Relevant bibliographies by topics / Student teacher

Academic literature on the topic 'Student teacher'

Author: Grafiati
Published: 4 June 2021
Last updated: 27 January 2023

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Journal articles on the topic "Student teacher"

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Newton, Xiaoxia A., Linda Darling-Hammond, Edward Haertel, and Ewart Thomas. "Value-Added Modeling of Teacher Effectiveness: An Exploration of Stability across Models and Contexts." education policy analysis archives 18 (September 30, 2010): 23. http://dx.doi.org/10.14507/epaa.v18n23.2010.

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Recent policy interest in tying student learning to teacher evaluation has led to growing use of value-added methods for assessing student learning gains linked to individual teachers. VAM analyses rely on complex assumptions about the roles of schools, multiple teachers, student aptitudes and efforts, homes and families in producing measured student learning gains. This article reports on analyses that examine the stability of high school teacher effectiveness rankings across differing conditions. We find that judgments of teacher effectiveness for a given teacher can vary substantially across statistical models, classes taught, and years. Furthermore, student characteristics can impact teacher rankings, sometimes dramatically, even when such characteristics have been previously controlled statistically in the value-added model. A teacher who teaches less advantaged students in a given course or year typically receives lower effectiveness ratings than the same teacher teaching more advantaged students in a different course or year. Models that fail to take student demographics into account further disadvantage teachers serving large numbers of low-income, limited English proficient, or lower-tracked students. We examine a number of potential reasons for these findings, and we conclude that caution should be exercised in using student achievement gains and value-added methods to assess teachers’ effectiveness, especially when the stakes are high.
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Listiyawati, Listiyawati, Eliana Sari, and Ivan Hanafi. "Teacher's Emotional Intelligence, Class Management, and School Organizational Climate, on Interaction Behavior among Teachers and Students." Journal of Sosial Science 3, no. 4 (July 21, 2022): 656–65. http://dx.doi.org/10.46799/jss.v3i4.376.

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The problems of classroom interaction among teachers and students arise in conditions of academic demands that assume the practice of teachers' social competence in class. This paper aims to study the effect of teachers' emotional intelligence, classroom management, and school organization climate on interaction behavior among teachers and students in SPK High School. A survey method with path analysis was applied to test the hypothesis and conduct interviews among 105 teachers and students by proportional random sampling technique. Upon this research, the conclusion is obtained. (1) A teacher's emotional intelligence, class management, and school organization climate positively affect teacher and student interaction behavior. (2) A teacher's emotional intelligence has a positive direct effect on school organization climate. Class management has a positive direct effect on the school organization climate. (3) A teacher's emotional intelligence has a positive direct effect on class management. (4) A teacher's emotional intelligence positively affects teacher and student interaction behavior through the school organization climate. (5) Class management positively impacts teacher and student interaction behavior through the school organization climate. The conclusion is that the teacher and student interaction behavior is affected by the teacher's emotional intelligence, class management, and school organization climate
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Prewett, Sara L., David A. Bergin, and Francis L. Huang. "Student and teacher perceptions on student-teacher relationship quality: A middle school perspective." School Psychology International 40, no. 1 (November 15, 2018): 66–87. http://dx.doi.org/10.1177/0143034318807743.

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This study investigated 336 fifth- and sixth-grade middle school students' relationships with their ten mathematics teachers. Authors used a five-step hierarchical multiple linear regression to examine teacher and student factors related to students' quality of relationships with their teachers. Analyses revealed that teachers' student relationship perceptions positively predicted their students' perceptions and the students' reports of their mathematics interest and self-efficacy positively predicted teacher relationships. Teachers' prosocial classroom behavior and social-emotional support behaviors were the strongest predictors of students' views of high quality relationships with their teachers; both prosocial classroom behaviors and social-emotional support are malleable, and authors discuss implications for how teachers' behaviors shape students' positive views of their student-teacher relationships.
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Jepps, Jepps, Shumaila Noreen, and Bushra Kazim. "Impact of teachers' emotional intelligence abilities on student motivation and their interaction with students in secondary school classrooms." Journal of Educational Psychology and Pedagogical Sciences 1, no. 1 (April 13, 2022): 17–37. http://dx.doi.org/10.52587/jepps.v1i1.7.

