小学教师的乐趣与学生在不同内容领域和学生群体之间的参与之间的关系
Leigh McLean1, Paul Espinoza2, Jayley Janssen2
1Center for Research in Educational and Social Policy, University of Delaware.
School psychology (Washington, D.C.)
|May 16, 2024
概括
喜欢教数学和英语的教师会对学生的参与度产生积极影响. 这种效应对数学中较低社会经济地位的学生尤为重要,突出了教师对学生学习的热情的重要性.
科学领域:
- 教育心理学教育心理学
- 课堂环境研究 环境研究
背景情况:
- 教师的情绪,特别是乐趣,越来越多地被认为是学生学习的影响因素.
- 了解教师在特定科目中的享受如何与学生的参与有关,对于有效的教学至关重要.
研究的目的:
- 检查教师对教学数学,科学和英语语言艺术 (ELA) 的乐趣与学生对这些科目的行为参与之间的关联.
- 研究学生的性别和社会经济地位如何调节这些关联.
主要方法:
- 利用了多重回归模型与集群强大的标准错误.
- 回归四年级学生的内容区域参与对教师的内容区域享受,控制先前的参与和共变量.
- 包括来自美国西南部14所学校的33名教师和443名学生.
主要成果:
- 教师对ELA和数学的享受与学生对这些相关科目的参与有积极的联系.
- 数学中的显著相互作用效应表明,较低社会经济地位的学生与报告低数学享受的教师的参与度较低.
- 在科学享受方面没有发现任何显著的关联.
结论:
- 教师对数学和ELA的享受可以成为增强学生行为参与的宝贵工具.
- 教师享受的积极影响对于数学中较低社会经济地位的学生来说尤其明显,这表明可能需要有针对性的支持.
- 调查结果强调了培养积极教师情绪的重要性,以支持多样化的学生群体并改善学习成果.
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