Why We Can't Always Get What We Want

Abstract

H E was the new reading teacher's greatest challenge-a sixth-grader reading at roughly the firstgrade level. Sometimes he acted out, but mostly he just daydreamed, talked, or slept while his classmates worked. No one, including his guardian, knew how to motivate him to want to succeed. As she was leaving the building one afternoon, the teacher happened upon a rambunctious game of basketball. She entered the nearly empty gym, sat in the bleachers, and immediately noticed the boy playing with his team. She returned his frantic wave. As the game drew to a close, he dashed up to her, and they launched into an excited conversation about the game. After that, she made a point of going to almost every practice for the rest of the season. There, she would often study the coach, focusing on how attentive the team was to him. They responded to his intensity, his knowledge of the game and the players, his planning, and his single-minded commitment to winning. Taking this cue, she set a small number of attainable short-and long-term classroom goals for the boy,

Middle School Students' Mathematical Resilience and Perceptions of Mathematics: A Cluster Analysis Approach

“…Bu sonuçlar çeşitli araştırma bulgularıyla (Federici ve Skaalvick, 2014a) uyumludur ve korkunun öğrenci başarısı üzerindeki olumsuz etkisi ve öğretmen desteğinin öğrencilerin akademik başarısı üzerindeki olumlu etkisi ile açıklanabilir (Federici ve Skaalvick, 2014a). Örneğin sınıf ortamında öğretmenlerin öğrencilere bireysel seçimler yapmalarını desteklemesinin, öğrencilerin matematikle olan ilişkilerini olumlu yönde etkilediği bilinmektedir (Bartholomew, 2007). Ancak, son çalışma sonuçları, öğretmenlerin verdiği görevleri seçerken öğretmen desteğinin, öğrencilerin matematikle olan ilişkisi üzerinde, öğrencilerin bu seçimleri kendi başlarına yapmalarından daha önemli bir etkiye sahip olduğunu göstermiştir (Samuelsson, 2021).…”

Principles and Practices for Building Academic Self-Efficacy in Middle Grades Language Arts Classrooms

“…Additionally, academic self-efficacy beliefs decline across the elementary school years and through the high school years (Wigfield et al 2006). Yet, teachers may not easily detect the anxiety felt by these struggling older readers who often mask anxiety with "fake reading," timely trips to the nurse, forgetting books, plagiarism, feigned (or real) disinterest, and copying work from peers (Tovani 2002;Bartholomew 2007). This cycle of learned helplessness has been deemed in reading by Stanovich (1986) as the Matthew's effect, in which the "rich get richer and the poor get poorer."…”

“…By including democratic elements within classroom management in general, adults and students learn to treat each other with mutual respect, regard, and trust (Inlay 2005). A democratic environment encourages student involvement and engagement (Bartholomew 2007), which leads to academic risk-taking rather than avoidance.…”

Leadership Practices of a Principal in a High School with a High Teacher Retention Rate

“…Research indicates that teachers demonstrate increased job satisfaction and feelings of professionalism when given roles that allow them real authority (Bailey, 1991). Allowing local educators the occasion for input into curricular and instructional choices creates an environment in which they can thrive, both in the classroom and throughout the school (Bartholomew, 2007). Young's Model of Collegiality (as cited in Bailey) focuses on teachers as colleagues, researchers, and experts.…”

“…Within the realm of public schooling, culture is created at the local level (Bartholomew, 2007). This fact allows the local administration and school leadership to play an active role in the establishment of a school culture that will encourage staff and faculty, and maximize the benefits for students.…”