Search results for: Academic achievement
Page 1/9 85 items
University students experience stress, and how they cope with this stress affects their academic achievement. This study examined stress in teacher education students and had three objectives: to describe different degrees of stress and coping styles; to study the relationship between stress, coping strategies and academic achievement; and to examine whether increased age can moderate the effects of stress on academic achievement in 334 university-students. There were three main findings: many students experienced stress and used avoidance coping strategies; the students who were under less stress and engaged less in cognitive avoidance and more in problem-focused coping were also the students who made more academic achievement; and students under more stress performed worse, but with age stress affected performance less. In teacher education students, it is important to recognize and address the harmful effects of stress on well-being and academic achievement, to avoid long-term problems in professional and personal life.
Updated: Dec. 09, 2019
This study examines engagement among pre-service teachers. The findings revealed that preservice teachers only scored between 54% and 70% of the maximum possible across all engagement scales. In particular, the engagement scale that pre-service teachers’ reported lowest in 2013 and 2016 was experiences with faculty. The engagement scale that pre-service teachers reported highest in 2013 and 2016 was campus environment.
Updated: Feb. 20, 2018
Describing Profiles of Instructional Practice: A New Approach to Analyzing Classroom Observation Data
In this article, the authors outline the application of latent class analysis (LCA) to classroom observational instruments. This analysis offers diagnostic information about teachers’ instructional strengths and weaknesses, along with estimates of measurement error for individual teachers, while remaining relatively straightforward to implement and interpret.
Updated: Apr. 26, 2017
“That Fuego, that Fire in their Stomach”: Academically Successful Latinas/os and Racial Opportunity Cost
This article discusses the racial opportunity cost of academic achievement for Latina/o students who graduated from urban high schools and participated in a larger study of 18 high-achieving students of color. The article focuses on the ways the school context influenced their success. Interviews with the seven Latina/o participants reveal that while the original findings encompassed their perspectives, there were additional dimensions to their experiences that expanded the notion of racial opportunity cost.
Updated: Mar. 29, 2017
Drawing on extensive survey and administrative data on all teachers, students, and schools in a large, urban district, this study investigates whether certain kinds of field placement schools predict later teacher performance. It finds that teachers who learned to teach in field placements with stronger teacher collaboration, achievement gains, and, to a lesser degree, teacher retention were subsequently more effective at raising student achievement. However, these kinds of schools were less likely to be used as field placements.
Updated: Aug. 31, 2016
This study examined the practices of a technology-focused learning community at a high school in the United States. Over the course of a school year, classroom teachers and a university-based researcher participated in the learning community to investigate how technology can promote student achievement and engagement within the secondary English curriculum.
Updated: Jun. 06, 2016
Student Performance in Teacher Education in Norway: The Impact of Student, Institutional and Structural Factors
In this article, the authors will discuss how students attending two different teacher education programmes at a university college in Norway negotiate between their studies and the need to earn money and the consequences this has for their study performance. The article focuses on student-level factors and how the university college organises its campus programmes.
Updated: May. 04, 2016
Big Five Personality Traits as Predictors of the Academic Success of University and College Students in Early Childhood Education
This study investigated the effects of the Big Five personality traits on academic success as measured by the final grade and study satisfaction of college and university students in early childhood education in Germany. As expected, students with higher conscientiousness also had better college and university GPAs. The findings indicated that conscientiousness corresponded with better GPAs for college and university students in early childhood education. Furthermore, school-leaving GPA was quite a good predictor of college and university GPA in this study of early childhood education. In addition, higher conscientiousness was associated with higher study satisfaction but only for college students.
Updated: Feb. 03, 2016
The study examined how a group of pre-service English language teachers perceived immigrant children from Mainland China in terms of learning attitudes, academic performance and classroom behaviour. The findings confirm the prevalence of the ‘deficit model’ in these pre-service teachers’ perceptions of immigrant children, which might negatively impact their professional practice. The participants widely perceived these children as deficit and consider them a serious professional challenge.
Updated: Jan. 06, 2016
Do Student Achievement Outcomes Differ Across Teacher Preparation Programs? An Analysis of Teacher Education in Louisiana
This study describes the output of 1 year’s analyses of a systematic approach to examining student achievement outcomes for recent program completers across teacher preparation programs (TPPs) in Louisiana. Results demonstrated considerable overlap in CI between programs, with some programs having coefficients whose CI did not overlap with substantive anchors such as the average new teacher or the average experienced certified teacher in that content domain with either a 68% or a 95% CI.
Updated: Dec. 21, 2015