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Emotional intelligence abilities are present in most persons, but they are not observable. They have an impact on our ability to control behavior, handle social challenges, and make effective personal choices. Teachers' emotional intelligence abilities are wonderful components of the teaching process. These are extremely important in terms of student motivation and the student-teacher interaction. Every student is different in terms of motivation and the student-teacher interaction. Similarly, some kids are able to form positive teacher-student interactions while others are unable. These gaps can be filled by a teacher's emotional intelligence skills. This study aimed to look at the Impact of teachers' emotional intelligence abilities on student motivation and their interaction with students in secondary school classrooms. The research was quantitative in nature. Data on emotional intelligence abilities of teachers, the teacher-student connection, and motivation of student was collected using a survey approach. SPSS-20 was used for the quantitative analysis. To examine the impact of a teacher's emotional intelligence abilities on student motivation and the teacher-student interaction, the Pearson Correlation Coefficient was used. The tables below show the data analysis and interpretations. The impacts of instructors' emotional intelligence competencies on student motivation and the student-teacher interaction were investigated using a regression test. The findings of this research indicated that emotional intelligence abilities of teachers have a substantial impact on student motivation and the student-teacher interaction
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Noreen, Shumaila, and Bushra Kazim. "Impact of teachers' emotional intelligence abilities on student motivation and their interaction with students in secondary school classrooms." Journal of Educational Psychology and Pedagogical Sciences 1, no. 1 (April 14, 2022): 17–37. http://dx.doi.org/10.52587/jepps.v1i1.17.

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Emotional intelligence abilities are present in most persons, but they are not observable. They have an impact on our ability to control behavior, handle social challenges, and make effective personal choices. Teachers' emotional intelligence abilities are wonderful components of the teaching process. These are extremely important in terms of student motivation and the student-teacher interaction. Every student is different in terms of motivation and the student-teacher interaction. Similarly, some kids are able to form positive teacher-student interactions while others are unable. These gaps can be filled by a teacher's emotional intelligence skills. This study aimed to look at the Impact of teachers' emotional intelligence abilities on student motivation and their interaction with students in secondary school classrooms. The research was quantitative in nature. Data on emotional intelligence abilities of teachers, the teacher-student connection, and motivation of student was collected using a survey approach. SPSS-20 was used for the quantitative analysis. To examine the impact of a teacher's emotional intelligence abilities on student motivation and the teacher-student interaction, the Pearson Correlation Coefficient was used. The tables below show the data analysis and interpretations. The impacts of instructors' emotional intelligence competencies on student motivation and the student-teacher interaction were investigated using a regression test. The findings of this research indicated that emotional intelligence abilities of teachers have a substantial impact on student motivation and the student-teacher interaction.
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Kusumayasa, Kadek Ngurah. "Pedagogical Competence of EFL Teachers: Teachers’ and Students’ Perspectives." Jurnal Ilmiah Pendidikan Profesi Guru 5, no. 1 (May 16, 2022): 46–53. http://dx.doi.org/10.23887/jippg.v5i1.46203.

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The pedagogic competence of English teachers plays an important role in developing students' potential in mastering English. Students' perceptions are needed to find out how the teacher's pedagogic competence is in carrying out learning, students can be used as sources of information for reflection because students often interact directly with teachers in the learning process. In addition, the perception of the teacher itself is also needed to find out how his pedagogical competence as a teacher is in carrying out the learning process in order to achieve learning objectives. This study aims to analyze teacher and student perceptions of the pedagogical competence of English teachers and analyze differences in student and teacher perceptions related to pedagogical competence in teaching English. This research is a mixed method research. Data collection in this study used instruments in the form of questionnaires and interviews. The results showed that students' perceptions of their English teacher's pedagogic competence were categorized as positive because the average of all student responses was 4.3547. The English teacher's perception of his pedagogical competence is categorized as positive because the average of all teacher responses is 4.4222. Students and teachers have different perceptions about the teacher's pedagogic competence in teaching English, namely in terms of understanding the characteristics and potential of students.
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Hidayah, Nurul, Ardi Dwi Susandi, and Naufalia Nuraya. "Teacher profesionalism in fostering students’ creativity." Journal of Advanced Sciences and Mathematics Education 2, no. 1 (June 29, 2022): 23–28. http://dx.doi.org/10.58524/jasme.v2i1.98.

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Student creativity is essential to improve. One thing that affects this is the teacher's professionalism because it is the main factor in the success of student learning so that it produces and develops creativity. This study aims to describe the factors that increase student creativity and teacher efforts to increase student creativity. This study used a descriptive qualitative method. The data collection techniques were interviews with the subject teachers and principals, observation, and documentation. Furthermore, the technical data analysis used were data collection, data reduction, data presentation, and conclusion drawing. The results of this study indicate that in the learning process, the teacher always plays a significant role so that students can develop their creativity. Four roles must be performed by the teacher: the teacher's role as a class manager; the teacher's role as an evaluator; the teacher's role as a facilitator; and the teacher's role as a demonstrator. In the learning process, the teacher always encourages his students. The teacher has also used learning media.
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Kim, Seonghun, Woojin Kim, Yeonju Jang, Seongyune Choi, Heeseok Jung, and Hyeoncheol Kim. "Student Knowledge Prediction for Teacher-Student Interaction." Proceedings of the AAAI Conference on Artificial Intelligence 35, no. 17 (May 18, 2021): 15560–68. http://dx.doi.org/10.1609/aaai.v35i17.17832.

