Session Information
09 SES 02 A, Findings from PISA: Student Attitudes, Perceptions and Aspirations (Part 2)
Paper Session
Contribution
Teachers’ behaviours in classroom are considered to be one of the most powerful factors of students’ learning. Marzano (2003) says that teachers' actions in their classrooms have twice the impact on student achievement as do school policies regarding curriculum, assessment, staff collegiality, and community involvement. Teacher`s behaviours in teaching in the recent decades have constantly been in the centre of the researchers` interest. Different authors have presented the behaviours important to teachers` in a different way but to a great extent they agree that the most important teachers’ behaviours are connected with expressing caring oftheir students in different ways, the manners of behaviour in achieving control in the classroom and also practicing skilful self-expression. Several authors (Noddings 1992, Goldstein 2002, Wentzel 2003) have considered important the teacher`s caring as a complex of behaviours expressing positive attitude to the student. In a study of teacher caring, Teven and McCroskey (1997) found that students who perceive their teachers as caring about them evaluated the teacher and the course content more positively and reported that they learned more in the course. Stronge et al. (2004) state, relying on several authors that caring is expressed in many ways, including the following: listening, expressing feelings, demonstrating patience, honesty, trust, humility, hope, and courage, accommodating students’ needs, using a considerate tone of voice and manner, paying attention to each student.
In a meta-analysis of more than 100 studies Marzano & Marzano & Picketing (2003) found that the quality of teacher-student relationships is the keystone for all other aspects of classroom management. In fact, meta-analysis indicates that on average, teachers who had high-quality relationships with their students had 31 percent fewer discipline problems, rule violations, and related problems over a year's time than did teachers who did not have high-quality relationships with their students (Marzano & Marzano, 2003). In a later meta-analysis, Finn et al. (2009) have found correlation .55 between learning outcomes and perceived teacher caring.
Patrick and her colleagues (Patrick et al., 2001) found that strong teacher social and affective support for, and concern about, students’ learning and progress is the one aspect that differentiates among the classrooms viewed by students as having greater or lesser emphasis on learning and understanding.
The objective of our research is to study the relationship between student test scores in PISA 2009 and student perceptions of teacher caring and expressing positive relations in classroom in contemporary school in Estonia and around the world.
Research questions are as follows:
- Which is the relationship between student perceptions of teachers’ caring and expressing positive relationship and students’ test scores and interest?
- How is the relationship modified by students’ background variables (socio-economic status, cultural level, students valuing school, etc.)?
- Is the relationship the same on student, school, and country level?
Method
Expected Outcomes
References
Database – PISA 2009. Retrieved from http://pisa2009.acer.edu.au/downloads.php Finn, A. N., Schrodt, P., Witt, P. L., Elledge, N., Jernberg, K. A., Larson, L. M. (2009). A Meta-Analytical Review of Teacher Credibility and its Associations with Teacher Behaviors and Student Outcomes. Communication Education, 58(4), 516-537. Goldstein, L. 2002. Reclaiming caring in teaching and teacher education. Peter Lang, New York. Marzano, R. J. (2003). What works in schools. Alexandria, VA: ASCD. Marzano, R. J., Marzano, J. S., (2003).The Key to Classroom Management. Educational Leadership, 61(1), 6-13. Marzano, R. J., Marzano, J. S., & Picketing, D. J. (2003). Classroom management that works. Alexandria, VA: ASCD. Noddings, N. (1992) The challenge to care in schools: An alternative approach to education. New York: Teachers College Press. Patrick, H., Anderman, L. H., Ryan, A. M., Edelin, K., & Midgley, C. (2001). Teachers’ communication of goal orientations in four fifth-grade classrooms. Elementary School Journal, 102, 35–58. Stronge J. H., Tucker P. D. & Hindman J. L. (2004). Handbook for qualities of effective teachers. Alexandria, VA, USA: Association for Supervision & Curriculum Development. Teven, J. J. & McCroskey, J. M. (1997) The Relationship of Perceived Teacher Caring with Student Learning and Teacher Evaluation. Communication Education, 1997, 46(1), 1–9. Wentzel, K. R. (2003). Motivating Students to Behave in Socially Competent Ways. Theory into Practice, 42 (4), 319-326. The World Factbook (2010). Retrieved from https://www.cia.gov/library/publications/the-world-factbook/
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