Secondary Student Perceptions of Classroom Quality: Instrumentation and Differences Between Advanced/Honors and Nonhonors Classes

Gentry, Marcia; Owen, Steven V.

doi:10.4219/jsge-2004-464

Cited by 37 publications

(100 citation statements)

References 17 publications

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“…Indeed, the American Association of University Women Annual Report (1992) concluded that boys receive more attention and esteem-building encouragement from teachers; that classroom activities were generally more maleoriented; and that teacher-student interactions in math class were particularly favorable toward boys. Recent research also indicates that girls report lower teacher expectation and less classroom teaching time spent on learning and activity that are perceived as relevant to the world outside of the classroom (Gentry & Owen, 2004;Green, 2002;Jussim & Harber, 2005). Even high-achieving girls are seen by teachers as being less logical, less independent in math, and liking math less than their equally achieving boy counterparts (Tiedemann, 2002).…”

Section: Individual-level Factorsmentioning

confidence: 99%

“…Meaningful and authentic instruction provides opportunities for students to connect personal goals and interests to classroom experiences, increasing their feelings of competence and autonomy and supporting the subjective task value they attach to the course material (Gentry & Owen, 2004;Wang, 2012). Instruction that facilitates interaction and cooperation can increase students' interest and foster competence and commitment to the class (Newman & Wehlage, 1993).…”

Section: Assessing Math Classroom Climatementioning

confidence: 99%

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Retracted: Multilevel Predictors of Math Classroom Climate: A Comparison Study of Student and Teacher Perceptions

Wang

Eccles

2014

J of Research on Adolesc

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The above article, published online on June 23, 2014 in Wiley Online Library (wileyonlinelibrary.com), has been retracted by agreement between the authors, the journal Editor-in-Chief, Nancy Guerra, and Wiley Periodicals, Inc. The retraction has been agreed upon following the discovery that this article contained inaccurate data. It came to the author's attention that the names of some of the items reported in the Measures section of the paper could not be correct because such items did not exist in the surveys. The authors tried to identify exactly which items had been used in the data analyses but they could not establish without some doubt exactly which items had actually been used. Reference Wang, M.-T. and Eccles, J. S. (2014), Multilevel Predictors of Math Classroom Climate: A Comparison Study of Student and Teacher Perceptions. Journal of Research on Adolescence. doi: 10.1111/jora.12153.

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Section: Individual-level Factorsmentioning

confidence: 99%

Section: Assessing Math Classroom Climatementioning

confidence: 99%

Retracted: Multilevel Predictors of Math Classroom Climate: A Comparison Study of Student and Teacher Perceptions

Wang

Eccles

2014

J of Research on Adolesc

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“…Although these are different concepts, they affect each other (Gentry & Owen, 2004). For example, when a task has appropriate challenges, students may think it is appealing, or when students find meaning in the content they learn, their choices are influenced.…”

Section: Introductionmentioning

confidence: 95%

Gifted and general high school students’ perceptions of learning and motivational constructs in Korea and the United States

Chae

Gentry

2011

High Ability Studies

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This study examined differences between Korean and US gifted and general students' perceptions constructs related to motivation and learning, using the Student Perceptions of Classroom Quality (SPOCQ) instrument. SPOCQ assesses students' perceptions of appeal, challenge, choice, meaningfulness, and academic self-efficacy. Measurement equality between the original SPOCQ and its Korean translation was investigated using multi-group confirmatory factor analyses. The sample included 882 10th and 11th grade high school students (221 Korean gifted and 220 Korean general students, 221 US gifted and 220 US general students). MCFA results showed that the original and translated SPOCQ measure the same constructs and that partial invariance existed across the samples from each country. Multivariate analysis of variance was used to examine differences between gifted and general students, and between Korean and US students, revealing that differences existed between gifted and general students and between Korean and US students.

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“…Students find STEM courses more meaningful when they connect classroom experiences with personal goals (Gentry & Owen, 2004). Personally relevant academic tasks enhance motivation, attention, learning, and task identification (Hidi & Harackiewicz, 2000).…”

Section: Personal Goals and Values Enhance Stem Educationmentioning

confidence: 99%

Girls and Women in Science, Technology, Engineering, and Mathematics

Dasgupta

Stout²

2014

Policy Insights from the Behavioral and Brain Sciences

325

110

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Education TweetAs children, adolescents, and adults, girls and women face barriers in STEM fields for reasons related to school, peers, and family, but science offers solutions. Key Points• • In childhood and adolescence, masculine stereotypes about STEM, parents' expectations of daughters, peer norms, and lack of fit with personal goals make girls move away from STEM fields. • • In emerging adulthood, feeling like a misfit in STEM classes, being vastly outnumbered by male peers, and lacking female role models make women avoid STEM majors or leave prematurely. • • In early to mid-adulthood, subtle gender bias in hiring and promotion, biased evaluation of scientific work, non-inclusive department climate, juggling workfamily responsibilities, and difficulty returning after a family-related pause undermine the retention of women in STEM. • • Evidence-based programs and policies can remove obstacles for girls and women in STEM. IntroductionIn today's globalized world, scientific innovation is vital for American economic competitiveness, quality of life, and national security. Much of the future job growth in the United States will be in science, technology, engineering, and mathematics (STEM) and American businesses search globally for talent (National Academies, 2010). This raises concerns about Americans' preparedness for STEM jobs, given the small numbers of domestic students who enter these fields and the high attrition rate (often called the "leaky pipeline"). Women's untapped human capital could enhance the STEM workforce, given that they are 50% of the American population and more than 50% of its college-bound population (National Center for Education Statistics, 2013). The leaky pipeline starts early. From middle school through college, female students perform worse on some 549471B BSXXX10.1177/2372732214549471Policy Insights from the Behavioral and Brain SciencesDasgupta and Stout

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Secondary Student Perceptions of Classroom Quality: Instrumentation and Differences Between Advanced/Honors and Nonhonors Classes

Cited by 37 publications

References 17 publications

Retracted: Multilevel Predictors of Math Classroom Climate: A Comparison Study of Student and Teacher Perceptions

Retracted: Multilevel Predictors of Math Classroom Climate: A Comparison Study of Student and Teacher Perceptions

Gifted and general high school students’ perceptions of learning and motivational constructs in Korea and the United States

Girls and Women in Science, Technology, Engineering, and Mathematics

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