Warmth and Demand: The Relation Between Students' Perceptions of the Classroom Environment and Achievement Growth

Sandilos, Lia E.; Rimm‐Kaufman, Sara E.; Cohen, Julia

doi:10.1111/cdev.12685

Cited by 45 publications

(34 citation statements)

References 62 publications

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“…Studies on teacher-student relationships in cross-cultural settings have focused on contexts where teachers or students have cultural identities that differ from the mainstream (Soini et al, 2010;Sandilos et al, 2017;Spilt & Hughes, 2015;Estepp & Roberts, 2015). This study has taken the existing research further by going beyond the superficial description of such problems and the popularist Western notion that awareness and respect for cultural differences is a universal solution to teacher-student relationships.…”

Section: Resultsmentioning

confidence: 99%

“…Research shows that for many teachers in mainstream contexts, the teacher-student cultural mismatch often leads to negative relationships and consequential low student academic achievement (Spilt & Hughes, 2015;Downer et al, 2016;Sandilos et al, 2017;Stearns et al, 2014;McGrady & Reynolds, 2013;Cherng & Halpin, 2016). Specifically, these studies found that cultural mismatches were a predictor of atypical teacher-student conflict trajectories (Spilt & Hughes, 2015); this is especially so when teachers are "strict," with high demands (Sandilos et al, 2017). This problem was often caused by mainstream teachers' racial stereotypes (McGrady & Reynolds, 2013), and their preconceptions of the social and academic potential of racial/ethnic minority students (Downer et al, 2016).…”

Section: Relationships Between Minority Students and Their Mainstreammentioning

confidence: 99%

“…This research addresses another cross-cultural education issue, the intercultural teacher-student relationship. It is timely and important, given that appropriate relationships with students is the key for "pedagogical wellbeing" (Soini et al, 2010, p. 52); conflicted relationships can negatively impact students' motivation, engagement, and academic achievement as well as teachers' wellbeing (Sandilos et al, 2017;Spilt & Hughes, 2015;Estepp & Roberts, 2015). As outlined above, there is consensus within the research that problems are encountered by teachers when establishing intercultural teacher-student relationships, in both contexts where teachers or students have cultural identities that differ from the mainstream.…”

Section: Significance Of This Studymentioning

confidence: 99%

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Cultural Concepts as Powerful Theoretical Tools: Chinese Teachers’ Perceptions of Their Relationship with Students in a Cross-Cultural Context

Han

2019

ij-sotl

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Teachers' cultural backgrounds can result in challenges in establishing positive teacher-student relationships in cross-cultural settings. The context for this study is based on the everyday practice of teachers and students in the classrooms of diverse Australian schools, where issues of cross-cultural teacher-student relationships have been raised. This study involved a group of Chinese-background Mandarin teachers who had one year of volunteer teaching experiences in Australian schools. Data were collected from focus group discussions at the point of the completion of their twelve-month teaching practice, in order to access their fresh memories of their experiences. It explores their "culture" in relating to their Australian students during their teaching practice. This research draws on Chinese cultural concepts for theorizing and finds that the cultural concepts of Guanxi/relationship, Dengji/hierarchy, Zunzhong/respect, and Hexie/harmony have had a significant impact on these teachers' understanding and management of teacher-student relationships in their Australian classes.

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Section: Resultsmentioning

confidence: 99%

Section: Relationships Between Minority Students and Their Mainstreammentioning

confidence: 99%

Section: Significance Of This Studymentioning

confidence: 99%

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Cultural Concepts as Powerful Theoretical Tools: Chinese Teachers’ Perceptions of Their Relationship with Students in a Cross-Cultural Context

Han

2019

ij-sotl

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“…Rigor involves setting high expectations for student effort as well as cultivating an environment in which learning is valued (Goddard, Sweetland, & Hoy, 2000;Lee, 2012;Lee & Smith, 1999). Prior research indicates that teachers' level of academic rigor and expression of high expectations directly influences students' achievement (Goddard et al, 2000;Rubie-Davies, 2007), particularly for students from historically marginalized groups (McKown & Weinstein, 2003;Sandilos, Rimm-Kaufman, & Cohen, 2017).…”

