Andere Kunden interessierten sich auch für
![TEACHER-STUDENT INTERACTIONS]( "TEACHER-STUDENT INTERACTIONS")
TEACHER-STUDENT INTERACTIONS51,99 €![Student teachers and teacher students]( "Student teachers and teacher students")
Student teachers and teacher students44,99 €![An Analysis of School Funding at the Student Level]( "An Analysis of School Funding at the Student Level")
An Analysis of School Funding at the Student Level38,99 €![Student Interest in Science]( "Student Interest in Science")
Student Interest in Science32,99 €![STUDENT INQUIRY IN SCIENCE EDUCATION]( "STUDENT INQUIRY IN SCIENCE EDUCATION")
STUDENT INQUIRY IN SCIENCE EDUCATION51,99 €![The Effects of After-school programs on Student Achievement]( "The Effects of After-school programs on Student Achievement")
The Effects of After-school programs on Student Achievement32,99 €![Gender Equity and Equality on Korean Student Scientists]( "Gender Equity and Equality on Korean Student Scientists")
Gender Equity and Equality on Korean Student Scientists38,99 €
The interpersonal interaction between teachers and
students comprises a large part of the classroom
learning environment and can greatly influence
student attitudes and achievement. Past research has
shown that a key factor in improving student
achievement and attitudes is to create learning
environments which emphasize characteristics that are
linked empirically with achievement and attitudes.
The Questionnaire on Teacher Interaction (QTI) was
used to investigate outcome-environment associations,
and to compare male and female students in terms of
their attitudes, classroom environment perceptions
and achievement. A modified form of the TOSRA
measured students attitudes to science. Students
quarterly (nine-week) science grade was used to
measure student achievement. A strong relationship
was found between student outcomes (attitudes and
achievement) and many of the eight QTI scales. Gender
differences in students perceptions of teacher
interpersonal behavior, attitudes towards science,
and science achievement were also revealed. In
general, relative to males, female students had more
positive perceptions of teacher interpersonal
behavior and higher academic achievement
students comprises a large part of the classroom
learning environment and can greatly influence
student attitudes and achievement. Past research has
shown that a key factor in improving student
achievement and attitudes is to create learning
environments which emphasize characteristics that are
linked empirically with achievement and attitudes.
The Questionnaire on Teacher Interaction (QTI) was
used to investigate outcome-environment associations,
and to compare male and female students in terms of
their attitudes, classroom environment perceptions
and achievement. A modified form of the TOSRA
measured students attitudes to science. Students
quarterly (nine-week) science grade was used to
measure student achievement. A strong relationship
was found between student outcomes (attitudes and
achievement) and many of the eight QTI scales. Gender
differences in students perceptions of teacher
interpersonal behavior, attitudes towards science,
and science achievement were also revealed. In
general, relative to males, female students had more
positive perceptions of teacher interpersonal
behavior and higher academic achievement