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The effects of the teacher-student r...

Caballero, Jay Andre R.

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The effects of the teacher-student relationship, teacher expectancy, and culturally-relevant pedagogy on student academic achievement.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The effects of the teacher-student relationship, teacher expectancy, and culturally-relevant pedagogy on student academic achievement./
作者:	Caballero, Jay Andre R.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2010,
面頁冊數:	131 p.
附註:	Source: Dissertations Abstracts International, Volume: 73-04, Section: A.
Contained By:	Dissertations Abstracts International73-04A.
標題:	Educational leadership. -
電子資源:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3474274
ISBN:	9781124904450

The effects of the teacher-student relationship, teacher expectancy, and culturally-relevant pedagogy on student academic achievement.
Caballero, Jay Andre R.

The effects of the teacher-student relationship, teacher expectancy, and culturally-relevant pedagogy on student academic achievement. - Ann Arbor : ProQuest Dissertations & Theses, 2010 - 131 p.

Source: Dissertations Abstracts International, Volume: 73-04, Section: A.

Thesis (Ed.D.)--University of Redlands, 2010.

Purpose: A student's academic success, as determined by achieving proficiency or advanced levels on the California Standards Test (CST) is said to be predicated on solid and effective core content knowledge and delivery by the teacher. This position ignores the impact of the teacher's effectiveness in creating a positive relationship with the student, having an encouraging disposition towards students, and establishing a learning environment steeped in multiculturalism and diversity. The purpose of this study is to determine whether or not these latter practices have a direct impact on the academic achievement of the student as measured by the California Standards Test. Methodology: A sixty-item survey called the Teacher-Student Relationship Questionnaire (TSRQ) was used to collect data provided from 7th and 8th grade middle school students. The TSRQ was designed to measure student perception of their previous year's Language Arts teacher on the constructs of the teacher-student relationship, teacher expectations, and the teacher's use of culturally-relevant pedagogy within the instructional practice. Completed surveys were sorted and the comparative means for each item was calculated. The mean responses were compared using a one sample t-test for percentages against CST student growth percentage. Findings: Descriptive statistics found a significant relationship between student perceptions of the teacher-student relationship and academic growth; however, statistical analysis did not reveal a statistically significant relationship between student perception of the teacher-student relationship and academic growth. Conclusions and recommendations: This study will be of significance to the educational community because in today's era of educational accountability, it is vital that teachers establish a positive interpersonal relationship with students in order to effectively deliver the curriculum to students with intentions of improving student academic achievement. The interaction and connection between the teacher and student must be steeped in trust, respect, and admiration, which will open up pathways of learning and eventually increase student achievement. Further studies are recommended in the areas of culturally-relevant pedagogy and how this construct impacts teacher effectiveness and student academic achievement.

ISBN: 9781124904450Subjects--Topical Terms:

529436
Educational leadership.
Subjects--Index Terms:

Academic achievement

The effects of the teacher-student relationship, teacher expectancy, and culturally-relevant pedagogy on student academic achievement.
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