Doctoral Dissertation Research: How Mattering to Teachers Shapes Student Aspirations and Performance

博士论文研究：教师的重要性如何塑造学生的愿望和表现

• 批准号: 1202971
• 负责人: Cecilia Ridgeway
• 金额: $ 0.45万
• 依托单位: Stanford University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2012
• 资助国家: 美国
• 起止时间: 2012-04-01 至 2013-03-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1202971&HistoricalAwards=false
• 关键词: Doctoral; Dissertation; Research; How; Mattering

SES-1202971Cecilia Ridgeway and Sara Jordan-BlochStanford UniversityAbstractDoctoral Dissertation Research: How Mattering to Teachers Shapes Student Aspirations and PerformanceResearch on teacher effects and the teacher-student relationship has shown that teachers contribute in important and durable ways to how students function in school. However, the ways in which teachers exert this important influence remains poorly understood. This project examines the degree to which student academic outcomes depend on the students' perception that they "matter" to teachers. In that way, this project complements extant research that focuses instead on teacher characteristics or student interpretations of teacher qualities. The concept of mattering includes the sense that one is noticed, important, and/or needed, in this case by teachers. The project uses a mixed-method approach with data collected from ninth-graders at two large public high schools, including survey data, observational data, and interview data. This study is grounded in social-psychological literature and links adolescent self-concept, the teacher-student relationship, and important social and academic outcomes.Broader ImpactsThis study addresses a central concern about the determinants of educational outcomes and disparities. It intends to generate findings of interest to practitioners in education, as well as families and the general public. Findings could also be used to inform scholarship in several disciplines, as well as future data collection efforts. Findings may have implications for social expectations regarding the effects teachers can have on their students. Findings may also have implications for school structure, classroom pedagogy and teaching practices.

斯坦福大学摘要博士论文研究：教师如何影响学生的愿望和表现对教师的影响和师生关系的研究表明，教师对学生在学校的作用有重要而持久的贡献。 然而，教师如何发挥这一重要影响仍然知之甚少。 这个项目研究了学生的学业成绩在多大程度上取决于学生对他们对教师“重要”的看法。 这样，这个项目补充了现存的研究，而不是侧重于教师的特点或学生的教师素质的解释。 重要的概念包括一个人被注意到的感觉，重要的，和/或需要的，在这种情况下，由教师。该项目采用混合方法，从两所大型公立高中的九年级学生那里收集数据，包括调查数据、观察数据和采访数据。 本研究是植根于社会心理学文献和链接青少年的自我概念，师生关系，重要的社会和学术outcomes.Broader ImpactsThis研究解决了一个中心关注的教育成果和差距的决定因素。 它打算产生教育从业人员以及家庭和公众感兴趣的调查结果。 研究结果也可用于为几个学科的学术研究以及未来的数据收集工作提供信息。 研究结果可能会对教师对学生的影响产生社会期望的影响。 研究结果也可能对学校结构、课堂教学法和教学实践产生影响。