What Great Principals Do Differently

Whitaker, Todd

doi:10.4324/9781315854823

Cited by 12 publications

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“…Several studies have identified the teachers as important social agents who influence on academic motivation, school commitment and/or disengagement of the students (3)(4)(5) . Studies also acknowledge that expectation of the teachers is considered as one of the strong and reliable predictors for elementary, middle, and high school students (6)(7) . Further, evidence shows the significance of teacher-student interactions and relationships in terms of better performance in the classroom (8) and essential to the motivational process (6) .…”

Section: Introductionmentioning

confidence: 99%

Teacher-student interactions and academic performance of students

Pervin

Ferdowsh

Munni

2021

Dhaka Univ. J. Biol. Sci

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The main goal of this study was to investigate the influence of teacherstudent interaction on academic performance of the students. Hundred participants (50 teachers and 50 students) were selected through purposive sampling technique to conduct this research. Teacher and student feedback were measured by using the Questionnaire on Teacher Interaction (QTI) as well as students’ academic performance was calculated by using last year grade point average (GPA) of each student. Pearson product moment correlation was used which indicated a positive significant correlation (r = 0.70, p < 0.05) between teacher-student interaction and academic performance of the students. The findings indicated the importance of teacher-student relationships to attain academic success of the students. The results suggest providing appropriate academic resources and aids for the teachers to meet the individual needs of their students. Dhaka Univ. J. Biol. Sci. 30(1): 87-93, 2021 (January)

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Section: Introductionmentioning

confidence: 99%

Teacher-student interactions and academic performance of students

Pervin

Ferdowsh

Munni

2021

Dhaka Univ. J. Biol. Sci

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“…Considering the teacher, not the students, to be the main variable in classroom (Whitaker, 2004), teachers are required to promote their interpersonal skills and expertise.…”

Section: Discussionmentioning

confidence: 99%

Intervention Analysis and Listening Comprehension Strategy Instruction: Insights from Clinical Supervision

Rakhshan¹,

Moghaddam²,

Abbassian³

2016

IJEL

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The present study sought to investigate the effects of adapting the intervention provision framework put forward by John Heron, entitled Six-Category Intervention Analysis, into strategy instruction on listening comprehension performance of EFL learners. This model of intervention provision, having its genesis in clinical supervision, can regulate the verbal behavior and actual sentences used by teachers to intervene in language learning contexts. 175 Iranian intermediate level EFL learners participated in the study. The learners were divided into five 35-member groups including control; written mediation in which no oral intervention was provided; authoritative intervention in which the teacher suggested what had to be done, provided information, or confronted the students; facilitative, in which the teacher drew out ideas, solutions, or self-confidence; and synergetic authoritative-facilitative interventions. These groups received listening comprehension strategy instruction on three strategies of "guessing the meanings of unfamiliar words from the context", "listening for gist", and, "understanding cohesive devices". Preliminary English Test was employed to assess the performance of language learners on their listening comprehension. Results indicated that the application of Six-Category Intervention Analysis while providing strategy instruction induced significant changes in the performance of the groups. In general, facilitative intervention and synergetic authoritative-facilitative intervention groups outperformed the control, written mediation, and authoritative intervention groups.

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“…All of that being said, as Whitaker (2004) states the most fundamental variable in an educational setting is the teacher. Hence, we can understand how important a teacher is in classrooms and in motivating students.…”

Section: Literature Reviewmentioning

confidence: 99%

Motivational Techniques in EFL Classrooms in the Universities of Kurdistan

2020

IJSSES

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Despite the massive amount of studies on motivation and motivation related issues, an issue yet to be investigated is motivational techniques that are used by university teachers of Kurdistan. Hence, this study aims to investigate the primary strategies lecturers use to motivate their pupils in EFL classrooms on tertiary level. To realize this purpose, a qualitative method is used to provide detailed information about the subject matter by conducting interviews with six experienced teachers to share their insights and knowledge on motivational techniques. Our analysis has revealed that the motivational techniques used by the teachers are classified into two major categories; the techniques that are used inside of classrooms and the techniques that are outside of classrooms. The results help readers to get a clear sense about the main strategies that are used by these teachers. These techniques can also give EFL teachers beneficial information so that they can use it in their classes to secure the motivational level of their students.

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What Great Principals Do Differently

Cited by 12 publications

References 0 publications

Teacher-student interactions and academic performance of students

Teacher-student interactions and academic performance of students

Intervention Analysis and Listening Comprehension Strategy Instruction: Insights from Clinical Supervision

Motivational Techniques in EFL Classrooms in the Universities of Kurdistan

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