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The constraint in sharing the same physical learning environment with students in distance learning poses difficulties to teachers. A significant teacher-student interaction without observing students' academic status is undesirable in the constructivist view on education. To remedy teachers' hardships in estimating students' knowledge state, we propose a Student Knowledge Prediction Framework that models and explains student's knowledge state for teachers. The knowledge state of a student is modeled to predict the future mastery level on a knowledge concept. The proposed framework is integrated into an e-learning application as a measure of automated feedback. We verified the applicability of the assessment framework through an expert survey. We anticipate that the proposed framework will achieve active teacher-student interaction by informing student knowledge state to teachers in distance learning.
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Gupta, B. S. "CAUSES AND EFFECTS OF STUDENT TEACHER ABSENTEEISM IN TEACHER EDUCATION INSTITUTION." International Journal of Research -GRANTHAALAYAH 5, no. 7 (July 31, 2017): 480–84. http://dx.doi.org/10.29121/granthaalayah.v5.i7.2017.2156.

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A school was a place to get knowledge. A student absentee is a major concern for lecturers at institutions of teacher education learning. Absences create a dead, tiresome, unpleasant classroom environment that makes students who come to class uncomfortable and the lecturer irritable. The objective of the study was to study the causes of student teacher absentees in teacher education institution. The investigator selected the sample through random sampling, 994 student teachers were selected from teacher education institution from Allahabad. To collect the data researcher has used Absenteeism Inventory constructed by researcher. The salient finding of the study was the Male student teachers are more absent in their Teacher education Institution than Female student teachers and student teachers in Private Teacher education Institution are more absent in their Teacher education Institution than student teachers in Government Teacher education Institution.
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Widyastuti, Tri, and Elpri Darta Putra. "Peran Guru dalam Memotivasi Belajar Siswa Kelas V SDN 004 Sei Beberas Hilir Kecamatan Lubuk Batu Jaya Kabupaten Indragiri Hulu." QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama 13, no. 2 (August 20, 2021): 349–58. http://dx.doi.org/10.37680/qalamuna.v13i2.970.

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This study aims to find out how the teacher's role in motivating student learning besides the purpose of this study is to find out what obstacles are experienced by teachers in motivating student learning. This research uses a qualitative approach which is a case study. The data sources for this research are 1 class V teacher, 1 class IV teacher, and 2 students. Data collection techniques and instruments, in this case the researcher uses interviews and observations, focused data analysis using the Miles & Huberman model, namely data reduction, presentation, and drawing conclusions. There are four results obtained, the first is the teacher as a demonstrator, namely mastery of learning material by motivating student learning, the second is the teacher as a class manager, namely creating a learning climate in learning by motivating student learning, the third is the teacher as a mediator and facilitator, namely preparing the syllabus, lesson plans, and learning media, instill a spirit of student learning, and provide motivation in learning, and the fourth teacher as an evaluator is the evaluation results. Barriers experienced by teachers in motivating student learning include the teacher's lack of motivation or encouragement in learning due to the impact of covid-19, the role of the teacher becomes a much needed role in learning in motivating student learning so that students are more diligent and not lazy in learning
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Dissertations / Theses on the topic "Student teacher"

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Edgar, Don Wayne. "Structured communication: effects on teaching efficacy of student teachers and student teacher - cooperating teacher relationships." Diss., Texas A&M University, 2003. http://hdl.handle.net/1969.1/5975.

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Teaching efficacy beliefs of agricultural science student teachers, and their relationship with their cooperating teachers during field experiences, are variables that may affect the number of student teachers entering the profession. The purpose of this study was to examine the effects implementing structured communication between student teachers and cooperating teachers would have on student teachers’ self-perceived teaching efficacy, and the relationship between the student teacher and cooperating teacher during the student teaching experience. The learning environment of these field experiences must be more fully understood to explain why some student teachers enter the profession of agriculture science teaching, and others do not. A conceptual model guiding this study, based upon a thorough review of the literature, explains the role of constructivism, teaching efficacy, and communication theory. This study employed a quasi-experimental design with a non-random sample in a multiple time-series design. The average respondent in this study was a 23 year old white undergraduate female placed at a multiple placement cooperating center. Respondents in an environment where the amount and type of communication between student teachers and cooperating teachers was structured were less efficacious when compared to those respondents who were not in a structured communication setting. In addition, student teachers in a structured communication environment declined in their teaching efficacy measurements overall, whereas student teachers who were not involved in structured communication increased in their self-perceived teaching efficacy levels. Through contrast analysis, the age and academic standing of student teachers significantly affected their perception of the value cooperating teachers placed upon student teacher – cooperating teacher relationships. Structured communication influences student teachers’ beliefs regarding their ability to teach and their perception of their relationship with the cooperating teacher. In order to better understand the perceptions of student teachers regarding their teaching efficacy levels, and the student teacher – cooperating teacher relationship, additional research should be conducted in these identified areas. In addition, further research should be conducted on these variables at other institutions of higher education with teacher preparation programs in agricultural education.
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Huggins, Lynda Rose. "Ninth Grade Student and Teacher Perceptions of Teacher-Student Relationship." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2289.

