The Experts below are selected from a list of 3540 Experts worldwide ranked by ideXlab platform
Roel Bosker - One of the best experts on this subject based on the ideXlab platform.
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teacher student interpersonal relationships in indonesian Lower Secondary Education teacher and student perceptions
Learning Environments Research, 2012Co-Authors: Ridwan Maulana, Marie Opdenakker, P Den J Brok, Roel BoskerAbstract:This study investigated firstly the reliability and validity of an Indonesian version of the Questionnaire on Teacher Interaction (QTI). Second, perceptions of Indonesian Secondary school teachers’ interpersonal behaviour as perceived by students and teachers were studied with the QTI. Third, differences between students’ and teachers’ perceptions regarding interpersonal teacher behaviour were compared. The QTI itself is based on the Model of Interpersonal Behaviour which maps teacher behaviour in terms of Influence (Dominance–Submission) and Proximity (Cooperation–Opposition). In this study, an Indonesian version of the QTI was constructed and distributed to 2,380 students of 69 teachers from 85 classes (grade 7–9) from 12 public Lower Secondary schools in Indonesia. The results showed high reliability and validity for the instrument. Students’ and teachers’ average ratings on Influence were similar, while teacher’s ratings of Proximity were higher than those of students.
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Teacher–student interpersonal relationships in Indonesian Lower Secondary Education: Teacher and student perceptions
Learning Environments Research, 2012Co-Authors: Ridwan Maulana, Marie Opdenakker, P Den J Brok, Roel BoskerAbstract:This study investigated firstly the reliability and validity of an Indonesian version of the Questionnaire on Teacher Interaction (QTI). Second, perceptions of Indonesian Secondary school teachers’ interpersonal behaviour as perceived by students and teachers were studied with the QTI. Third, differences between students’ and teachers’ perceptions regarding interpersonal teacher behaviour were compared. The QTI itself is based on the Model of Interpersonal Behaviour which maps teacher behaviour in terms of Influence (Dominance–Submission) and Proximity (Cooperation–Opposition). In this study, an Indonesian version of the QTI was constructed and distributed to 2,380 students of 69 teachers from 85 classes (grade 7–9) from 12 public Lower Secondary schools in Indonesia. The results showed high reliability and validity for the instrument. Students’ and teachers’ average ratings on Influence were similar, while teacher’s ratings of Proximity were higher than those of students.
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dropout in the Lower tracks of dutch Secondary Education predictor variables and variation among schools
School Effectiveness and School Improvement, 2003Co-Authors: Hans Luyten, Roel Bosker, H P J M Dekkers, Angelique DerksAbstract:This study analyses the data from a large-scale longitudinal investigation into the effect of both school and student characteristics on the dropout rate for students in Lower Secondary Education in The Netherlands. Dropout rates were found to vary significantly between schools, but only a single school variable was identified that correlated significantly with dropout rate. The effect of relevant student characteristics (gender, achievement, parents’ level of Education, minority status) did not vary significantly among schools, but for some variables the effect was found to differ between boys and girls or between minority and non-minority students.
Ridwan Maulana - One of the best experts on this subject based on the ideXlab platform.
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teacher student interpersonal relationships in indonesian Lower Secondary Education teacher and student perceptions
Learning Environments Research, 2012Co-Authors: Ridwan Maulana, Marie Opdenakker, P Den J Brok, Roel BoskerAbstract:This study investigated firstly the reliability and validity of an Indonesian version of the Questionnaire on Teacher Interaction (QTI). Second, perceptions of Indonesian Secondary school teachers’ interpersonal behaviour as perceived by students and teachers were studied with the QTI. Third, differences between students’ and teachers’ perceptions regarding interpersonal teacher behaviour were compared. The QTI itself is based on the Model of Interpersonal Behaviour which maps teacher behaviour in terms of Influence (Dominance–Submission) and Proximity (Cooperation–Opposition). In this study, an Indonesian version of the QTI was constructed and distributed to 2,380 students of 69 teachers from 85 classes (grade 7–9) from 12 public Lower Secondary schools in Indonesia. The results showed high reliability and validity for the instrument. Students’ and teachers’ average ratings on Influence were similar, while teacher’s ratings of Proximity were higher than those of students.
