Learning, teacher expectations and teacher-student relationship
This article analyzes the relationships between student performance and factors that characterize classroom processes and environment by focusing on the direct and indirect effects of teachers' attitudes (perceived teacher-student relationship and teacher expectations) on primary students’ prof...
| Autores: | , |
|---|---|
| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2020 |
| País: | Brasil |
| Institución: | Fundação Carlos Chagas (FCC) |
| Repositorio: | Estudos em Avaliação Educacional |
| Idioma: | portugués |
| OAI Identifier: | oai:ojs.publicacoes.fcc.org.br:article/6487 |
| Acceso en línea: | https://publicacoes.fcc.org.br/eae/article/view/6487 |
| Access Level: | acceso abierto |
| Palabra clave: | Atitude do Professor Rendimento Escolar Relação Professor-aluno Expectativas Educacionais Actitud del Profesor Rendimiento Escolar Relación Profesor-alumno Expectativas Educacionales Teacher Attitudes Student Performance Teacher-student Relationship Educational Expectations |
| Sumario: | This article analyzes the relationships between student performance and factors that characterize classroom processes and environment by focusing on the direct and indirect effects of teachers' attitudes (perceived teacher-student relationship and teacher expectations) on primary students’ proficiency in mathematics. The empirical analysis involved the estimation of an adjusted structural equations model using data from the Estudo Longitudinal da Geração Escolar [Longitudinal Study of School Generation] (Geres) conducted in the cities of Rio de Janeiro, Belo Horizonte, Campinas, Campo Grande and Salvador from 2005 to 2008. Results indicated that i) teacher expectations have a direct effect on student performance; ii) factors related to the composition of classes affect expectations; iii) and the teacher-student relationship directly affects learning gains and is inf luenced by sex, age/grade lag and disciplinary climate. |
|---|