scholarly journals Caring for Students: What Teachers Have to Say

2014 ◽  
Vol 2014 ◽  
pp. 1-7 ◽  
Author(s):  
Rubén Garza ◽  
Elba Armandina Alejandro ◽  
Tucker Blythe ◽  
Kathy Fite
Keyword(s):  
Academic Success ◽  
Sense Of Belonging ◽  
Teacher Behaviors ◽  
Upper Elementary ◽  
Caring Behaviors ◽  
Teacher Interview ◽  
Teachers Perceptions ◽  
Self Reflection ◽  
Personal Ideology ◽  
Elementary And Middle School

In this exploratory qualitative study we examined teachers’ perceptions of teacher behaviors that convey caring in upper elementary and middle school classrooms. Data collection included teacher interview, classroom observations, and teacher self-reflection. Major findings include specific caring behaviors perceived by teachers that are identified and described in four themes: (a) fostering a sense of belonging, (b) getting to know students personally, (c) supporting academic success, and (d) attending to physiological needs. Our findings contribute to a body of research on caring by including teachers’ voices and illuminating an authentic approach in caring for students. Our description of caring behaviors and patterns of interactions demonstrate caring in ways that may not be congruent with the norm. Thus, our findings may provide new insight for educators to examine their personal ideology.

scholarly journals Montessori Early Childhood Teacher Perceptions of Family Priorities and Stressors

2015 ◽  
Vol 1 (1) ◽  
pp. 1
Author(s):  
Ann Epstein
Keyword(s):  
Early Childhood ◽  
Young Children ◽  
Teacher Perceptions ◽  
Response Rate ◽  
Early Childhood Teachers ◽  
Early Childhood Teacher ◽  
Family Stressors ◽  
Teachers Perceptions ◽  
Self Reflection ◽  
Family Partnerships

<p>Teachers of young children work closely with families. One component of teacher-family partnerships is teachers’ understanding of family priorities and stressors. This study examines Montessori early childhood (ages three through six) teacher perceptions of family priorities and stressors through an analysis of responses to two parallel surveys.  Eighty teachers (37% of those who received the survey) and forty-nine family members (representing a 55% response rate) completed the survey.  Significant differences were found between teachers’ perceptions of four (of seven) family priorities and families’ actual responses. Teachers ranked “making academic progress” as the most important of seven possible family priorities. However, families stated that “developing kindness” is the most important priority for their young children. No significant differences were found when comparing teacher rankings of family stressors with actual family responses. Montessori early childhood teachers ranked “not having enough time” as the most stressful of six possible stressors. Families confirmed that time pressures cause them the most stress. Maria Montessori’s recommendations for teachers and families are summarized. Recommendations for building stronger family partnerships in the context of Montessori’s philosophy, for example on-going self-reflection, are provided.</p><p>            <em>Keywords: Montessori, teacher-family partnerships, early childhood teacher perceptions</em></p>

How Big is Your Foot?

2001 ◽  
Vol 6 (8) ◽  
pp. 476-481
Author(s):  
Suzanne Levin Weinberg
Keyword(s):  
Middle School ◽  
Real World ◽  
Upper Elementary ◽  
Eighth Grade ◽  
First Year ◽  
Abstract Concepts ◽  
School Grades ◽  
First Year Teacher ◽  
Eighth Grade Students ◽  
Elementary And Middle School

Concepts relating to fractions and measurement are difficult for students in the upper elementary and middle school grades to grasp (Bright and Heoffner 1993; Coburn and Shulte 1986; Levin 1998; Thompson 1994; Thompson and Van de Walle 1985; Witherspoon 1993). As a first-year teacher, I learned the value of relating difficult concepts, especially abstract concepts, to students' real-world experiences. The “How Big Is Your Foot?” project grew out of a question that I asked my eighth-grade students during my first year of teaching. We had just finished studying conversions in the metric system and had begun working with conversions in the customary system. As a warmup question, I asked my students to describe the distance from my desk to the door of the classroom. I wrote their responses on the chalkboard as they called out estimates: 1 meter, 60 meters, 25 feet, 300 inches, 300 centimeters.