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The challenge of transitioning into high school is associated with social anxiety, decreased grades, increased absences, and overall motivation to learn. Based on anecdotal evidence from 9th grade teachers in the Ohio School District, teachers had poor rapport with some of their students, and 9th graders were being retained more often than were students in any other grade. Grounded in Noddings's care theory, the purpose of this mixed methods sequential case study was to explore perceptions of rapport between 9th graders and their teachers. Guiding research questions were used to discover student and teacher perceptions about their relationship as it relates to care, respect, and communication. Archived data from Gallop Poll surveys given to 9th grade students at 3 schools (n = 163) demonstrated student perceptions of their relationships with teachers. Additionally, 15 teachers were randomly selected for a focus group interview about rapport with students. The interview transcripts were coded for emergent themes related to the guiding questions. The analysis of the Gallup Poll data included calculation of the mean, standard deviation, median, item score range, mode, and raw-data frequencies/percent for responses to answer the respective research questions. Responses on the survey showed that students perceived a moderate level of bonding with teachers, while the interview data showed that there were issues related to communication with students, administrative support of teachers, and sincerity of teacher care for students. The project outcome is a professional development about communication amongst teacher and students, teachers and teachers, and teachers and administration to improve rapport and reduce the prevalence and impact of adverse events such as dropout and other forms of disengagement.
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Banfield, Sara Richelle. "The effect of teacher misbehaviors on teacher credibility and affect." Morgantown, W. Va. : [West Virginia University Libraries], 2003. http://etd.wvu.edu/templates/showETD.cfm?recnum=3098.

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Miller, Ricketts Amanda Ilene. "Improving Students' Perceptions of Teacher Care Through Teacher Professional Development." Bowling Green State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1573737421317659.

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McDougall, Mary Catherine, and m. c. mcdougall@cqu edu au. "First steps in becoming a teacher: Initial teacher education students’ perceptions of why they want to teach." Central Queensland University. School of Education, 2004. http://library-resources.cqu.edu.au./thesis/adt-QCQU/public/adt-QCQU20050531.142515.

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This thesis focuses on why prospective teachers want to teach. It argues that prospective teachers draw on their own perceptions of what teaching means to them and that these perceptions are clarified and refined during the initial stages of their university study. Firstly, it examines what attracts and holds first year student teachers to teaching and whether they really want to be teachers. Secondly, it compares students’ perceptions of teaching at the start, during and at the end of their first year of their first year of university studies. Finally, it identifies the kind of early experiences at university and school sites that can either strengthen the initial commitment to become a teacher or might lessen the original desire to teach. The context of the study is a regional university in a provincial city in Central Queensland. The selection of constructivism as a theoretical framework informed the research approach and allowed data to be gathered in a case study format using an iterative process to permit probing and identification of change, and reconstruction of relevant issues. In this research, data was collected through three individual interviews with nine first year prospective student teachers at the beginning, mid and end of that year. Constructivist analysis concepts were employed to draw from the data coded patterns, themes and issues displaying student teachers’ emerging perceptions of their first year of learning how to teach. The thesis reports that student teachers in their initial year were enabled to articulate their co-construction of what it means to be a teacher. During the year they were able to build up their construction of what it means to be a teacher which, over time, alleviated earlier uncertainties as their decision to teach was affirmed. The process of construction of being a teacher identified qualities, knowledge and skills identified from the start to the end of the program, building from perceptions to reality, from the old to the new. Conceptions of teaching as work, and the importance of relationships in teaching contributed to the satisfaction of student teachers and helped affirm their commitment in anticipating their future as a teacher. The findings of the study exemplify that a well-structured, collaborative teacher education program in the initial year will attract and retain many prospective teachers. This thesis gives a wider understanding of the first year of a teaching career. The research builds a contemporary picture of what prospective teachers think about teaching in their first year of a teacher education program. The issues and problems identified in the context of a regional campus, underpin the results of this research. This research enables students’ voices to be heard and will inform teacher educators and others involved in teacher education to examine specific cases in the attraction and retention of prospective teachers.
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Van, Keulen Michael J. "Teachers' Pedagogical Responses to Teacher-Student Sociocultural Differences." Thesis, Capella University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10837378.

