The Experts below are selected from a list of 190527 Experts worldwide ranked by ideXlab platform
Sara E Rimmkaufman - One of the best experts on this subject based on the ideXlab platform.
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do student self efficacy and teacher student Interaction quality contribute to emotional and social engagement in fifth grade math
Journal of School Psychology, 2015Co-Authors: Daniel P Martin, Sara E RimmkaufmanAbstract:Abstract This study examined (a) the contribution of math self-efficacy to students’ perception of their emotional and social engagement in fifth grade math classes, and (b) the extent to which high quality Teacher-Student Interactions compensated for students’ low math self-efficacy in contributing to engagement. Teachers (n = 73) were observed three times during the year during math to measure the quality of Teacher-Student Interactions (emotional, organizational, and instructional support). Fifth graders (n = 387) reported on their math self-efficacy at the beginning of the school year and then were surveyed about their feelings of engagement in math class three times during the year immediately after the lessons during which teachers were observed. Results of multi-level models indicated that students initially lower in math self-efficacy reported lower emotional and social engagement during math class than students with higher self-efficacy. However, in classrooms with high levels of teacher emotional support, students reported similar levels of both emotional and social engagement, regardless of their self-efficacy. No comparable findings emerged for organizational and instructional support. The discussion considers the significance of students’ own feelings about math in relation to their engagement, as well as the ways in which teacher and classroom supports can compensate for students lack of agency. The work has implications for school psychologists and teachers eager to boost students’ engagement in math class.
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to what extent do teacher student Interaction quality and student gender contribute to fifth graders engagement in mathematics learning
Journal of Educational Psychology, 2015Co-Authors: Sara E Rimmkaufman, Alison E Baroody, Ross Larsen, Timothy W Curby, Tashia AbryAbstract:This study examines concurrent teacher–student Interaction quality and 5th graders’ (n = 387) engagement in mathematics classrooms (n = 63) and considers how teacher–student Interaction quality relates to engagement differently for boys and girls. Three approaches were used to measure student engagement in mathematics: Research assistants observed engaged behavior, teachers reported on students’ engagement, and students completed questionnaires. Engagement data were conducted 3 times per year concurrent with measures of teacher–student Interaction quality. Results showed small but statistically significant associations among the 3 methods. Results of multilevel models showed only 1 significant finding linking quality of teacher–student Interactions to observed or teacher-reported behavioral engagement; higher classroom organization related to higher levels of observed behavioral engagement. However, the multilevel models produced a rich set of findings for student-reported engagement. Students in classrooms with higher emotional support reported higher cognitive, emotional, and social engagement. Students in classrooms higher in classroom organization reported more cognitive, emotional, and social engagement. Interaction effects (Gender × Teacher–student Interaction quality) were present for student-reported engagement outcomes but not in observed or teacher-reported engagement. Boys (but not girls) in classrooms with higher observed classroom organization reported more cognitive and emotional engagement. In classrooms with higher instructional support, boys reported higher but girls reported lower social engagement. The discussion explores implications of varied approaches to measuring engagement, interprets teacher–student Interaction quality and gender findings, and considers the usefulness of student report in understanding students’ math experiences.
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the influence of fidelity of implementation on teacher student Interaction quality in the context of a randomized controlled trial of the responsive classroom approach
Journal of School Psychology, 2013Co-Authors: Tashia Abry, Sara E Rimmkaufman, Ross Larsen, Alexis J BrewerAbstract:Abstract This study examined the direct and indirect effects between training in the Responsive Classroom® (RC) approach, teachers' uptake of RC practices, and teacher–student Interaction quality, using a structural equation modeling framework. A total of 24 schools were randomly assigned to experimental or control conditions. Third- and fourth-grade teachers in treatment schools (n = 132) received training in the RC approach, whereas teachers in control schools (n = 107) continued “business as usual.” Observers rated teachers' fidelity of implementation (FOI) of RC practices 5 times throughout the year using the Classroom Practices Observation Measure. In addition, teachers completed self-report measures of FOI, the Classroom Practices Teacher Survey and Classroom Practices Frequency Survey, at the end of the school year. Teacher–student Interactions were rated during classroom observations using the Classroom Assessment Scoring System. Controlling for teachers' grade level and teacher–student Interaction quality at pretest, RC training was expected to predict posttest teacher–student Interaction quality directly and indirectly through FOI. Results supported only a significant indirect effect, β = 0.85, p = .002. Specifically, RC teachers had higher levels of FOI of RC practices, β = 1.62, p
Tashia Abry - One of the best experts on this subject based on the ideXlab platform.