‘No one wants to be taught from a textbook!’

2016 ◽  
Vol 23 (4) ◽  
pp. 499-516 ◽  
Author(s):  
Rebecca Olson ◽  
Penelope Laidlaw ◽  
Kylie Steel
Keyword(s):  
Physical Education ◽  
Skill Acquisition ◽  
Thematic Analysis ◽  
Qualitative Approach ◽  
Health And Physical Education ◽  
Teachers Perceptions ◽  
Self Reflection ◽  
Perceptual Skills ◽  
Learning Content ◽  
University Degree

Changes to the purpose and scope of health and physical education (HPE) in schools have prompted revisions in teacher education degrees within Australia. Using a qualitative approach, this study explored HPE teachers’ perceptions of these changes. Of particular interest was pre-service HPE teachers’ reflections on the importance of skill acquisition (also referred to as motor learning) content in their university degree, which focuses on the theories and practices involved in learning movement and perceptual skills. Findings were based on the thematic analysis of four semi-structured focus groups with 25 pre-service HPE teachers at one Australian metropolitan university. Analysis suggests that the importance of skill acquisition and the imperative to increase physical activity without a focus on competence are contradictory priorities within pre-service HPE curricula. The goal of promoting enjoyment of physical education sustained this tension, implying that there is a new discourse in HPE and suggesting the need for further research into the self-reflection and emotional dynamics of pre-service HPE teachers’ reflections on curricula.

scholarly journals TEACHING ENGLISH WITH PICTURE BOOKS: CURRENT CHALLENGES AND POSSIBLE SOLUTIONS IN ENGLISH EDUCATION IN JAPAN

2016 ◽  
Vol 9 (1) ◽  
pp. 37
Author(s):  
Arisa Kochiyama
Keyword(s):  
Middle School ◽  
Language Learning ◽  
Picture Books ◽  
English Language ◽  
English Education ◽  
Picture Book ◽  
Human Condition ◽  
Upper Elementary ◽  
English Education In Japan ◽  
Elementary And Middle School

<p>The council for revitalization of education has submitted a proposal to Prime Minister Shinzo Abe for educational reforms to make English language courses compulsory in the fifth and sixth grades. The majority of elementary school teachers are now worried and lacking in confidence to teach English, as they feel they are ill-equipped for their new role as language instructors. According to Keith Schoch’s article Picture Books across the Curriculum, picture books deserve a place in the upper elementary and middle school grades for a number of reasons: If chosen with consideration for the interests of the students and used in ways that are appropriate for learners, picture books can provide valuable opportunities of language-rich experiences and interactions. Thus, the present study firstly describes and analyses some of the challenges facing English education in Japan by relating to its wider social setting. Secondly, the study analyzes how teachers perceive they can promote language learning in their EFL classrooms through the medium of picture books. Thirdly, the study discusses the merits of using picture books in the upper elementary and middle school English education from the viewpoint of English language learning, and then investigates topics and themes of a picture book which illuminate some universal aspects of human condition. </p>

scholarly journals The Matters in Teaching Reading Comprehension to EFL Students

2016 ◽  
Vol 3 (1) ◽  
pp. 68
Author(s):  
Yuliana Natsir ◽  
Anisati Anisati
Keyword(s):  
Academic Success ◽  
Reading Attitudes ◽  
English Teachers ◽  
Teaching Methodology ◽  
Teaching Reading ◽  
Teachers Perceptions ◽  
Interview Guide ◽  
Efl Students ◽  
Teaching Learning ◽  
Banda Aceh