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This study employed a model of basic qualitative research which explored teachers’ pedagogical responses to the unique cultural gaps they experienced in schools where most students were of minority cultural identity. Eight teachers who self-identified as majority culture identity formed the sample group for this study. Semistructured interviews were used to collect their insights regarding their pedagogical decision making they used with the students in the school where they were teaching. Additionally, teachers shared what they described were culturally responsive curriculum samples and then provided a reflection on how they implemented this curriculum. The data showed that these teachers understood the value of providing a culturally responsive pedagogy in their classrooms. Despite this, for numerous reasons, teachers struggled to develop and then apply culturally responsive pedagogy that aligned with models described in literature.

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Kasperbauer, Holly Jo. "Student teachers' perceptions of important characteristics of cooperating teachers." Texas A&M University, 2005. http://hdl.handle.net/1969.1/4372.

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A challenge faced by agricultural educators across the country is a lack of qualified teachers entering the profession. The purpose of this study was to determine if there is a relationship between student teacher perceptions of the student teacher/cooperating teacher relationship and the decision to enter the teaching profession. Background/demographic characteristics were also examined to determine if relationships existed with the decision about entering teaching. These characteristics included gender, age, academic classification, race/ethnicity, previous agricultural work experience, and semesters of high school agricultural science courses completed. The target population of this study consisted of preservice agricultural education students at Texas A&M University. The sample consisted of 33 student teachers who completed their student teaching in the fall semester 2004. The instrument consisted of three parts. Part I of the instrument contained six background/demographic variables (gender, age, semesters of high school agricultural science courses completed, academic classification, race/ethnicity, and agricultural work experience). Part II of the instrument contained 14 items measuring student teacher perceptions of the student teacher/cooperating teacher relationship. For each item, participants were asked to indicate the importance of each characteristic and the current level of their cooperating teacher using a modified five point Likert-type scale. Part III of the instrument consisted of a single item, “Do you plan to teach agricultural science when you graduate?” accompanied by a seven point response scale ranging from definitely yes to definitely no. There was no relationship found between the student teacher/cooperating teacher relationship and the decision to teach. However, a relationship was found between previous agricultural work experience and the decision to teach, as well as a relationship between the semesters of high school agricultural science courses competed and the decision to teach. By knowing how many high school agricultural science courses a student had completed, one could better predict the decision to teach. As a result of the study, the researcher recommends that agricultural education programs recruit students who have completed high school agriculture courses. High school agricultural science teachers should encourage their students to pursue careers in agricultural education.
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Stearns, Catherine L. "Student Teachers’ Changing Confidence in Teaching." Thesis, University of North Texas, 2015. https://digital.library.unt.edu/ark:/67531/metadc801883/.

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Research shows that student teachers find the mentor teacher and the student teaching experience itself the two most influential factors in their practicum experience. This study examined five student teachers and the two mentor teachers of each in elementary school settings within a metropolitan school district in North Texas. Lave and Wenger’s (1991, 2002) community of practice theory informed this study. Data sources included mentor teacher interviews, student teacher interviews, student teacher observations, student teacher/mentor teacher dialogue journals, and student teacher reflections. A collective case study approach was followed to gain a detailed understanding of the experiences of the five student teachers, looking specifically at their confidence in teaching and the factors associated with it. Findings indicated that the confidence in teaching of all five student teachers changed throughout their practicum experiences. Results suggested many factors influenced these changes. Student teachers shared that the student teaching experience, the grade level/subjects taught, their relationships with their students, and their relationships with their mentor teachers contributed to their confidence. The mentor teachers perceived that student teachers’ confidence could be influenced by consistency in classroom management and their interactions with their mentor teachers. Two areas of influence on student teacher confidence not uncovered by other researchers were the quest of student teachers for perfection while teaching and the need of mentor teachers for control of the content presented by the student teachers, especially during the months prior to state-mandated testing. Implications of the study included the need for university supervisors to mediate between student teachers and mentor teachers in promoting shared ownership of student learning within that community of practice enabled by student teaching.
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O'Shea, Michael D. "STUDENT PERCEPTIONS OF TEACHER SUPPORT: EFFECT ON STUDENT ACHIEVEMENT." Connect to this title online, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1143054461.

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Engerer, Pamela J. "Teacher Actions Secondary Science Students Reckon as Teacher-to-Student Classroom Respect." University of Akron / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=akron1477679722661839.

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Books on the topic "Student teacher"

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Teacher-student relationship and its impact on student unrest. New Delhi: Northern Book Centre, 1989.

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Śnieżyński, Marian. Przezwiska nauczycieli. Kraków: Oficyna Wydawn. Impuls, 2003.

