006): 441–44. http://dx.doi.org/10.1017/s1074070800022471.

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Two of the three papers presented in this session illustrate the challenges of defining the boundaries of entrepreneurship, and the other extends our perceptions about the concept to encompass interorganizational relationships. Together, they provide a reason to hope that entrepreneurship can enter the language and thinking of agricultural economists and influence our research, teaching, and outreach activities. The work presented by Ross and Westgren and Klein and Bullock provide good reference material for students and scholars interested in the evolution of economists' thinking about entrepreneurship. Unfortunately, they, like many before them, fail to address the pertinent gap in the literature: the boundary of entrepreneurship. But they can be forgiven because they make an implicit assumption about the absence of a clear boundary and proceed to address their core questions: i.e., can we teach entrepreneurship and what are an entrepreneur's rewards?

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Kartal, Busra. "Pre-service Science and Mathematics Teachers’ Teaching Efficacy Beliefs and Attitudes toward Teaching: A Partial Correlation Research." Australian Journal of Teacher Education 45, no. 9 (September 2020): 42–61. http://dx.doi.org/10.14221/ajte.2020v45n9.3.

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Teachers with a high level of self-efficacy and positive attitudes are more likely to use new and constructivist approaches and to create a learning environment in which students may develop 21st-century skills. Examining pre-service teachers’ attitudes and beliefs related to teaching allow teacher preparation programs to evaluate their effectiveness on beliefs and attitudes. This correlational research investigated pre-service elementary science and mathematics teachers’ beliefs and attitudes due to gender, grade level, and department, and revealed the reliable correlation between beliefs and attitudes performing partial correlation. Results show that females feel more efficacious in teaching and have more positive attitudes than males. 4th grades also perceive a higher level of efficacy for student engagement and using instructional strategies than 1st grades. Partial correlation coefficients revealed positive strong relationships between attitudes and efficacy beliefs. Recommendations are suggested based on implications.

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Julien, Heidi, Melissa Gross, and Don Latham. "Teaching and its discontents." Journal of Information Literacy 16, no. 2 (December 1, 2022): 41. http://dx.doi.org/10.11645/16.2.3189.

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Teaching is a core role for librarians in academic contexts, although most librarians are not formally prepared to teach and encounter significant challenges in the role, including complex relationships with campus colleagues. The purpose of this research was to explore how community college librarians, an understudied population, understand their teaching role. Online interviews lasting fifteen to seventy-four minutes were conducted with thirty community college librarians who provide information literacy (IL) instruction. Participants were recruited by direct email invitation and were asked questions relating to their instructional practices. Interview transcripts were analysed qualitatively, with a specific focus on participants’ experiences of the teaching role. Participants reported positive relationships with students, and significant challenges in their relationships with disciplinary faculty and administrators. Their lack of formal preparation for the teaching role led to infrequent and informal assessment and evaluation practices. Pre-service education for the teaching role could be strengthened to provide librarians with the skill set and confidence to provide more effective instruction. Instructional quality is critical as the importance of IL is increasingly recognized as key to academic, workplace, and personal success.

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Huang, Hsiu-Chin, Li-Wei Liu, Huey-Hong Hsieh, and Chia-Ming Chang. "RELATIONSHIPS AMONG PHYSICAL EDUCATION TEACHERS’ PSYCHOLOGICAL CAPITAL, WORK STRESS, AND CREATIVE TEACHING." Journal of Baltic Science Education 14, no. 6 (December 25, 2015): 744–52. http://dx.doi.org/10.33225/jbse/15.14.744.

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The purpose of this study was to explore the relationships among physical education teachers’ psychological capital, work stress, and creative teaching at junior and senior high school levels. The questionnaire was distributed to 58 schools in Taiwan and research sample were junior and senior high school physical education teachers. 395 questionnaires were distributed, 369 questionnaires were valid for statistical analysis. Hierarchical regression was used to test the impact of teachers’ psychological capital on their work stress and creative teaching. The findings showed that while self-efficacy, hope, and optimism of psychological capital significantly influenced teachers’ creative teaching positively, personal interaction and professional knowledge of work stress express negative impacts. In addition, it was found that teachers with higher personal interaction stress and higher professional knowledge stress had lower creative teaching. The study suggests to increase physical education teachers’ psychological capital and enhance teachers’ creative teaching and students’ satisfaction. Key words: psychological capital, work stress, creative teaching, physical education teachers.

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Szilveszter, László Szilárd. "Egyetemi hallgatók tanítási tapasztalatainak összefüggései az általuk készített fogalmi térképek minőségével és a hatékony tanulással." PedActa 12, no. 1 (August 31, 2022): 63–69. http://dx.doi.org/10.24193/pedacta.12.1.6.

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: Important characteristic of well-structured concept maps is the inclusion of cross-links. These are relationships or links between concepts in different segments or domains of the concept map. The article reports a qualitative analysis of concept maps, produced by students, and its relationship with learning efficiency and teaching experiences. As a conclusion of our research, it can be stated that the conceptual maps of students with both kindergarten and school teaching experience are higher quality, and the texts presented by teachers who have been teaching at the school for several years proved to be better than the texts of students with no teaching experience at all.

