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Relationships Between Self-Concept, Teacher Expectation, And Academic Achievement: An Analysis Of Social-Emotional Well Being And Its Relation To Classroom Performance, Katherine E. Stearns
Relationships Between Self-Concept, Teacher Expectation, And Academic Achievement: An Analysis Of Social-Emotional Well Being And Its Relation To Classroom Performance, Katherine E. Stearns
EDL Sixth Year Theses
As a current teacher at McAlister Intermediate School in Suffield, Connecticut, I am interested in analyzing the relationship between a student’s self-concept, their academic achievement, and the expectations that their teacher holds for them within the classroom. My personal interests lead to a literature review and subsequent study examining existing research surrounding self-concept, teacher expectation, and their relationships to academic achievement.
Teacher Attitudes On Assessing Student Effort, Catherine A. Egan
Teacher Attitudes On Assessing Student Effort, Catherine A. Egan
EDL Sixth Year Theses
Research indicates that there are classroom practices teachers can implement to help students develop non-cognitive skills such as the ability to persevere and tackle challenging work. After consulting the literature, there is a clear lack of research measuring teacher attitudes and beliefs about pedagogical practices that promotes resilience and perseverance. Research suggests that teachers’ beliefs and attitudes shape the learning environment and impact student outcomes (Brackett et al., p. 232). Therefore, it is critical to understand teacher comfort and commitment to initiatives, as well as their perceptions on how school culture supports such practices. Understanding teacher attitudes and beliefs can …
Evaluation And Student Learning Objectives In Connecticut Schools, Vittoria Fielosh
Evaluation And Student Learning Objectives In Connecticut Schools, Vittoria Fielosh
EDL Sixth Year Theses
Over the past several years, states across the country have been restructuring their teacher evaluation models due to changes in federal education policies. The focus of many of these models has become student achievement, and there are many ways states are measuring a teacher’s impact on student achievement. Connecticut, along with more than 20 other states, uses student learning objectives to measure a teacher’s impact on student learning. Unlike other states, Connecticut has not specified what assessment be used to measure student growth. This case study, of one school district in Connecticut, examines the type of assessments used as a …
Perceptions Of Efficacy In Connecticut Social Studies Certification: An Analysis Of The #026 Social Studies Certification As It Relates To Sufficiency In Content Knowledge According To The Perceptions Of Department Chairpersons, Vincent A. Artese
EDL Sixth Year Theses
Content knowledge is important to the success of any teacher. A lack of content knowledge possessed by a teacher results in challenges for both teaching and learning. The purpose of this study was to analyze the perceptions of social studies department chairpersons throughout the state of Connecticut in regards to the #026 History/Social Studies 7-12 certification. The topics explored in the literature review of this paper comprise the importance of content knowledge, the sufficiency of social studies teacher preparation programs, and the benefits of content-based online professional development. The research questions asked included whether or not the #026 certification encompasses …