scholarly journals Segregation within integrated schools: Racially disproportionate student-teacher assignments in middle school

2020 ◽  
Vol 28 ◽  
pp. 170
Author(s):  
Tracey A. Benson ◽  
Amber Bryant ◽  
Tuba Gezer
Keyword(s):  
Middle School ◽  
Latino Students ◽  
Effective Means ◽  
Racial Segregation ◽  
Teaching Experience ◽  
Experienced Teachers ◽  
Middle School Math ◽  
Teacher Student ◽  
Negative Impacts ◽  
Black And Latino

Racial segregation has been an ongoing issue in American education and one of the leading contributors to the racial achievement gap. Prior to the Brown v. Board decision of 1954, Black Americans were legally relegated to substandard schools and educational opportunities. Post-Brown, racial segregation continues to manifest as a result of de facto segregation and second-generation segregation. Moreover, the predominantly White teaching force – a negative consequence of desegregation – has been linked to poorer outcomes for Black and Latino students. Our study examines trends in racially disproportionate assignment of Black and Latino students to less experienced teachers than their White counterparts. Specifically, our analysis illustrates statistically significant trends in the assignment of less experienced teachers to Black and Latino students in middle school math over several years. This analysis contributes to the recent research phenomenon of measuring the cumulative pattern of racially disproportionate teacher-student assignments over time as a particularly effective means of understanding the effects of systematic and sustained inequalities on academic achievement. Across several grades and content areas of instruction, we found that the race of students was related to the teaching experience of their teachers. Our findings illustrate the negative impacts of racial segregation on students of color and supports the need for more intervention and administrative intentions regarding teacher-student assignments and racial equity in schools.

scholarly journals Student Teachers' Interactions with Students during Middle School Physical Education Game Play

2008 ◽  
Vol 14 (2) ◽  
pp. 20-25
Author(s):  
David BARNEY ◽  
Gary LIGUORI
Keyword(s):  
Middle School ◽  
Physical Education ◽  
Student Teachers ◽  
Student Teaching ◽  
Teaching Experience ◽  
Game Play ◽  
Student Interactions ◽  
Teacher Student ◽  
Course Work ◽  
Physical Education Majors

LANGUAGE NOTE | Document text in English; abstract also in Chinese. Teacher/student interactions are a daily occurrence during a class period. What the teachers say, and how they say it, can affect student learning (Rink, 2002). The purpose of this study was to investigate the types of interactions student teachers had with the students during their middle school physical education game play. The subjects were two male senior physical education majors who were concluding their course work with their student teaching experience. For this study students wore a wireless microphone in order for the researcher to hear the types or interactions they had with their students during class time. It was found that these student teachers generally had positive and general interactions with students. Many of the interactions that were given usually included the word “good” or “nice” in it. It is recommended that student teachers are more specific in their interactions with students during class work. 老師與學生的互動作用是在學校內常見的現象。老師所説的和所做的事情都能夠影響學生的學習(Rink, 2002)。這項研究的目的是調查師生之間互動作用的種類，實習教師與學生的體育遊戲活動。本研究以兩位男性體育教師為對象，了解他們與學生的互動行為。學生佩帶一個無線話筒，研究員能聽見所表現的互動行為。結果顯示實習教師與學生一般有正面的互動作用。教師時常給予互動作用的詞語有「好」，這是一種很多的師生互動。

scholarly journals Peer-pairing sessional staff in a large first year Science unit as a form of supportive academic development

2020 ◽  
Vol 17 (1) ◽  
pp. 4-22
Author(s):  
Tricia Wevill ◽  
◽  
Julia Savage ◽  
Keyword(s):  
Classroom Management ◽  
Effective Means ◽  
Teaching Experience ◽  
Teaching Staff ◽  
First Year ◽  
Student Interactions ◽  
Teacher Student ◽  
University Life ◽  
Context Specific ◽  
Science Subject

