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Influences of teacher behaviors on student learning and motivation: A phenomenological study from the perspective of students.

机译：教师行为对学生学习和动机的影响：从学生的角度进行的现象学研究。

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摘要

Little is known about student perceptions of effective teacher behaviors in the secondary classroom, yet these perceptions can impact how students respond to teachers and how students learn in these classrooms. The purpose of this study was to examine how high school students perceive teacher behaviors, including verbal and body language, facial expressions, attitudes, and teaching styles, in terms of influencing the learning environment as well as motivating students to learn. The theoretical framework for this study was Rosenthal's teacher expectation effect. This qualitative phenomenological study collected and analyzed data from focus group discussions, individual interviews, and journal writings with high school students from three high schools in two southern states concerning students' perceptions of their experiences with teachers. A convenience sample of 38 students participated in the focus group discussions, and of these, 15 students were chosen to be interviewed. Only 9 of the 38 students chose to keep journals. An ongoing iterative process of data analysis using open coding established patterns, themes, and categories from the data. The study found that students perceived teacher behaviors as influential to their academic success. Students perceived welcoming, helpful teachers who communicated positive expectations for students' success as effective teachers. The study also identified teacher attitudes and behaviors that students experienced as disruptive to their learning, such as teacher apathy and disorganization. This study may foster positive social change in education by informing teachers of teacher behaviors effective for student learning through teacher preparation and professional development programs that specifically address this issue.
机译：学生对中学教室中有效的教师行为的看法知之甚少，但是这些看法会影响学生对老师的反应以及学生在这些教室中的学习方式。这项研究的目的是从影响学习环境以及激励学生学习的角度，研究高中生如何看待教师的行为，包括言语和肢体语言，面部表情，态度和教学方式。本研究的理论框架是罗森塔尔的教师期望效应。这项定性的现象学研究收集并分析了来自南部两个州的三所高中的高中生进行的焦点小组讨论，个人访谈和日记写作中的数据，这些数据与学生对老师的经历感相关。方便样本中有38名学生参加了焦点小组讨论，其中，选择了15名学生进行访谈。 38名学生中只有9名选择保留日记。使用开放式编码进行数据分析的一个持续迭代过程，该过程从数据中建立了模式，主题和类别。研究发现，学生认为老师的行为对他们的学业成就有影响。学生认为热情，乐于助人的老师作为有效的老师表达了对学生成功的积极期望。这项研究还确定了教师的态度和行为，这些行为和行为会影响学生的学习，例如对教师的冷漠和组织混乱。这项研究可通过教师准备和专门解决此问题的专业发展计划，通过向教师介绍对学生学习有效的教师行为，从而促进教育方面的积极社会变革。

著录项

  • 作者

    Carr-Back, Judith.;

  • 作者单位

    Walden University.;

  • 授予单位 Walden University.;
  • 学科 Education Curriculum and Instruction.;Education Philosophy of.
  • 学位 Ph.D.
  • 年度 2009
  • 页码 249 p.
  • 总页数 249
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 教育;教育;
  • 关键词

  • 入库时间 2022-08-17 11:38:28

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