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Zhongguo jiao shi que shen me: Xin ke cheng re zhong jiao shi jiao se de leng si kao. Hangzhou: Zhejiang da xue chu ban she, 2005.

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Stronge, James H. Teacher evaluation and student achievement. Washington, D.C: National Education Association, 2000.

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Lewis, Marilyn. Using student-centered methods with teacher-centered students. 2nd ed. Toronto, ON: Pippin Pub., 2007.

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Hayo, Reinders, and Lewis Marilyn, eds. Using student-centered methods with teacher-centered students. 2nd ed. Don Mills, Ontario: Pippin Pub., 2008.

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Hallman, Patsy Spurrier. I had a teacher: Twenty-three stories about successful mentors. Lanham, Md: Scarecrow Press, 2003.

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O'Kelly, Carol Anne. What is a good teacher?. Dublin: University College Dublin, 1997.

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Duminy, P. A. Education for the student teacher. Cape Town: Maskew Miller Longman, 1990.

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Designing teacher-student partnership classrooms. Bloomington, IN: Solution Tree Press, 2015.

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Book chapters on the topic "Student teacher"

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Kuby, Candace R., and Weili Zhao. "Teacher/Student." In A Glossary for Doing Postqualitative, New Materialist and Critical Posthumanist Research Across Disciplines, 20–21. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003041153-11.

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Hirschová, Milada. "The Teacher/Student and Student/Teacher Concept Exchange." In Dialoganalyse VI/2, edited by Svetla Cmejrkova, Jana Hoffmannová, Olga Müllerová, and Jindra Svetlá, 39–48. Berlin, Boston: De Gruyter, 1998. http://dx.doi.org/10.1515/9783110965049-004.

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Englehart, Joshua M. "Teacher–Student Interaction." In International Handbook of Research on Teachers and Teaching, 711–22. Boston, MA: Springer US, 2009. http://dx.doi.org/10.1007/978-0-387-73317-3_44.

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Brown, Tony. "Teacher-Student Interactions." In Mathematics Education and Language, 159–72. Dordrecht: Springer Netherlands, 2001. http://dx.doi.org/10.1007/978-94-010-0726-9_8.

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Chalfant, Andromache, Marsha Ginsberg, and Regina García. "Teacher / Student Relationships." In Sceneshift, 53–63. New York: Focal Press, 2022. http://dx.doi.org/10.4324/9781003148197-8.

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Hornby, Garry, and Deborah Greaves. "Teacher-Student Rapport." In Essential Evidence-Based Teaching Strategies, 15–30. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-96229-6_2.

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Volz, Austin, Julia Higdon, and William Lidwell. "Student-Teacher Relationship." In The Elements of Education for Teachers, 91–92. New York, NY : Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9781315101002-46.

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Johnson, Brad, and Hal Bowman. "The “Ideal” Student." In Thank You, Teacher, 232–33. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003216988-98.

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Rankin, Jenny Grant. "Student Behavior." In First Aid for Teacher Burnout, 171–96. 2nd ed. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003281320-15.

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Beck, Clive, and Clare Kosnik. "Enhancing Student Assessment." In Growing as a Teacher, 31–42. Rotterdam: SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-560-1_3.

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Conference papers on the topic "Student teacher"

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Patac, Louida P., and Adriano V. Patac, Jr. "Teacher Education and Professional Development on The Influence of Teacher-Student Relationships on Mathematics Problem-solving." In 17th Education and Development Conference. Tomorrow People Organization, 2022. http://dx.doi.org/10.52987/edc.2022.011.

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ABSTRACT In this article, we uncovered aspects that students consider when learning to solve mathematical problems. The purpose of this study is to examine students' real experiences with mathematics problem-solving. We examine the method through which students learn to solve mathematical problems in order to develop Higher-Order-Thinking skills. Additionally, this study discusses the pedagogical consequences of contact between teachers and students during mathematical problem-solving. The cognitive and affective components are the factors that decide issue solutions. We investigated the lived experiences of 45 students in solving a mathematical problem using descriptive phenomenology research. As a result, we base our findings on current concerns in education and teacher professional development in order to better understand the influence of teacher-student relationships on mathematics problem- solving. KEYWORDS: Mathematics Problem solving, Teacher Education, Professional Development, Pedagogy, Colaizzi, Phenomenology
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van Putten, Sonja, Ld Beukes, and Hanlie Botha. "STUDENT TEACHERS' UNDERSTANDING OF THE TEACHER AS CARER." In International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.0280.

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Vronska, Natalja. "Student Learning Motivation in Latvian Schools." In 15th International Scientific Conference "Rural Environment. Education. Personality. (REEP)". Latvia University of Life Sciences and Technologies. Faculty of Engineering. Institute of Education and Home Economics, 2022. http://dx.doi.org/10.22616/reep.2022.15.021.

