Pupil Perceptions Research Articles

The influence of set induction upon pupil perception of effective teaching, achievement, and retention in units on respiration and circulation in the bscs curricula

The influence of set induction upon pupil perception of effective teaching, achievement, and retention in units on respiration and circulation in the bscs curricula

Parent and Pupil Perceptions of Special Classes for Emotionally Disturbed Children

Parent and Pupil Perceptions of Special Classes for Emotionally Disturbed Children

A determination of the influence of set induction upon pupil perception of effective teaching, achievement, and retention in a unit on respiration in the BSCS curricula

A determination of the influence of set induction upon pupil perception of effective teaching, achievement, and retention in a unit on respiration in the BSCS curricula

Effects of Classroom Social Climate on Individual Learning

Teachers often suggest that classes have a distinctive personality or which influences the learning efficiency of their members. In some classes, the difficulties of one pupil become the concern of all. In other groups, each child works for personal rewards and the presence of others does little to aid or frustrate his individual learning. The properties of school classes that account for some of these differences have been termed the classroom social climate (Anderson, 1968). Derived from prior group research and from an intuitive analysis of the types of interactions that are present in typical school classes, these climate properties include interpersonal relationships among pupils, relationships between pupils and their teacher, relationships between pupils and both the subject studied and the method of learning, and finally, pupils' perceptions of the structural characteristics of the class. Previous research on classroom social climate has provided some insights into two aspects of the social psychology of the school class group. One study (Walberg and Anderson, 1968) considered the relationships between individual pupil perceptions of their class and their individual learning; a subsequent study (Anderson & Walberg, 1968) attempted to account for differential class performance in terms of

The effect of pupil characteristics upon pupil perception of the teacher

Psychology in the SchoolsVolume 6, Issue 2 p. 206-211 Article The effect of pupil characteristics upon pupil perception of the teacher† Jack M. Thompson, Jack M. Thompson Sonoma County (California) SchoolsSearch for more papers by this author Jack M. Thompson, Jack M. Thompson Sonoma County (California) SchoolsSearch for more papers by this author First published: April 1969 https://doi.org/10.1002/1520-6807(196904)6:2<206::AID-PITS2310060218>3.0.CO;2-5Citations: 2 † This article is partially based upon data contained in a doctoral dissertation submitted to the University of California in partial fulfillment of requirements for the EdD Degree AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Citing Literature Volume6, Issue2April 1969Pages 206-211 RelatedInformation

The Effects of Set Induction upon the Achievement of Ninth-Grade Pupils and Their Perception of Teacher Effectiveness

AbstractThis study examined the influence of the incorporation of set induction into teacher’s instructional strategies upon pupil achievement and pupil perception of teacher effectiveness. One hundred and eighty ninth-grade pupils were randomly divided into eighteen groups of ten each. Eighteen pre-service teachers were assigned to these groups. One half of this teacher population was given instruction in the skill of incorporation of set induction in their instructional strategies and one half served as a control group. Data was gathered by administering pre-post test in achievement and Teacher Demonstration Rating Forms and was analyzed by an analysis of variance. The results supported previous research in the area of teacher effectiveness and indicated that set induction is an important variable in the determination of student achievement.

The relation between psychometric measures of anxiety and masculinity-femininity

Prior developmental studies led to the expectation that inappropriate sex typing would be associated with higher anxiety for boys but not for girls. The relation of anxiety to masculinity-femininity (M-F) was studied in preadolescents from five ethnically diverse schools. Differential predictions were made for boys and girls. Psychometric procedures were used to obtain scores on both major variables. The Pupil Perceptions Test (PPT) was developed to measure sex-typed role perceptions of elementary school age children. M-F scores from the PPT were shown to be independent of general intelligence. Anxiety was significantly related to M-F for boys but not for girls. The hypothesized relations were supported.

Pupils' Perceptions of Teacher Merit: A Factor Analysis of Five Postulated Dimensions

Item responses of 2108 sixth-grade pupils on the perceived effectiveness of their 75 teachers were factor-analysed through the principal components method with rotation by Kaiser's varimax procedure.The strongest eight emerging factors described pupil perceptions along five dimensions of teacher merit; Affective, Cognitive, Disciplinary, Innovative, and Motivational. Conclusions are that sixth-grade pupils perceive the effective teacher as a warm, friendly and supportive person who communicates clearly, motivates and disciplines pupils effectively, and Is flexible in methodology. The pupils viewed discipline in two distinct and separate aspects. Motivation was perceived as either a positive or negative force, rather than the more usual concept of absence or presence of a positive characteristic.

Teacher Attitude and Pupil Perception

Teacher Attitude and Pupil Perception

Explorations in Teachers' Perceptions of Pupils

Explorations in Teachers' Perceptions of Pupils

The general ability to judge sociometric status: elementary student teachers' sociometric perceptions of classmates and pupils.

The general ability to judge sociometric status: elementary student teachers' sociometric perceptions of classmates and pupils.