A study on the perception of South Korean high school students about the influence of learner and teacher on school science learning

This study was conducted on the perception of high school students regarding the influence of learner and teacher on school science learning. The subjects were 867 South Korean high school students at 464 natural science and 404 humanities learning course. The components of the influence of learner and teacher on school science learning consisted of learning motivation, class participation, learning, and achievement. Overall, high school students perceived that learners had a stronger influence than teacher on learning motivation, class participation and achievement except learning. High school students at natural science learning course recognized more than students of humanities learning course that learners had a stronger influence on learning motivation, class participation, and the achievement than teacher. Since high school students at natural science learning course considered their future careers when selecting such learning course, their interests and motivation in science were already higher than students of humanities learning course. Thus, school teachers have to make an effort to develop the professionalism of teaching because the learning effect was not limited to the cognitive skills of science class students, and may vary depending on the explanations of teachersPeer Reviewe

Why belonging matters for college students’ academic engagement : antecedents and consequences of sense of classroom belonging

The purpose of this dissertation project was to explore the mechanisms through which sense of belonging affects academic engagement—behavioral, emotional, and cognitive—over time in varying college classroom situations. The study also examined the potential contribution of some course attributes to either facilitating or thwarting students’ sense of belonging on academic engagement. Moreover, this project sought to identify group differences between ethnic or racial minority students and non-minority students in terms of the effect of sense of belonging on academic engagement. Using structural equation modeling (SEM), the study tested a short-term longitudinal model that hypothesized the predictive relations among course attributes, sense of classroom belonging, and academic engagement at the beginning and toward the end of the semester. Participants were 295 undergraduate students from a public university in a southwestern state of the U.S., who were recruited via an online website dedicated to a subject pool that was offered through the department of Educational Psychology. Participants were asked to respond to online survey items in relation to one of their undergraduate courses, choosing from those courses they were taking in the current semester the course that had a subject pool requirement. Results from the study showed that participants’ sense of belonging in the classroom positively predicted academic engagement later in the semester, even after their motivation and course attributes were held constant. The results also indicated that mode of instruction and classroom goal structure had significant direct effects on participants’ perceived belongingness at the beginning of the semester and subsequently indirect effects on their course engagement over the semester. Finally, the multigroup SEM analysis revealed that the effect of sense of belonging was almost equally beneficial for ethnic or racial minority and non-minority groups, suggesting that sense of belonging generally matters for both groups. However, a more nuanced look at the data suggests that for the ethnic or racial minority group, it may be more important to nurture a supportive classroom climate and provide ample opportunities to connect with peers. Overall, results provide insights into the powerful impact of sense of belonging in college students’ engagement in the classroom.Educational Psycholog

Building a Districtwide Small Schools Movement

Presents a case study of community organizing for school reform by Oakland Community Organizations: how parent and community engagement in a campaign for small schools shaped leadership development, district policy, school capacity, and student outcomes

Examining the Relationship Between High School Achievement and the Competing Values Framework

The purpose of this study was to investigate the relationships between student achievement assessed longitudinally in terms of ACTcomposite scores and state-mandated tests of proficiency and the perceived manner in which high schools resolve the tensions and tradeoffs illuminated by the Competing Values Framework(CVF). To answer the study\u27s five research questions, a secondary analysis that applied hierarchical multiple regression to an existing dataset was undertaken. The dataset in question combined information from the 2013 administration of the Teaching, Empowering, Leading, and Learning (TELL) survey in 287 Tennessee high schools with concurrent school demographic and student achievement data archived on the Tennessee Departmetn of Education (TDOE) website.In the ten multiple regression analyses conducted, student demographic characteristics proved ot be the most important factors in explaining variation in student achievement, whether measured as three-year averages of ACTcomposite scores or three-year averages of student EOCassessments in Algebra Iand English. Although faculty demographiccharacteristics appeared to be directly linked to ACTcomposite scores, no such direct links were observed with respect to student proficiency scores. Over adn above these backgroud variables, the Competing Values Framework (CVF) porfiles concerning balance , an external orientation, and a disposition towards rational goals were all associated with higher ACT composite scores, but only the CVF balance profile was significantly linked to student proficiency scores

Relational efficacy beliefs in physical activity classes: a test of the tripartite model

This study explored the predictive relationships between students’ (N = 516, Mage = 18.48, SD = 3.52) tripartite efficacy beliefs and key outcomes in undergraduate physical activity classes. Students reported their relational efficacy perceptions (i.e., other-efficacy and relation-inferred self-efficacy, or RISE) with respect to their instructor before a class, and instruments measuring self-efficacy, enjoyment, and effort were administered separately following the class. The following week, an independent observer assessed student achievement. Latent variable path analyses that accounted for nesting within classes revealed (a) that students were more confident in their own ability when they reported favorable other-efficacy and RISE appraisals, (b) a number of direct and indirect pathways through which other-efficacy and RISE predicted adaptive in-class outcomes, and (c) that self-efficacy directly predicted enjoyment and effort, and indirectly predicted achievement. Although previous studies have examined isolated aspects within the tripartite framework, this represents the first investigation to test the full range of direct and indirect pathways associated with the entire model