The purpose of this study was to find out the efforts that were being made by certified English teachers in teaching reading since reading is considered as one of the determiners of academic success. Descriptive qualitative research was used in this study; the subjects were two English teachers in Banda Aceh and the instrument was an interview guide. The interview questions were adapted from Fletcher, et al. (2012) that focused on curriculum, teacher preparation, teaching methodology, teaching instructions, authentic teaching materials, teachers’ perceptions toward reading attitudes of learners, barriers in teaching reading, and teaching strategies for helping ineffective readers. The interviews revealed that the efforts made by the teachers played a pivotal role at assisting students to achieve reading competency. The attitude of students toward reading was also important in the teaching-learning process. The strategies of the teachers towards the students who were not reading effectively were not in line with the strategies as suggested by some experts:  that the teacher should teach the students the strategies of how to read with interest, how to predict meanings, how to develop knowledge about the topic and so forth .These strategies were not implemented due to the situation and condition of the teaching environment. In brief, proper efforts by teachers to improve the learning environment could assist students to achieve better reading competency.

scholarly journals Fear of Stigmatisation among Students with Disabilities in Austria

2018 ◽  
Vol 6 (4) ◽  
pp. 182-193 ◽  
Author(s):  
Sarah Zaussinger ◽  
Berta Terzieva
Keyword(s):  
Higher Education ◽  
Academic Success ◽  
Students With Disabilities ◽  
Social Factors ◽  
Support Services ◽  
Sense Of Belonging ◽  
Institutional Support ◽  
Influential Factors ◽  
Social Survey ◽  
Education Report

In Austria, 12% of all students in higher education report a disability that, at least somewhat, limits their study activities. As they still face many barriers throughout their studies, support services play a key part in their academic success. However, data from the Austrian Student Social Survey demonstrate that every second student with a disability is reluctant to contact fellow students, lecturers, or institutional support in case of study-related difficulties. One in four students with disabilities does not seek any assistance because of stigmatisation fear. With respect to these tendencies, our article examines factors that promote or inhibit the reluctance of students with disabilities to seek support due to fear of stigmatisation. For this purpose, we construct a binary indicator of stigma fear, which encompasses items concerning social isolation or drawbacks to academic opportunities, inhibitions about contacting people or disclosing one’s disability. In a regression model, we identify influential factors such as noticeability of disability and degree of study-related limitations as well as social factors like the feeling of anonymity and sense of belonging.

scholarly journals Pre-Service Teachers’ Perceptions of Corporate Reputation

2021 ◽  
Vol 9 (4) ◽  
pp. 114-127
Author(s):  
Öznur Ataş Akdemir ◽  
Ahmet Ayık
Keyword(s):  
Academic Success ◽  
Corporate Reputation ◽  
Economic Status ◽  
Teaching Staff ◽  
Teachers Perceptions ◽  
Selection Decision ◽  
Faculty Of Education ◽  
Descriptive Survey ◽  
Data Frequency ◽  
Academic Year

This study examines various variables that affect pre-service teachers’ perceptions of corporate reputation and corporate reputation. In the research, a descriptive survey model was applied. 680 students studying in various departments and classes of Atatürk University Kazım Karabekir Faculty of Education in the 2011-2012 academic year participated in the study. The research data were collected using the Corporate Reputation Scale developed by Fombrun, Gardberg and Sever (2000) and adapted to Turkish by Altıntaş (2005). In the analysis of the data, frequency, percentage, arithmetic mean, standard deviation, t-test, one-way analysis of variance (ANOVA) and Tukey test were used. According to the findings obtained from the study, it was observed that the perceptions of the corporate reputation of the pre-service teachers did not differ according to the variables of gender, academic success, age, economic status, department selection decision, and significantly differentiated according to the variables of relationship with teaching staff. Based on the research results, suggestions were made to practitioners and researchers.

scholarly journals Hierarki Kebutuhan Sebagai Dasar Refleksi Diri Tokoh Dalam Novel Pesantren Impian

2019 ◽  
Vol 8 (2) ◽  
pp. 103-110
Author(s):  
Wahyuddin Kamal Noor ◽  
U'um Qomariyah
Keyword(s):  
Sense Of Belonging ◽  
Qualitative Data ◽  
Self Esteem ◽  
The Self ◽  
The Novel ◽  
Abraham Maslow ◽  
Self Reflection ◽  
Self Actualization ◽  
Language Exposure ◽  
Different Characteristics

