Effective teachers and teaching: Characteristics and practices related to positive student outcomes.

Roehrig, Alysia D.; Turner, Jeannine E.; Arrastia, Meagan; Christesen, Eric; McElhaney, Sarah; Jakiel, Laura M.

doi:10.1037/13274-020

Cited by 24 publications

(27 citation statements)

References 160 publications

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“…Childrens who benefit from teachers' support show a high degree of social adequacy in their relationships with peers and with adults working in school, show more involvement in support networks, are more likely to seek assistance (Bear, 2010;Roehrig, Turner, Arrastia, Christensen, McElhaney & Jakiel, 2012), exhibit fewer behavioural problems and they tend to shift their focus towards performance and success (Pianta, 2006). In contrast, poor teacherpupil relationships as well as a poor learning climate prevailing in the classroom can create a negative perception of school and a sense of alienation leading to disengagement (Jennings & Greenberg, 2008), and even leading to dropping out (Groupe d'action sur la persévérance et la réussite scolaire au Québec, 2009).…”

Section: Introductionmentioning

confidence: 99%

A Multi-Referenced Analysis of the Quality of Learning Climate in Health and Physical Education Student Teaching

Desbıens¹,

Spallanzanı²,

Turcotte³

et al. 2014

Sport Science Review

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T he Learning Climate (LC) is an important component of a favorable learning environment in Health and Physical Education (HPE).Three valid observation systems and the questionnaire for teacher interaction (QTI) were used in conjunction to describe and analyse the nature and quality of the LC prevailing in HPE lessons conducted by 25 student teachers (STs) with high school students (n = 565). Descriptive, correlational and multivariate non parametric techniques were performed. Despite a high mean degree of proximity perceived by the students, LC was rather unfavorable to learning because mean appropriate motor engagement was low. However, a very high degree of proximity and influence at the same time corresponds to learning conditions favorable to appropriate motor engagement. This study helped to identify and to weight the variables which are more closely associated with a positive LC , a topic that should be the focus of HPE initial teacher training.

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Section: Introductionmentioning

confidence: 99%

A Multi-Referenced Analysis of the Quality of Learning Climate in Health and Physical Education Student Teaching

Desbıens¹,

Spallanzanı²,

Turcotte³

et al. 2014

Sport Science Review

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show abstract

“…When it comes to the classroom environment, highly effective teachers are skilled in teaching areas such as pedagogy, classroom culture, and motivation (Gaskins, 2005; Roehrig et al, 2012). Pedagogy focuses on knowledge of content, the use of research‐based instruction, metacognition, and continued professional development (PD).…”

Section: Classroom Managementmentioning

confidence: 99%

“…Highly effective teachers delivered high‐levels of instruction but also continued to develop teaching skills. Along with producing highly effective instruction, highly effective teachers developed positive classroom culture (Gaskins, 2005; Roehrig et al, 2012). Classroom culture focuses on developing an autonomous environment as suggested by Self‐Determination Theory (Ryan & Deci, 2000), which promotes a quality dialogue between teachers and students.…”

Section: Classroom Managementmentioning

confidence: 99%

“…These classroom teachers then produced students who were successful academically, but also engaged in the content and were able to self‐regulate their learning more than students in less effective teachers' classrooms (Bohn et al, 2004). Though having a positive impact on student engagement in the classroom is important, others have gone further to state effective teachers do much more (Gaskins, 2005; Roehrig et al, 2012).…”

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confidence: 99%

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Different approaches to classroom environments based on teacher experience and effectiveness

Pressley

Croyle

Edgar

2020

Psychology in the Schools

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The purpose of this qualitative instrumental case study was to continue looking at the differences in classroom environments for different levels of teachers. Specifically, we wanted to focus on teacher perspectives of classroom management, relationships with students, motivating students, student risk‐taking within the classroom, and student self‐regulation. The three levels we looked at for this study included highly effective teachers, proficient teachers who have taught for more than 3 years, and new/developing teachers. The results found three major themes with differences in how teachers at each level approached classroom management, relationships with students, and student behaviors within the classroom. The student behaviors within the classroom included self‐regulation and risk‐taking. The results of this study provide researchers more information regarding the different stages of teaching, information to schools on ways to mentor teachers at each level of teaching, and information to teacher preparation programs on ways to help preservice teachers prepare for the classroom.

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“…La relación de interactividad e interdependencia, entre el proceso de enseñanza y las vivencias emociones del alumnado, ya ha sido resaltada por el modelo DIDEPRO (De la Fuente y Justicia, 2007). Roehrig et al (2012) han realizado una revisión de los elementos esenciales de una enseñanza efectiva. La investigación ha realizado múltiples aproximaciones a la definición de enseñanza efectiva (Goe, Bell y Little, 2008).…”

Section: Introductionunclassified

El Papel De La Enseñanza Reguladora en La Inducción De Las Emociones De Engagement-Bournot Del Alumnado Universitario.

Arias¹,

Sevillano²,

Sander³

et al. 2016

Revista INFAD de Psicología

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Introducción. Tradicionalmente, la investigación sobre engagement-bournout ha relacionado esta emoción bipolar académica con otras características del alumnado, ya enumeradas en anteriores comunicaciones. Sin embargo, se ha profundizado menos en la relación con el proceso de enseñanza. Esta relación parece relevante y plausible en los contextos académicos formales universitarios, especialmente, cuando existe estrés potencial, es el objetivo de esta investigación.Método. Un total de 250 estudiantes de la Universidad de Almería (España), correspondientes a segundo y cuarto curso, de Grado y Licenciatura, respectivamente, participaron en esta investigación de carácter ex postfacto. La enseñanza reguladora se evaluó mediante la Escala de Evaluación Interactiva del Proceso de Enseñanza-Aprendizaje, EIPEA,en su dimensión primera. El compromiso-agotamiento se evaluó a través de una versión española validada del Marlach Bournout Inventory Survey-Utrech Work Engagement Scale for Students. La evaluación se realizó de manera contextualizada en dos asignaturas de la Licenciatura y Grado de la Titulación de Psicología. La cumplimentación de los cuestionarios se realizó de manera anónima, en clase y en semanas diferentes. Se efectuaron correlacuiones bivariadas de Person, utilizando un diseño ex post-facto.Resultados. Apareció un asociación positiva significativa parcial de algunos factores, como la enseñanza reguladora específica con la dedicación. El factor preparación para el aprendizaje apareció asociado al compromiso, y a sus componentes, el vigor y la absorción.Discusión. Los resultados validan parcialmente las relaciones contrastadas, ahondando en necesidad del estudio de la emocionalidad positiva (engagement) o negativa (agotamiento), como variable producto del alumnado, asociada al proceso de enseñanza, que interactúa con los procesos motivacionales y cognitivos del aprendizaje de los universitarios.Palabras Clave: Enseñanza efectiva, Enseñanza reguladora, engagement-bournout, estrés, universidad.

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Effective teachers and teaching: Characteristics and practices related to positive student outcomes.

Cited by 24 publications

References 160 publications

A Multi-Referenced Analysis of the Quality of Learning Climate in Health and Physical Education Student Teaching

A Multi-Referenced Analysis of the Quality of Learning Climate in Health and Physical Education Student Teaching

Different approaches to classroom environments based on teacher experience and effectiveness

El Papel De La Enseñanza Reguladora en La Inducción De Las Emociones De Engagement-Bournot Del Alumnado Universitario.

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