Students who have low self-efficacy will be likely to give up easily, avoid challenging tasks, focus on their failings, and quickly lose confidence at the first sign of criticism (Cherry, 2013). Bandura's social cognitive theory and the concept of self-efficacy can be applied to this classroom with regard to the differences between genders. Clearly, boys had a high sense of self-efficacy vs. The girls, and the teacher did not recognize this fact. Again, refraining from offering feedback immediately after a verbal presentation might help the students with low self-efficacy address challenges in a safe way. As they build self-efficacy, learn to enjoy the art of failing gracefully, and see difficult tasks through to the end, the girls may increase their self-efficacy. The teacher can achieve this through gentle encouragement. Self-regulated learning is related to social learning, motivation, and self-efficacy. In this classroom, the teacher already incorporates activities that will encourage self-regulated learning because it is an advanced placement class. However, there are other ways the teacher can use different instructional approaches to motivate students in the classroom. For example, the teacher can ironically capitalize on the gender differences by segregating the class into boys and girls, and having a competition. If the girls lose, they will still have collaborated and the collaborative learning activity will strengthen their social networks. This will lead to increased trust among the students, possibly more collaborative learning, and more goal-driven behaviors. Accountable to peers, the...
If the girls win the original competition against the boys, it will have the added benefit of boosting the self-esteem and self-efficacy of the female students.
It is now recognized that individuals learn in different ways -- they perceive and process information in various ways. The learning styles theory suggests that the way that children acquire information has more to do with whether the educational experience is slanted toward their specific style of learning than their intelligence. The foundation of the learning styles methodology is based in the classification of psychological types. The research demonstrates that,
Education Policy Reading First is a new grant program proposed by President Bush and endorse as part of the 2001 reauthorization of the Elementary and Secondary Education Act. The new program is part of Title I Part B, along with the Reading First program, which is focused on students in kindergarten through third grade. Reading First provides competitive grants directly to the local level to improve the reading readiness of preschool age
Higher Education Should Be Free Should higher education in the United States be free? An examination of available evidence suggests that it should be. I hope to go through a number of the most persuasive argumens as to why higher education in the United States should be regarded as a public good (like clean air or working highways) rather than as a market commodity (like iPhones or Furbies). The United
Theoretically, CLIL draws on research that situates the integration of language and content as the relationship between form and meaning. An understanding of the theory and practice related to the content-based classroom is essential to the present study. In this section of the chapter, I outline the underlying theory and rationale commonly cited as a basis for CLIL, review empirical research that has evaluated CLIL in the classroom, and
In their study, "Thinking of Inclusion for All Special Needs Students: Better Think Again," Rasch and his colleagues (1994) report that, "The political argument in favor of inclusion is based on the assumption that the civil rights of students, as outlined in the 1954 decision handed down in Brown v. Board of Education, which struck down the concept of 'separate but equal,' can also be construed as applying to special
Juvonen et al., (2004) explains that a teachers in depth understanding of mathematics in particular is extremely important in middle school. The authors also point out that learning more difficult math in the eighth grade such as math is imports because 8th grade students who take algebra are more likely to apply to college than those that don't (Atanda, 1999). In addition the authors insists that when middle school
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