Penelitian ini bertujuan untuk mendeskripsikan refleksi diri tokoh dalam novel Pesentren Impian karya Asma Nadia yang dikaitkan dengan motivasi diri serta pemenuhan hiarki kebutuhan Abraham Maslow. Metode yang dipakai adalah deskriptif kualitatif. Data yang dikumpulkan berupa teks dalam novel Pesantren Impian karya Asma Nadia. Pengumpulan data dilakukan dengan membaca sumber data. Kemudian pengklasifikasian data, data dipisahkan berdasarkan permasalahan dan tujuan penelitian. Data yang sudah diinterpretasikan selanjutnya di eksplanasi dalam bentuk paparan bahasa sebagai suatu hasil sebuah analisis. Hasil dari peneitian ini adalah paparan mengenai pemenuhan hirarki kebutuhan tokoh, motivasi tokoh, dan karakteristik tokoh setelah merefleksi diri. Hierarki kebutuhan yang terpenuhi dalam novel Pesantren Impian karya Asma Nadia meliputi kebutuhan fisiologis, kebutuhan rasa aman, kebutuhan rasa dimiliki dan memiliki, kebutuhan harga diri dan aktualisasi diri. Sedangkan motivasi tokoh untuk merefleksi diri merupakan dorongan/keinginan tokoh untuk mendapatkan sesuatu, dalam hal ini adalah kehidupan yang lebih baik di masa mendatang. Tokoh yang merefleksi diri menunjukkan karakteristik yang berbeda-bedamulai dari perubahan penampilan sampai pada psikologis tokoh.   This study aims to describe the self-reflection of the character in the novel Pesentren Impian by Asma Nadia which is associated with self-motivation and the fulfillment of the needs of Abraham Maslow. The method used is descriptive qualitative. Data collected in the form of a text in the novel Pesantren Impian by Asma Nadia. Data collection is done by reading data sources. Then classifying the data, the data are separated based on problems and research objectives. The data that has been interpreted is then explained in the form of language exposure as a result of an analysis. The results of this research are exposure to the fulfillment of the hierarchy of character needs, character motivation, and character characteristics after self-reflection. The hierarchy of needs fulfilled in the novel Pesantren Impian by Asma Nadia includes physiological needs, security needs, sense of belonging and belonging, self-esteem needs and self-actualization. While the motivation of the character to reflect on himself is the drive / desire of the character to get something, in this case is a better life in the future. People who reflect themselves show different characteristics ranging from changes in appearance to psychological character.

scholarly journals Insights into the Sense of Belonging from Women of Color: Interconnections of Cultural Competence, Expectations, Institutional Diversity, and Counterspaces

JCSCORE ◽  
2019 ◽  
Vol 5 (2) ◽  
pp. 32-65
Author(s):  
Annemarie Vaccaro ◽  
Holly J. Swanson ◽  
Melissa Ann Marcotte ◽  
Barbara M. Newman
Keyword(s):  
Academic Success ◽  
Latin American ◽  
Women Of Color ◽  
Sense Of Belonging ◽  
Structural Diversity ◽  
Institutional Diversity ◽  
First Semester ◽  
Predominately White ◽  
Human Need ◽  
The U.S

Belonging has been described as a basic human need (Strayhorn, 2012) associated with academic success. Yet, research suggests that students from minoritized social identity groups report a lower sense of belonging than their privileged peers. Data collected via a grounded theory study offer qualitative insight into the development of belonging for Women of Color during their first semester at a predominately white university. In this paper, we use the term Women of Color, as described by Mohanty (1991) to refer to the “sociopolitical designation for [women] of African, Caribbean, Asian and Latin American descent, and Native peoples of the U.S. [and]… new immigrants to the U.S.” (p. 7). Rich student narratives reveal previously undocumented interconnections among the development of a sense of belonging, cultural competency, unmet expectations, lack of compositional and structural diversity, and campus counterspaces.

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