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Student motivation is highly dependent on the educators themselves, their personality, and the way of organizing and monitoring the study process. The students’ interest will be roused and motivation increased if the teacher offers interesting information, applies new information technologies and various teaching methods. The use of information technologies in the school to acquire different subjects can attract students’ interest; involve them in the study process, thus increasing their motivation to cooperate. However, the main role plays the teacher because the students are more or less motivated to do something, but the teacher’s objective is to enlarge the student’s world to be motivated. Mann –Whitney test, and Chi-square test were used to analyse the study results. The number of respondents is 453students from Latvian school X and school Y. The aim of the study is to find the opinion about learning motivation in Latvian schools. To the questions: How often do teachers use different methods to help you acquire the subject well and understand the study content? significant prevalence was for the answer sometimes in the school X (p-value=0.000) and for the answer often in the school Y (p-value=0.011). How clearly teachers explain the training topics and tasks? significant prevalence was for the answer it depends in the school X (p-value=0.000) and for the answer quite clearly in the school Y (p-value=0.000). How often are you invited to express your opinion, analyse and make conclusions during the lesson? significant prevalence was for the answer sometimes in the school X (p-value=0.000) and for the answer often in the school Y (p-value=0.000).
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Weaver, Rebekah. "Student Teacher and Cooperating Teacher Perceptions of Growth During Student Teaching." In 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1681194.

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Tan, Tengteng, and Naiyi Wang. "The Influence of Student Personality and Teacher-student Interactions on Teacher-student Relationship Quality." In The 2013 International Conference on Applied Social Science Research (ICASSR-2013). Paris, France: Atlantis Press, 2013. http://dx.doi.org/10.2991/icassr.2013.47.

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Meng, Zhong, Jinyu Li, Yong Zhao, and Yifan Gong. "Conditional Teacher-student Learning." In ICASSP 2019 - 2019 IEEE International Conference on Acoustics, Speech and Signal Processing (ICASSP). IEEE, 2019. http://dx.doi.org/10.1109/icassp.2019.8683438.

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Nabbout, Marie. "A study of discrepancies in the assessment of probabilistic tasks: why might teachers grade and evaluate inconsistently a given answer?" In Assessing Student leaning in Statistics. International Association for Statistical Education, 2007. http://dx.doi.org/10.52041/srap.07804.

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In this paper we present part of a study carried out to identify Lebanese teachers’ representations of probability as well as their teaching practices. We compare grades and judgments that teachers attribute to fictitious students. Our result show inconsistencies in grading on the same teacher: discrepancy between the quantitative judgment (grade) and the qualitative judgment that he attributes to the same answer. The comparison between the quantitative judgments (grades) and the qualitative judgments reveals a great diversity among teachers: a convergence in grading can hide very different qualitative judgments. This comparison contributed largely to the study of certain representations and practices of teachers, in particular those concerning the concept of independence of events.
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Valenzuela, Rafael, Nuria Codina, Jose Vicente Pestana, and Joan González-Conde. "Is student procrastination related to controlling teacher behaviours?" In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5530.

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Even motivated students procrastinate, for procrastination is triggered by a volitional (rather than by a motivational) problem. However, many factors, such as learning context, teacher interpersonal style, and also type of motivation may influence the occurrence of procrastination. The aim of the present study was to assess the relations between first-year university students’ procrastination and controlling teacher behaviour. Four types of controlling teacher behaviour and three distinct measures of procrastination were ecvaluated and their correlations assessed. Findings revealed small but significant associations between (a) conditional use of rewards and decisional procrastination, and between (b) excessive personal control and procrastination linked to avoiding tasks. Results suggest that controlling teacher behaviours might influence students’ psychological experiences in learning negatively. Teachers who do not refrain from constant use of conditional rewards may deffer students’ decision processes regarding their own autonomous academic learning, and excessive personal control may favour students’ perceptions of external regulations, decreasing intrinsic motivation and autonomous self-regulated learning and, thus, making it more likely to engage in alternative activities, procrastinating academic learning.
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Greitāns, Kārlis, and Dace Namsone. "IN-SERVICE SCIENCE TEACHERS’ PROFESSIONAL DEVELOPMENT TARGETED TO PROMOTE STUDENT UNDERSTANDING OF CORE SCIENTIFIC CONCEPTS." In SCIENCE AND TECHNOLOGY EDUCATION: DEVELOPING A GLOBAL PERSPECTIVE. Scientia Socialis Ltd., 2021. http://dx.doi.org/10.33225/balticste/2021.49.

