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When teachers were coached to wait longer, students use of language and logic improved, as did student and teacher attitudes and expectations. [5] Students' answers increased in length by 300 to 700 percent, contained more inferences and speculative teaching, and shifted the classroom experience to more teacher and student exchanges — relying ...
Teacher attrition rates are high in some locations e.g., 40% in the UK in 2015. [ 10 ] [ failed verification ] In the UK, it was reported in 2015 that 40% of teachers leave in their first year. [ citation needed ] Lack of professional development is cited by teachers leaving the profession as a major contributing factor.
A teacher educator must be a highly competent ‘first-order educator’ (i.e. a good teacher) but also a skilled ‘second-order educator’ (i.e. capable of teaching effectively about the skill of teaching and facilitating others to acquire teaching skills). As first-order educators, they need to be proficient teachers (of 'adult' students).
Expectancy–value theory was originally created in order to explain and predict individual's attitudes toward objects and actions. Originally the work of psychologist Martin Fishbein [citation needed], the theory states that attitudes are developed and modified based on assessments about beliefs and values.
Learning is the process of acquiring new understanding, knowledge, behaviors, skills, values, attitudes, and preferences. [1] The ability to learn is possessed by humans, non-human animals, and some machines; there is also evidence for some kind of learning in certain plants. [2]
Pygmalion in the Classroom is a 1968 book by Robert Rosenthal and Lenore Jacobson about the effects of teacher expectation on first and second grade student performance. [1] The idea conveyed in the book is that if teachers' expectations about student ability are manipulated early, those expectations will carry over to affect teacher behavior ...
The middle class values are the same values that are felt by the authority figures at school; therefore, through teaching working class students to value education and be more involved they will be able to navigate social institutions with greater purpose and poise. [7]
Intra-attitudinal follows the ABC model by examining each part of the model. This connects different attitudes to one another and to more underlying psychological structures, such as values or ideology. Unlike intra-attitudinal structures, inter-attitudinal structures involve the strength of relations of more than one attitude within a network ...