This study evaluated how the pairing of sessional teaching staff in a large first-year undergraduate science subject provided context-specific professional development for sessional teaching staff. We used a likert-scale questionnaire to ask sessional staff to rate how effectively peer-pairing in the classroom contributed to a range of teaching skills and capacities. Irrespective of the level of teaching experience, all sessional teaching staff rated the pairings as very beneficial to extremely beneficial for support with subject content. Lesser-experienced peers also found the pairings to be very beneficial to extremely beneficial for developing classroom management and student interaction techniques. This evaluation of peer-pairing in a large first-year science subject demonstrates the strategy can be an effective means of providing teaching development opportunities for sessional teaching staff, and facilitates particular teacher-student interactions to engage students in discipline-based discourse about their learning and their transition to university life

The Ascription of Attributes to Pupils by Experienced Teachers and Student Teachers: The Influence of Voice in this Process

1982 ◽  
Vol 26 (3) ◽  
pp. 305-326
Author(s):  
K. J. Eltis
Keyword(s):  
Student Teachers ◽  
Significant Influence ◽  
Physical Appearance ◽  
Teaching Experience ◽  
Experienced Teachers ◽  
Relative Influence ◽  
Cognitive Variables ◽  
Wide Range ◽  
Initial Impressions ◽  
Pupil Voice

This study was designed to gain substantial information about how teachers form initial impressions of pupils. The particular aim was to examine the relative influence of speech style, physical appearance, and written work on judgments about pupils on a wide range of classroom personality and cognitive variables. Teaching experience emerged as a key rater variable. The results indicated that, for raters in general, pupil voice was a strong discriminator on variables pertaining more narrowly to the child as a learner in the classroom, and was a significant influence on judgments about intelligence and likely success as a pupil.

scholarly journals The negative impacts of starting middle school in sixth grade

2007 ◽  
Vol 27 (1) ◽  
pp. 104-121 ◽  
Author(s):  
Philip J. Cook ◽  
Robert MacCoun ◽  
Clara Muschkin ◽  
Jacob Vigdor
Keyword(s):  
Middle School ◽  
Sixth Grade ◽  
Negative Impacts

scholarly journals Attitudes of Arabic Language Teachers Towards the Use of Differentiated Teaching Strategies When Teaching the Grammatical Function: اتجاهات معلمي اللغة العربية نحو استخدام استراتيجيات التدريس المتمايز في أثناء تدريس الوظيفة النحوية

2021 ◽  
Vol 5 (31) ◽  
pp. 75-56
Author(s):  
Abdullah Yahya Daghriri, Adel Abdullah Alkahtani Abdullah Yahya Daghriri, Adel Abdullah Alkahtani
Keyword(s):  
Middle School ◽  
Teaching Strategies ◽  
Teaching Experience ◽  
Arabic Language ◽  
Language Teachers ◽  
Positive Trend ◽  
Grammatical Function ◽  
School Students ◽  
Training Courses ◽  
Differentiated Teaching

The aim of this research is to uncover the attitudes of Arabic language teachers towards using differentiated teaching strategies while teaching the grammatical function of middle school students, and the effect of each of their academic qualifications, teaching experience and training courses on their attitudes towards these strategies. The researchers used the descriptive and analytical method. The sample of the study consisted of (103) middle school Arabic language teachers in Jeddah, who were randomly selected. The study used a questionnaire tool, where its paragraphs were formulated according to the gradation of the five-dimensional Likert scale. The results of the research found that the overall average of grades of estimating attitudes of Arabic language teachers towards the use of differentiated teaching strategies Reached (3.71) with a response score (Agree); Which indicates the presence of the positive trend they have, as well as the same response in each axis of the tool, and the results also showed that there are no statistically significant differences at the level (α≤0.05 (between the average responses of the sample members in the trends as a whole due to the two variables (qualification type The teaching experience), and in the variable (training courses), we found statistically significant differences at the level of (α≤0.05 (between the average responses of the sample members in the attitudes as a whole in favor of the training courses. The study recommended holding more training courses related to differentiated teaching and its strategies, how to employ them with Arabic language lessons, also recommended the need to deepen the skill of the grammatical function in students' minds by employing differentiated teaching strategies that support this.

Sign in / Sign up

Export Citation Format

Share Document