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This review study includes 19 articles from 2016 to 2021 focusing on in-service science teachers’ professional development targeted to promote student conceptual understanding. The present study is guided by the following research question: “What characterizes high-quality in-service science teachers’ professional development targeted to promote student conceptual understanding?” The review indicates that such classroom practices as modelling, questioning, and arguing from evidence are perspective ways to develop student conceptual understanding in science classrooms. A mixture of input, application, and reflection; long-term involvement of participants; focus on the question how to foster transfer from teacher professional development into participants’ everyday work characterize high quality teacher professional development interventions that develop and support inquiry practices. Results suggest that teacher professional development that is sensitive to teacher learning needs is a way to develop student conceptual understanding. Keywords: in-service teacher professional development, science teacher education, student conceptual understanding, teacher learning
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Chaw, Ei Phyu, and Erika Kopp. "Student-teachers' Experiences During Practicum in Pre-service Teacher Education in Myanmar." In ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/08.

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Teacher education program differs internationally in accordance with the admission, assessment, teaching practice period, induction program, professional learning, initial teacher learning, continuous professional development, and performance appraisal systems for recognizing accredited teaching. Experts in teacher education recommends that the practicum is the focus and an integral part of initial teacher education program. In most countries, teacher education programs face difficulties in finding the proper role and form of practice. Referring to National Education Strategic Plan (2016-21) of Myanmar, practicum in teacher preparation program is dull and it has limited guidance and supervision. Moreover, very few publications are available in Myanmar that label the perceptions of teacher candidate on their practicum experience. This study explores student-teachers' experience during practicum in their pre-service teacher education program. The doctoral research will focus on the role of practicum in pre-service teacher education in Myanmar. This document describes the results of the pilot study conducted in 2019, July. The researcher employed convergent mixed-method design to collect data for the pilot study. Data collection methods include semi-structured focus group interviews and questionnaires. The final year student-teachers (N=23) who were enrolled in 2014 academic year at the Yangon University of Education are the subject of the study. The questionnaire consists of 27 closed items. Fourteen final-year student-teachers discussed their practicum experiences in two focus group interviews. Student-teachers' responses to the questionnaire are mostly positive. In the focus group interview, they mentioned their critical point of views such as their university program could prepare them to some extent for their practicum. There were some differences in responses to the questionnaire and focus group interviews. From the results of the quantitative and qualitative part, the researcher could learn some potential problem areas that can affect the whole doctoral research.
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Reports on the topic "Student teacher"

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Boyd, Donald, Pamela Grossman, Hamilton Lankford, Susanna Loeb, and James Wyckoff. Teacher Preparation and Student Achievement. Cambridge, MA: National Bureau of Economic Research, September 2008. http://dx.doi.org/10.3386/w14314.

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Adnot, Melinda, Thomas Dee, Veronica Katz, and James Wyckoff. Teacher Turnover, Teacher Quality, and Student Achievement in DCPS. Cambridge, MA: National Bureau of Economic Research, January 2016. http://dx.doi.org/10.3386/w21922.

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Clotfelter, Charles, Helen Ladd, and Jacob Vigdor. Teacher-Student Matching and the Assessment of Teacher Effectiveness. Cambridge, MA: National Bureau of Economic Research, January 2006. http://dx.doi.org/10.3386/w11936.

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Lewis, Gary. Earthquakes: teacher notes and student activities. Edited by Clive Collins. Geoscience Australia, 2014. http://dx.doi.org/10.11636/record.2014.006.

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Roach, Ian, and Adele Bear-Crozier. Volcanoes: teacher notes and student activities. Geoscience Australia, 2017. http://dx.doi.org/10.11636/record.2017.023.

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Ronfeldt, Matthew, Hamilton Lankford, Susanna Loeb, and James Wyckoff. How Teacher Turnover Harms Student Achievement. Cambridge, MA: National Bureau of Economic Research, June 2011. http://dx.doi.org/10.3386/w17176.

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Eberts, Randall W., Kevin Hollenbeck, and Joe Allan Stone. Teacher Performance Incentives and Student Outcomes. W.E. Upjohn Institute, August 2000. http://dx.doi.org/10.17848/wp00-65.

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Figlio, David, and Lawrence Kenny. Individual Teacher Incentives And Student Performance. Cambridge, MA: National Bureau of Economic Research, October 2006. http://dx.doi.org/10.3386/w12627.

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Lim, Jaegeum, and Jonathan Meer. Persistent Effects of Teacher-Student Gender Matches. Cambridge, MA: National Bureau of Economic Research, December 2017. http://dx.doi.org/10.3386/w24128.

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Boyd, Donald, Pam Grossman, Hamilton Lankford, Susanna Loeb, and James Wyckoff. Who Leaves? Teacher Attrition and Student Achievement. Cambridge, MA: National Bureau of Economic Research, May 2008. http://dx.doi.org/10.3386/w14022.

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