The Perception and Implementation of Challenging Instruction by Middle School Teachers

Fulmer, Sara M.; Turner, Julianne C.

doi:10.1086/674053

Cited by 20 publications

(17 citation statements)

References 41 publications

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“…This study affirms that teachers may support student academic motivation, learning, and success in school by being responsive to students' basic and developmental needs (Davis, 2003;Fulmer & Turner, 2014;Ryan & Patrick, 2001;Wentzel et al, 2010). Students experience this responsiveness through teacher-student relationships, teacher expectations, and instructional practices.…”

Section: Discussionsupporting

confidence: 66%

“…Not all student participants reported that they continuously experienced learner-centered instruction that was responsive to their needs; and, as other researchers have found, this resulted in boredom and apathy (Eccles & Roeser, 2011). As Fulmer and Turner (2014) suggested, an implication is that educators should reflect upon their instruction and consider ways to plan and implement learner-centered instructional practices that make use of hands-on learning activities and individualized learning supports that are truly responsive to student needs and support student motivation.…”

Section: Discussionmentioning

confidence: 99%

“…NMSA (2010) reminds us that "learning tasks must be perceived as achievable, even if difficult, reflecting the high expectations held for all" (p. 18). To successfully communicate high expectations, teachers must possess a deep understanding of middle level learning and instruction as well as adolescents' development and experiences (Fulmer & Turner, 2014;NMSA, 2010). An implication for educators is that they must communicate high-yet appropriately challengingexpectations while simultaneously supporting student needs for connectedness if they are to maximize student motivation and learning.…”

Section: Discussionmentioning

confidence: 99%

“…Further, authentic, autonomy-supportive instruction that affords student choice may support motivation (Reeve, Nix, & Hamm, 2003). Middle level teachers may successfully implement challenging instruction by promoting student motivation and by developing caring, trusting teacher-student relationships and supportive peer interactions (Fulmer & Turner, 2014). Teachers and adolescents alike recognize the importance of this type of instruction (Eccles & Roeser, 2011;Ryan & Patrick, 2001), although perceptions among these two populations may differ (Anderman et al, 1999).…”

Section: Teacher Practices That Support Young Adolescent Motivationmentioning

confidence: 99%

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The Role of Responsive Teacher Practices in Supporting Academic Motivation at the Middle Level

2014

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Section: Discussionsupporting

confidence: 66%

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Teacher Practices That Support Young Adolescent Motivationmentioning

confidence: 99%

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The Role of Responsive Teacher Practices in Supporting Academic Motivation at the Middle Level

2014

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“…However, such relationship may positively or negatively impact students' academic achievement and stimulate it (Wu, Hughes& Kwok, 2011).Studies showed that faculty members' verbal and nonverbal communications leave a lasting positive impression on students' academic performance and their lifestyle (Fulmer & Turner, 2014;McHugh, Horner, Colditz & Wallace, 2013). Some teachers do show trust and truthfulness to their students while some do not.…”

Section: Introductionmentioning

confidence: 99%

Relationship Between Teachers’ Effective Communication and Students’ Academic Achievement at the Northern Border University

Al-Madani¹

2015

EUROPEAN J ED RES

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Abstract:Effective communication between faculty members and students is one of the concerns of the educational stakeholders at the Northern Border University, Saudi Arabia. This study investigates the relationship between teachers' effective communication and students' academic achievement at the Northern Border University. The survey questionnaire containing 26 items was administered on 100 students, 50 males and 50 females to ask about their perception towards the effective communication of the faculty members and their academic achievement at the Faculty of Education and Arts, Northern Border University in the City of Arar, Saudi Arabia. The results of the Descriptive statistics method showed that, almost more than half of the students agreed that, the friendly and understanding position maintained by their faculty members had helped them to highly achieve academically. The results of the independent sample T-test found no statistically significant differences between the students 'academic achievement and their faculty members' verbal communication across the respondents' gender and year of study. The study recommended for the Northern Border Authority as well as the Saudi Government looking into other areas that might bring about the effective communication of the staff and the students' academic achievement in the University.

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Analysis of interaction mode of ideological and political flipped classroom based on deep learning algorithm and student feedback data

Liu

Yanpeng

2023

Soft Comput

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By abstracting the input data using deep neural networks, we can obtain the distributed representation characteristics of related data. Compared with shallow neural network, deep neural network has stronger data representation ability. Deep learning promotes the deep research and practical application of machine learning. The continuous progress and development of society not only promote the new curriculum reform, but also put forward higher requirements for all kinds of talents. At this stage, students should learn how to maintain lifelong learning, and maintain the attitude of "learning is never too old".Therefore, the concept of deep learning in the educational world was born. Ideology and politics is a comprehensive subject, which requires students to solve problems independently. The content of ideology and politics is complex and diverse, and theory is closely combined with practice, so that students can nd and analyze problems independently in the process of practice. Deep learning is manifested in higher-order thinking, that is, students should be self-conscious in learning, learn to closely discuss the problems in learning with people around them, and have the ability to criticize, question, integrate construction, transfer and apply in the learning process. Based on the deep learning algorithm, this paper uses relevant theories and educational practices for reference to analyze the interaction mode of ideological and political ipped classroom and student feedback data.

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The Perception and Implementation of Challenging Instruction by Middle School Teachers

Cited by 20 publications

References 41 publications

The Role of Responsive Teacher Practices in Supporting Academic Motivation at the Middle Level

The Role of Responsive Teacher Practices in Supporting Academic Motivation at the Middle Level

Relationship Between Teachers’ Effective Communication and Students’ Academic Achievement at the Northern Border University

Analysis of interaction mode of ideological and political flipped classroom based on deep learning algorithm and student feedback data

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