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Teacher–student interpersonal relationships in Indonesian Lower Secondary Education: Teacher and student perceptions
Learning Environments Research, 2012Co-Authors: Ridwan Maulana, Marie Opdenakker, P Den J Brok, Roel BoskerAbstract:This study investigated firstly the reliability and validity of an Indonesian version of the Questionnaire on Teacher Interaction (QTI). Second, perceptions of Indonesian Secondary school teachers’ interpersonal behaviour as perceived by students and teachers were studied with the QTI. Third, differences between students’ and teachers’ perceptions regarding interpersonal teacher behaviour were compared. The QTI itself is based on the Model of Interpersonal Behaviour which maps teacher behaviour in terms of Influence (Dominance–Submission) and Proximity (Cooperation–Opposition). In this study, an Indonesian version of the QTI was constructed and distributed to 2,380 students of 69 teachers from 85 classes (grade 7–9) from 12 public Lower Secondary schools in Indonesia. The results showed high reliability and validity for the instrument. Students’ and teachers’ average ratings on Influence were similar, while teacher’s ratings of Proximity were higher than those of students.
Ergul Demir - One of the best experts on this subject based on the ideXlab platform.
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the effect of teaching supported by interactive whiteboard on students mathematical achievements in Lower Secondary Education
New Trends and Issues Proceedings on Humanities and Social Sciences, 2017Co-Authors: Ceren Tunaboylu, Ergul DemirAbstract:There are some researches about using interactive whiteboard in teaching-learning process, which has become the reflection of technology in the classes. These researches indicate that using interactive whiteboard has many positive impacts on students’ affective characteristics such as motivation, attitude and self- efficacy. On the other hand, there are fewer and limited studies about its effects on the success. In this context, the aim of this study is to investigate the effect of using interactive whiteboard in mathematics teaching process on the 7thgradestudents’ achievement. The study was conducted as experimental design. Experimental and control groups were composed of 58 7thgrade students from one school in the 2015-2016 Educational year in Ankara. As a measurement tool, an achievement test developed by the researchers was used as the pre-test and post-test. An Education program which included the activities with interactive whiteboard was developed by researchers. And, this program was implemented to the experimental group 12 hours over 3 weeks. On the other hand, activities for the control group were limited to the blackboard usage. In the analysis of the data, “analysis of covariance (ANCOVA)”was used by defining the pre-test scores as 'covariate' variable. According to the findings, it was observed that there was significant difference between experimental and control groups pre-test average scores [F(1, 55)=12.886, p=0.001<0.05]. When the difference of pre-test scores under control, it was observed the significant difference between the average post-test scores in favour of experimental group [F(1, 55)=9.69, p=0.003<0.05]. These findings show that using interactive whiteboard in mathematics teaching process has positive effects on the students’ mathematical achievement. These results are supported by some other researches’ findings, Archeology, Culture and Art, Ancient and Medieval History Of Eurasia, National Program "Cultural Heritage". Keywords: Education technology, interactive whiteboard, mathematical achievement.
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The effect of teaching supported by interactive whiteboard on students’ mathematical achievements in Lower Secondary Education
2017Co-Authors: Ceren Tunaboylu, Ergul DemirAbstract:There are some researches about using interactive whiteboard in teaching-learning process, which has become the reflection of technology in the classes. These researches indicate that using interactive whiteboard has many positive impacts on students’ affective characteristics such as motivation, attitude and self- efficacy. On the other hand, there are fewer and limited studies about its effects on the success. In this context, the aim of this study is to investigate the effect of using interactive whiteboard in mathematics teaching process on the 7thgradestudents’ achievement. The study was conducted as experimental design. Experimental and control groups were composed of 58 7thgrade students from one school in the 2015-2016 Educational year in Ankara. As a measurement tool, an achievement test developed by the researchers was used as the pre-test and post-test. An Education program which included the activities with interactive whiteboard was developed by researchers. And, this program was implemented to the experimental group 12 hours over 3 weeks. On the other hand, activities for the control group were limited to the blackboard usage. In the analysis of the data, “analysis of covariance (ANCOVA)”was used by defining the pre-test scores as 'covariate' variable. According to the findings, it was observed that there was significant difference between experimental and control groups pre-test average scores [F(1, 55)=12.886, p=0.001
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the effect of teaching supported by interactive whiteboard on students mathematical achievements in Lower Secondary Education
Journal of Education and Learning, 2016Co-Authors: Ceren Tunaboylu, Ergul DemirAbstract:The aim of this study is to investigate the effect of using the interactive whiteboard in mathematics teaching process on the 7 th -grade students’ achievement. This study was conducted as experimental design. Experimental and control groups were composed of 58 7 th -grade students from one school in the 2015-2016 Educational year in Ankara. As a measurement tool, an achievement test developed by the researchers was used as the pre-test and post-test. An Education program which included the activities with the interactive whiteboard was developed by researchers. And, this program was implemented to the experimental group 12 hours over 3 weeks. On the other hand, activities for the control group were limited to the blackboard usage. In the analysis of the data, “analysis of covariance (ANCOVA)” was used by defining the pre-test scores as “covariate” variable. According to the findings, it was observed that there was a significant difference between experimental and control groups pre-test average scores. When the difference of pre-test scores under control, it was observed the significant difference between the average post-test scores in favor of the experimental group. These findings show that using the interactive whiteboard in mathematics teaching process has positive effects on the students’ mathematical achievement. These results are supported by some other researchers’ findings.