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Wikanti, Luvia Rahmi. "A RELATIONSHIPS VARIATION A STYLE TEACHING AND A STUDIED ATTITUDE STUDENTS WITH LEARNING RESULTS." Joyful Learning Journal 6, no. 4 (April 9, 2019): 284–90. http://dx.doi.org/10.15294/jlj.v6i4.17936.

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Variation style teaching determine response a studied attitude students in learning activities and results of the study rise .With the teacher have a variety of teaching style and attitude to study for students on subjects becoming more positive done well so you can get a good study results .Teachers need to have a variety of force in teaching and learning learning process to be active and fun , and therefore the optimum student learning .Students also study results can be influenced by a studied attitude owned students .The purpose of this research is test the whereabouts of teaching relations style teachers and a studied attitude with study results grade school students the poor semarang syafei district . This research uses the quantitative by design kolerasi .The population in research is students grade state primary school in the poor syafei district semarang totaling 126 students .Sample techniques used is a technique proportional sampling ( random sampling taking a member of the population at random and bersrata proportionally ) totaling 86 respondents .Analysis preliminary data use of normality test , linieritas and multikolinearitas .While data analysis the hypothesis final test and coefficients determination .The result showed that there is a positive and significant between style teaching teachers and attitude learn in together the student learning the grade school districts are syafei semarang indicated with large a correlation coefficient of 0,655 or 65,5 % included in the strong enough. The result of this research there was positive and significant relationship between the variations style between teach and learn in attitude together with learning outcomes students class v sdn cluster muh syafei district semarang .Advice based on the results of this study is with the variation of a style of teaching done teachers can overcome boredom on students that would give the spirit and attitude can excite students so that learning the purpose of learning desired will be achieved .

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Jiang, Shenwei, Lingling Li, and Yang Cui. "Why Teaching and Research Activities Lack Vitality?: A Probe into the Basic Psychological Needs of Teachers." Journal of Contemporary Educational Research 7, no. 1 (January 10, 2023): 33–39. http://dx.doi.org/10.26689/jcer.v7i1.4555.

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Teaching and research activities are of great significance to the professional development of teachers. The basic psychological needs of teachers include autonomy, competence, and attribution. The engagement of teachers in teaching and research activities can be analyzed from these three perspectives. Under the management system of teaching and research, teachers generally lack autonomy in the organization of teaching and research activities; they are also lack scientific research knowledge and ability; in addition, under the influence of harmonious interpersonal relationships and the culture of individualism, there is a dearth in real communication among teachers. In light of this, we propose targeted countermeasures to promote the vitality of teaching and research activities.

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Catalano, Maria Gaetana, Giovanni Maria Vecchio, and Paola Perucchini. "The role of teachers' intelligence conceptions, teaching beliefs and self-efficacy on classroom management practices." RICERCHE DI PSICOLOGIA, no. 1 (May 2022): 1–19. http://dx.doi.org/10.3280/rip2022oa13394.

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Substantial evidence has been collected over decades of research on the relationships between optimal classroom management and student learning. In addition, there is a growing body of research on teachers' beliefs, in which their relationships with teachers' practices is viewed as significant. This study investigated classroom management practices in a sample of 1,056 Italian teachers working from pre-primary to secondary school, to analyse the differences by school level and teaching experience, and their associations with three categories of teachers' beliefs: self-efficacy, teaching beliefs and intelligence conceptions. Three dimensions of classroom management were considered: educational relationships, active strategies and emotion regulation. The results show that teachers differ in their practices in relation to school level and years of experience, with associations between different categories of beliefs highlighted. Classroom management was positively linked to self-efficacy, constructive teaching beliefs and constructive intelligence conceptions, and negatively linked to traditional teaching beliefs and innate intelligence conceptions. Hierarchical multiple regression analyses that considered the three dimensions of classroom management as dependent variables highlighted the concurrent contribution of: innate and constructive teaching beliefs for educational relationships; school level, intelligence conceptions, constructive teaching beliefs and self-efficacy on classroom management for active strategies; and school level for emotion regulation. These results confirm the strong relationships between classroom management and teachers' beliefs and conceptions. Thus, it is important for teachers to develop reflective processes of their own practices.

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Andrews, T. C., E. P. Conaway, J. Zhao, and E. L. Dolan. "Colleagues as Change Agents: How Department Networks and Opinion Leaders Influence Teaching at a Single Research University." CBE—Life Sciences Education 15, no. 2 (June 2016): ar15. http://dx.doi.org/10.1187/cbe.15-08-0170.

