Browsing by Subject "engagement"
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Item A Developmental Perspective on Reciprocal Effects of Teacher-Student Relationship and Achievement Across the Elementary Grades(2010-10-12) Barrois, Lisa KatherineThe current study utilized structural equation modeling to test an indirect model of the effects of Teacher-Student Relationship Quality (TSRQ) on reading and math achievement via the indirect effects of TSRQ on engagement over the entire grade school period (grades 1-5). The use of this design allowed for the testing of reciprocal causal pathways and stationarity effects across the first five years of post-kindergarten schooling. It was hypothesized that structural relationships between TSRQ, engagement and achievement would vary across the grade school period with early experiences with teachers influencing students? patterns of engagement which would become stable, influencing future teacher-student relationships and long-term achievement. Additionally, muti-group analyses were utilized to determine if gender or ethnicity impacts the fit of the structural model. Results indicated that the effect of TSRQ on engagement is invariant across time. For both math and reading target outcomes, the null hypothesis that effects are invariant (i.e., constant) across time could not be rejected. Additionally, results did not indicate that gender or ethnic group membership impacted the structural fit of the model. The current sample was limited to elementary school students and may not have provided a sufficient age span to investigate the developmental trends in teacher-student relationships that were predicted. Additionally, while the influence of TSRQ on engagement and achievement remains constant, the process through which TSRQ influences achievement may vary at different developmental periods. Study limitations and implications were also discussed.Item The effect of the Capturing Kids' Hearts staff development program in fostering positive teacher-student relationships at Jane Long Middle School in Bryan ISD(Texas A&M University, 2004-09-30) Yeager, Walter Lee, Jr.The purpose of this study was to examine the impact of the Capturing Kids' Hearts staff development program on teacher-student relationships, student engagement, attentiveness, achievement, collaboration, and discipline. The study also sought to measure teacher perceptions of the effectiveness of the training and how teachers implemented methods and strategies from the Capturing Kids' Hearts program. An extensive review of the literature in regard to teacher-student relationships, student engagement, and student discipline indicated that the emotional connection established between the classroom teacher and the student is the basis of much of a students' success in school. The creation of a positive teacher-student relationship is important in helping students to feel that their academic success and self-importance is valued and deemed worthy by the school organization. The study involved teachers and students answering a pre-survey and post-survey questionnaire about classroom activities and teacher traits. Teachers and students took the pre-survey before teachers attended the Capturing Kids' Hearts training. At the end of the year all participants answered the post-survey questions. The Capturing Kids' Hearts staff development program is a 3-day retreat where-in teachers learn the techniques and rationale for creating social contracts for organizing their classrooms. Questioning techniques are taught that enable teachers to redirect students with off-task behaviors. Participants are taught different methods of building rapport and trust with students. Research findings of this study included: 1. Teacher perceptions of the Capturing Kids' Hearts program were more positive than students. 2. Eighth grade students had more positive perceptions of teachers and classrooms than did seventh and sixth grade students. 3. Teachers valued the training and recognized the worth of its implementation in their classrooms.Item Zine Party! Collaborating across UT Libraries to Experiment with Methods, Workflows & Tools, Build Awareness of a Collection, and Teach Metadata Literacy(2015-04-28) Hecker, Jennifer; Pad, Rebecca; Choate, Aaron; Cofield, Melanie; Schwartz, Laura; Marchock, Ann; University of Texas at AustinRecent donations of two large collections of zines* to UT’s Fine Arts Library have highlighted the need to improve access to the zines and, at the same time, staff across the Libraries have become more and more interested in exploring new ways to think about describing resources, crowdsourcing, metadata literacy, community engagement, software development, and gamification. Identifying an opportunity to build awareness of the zine collection, and deepen student and community engagement with the Libraries, we created an event that would allow us to explore these topics, while also doing some PR for the zine collection. The resulting Zine Party! event kicked off with an overview of the world of zines, zine collections and zine librarianship around the country, and a primer on how UT Libraries catalogs zines, then introduced attendees to the xZINECOREx metadata schema and invited them to input catalog metadata using a gamified interface we adapted for local use. The diverse goals of the various collaborators came together in this event: the event provided an opportunity to ask questions related to public relations, community outreach and engagement, the Libraries’ desire to increase engagement with community software development models, and the incorporation of crowdsourcing into some of our metadata workflows. The profession as a whole has been abuzz with talk of educating the public about what we do as a path to building greater support for the missions of libraries, archives and museums, and we hope we have made a dent in this larger goal as well. Our panel will include representatives from each of the involved departments who will share their work on the project, and discuss their motivations and takeaways. *magazines made for love, not money