Section: Elements Of Effective Teaching Practicementioning

confidence: 99%

Converging on quality: Examining multiple measures of teaching effectiveness

Sandilos

Sims

Norwalk

et al. 2019

Journal of School Psychology

Self Cite

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The present study explores the convergent and predictive validity for several widely used measures of teaching quality from the Measures of Effective Teaching Project (Bill and Melinda Gates Foundation, 2009-2011). Specifically, the Classroom Assessment Scoring System (CLASS; Pianta, Hamre, & Mintz, 2012), the Framework for Teaching (FFT; Danielson Group, 2013), and the Tripod Student Perceptions Scale (Tripod; Ferguson, 2008) were examined. Correlations among measures were assessed by developmental level and content area (elementary mathematics N = 70; elementary English language arts N = 101; middle school mathematics N = 291, middle school English language arts N = 280). Both average scores and score variability (i.e., coefficient of variation) for the CLASS, FFT, and Tripod were used to predict value-added models (VAM), a high-stakes measure of students' academic growth. For elementary mathematics and ELA, findings indicated the CLASS and FFT exhibited moderate convergent validity while divergent validity was found between the Tripod and the CLASS and FFT. Across content areas in middle school grades, the CLASS, FFT, and Tripod exhibited moderate to high-moderate convergent validity. Average student and observer scores were positively related to VAM scores, whereas variability in scores demonstrated negative relations to VAM scores. Implications of findings for teacher evaluation and professional development are discussed. For decades, practitioners, researchers, and policy makers have endeavored to generate measures that capture "effective teaching" (Stronge, Ward, & Grant, 2011). Teachers have the potential to play a pivotal role in the academic and social-emotional development of their students (Pianta, 1999), yet education research indicates there is considerable variation in the quality of instruction students receive within and across classrooms (Chetty, Friedman, & Rockoff, 2011; Cohen & Goldhaber, 2016; Cohen, Ruzek, & Sandilos, 2018). In the United States, evaluation of effective teaching has propelled forward with the adoption of federal policies that provide incentives based on teacher qualifications and student achievement, such as the Teacher Incentive Fund (Heyburn, Lewis, & Ritter, 2010) and Race to the Top (U.S. Department of Education, 2009). More recently, the Every Student Succeeds Act (ESSA, 2015) stipulated that teacher evaluation systems should include multiple measures of teacher effectiveness that inform instructional planning and professional growth opportunities, underscoring the value of accumulating convergent and predictive psychometric evidence for various measures of instructional quality. Despite increased national attention, consensus about how to best measure teacher effectiveness has yet to be established

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“…Previous research on the learning environment is focused more on students' perceptions about the learning environment (Khine et al, 2018), creating a positive learning environment (Barr, 2016), and its impact on the development of students' learning outcomes (Sandilos, Rimm-Kaufman, & Cohen, 2017). The research that focused on differences in the learning environment was carried out by Widodo, Maria, and Fitriani (2017), who aimed to analyze the learning environment during virtual laboratory and real laboratory activities.…”

Section: Introductionmentioning

confidence: 99%

Students’ perceptions concerning the learning environment based on biology teachers’ TPACK

Nurina

Riandi

Widodo

et al. 2019

JPBI

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Research about students’ perceptions concerning the learning environment based on biology teachers’ TPACK still limited. The purpose of this study was to obtain information about the impact of biology teachers’ TPACK on students’ perceptions concerning their learning environment. TPACK scores were obtained from instrument in the form of multiple-choice test questions. Furthermore, students’ perceptions of their learning environment were obtained using a Likert scale questionnaire. Two biology teachers were used as research samples determined by purposive sampling, which is referring to their TPACK score. Furthermore, students who became the research sample were students from those two teachers that consists of 64 students. The analysis results show that teachers have different TPACK ability at the level of TPACK forming components. Furthermore, there are differences in students' perceptions based on their teachers' TPACK ability. The results were indicated teacher professionalism, in this case, TPACK has the impact on learning environment. Therefore, teachers, schools, government, and education providers are expected to give special attention to teacher professionalism.

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Warmth and Demand: The Relation Between Students' Perceptions of the Classroom Environment and Achievement Growth

Cited by 45 publications

References 62 publications

Cultural Concepts as Powerful Theoretical Tools: Chinese Teachers’ Perceptions of Their Relationship with Students in a Cross-Cultural Context

Cultural Concepts as Powerful Theoretical Tools: Chinese Teachers’ Perceptions of Their Relationship with Students in a Cross-Cultural Context

Converging on quality: Examining multiple measures of teaching effectiveness

Students’ perceptions concerning the learning environment based on biology teachers’ TPACK

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