What makes a good teacher- School ethos

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  • Created on: 27-04-15 15:53

What makes a good teacher- School ethos

Interventionalist Beliefs

A good teacher should believe that 

- All students can learn

- Students are diverse learners 

This should result in an effective inclusive classroom and increased academic success

Dweck and Mindsets

Pupils and teachers can either believe that intelligence is a fixed concept that cannot be changed or it is a concept that can be developed through application and instruction.

Entity theorists: believe that intelligence is a fixed concept and often perform worse when they realize that they are at risk of failing

Incremental theorists: believe that intelligence can be acquired therefore perform better when they realize they are at risk of failing

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What makes a good teacher- School ethos

Mueller & Dweck (1998)

5th grade students

1) Teacher either praised students' intelligence or effort

Asked to agree or disagree with mind-set statements

Intelligence praised: Agreed with statements such as intelligence is innate and fixed.

2) Asked to define intelligence

Praising students for intelligence : Fixed Mindset

Effort praising: More effective as it shows students the strategies that they had taken in order to perform effectively

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School connectedness- School Ethos

School Connectedness

The extent to which the student feels respected, included and supported by others within the school social environment.

- School connectedness can relate to depression and how the individual handles school experience (e.g. Suicide study found that students in religious school inconsistent which their own religion experienced higher suicide rates)

Resnick et al. (1997)

SC explained between 13% to 18% of the variance in emotional distress in adolescents

Jacobson and Rowe (1999)

Correlations of .35 to .37 between SC and depressie symptoms in adolescents

Kia-Keating & Ellis (2007)

Somali refugees- SC +C with feelings of self efficacy and -C with depression

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School connectedness- School Ethos

Walton & Cohen (2011)

Wanted to explore a sense of school belonging in African-American students attending an American highschool.

Provided interventions in order to increase their sense of belonging.

Sense of belonging was associated with increased academic attainment and less health problems.- reducing their doctors visits to around 3 times per year

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School connectedness- School Ethos

Walton & Cohen (2011)

Wanted to explore a sense of school belonging in African-American students attending an American highschool.

Provided interventions in order to increase their sense of belonging.

Sense of belonging was associated with increased academic attainment and less health problems.- reducing their doctors visits to around 3 times per year

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Healthy Schools- School ethos

- Weight management

- Aggressive and violent behaviour

- Emotional wellbeing

- Involving Parents

Young, Sweeting & Ellaway (2011)

1698 students assessed at age 11 (mental health), 15 (attempted suicide) and 19 (actual self harm)

Pupils who attempted suicide, suicide-risk or self harm were more likely to have low school engagement.

Religious mismatch: pupils of a different religion from their school were approximately 2-4 times more likely to attempt suicide-----> May have something to do with a lack of school connectedness 

Has implications for faith schools and organizations as it suggests caution should be taken when accepting non- religious individuals into their schools. 

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Healthy Schools- School ethos

West et al (2004)

Scottish study using Scottish students

-  Tracking from the end of primary school into secondary school

- Recording health behaviours rom 13-15.

Rates of drug, alcohol and tobacco use were significantly lower in some schools than others.

High rates of these behaviours could not be explained by SES, student, family or environment factors by were explained by larger schools and poor school ethos. SWA.

SOCIAL AND EMOTIONAL ASPECTS OF LEARNING

Focusing on a childs social and emotional skills, therefore broader skills such as language and learning. 

Proof that SEAL does not effect self rated pupils SAES

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Inclusion- School ethos

Deficit model of SEN

Some pupils have not been prepared to enter schooling therefore schools must adapt themselves to this prospect

Three Tiered Response to Intervention Model (Kligner & Edwards, 2006)

1) Quality instruction and ongoing monitoring in the classroom

2) Intensive intervention support for those who have not reached the expected benchmarks

3) Evaluated for special education (Statemented)

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Parental involvement- school ethos

Parental involvement in schooling closes demographic gaps as well as increasing academic achievement.

Epstein & Sanders (2002)

School based:

Involvement in commities

Volunteer in school

School- home interaction

Home based:

Educational activities

Reinforcing learning and behaviour

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Parental involvement- school ethos

Grolnick and Slowiaczek (1994)

Behavioural involvement:

School and home based

Homework, Volunteering and School- home communication

Cognitive Intellectual involvement:

Assisting with homework

Personal involvement:

Seeing learning as a positive experience

Hill and Tyson (2009)

HBI, SBI & Academic socialization

HBI and SBI increased academic socialization in adolescents

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