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to what extent do teacher student Interaction quality and student gender contribute to fifth graders engagement in mathematics learning
Journal of Educational Psychology, 2015Co-Authors: Sara E Rimmkaufman, Alison E Baroody, Ross Larsen, Timothy W Curby, Tashia AbryAbstract:This study examines concurrent teacher–student Interaction quality and 5th graders’ (n = 387) engagement in mathematics classrooms (n = 63) and considers how teacher–student Interaction quality relates to engagement differently for boys and girls. Three approaches were used to measure student engagement in mathematics: Research assistants observed engaged behavior, teachers reported on students’ engagement, and students completed questionnaires. Engagement data were conducted 3 times per year concurrent with measures of teacher–student Interaction quality. Results showed small but statistically significant associations among the 3 methods. Results of multilevel models showed only 1 significant finding linking quality of teacher–student Interactions to observed or teacher-reported behavioral engagement; higher classroom organization related to higher levels of observed behavioral engagement. However, the multilevel models produced a rich set of findings for student-reported engagement. Students in classrooms with higher emotional support reported higher cognitive, emotional, and social engagement. Students in classrooms higher in classroom organization reported more cognitive, emotional, and social engagement. Interaction effects (Gender × Teacher–student Interaction quality) were present for student-reported engagement outcomes but not in observed or teacher-reported engagement. Boys (but not girls) in classrooms with higher observed classroom organization reported more cognitive and emotional engagement. In classrooms with higher instructional support, boys reported higher but girls reported lower social engagement. The discussion explores implications of varied approaches to measuring engagement, interprets teacher–student Interaction quality and gender findings, and considers the usefulness of student report in understanding students’ math experiences.
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the influence of fidelity of implementation on teacher student Interaction quality in the context of a randomized controlled trial of the responsive classroom approach
Journal of School Psychology, 2013Co-Authors: Tashia Abry, Sara E Rimmkaufman, Ross Larsen, Alexis J BrewerAbstract:Abstract This study examined the direct and indirect effects between training in the Responsive Classroom® (RC) approach, teachers' uptake of RC practices, and teacher–student Interaction quality, using a structural equation modeling framework. A total of 24 schools were randomly assigned to experimental or control conditions. Third- and fourth-grade teachers in treatment schools (n = 132) received training in the RC approach, whereas teachers in control schools (n = 107) continued “business as usual.” Observers rated teachers' fidelity of implementation (FOI) of RC practices 5 times throughout the year using the Classroom Practices Observation Measure. In addition, teachers completed self-report measures of FOI, the Classroom Practices Teacher Survey and Classroom Practices Frequency Survey, at the end of the school year. Teacher–student Interactions were rated during classroom observations using the Classroom Assessment Scoring System. Controlling for teachers' grade level and teacher–student Interaction quality at pretest, RC training was expected to predict posttest teacher–student Interaction quality directly and indirectly through FOI. Results supported only a significant indirect effect, β = 0.85, p = .002. Specifically, RC teachers had higher levels of FOI of RC practices, β = 1.62, p
Dieter Schmalstieg - One of the best experts on this subject based on the ideXlab platform.
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mathematics and geometry education with collaborative augmented reality
Computers & Graphics, 2003Co-Authors: Hannes Kaufmann, Dieter SchmalstiegAbstract:Abstract Construct3D is a 3D geometric construction tool specifically designed for mathematics and geometry education. It is based on the mobile collaborative augmented reality system “Studierstube”. We describe our efforts in developing a system for the improvement of spatial abilities and maximization of transfer of learning. In order to support various teacher–student Interaction scenarios we implemented flexible methods for context and user dependent rendering of parts of the construction. Together with hybrid hardware setups they allow the use of Construct3D in today's classrooms and provide a testbed for future evaluations. Means of application and integration in mathematics and geometry education at high school as well as university level are being discussed. Anecdotal evidence supports our claim that Construct3D is easy to learn, encourages experimentation with geometric constructions and improves spatial skills.
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mathematics and geometry education with collaborative augmented reality
International Conference on Computer Graphics and Interactive Techniques, 2002Co-Authors: Hannes Kaufmann, Dieter SchmalstiegAbstract:Construct3D is a three-dimensional geometric construction tool specifically designed for mathematics and geometry education. It is based on the mobile collaborative augmented reality system "Studierstube." We describe our efforts in developing a system for the improvement of spatial abilities and maximization of transfer of learning. In order to support various Teacher-Student Interaction scenarios we implemented flexible methods for context and user dependent rendering of parts of the construction. Together with hybrid hardware setups they allow the use of Construct3D in today's classrooms and provide a test bed for future evaluations. Means of application and integration in mathematics and geometry education at the high school, as well as the university, level are being discussed. Anecdotal evidence supports our claim that Construct3D is easy to learn, encourages experimentation with geometric constructions, and improves spatial skills.
Kirsi Pyhältö - One of the best experts on this subject based on the ideXlab platform.
