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

SES-1202971 Cecilia Ridgeway和Sara Jordan-Bloch斯坦福大学博士论文研究：教师的重要性如何塑造学生的抱负和表现对教师效应和师生关系的研究表明，教师对学生在学校的表现做出了重要而持久的贡献。然而，教师是如何发挥这种重要影响的，人们仍然知之甚少。这个项目考察了学生的学业成绩在多大程度上取决于学生对教师“重要”的看法。在这种情况下，这个项目是对现有研究的补充，这些研究转而侧重于教师特征或学生对教师素质的解释。重要性的概念包括这样一种感觉，即一个人被注意、重要和/或需要，在这种情况下是被老师注意到的。该项目使用了一种混合方法，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、观察数据和访谈数据。这项研究以社会心理学文献为基础，将青少年的自我概念、师生关系以及重要的社会和学术成果联系在一起。它打算产生教育从业者以及家庭和普通公众感兴趣的结果。研究结果还可以用来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。这一发现可能会影响社会对教师对学生的影响的期望。研究结果还可能对学校结构、课堂教学方法和教学实践产生影响。

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.