For a number of years, "process-product" re searchers have studied the relationship between teacher behaviors (process) and student achievement (product) with the hope of determining what teacher behaviors will lead to increases in student achieve ment and attitude. At last, this research has borne fruit. Several reviewers of process-product research have recently concluded that effective teach...

Questionnaire Data from the PIRLS 2006 study in Italy provided a number of indices in order to summarize factors of educational context influencing reading achievement. The aim of the present secondary study is to explore the relationship between these indices at school as well as pupil levels and the Rasch-scaled score for overall reading achievement. A multilevel analysis was conducted using ...

With the proliferation of educational reform policies and strategies, the need for high quality professional development (PD) has emerged as one of the most important areas for research in education, particularly in determining the relationship between PD and student learning outcomes (Borko, 2004). Although research has begun to focus on the defining characteristics of quality PD, little has b...

The Role of Emotional Intelligence to Teacher Perception Student-Teacher Relationship. A positive relationship between teachers and students is affected by many factors. competency in evaluate emotion oneself others, regulating their will have impact on perception with students. Based previous studies, the study how teacher’s emotional intelligence relates teacher-student relationships has not ...

This study investigated the relationship between student perceptions of others in an online class and both affective and cognitive learning outcomes. Data were gathered from student survey responses and instructor evaluation of performance. Results from this study indicated significant correlations between student perceptions of the presence of other students in the class and scores on an attit...

BACKGROUND Although there have been many studies of bullying, few have linked it with the escalation of disruption-coercion that sometimes occur in the classroom. Understanding this relationship is the aim of this research. METHOD The study included 22114 Spanish adolescents, aged 12 to 18 years (mean age = 14.22, SD = 1.41). 49.6% were boys (mean age = 14.26, SD = 1.41) and 50.4% were girls ...