Facebooking the student-teacher relationship: How Facebook is changing student-teacher relationships. Rocky Mountain Communication Review, 6, An instructor self-disclosure scale.
Reis has advocated research that compares the school experiences of gifted girls with those of gifted boys in order to determine if recent changes in attitudes about females may have improved some of the issues facing these groups.
This research is an attempt to add to the limited data-based studies available on this topic. In this study, the attitudes of fourth through eighth grade male and female gifted students about their ability, effort, quality of work, subject importance, and grades are investigated as are the attitudes of their teachers toward these areas.
Students who underachieve, however, often attribute their successes to external factors such as luck, and their failures to lack of ability Ames, The academic self-efficacy of young males is enhanced because they believe in their ability, and it is maintained during failures because of their attribution of failure to lack of effort.
Gender differences have recently been noted in the academic performance of adolescent girls. Teachers may be responsible for the beliefs students hold.
Dale Schunk showed that successful students who received feedback Student and teacher perceptions of the their ability, rather than focusing on their effort, developed higher self-efficacy and learned more than students who received feedback complimenting their effort.
It has been traditionally reported that girls receive higher grades than boys in school Achenbach, l; Coleman, ; Davis, Some students believe that if they must work hard, they lack ability Dweck, Purpose of the Study The purpose of this study was to investigate whether female gifted students viewed the quality and importance of their work, effort, and ability differently than male gifted students.
The study also investigated whether teachers perceived male and female students differently with respect to the quality of their work as measured by their grades, effort, and ability in the areas of mathematics, language arts, social studies, and science.
Finally, student and teacher perceptions of the role of ability and effort were investigated. The Collaborative School Districts are proportionally representative of the student population with respect to socioeconomic levels and ethnicity. Separate surveys were developed for students and teachers.
Each student who was identified as gifted and talented by each school completed a survey. The teachers who were responsible for teaching the identified students in mathematics, language arts, social studies, and science completed a teacher survey for the subject areas they taught.
The between terms for each analysis were gender and grade level. Ability, effort, quality of work, and importance were the variates for the student analysis.
Ability, effort, quality of work, and grades were the variates for the teacher analysis. The repeated measures were the subject areas of mathematics, science, social studies, and language arts. Effect size calculations were computed in order to compensate for the extremely large sample size, since even a small difference among groups in a large sample may result in statistical significance.
Effect size, the degree to which groups differ on measured variables, is the most effective way to examine results of studies with large samples Cohen, The results showed small, but practical, effect sizes. Results Results indicated that teachers consistently rated female students higher than male students on effort and the quality of their work.
However, teachers rated males and females similarly on their abilities, except in language arts, where they rated females higher than males. Female students received slightly higher grades than male students. Grades for both groups dropped from fourth through eighth grade, and mathematics and language arts grades were lower than science and social studies grades at the eighth grade level.
Female students rated their language arts ability higher than male students. Male students rated their mathematics, science, and social studies abilities higher than females see Figure 1. Unlike the teacher ratings, male and female students rated themselves similarly on effort.
The students believed they worked hardest in science. Female students rated the quality of their work and the importance of language arts higher than male students.
There were no differences in how male and female students rated the quality of their work and the importance of mathematics, science, and social studies.
Overall, student ratings of ability, effort, quality of work, and importance dropped from fourth through eighth grade. The student responses were quite different. These patterns were similar for male and female students.student perception surveys, identifies two effective surveys, reviews the use of such surveys for formal teacher evaluations, and comments on the use of student feedback for professional development.
Teacher perceptions and race. (Remember that the data does not tell us whether black teachers have different perceptions of black students or whether student/teacher race matching leads to objectively different behavior.) For black students, being matched with a black teacher matters.
Equally importantly, slightly more than half of survey respondents agreed that the teacher evaluation process as a whole would improve their teaching (Figure 4) and more than 40 percent agreed that the process would improve student achievement (Figure 5).
Student Perceptions of Teacher Professional Attire 33 Methodology Participants A random sample of students was selected to participate in the study. Jun 01, · Teacher Perceptions of Student Behavior. Teachers serve as a valuable resource for gathering information about students’ problem behavior and associated classroom and school contextual factors given the relationships they form with students, administration, and other staff members.
Teachers' perceptions of their students' English learning and teaching styles Items 21 to 36 of the teachers' questionnaire pertained to their perceptions of students' preferred English learning and styles and beliefs about what students expect of teachers.