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early career teachers sense of professional agency in the classroom associations with turnover intentions and perceived inadequacy in teacher student Interaction
Asia-pacific Journal of Teacher Education, 2017Co-Authors: Lauri Heikonen, Kirsi Pyhältö, Janne Pietarinen, Auli Toom, Tiina SoiniAbstract:ABSTRACTTeachers’ capacity to learn intentionally and responsively in the classroom is particularly vulnerable during the first years in the profession. This study investigated the interrelations between early career teachers’ turnover intentions, perceived inadequacy in teacher–student Interaction, and sense of professional agency in the classroom. The survey data were collected from 284 in-service teachers with not more than 5 years of experience and analysed by structural equation modelling (SEM). The results showed that the negative relation between turnover intentions and early career teachers’ sense of professional agency was completely mediated by perceived inadequacy in teacher–student Interaction. The results indicate that experiences of insufficient abilities to solve pedagogically and socially challenging student situations have a crucial effect on early career teacher’s capacity for adaptive reflection and active transformation of instruction.
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the anatomy of adolescents emotional engagement in schoolwork
Social Psychology of Education, 2016Co-Authors: Sanna Ulmanen, Tiina Soini, Janne Pietarinen, Kirsi PyhältöAbstract:This study explores the complexity of emotionally engaging schoolwork among students by analysing the interrelation between the affective and the social dimensions of emotional engagement. The data were collected from 78 Finnish sixth-grade (aged 12–13 years) and 89 eighth-grade (aged 14–15 years) students using picture tasks. The results show that the main elements of the affective dimension are the valuing of schoolwork and the enjoyment of learning, and the main element of the social dimension is a sense of belonging in terms of social cohesion and the support experienced by students. Furthermore, the results suggest that emotional engagement has internal dynamics: the affective and social dimension influence each other, regulating the students’ sense of emotional engagement. Consequently, neither of the dimensions alone result in strong, balanced emotional engagement. In addition, the results show that the relation between the affective and social dimension was more unbalanced in the peer Interaction than in the teacher–student Interaction at both grade levels. This suggests that tensions in the peer Interaction at school make for a more complicated context in terms of emotional engagement.
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students emotional and cognitive engagement as the determinants of well being and achievement in school
International Journal of Educational Research, 2014Co-Authors: Janne Pietarinen, Tiina Soini, Kirsi PyhältöAbstract:Abstract This study aims to gain a better understanding of the interrelation between students’ emotional and cognitive engagement that is mediated by experienced well-being in school. The main hypothesis was that perceived emotional engagement constructed in the peer group and in teacher–student Interaction together with school-related well-being contributes to students’ perceived cognitive engagement and, further, to their school achievement. A total of 170 students from three case study schools were surveyed, and the hypothesis was tested using structural equation modelling (SEM). The results showed that students’ cognitive engagement was highly dependent both on the dynamic interplay between students and the school environment and, more broadly, on the daily pedagogical practices adopted in schools. Moreover, the students’ experience of school-related well-being was a key mediator for emotional and cognitive engagement and, further, contributed to their school achievement. The detected interrelation between student learning and subjective school-related well-being has potentially significant implications for further studies attempting to understand the complexity of the experience of engagement in the multiple social contexts provided by schools. The findings further imply that the focus in developing school pedagogical practices should be the dynamics between students and their learning environment rather than solely the individual or the environment.
Hannes Kaufmann - One of the best experts on this subject based on the ideXlab platform.
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mathematics and geometry education with collaborative augmented reality
Computers & Graphics, 2003Co-Authors: Hannes Kaufmann, Dieter SchmalstiegAbstract:Abstract Construct3D is a 3D geometric construction tool specifically designed for mathematics and geometry education. It is based on the mobile collaborative augmented reality system “Studierstube”. We describe our efforts in developing a system for the improvement of spatial abilities and maximization of transfer of learning. In order to support various teacher–student Interaction scenarios we implemented flexible methods for context and user dependent rendering of parts of the construction. Together with hybrid hardware setups they allow the use of Construct3D in today's classrooms and provide a testbed for future evaluations. Means of application and integration in mathematics and geometry education at high school as well as university level are being discussed. Anecdotal evidence supports our claim that Construct3D is easy to learn, encourages experimentation with geometric constructions and improves spatial skills.
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mathematics and geometry education with collaborative augmented reality
International Conference on Computer Graphics and Interactive Techniques, 2002Co-Authors: Hannes Kaufmann, Dieter SchmalstiegAbstract:Construct3D is a three-dimensional geometric construction tool specifically designed for mathematics and geometry education. It is based on the mobile collaborative augmented reality system "Studierstube." We describe our efforts in developing a system for the improvement of spatial abilities and maximization of transfer of learning. In order to support various Teacher-Student Interaction scenarios we implemented flexible methods for context and user dependent rendering of parts of the construction. Together with hybrid hardware setups they allow the use of Construct3D in today's classrooms and provide a test bed for future evaluations. Means of application and integration in mathematics and geometry education at the high school, as well as the university, level are being discussed. Anecdotal evidence supports our claim that Construct3D is easy to learn, encourages experimentation with geometric constructions, and improves spatial skills.