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Relationships with colleagues have the potential to be a source of support for faculty to make meaningful change in how they teach, but the impact of these relationships is poorly understood. We used a mixed-methods approach to investigate the characteristics of faculty who provide colleagues with teaching resources and facilitate change in teaching, how faculty influence one another. Our exploratory investigation was informed by social network theory and research on the impact of opinion leaders within organizations. We used surveys and interviews to examine collegial interactions about undergraduate teaching in life sciences departments at one research university. Each department included discipline-based education researchers (DBERs). Quantitative and qualitative analyses indicate that DBERs promote changes in teaching to a greater degree than other departmental colleagues. The influence of DBERs derives, at least partly, from a perception that they have unique professional expertise in education. DBERs facilitated change through coteaching, offering ready and approachable access to education research, and providing teaching training and mentoring. Faculty who had participated in a team based–teaching professional development program were also credited with providing more support for teaching than nonparticipants. Further research will be necessary to determine whether these results generalize beyond the studied institution.

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Hillbrink, Alessa, and Regina Jucks. "“What my Parents Think I Do …” – Doctoral Students’ Assumptions about how Private and Work-related Groups View their Work." International Journal of Doctoral Studies 14 (2019): 465–78. http://dx.doi.org/10.28945/4381.

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Aim/Purpose: This study aimed at investigating whether doctoral students are already confronted with expectations that reflect a primacy of research and whether they adopt such views for themselves. Background: There is a consensus among academics in the university system that research is typically valued more strongly than teaching in terms of prestige, rewards, and career options. Such prioritization of research may hamper junior academics’ development as teachers, especially at the beginning of an academic career – the doctoral stage. Methodology: We measured the expectations that others put upon doctoral students (N = 55, all with teaching duties) in the discipline of psychology using pictures of research and teaching situations. Participants each chose one picture to illustrate what they anticipated their friends and their parents (private groups) as well as their colleagues and their supervisors (work-related groups) think they are doing. Afterwards, they described their own view of the research-teaching relationship. Contribution: The study expands the knowledge on how others in doctoral students’ networks might shape their development as researchers and teachers through the expectations they communicate. Moreover, it shines a light on doctoral students’ own views of research and teaching. Findings: There was a clear primacy of research in terms of the assumed expectations of others; yet, doctoral students assumed that private groups expect them to teach more strongly than work-related groups expect them to teach. For their own views, doctoral students described mainly positive types of research-teaching rela-tionships, whereby research and teaching were oftentimes seen as equally im-portant. Recommendations for Practitioners: In the face of a primacy of research in academia, teaching should not be left for private conversations, but naturally be a topic among colleagues and with the supervisor as well. Recommendation for Researchers: These findings underline the need to include private relationships into models of junior academics’ development as teachers, since these relationships can represent a counterpart to more research-focused expectations at work. Impact on Society: We should not underestimate the relevance of doctoral students’ own motivation and perspectives for the quality of their research and teaching in a system where the primacy of research narrative circulates. Future Research: Future research could compare doctoral students’ anticipations to the expectations the different groups in their networks really hold.

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SHAHRIARI, Fahiemh. "The Relationship between Iranian EFL Instructors’ Multiple Intelligence Ability and Reflective Teaching." Revista Romaneasca pentru Educatie Multidimensionala 10, no. 1.SP (July 2, 2018): 97. http://dx.doi.org/10.18662/rrem/39.

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The present study was an attempt to investigate the relationship between reflective teaching and multiple intelligence ability of Iranian EFL teachers. In order to conduct the research, out of a total number of 130 EFL teachers from different English institute in Tehran, 80 of them with teaching experience between 4 to 6 years were selected by convenience sampling. The required data for this study came from two questionnaires. One reflective teaching questionnaire for assessing teachers’ reflectivity level in teaching and one multiple intelligence questionnaire for assigning teachers’ level of intelligence. In order to analyze the raw data of the research, descriptive statistics followed by Pearson correlations were run to answer the research questions. The findings of first question showed that there were statistically significant relationships between total multiple intelligence ability of Iranian EFL teachers and reflective teaching. The results of second question showed that out of 8 intelligence types, five of them namely natural intelligence, intrapersonal intelligence, interpersonal intelligence, logical intelligence, verbal intelligence were significantly associated with reflective teaching. The findings of the present study may be beneficial to language teachers in Iranian EFL setting, education authorities and material developers who teaching English language is their concern

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Saroyan, Alenoush, and Cheryl Amundsen. "The Systematic Design and Implementation of a Training Program for Teaching Assistants." Canadian Journal of Higher Education 25, no. 1 (April 30, 1995): 1–18. http://dx.doi.org/10.47678/cjhe.v25i1.183202.

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An increase has recently occurred in the number of programs which formally prepare teaching assistants (TAs) for their designated teaching responsibilities. These programs may also be seen as an investment in preparing the future professorate for their teaching roles. This paper describes how a program for the training of teaching assistants was conceptualized and implemented at McGill, a large research-oriented Canadian university. A review of the relevant literature is followed by a detailed description of the systematic approach to program development involving needs assessment, planning and implementation, and evaluation. The relationship between various levels of the University and the way in which these relationships have strengthened the TA training program are highlighted.

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Journal articles on the topic 'Research-teaching relationships'

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