P Den J Brok - One of the best experts on this subject based on the ideXlab platform.
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teacher student interpersonal relationships in indonesian Lower Secondary Education teacher and student perceptions
Learning Environments Research, 2012Co-Authors: Ridwan Maulana, Marie Opdenakker, P Den J Brok, Roel BoskerAbstract:This study investigated firstly the reliability and validity of an Indonesian version of the Questionnaire on Teacher Interaction (QTI). Second, perceptions of Indonesian Secondary school teachers’ interpersonal behaviour as perceived by students and teachers were studied with the QTI. Third, differences between students’ and teachers’ perceptions regarding interpersonal teacher behaviour were compared. The QTI itself is based on the Model of Interpersonal Behaviour which maps teacher behaviour in terms of Influence (Dominance–Submission) and Proximity (Cooperation–Opposition). In this study, an Indonesian version of the QTI was constructed and distributed to 2,380 students of 69 teachers from 85 classes (grade 7–9) from 12 public Lower Secondary schools in Indonesia. The results showed high reliability and validity for the instrument. Students’ and teachers’ average ratings on Influence were similar, while teacher’s ratings of Proximity were higher than those of students.
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Teacher–student interpersonal relationships in Indonesian Lower Secondary Education: Teacher and student perceptions
Learning Environments Research, 2012Co-Authors: Ridwan Maulana, Marie Opdenakker, P Den J Brok, Roel BoskerAbstract:This study investigated firstly the reliability and validity of an Indonesian version of the Questionnaire on Teacher Interaction (QTI). Second, perceptions of Indonesian Secondary school teachers’ interpersonal behaviour as perceived by students and teachers were studied with the QTI. Third, differences between students’ and teachers’ perceptions regarding interpersonal teacher behaviour were compared. The QTI itself is based on the Model of Interpersonal Behaviour which maps teacher behaviour in terms of Influence (Dominance–Submission) and Proximity (Cooperation–Opposition). In this study, an Indonesian version of the QTI was constructed and distributed to 2,380 students of 69 teachers from 85 classes (grade 7–9) from 12 public Lower Secondary schools in Indonesia. The results showed high reliability and validity for the instrument. Students’ and teachers’ average ratings on Influence were similar, while teacher’s ratings of Proximity were higher than those of students.
Marie Opdenakker - One of the best experts on this subject based on the ideXlab platform.
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teacher student interpersonal relationships in indonesian Lower Secondary Education teacher and student perceptions
Learning Environments Research, 2012Co-Authors: Ridwan Maulana, Marie Opdenakker, P Den J Brok, Roel BoskerAbstract:This study investigated firstly the reliability and validity of an Indonesian version of the Questionnaire on Teacher Interaction (QTI). Second, perceptions of Indonesian Secondary school teachers’ interpersonal behaviour as perceived by students and teachers were studied with the QTI. Third, differences between students’ and teachers’ perceptions regarding interpersonal teacher behaviour were compared. The QTI itself is based on the Model of Interpersonal Behaviour which maps teacher behaviour in terms of Influence (Dominance–Submission) and Proximity (Cooperation–Opposition). In this study, an Indonesian version of the QTI was constructed and distributed to 2,380 students of 69 teachers from 85 classes (grade 7–9) from 12 public Lower Secondary schools in Indonesia. The results showed high reliability and validity for the instrument. Students’ and teachers’ average ratings on Influence were similar, while teacher’s ratings of Proximity were higher than those of students.
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Teacher–student interpersonal relationships in Indonesian Lower Secondary Education: Teacher and student perceptions
Learning Environments Research, 2012Co-Authors: Ridwan Maulana, Marie Opdenakker, P Den J Brok, Roel BoskerAbstract:This study investigated firstly the reliability and validity of an Indonesian version of the Questionnaire on Teacher Interaction (QTI). Second, perceptions of Indonesian Secondary school teachers’ interpersonal behaviour as perceived by students and teachers were studied with the QTI. Third, differences between students’ and teachers’ perceptions regarding interpersonal teacher behaviour were compared. The QTI itself is based on the Model of Interpersonal Behaviour which maps teacher behaviour in terms of Influence (Dominance–Submission) and Proximity (Cooperation–Opposition). In this study, an Indonesian version of the QTI was constructed and distributed to 2,380 students of 69 teachers from 85 classes (grade 7–9) from 12 public Lower Secondary schools in Indonesia. The results showed high reliability and validity for the instrument. Students’ and teachers’ average ratings on Influence were similar, while teacher’s ratings of Proximity were higher than those of students.
