A Study On Student 's Abilities

We should never let students decide what we learn in class. We have to test them to see how good they are and how we can improve the class, so that they get better and are able to learn more. We also shouldn't just leave the class the same, we

Generally, when looking at each items vertically, most of the columns start with ones which indicates that this skill was easy for the higher ability students and finish with most of zeros which demonstrates that it was difficult for the lower ability students. In between, there is a mixture of ones and zeroes breaking down in the column. This demonstrates that the items in this task are suitable to use to analyse students’ ability. However, there is an irregular pattern of 1’s and 0’s for the item 1.2. The less able students could get this skill while the more able students could not get it. This may be because these students did not have this skill. Therefore, this item is still suitable to be used to assess the student’s abilities.

Undoubtedly, teachers have the greatest influence on student achievement (Hanushek, 2014, p. 274; Harris, 2014, p. 771). Considering that students spend that largest portion of their day with a teacher, it is easy to assume that teachers are the sole persons responsible for students’ academic and social development. However, Hanushek (2014), contends that teachers alone are not responsible for student achievement. There are several education inputs that contribute to the outcome, or student achievement, as often measured by test scores; education inputs include teacher quality, school resources, and family attributes (Hanushek, 2014, p. 273). Contrary to the education input identified by Hanushek, the Coleman Report - which introduced the concept of education production functions - concluded that school, as an input, did not matter (Hanushek, 1979, p. 352; Hanushek, 2014, p. 273).

In this case study, Marie has showed to be very good at computer games, and showed to have a good range of mathematics skills. Also, she does not feel the same towards different situations like the other children in her school. In her class when of the pet animals died she felt unconditional towards the event and was more worried to what was going to happen to the dead pet rather then feeling sad for its death. As for the skills that she acquired through computer games, this could be seen as strength because according to a previous study, children who suffer from autism can develop a certain skill faster than other children (Pring, L., Hermelin, B., & Heavey, L. 1995). Also, the mathematics skills are one of her strengths, as she does not see the world around her like the other children this helps her focus on a main topic more easily than someone that does not have her ability (McMullen, 2000). Autism can make her apathetic towards emotions and feelings, this could be seen as strength as well as a disadvantage, Marie can be spared from feeling sadness, therefore, she can pay attention to details rather than focus on other preoccupations, but she also won’t be able to understand sarcasm and could take words and events quite literally (Cumine, Dunlop & Stevenson, 1998).

One expert who caught my attention was Dr. Janet Elder, who told me about the six characteristic of being a successful student. The six traits are to use strategies, to be prepared, to be responsible, to be organized, to be respectful, and attend all classes to become successful. Sharon Bowman, an expert trainer, told me the levels of learning. Unconscious incompetence shows students that they don’t know the skill at all, and don’t know what's going on. Conscious competence lets students know that they know the knowledge, and know what is expected. Dr. Yvonne Thorton, another expert, gave us a brief explanation of the rabbit theory, which advices someone who is doing poorly on tests to pick up the traits of someone who is doing positively, and see those traits can help them move forward. Stephen Covey explained that building something strong does not just happen overnight. Students must spend time in order for their skills to

Those individuals who are in school to become educators are taught that, whatever expectations they have for the students, those levels will be met by the students. If the student has already failed in the teacher’s mind, then the student will continue to fail. Students are very perceptive individuals and can tell what teachers’ feelings are toward them. This consequence is why future teachers are told to have high expectations for every student. In the article “Empowering Students through Multiple Intelligences,” the story is told of a teacher who had a group of students who had discouraging

The purpose of this study is to explore and analyze which 5th grade teacher inputs are the most important predictors of future achievement of 8th grade math students in classrooms as measured by cognitive exam test scores. The theoretical framework of which this study will be looked at is an education production function. In looking at a study through the lens of an education production function, a trend in the research has emerged in using regression analysis to answer questions.

Gaining experience as a future teacher helps in understanding the multiple challenges of education. By observing these challenges, one becomes better equipped and more prepared to enter the field. Learning theories, behavioral tendencies, and social development are all factors that affect a student’s success in education. In this paper I will analyze and explain the observations made inside and outside of the classroom at Clarkston High School.

Furthermore, there are many factors that have strong influences on student learning gains, including the influences of previous teachers, tutors, family resources, family mobility, the quality of curriculum materials and class size. (2013 Economic Policy Institute). In fact, factors other than the teacher account for roughly 85-90% of the variation in students’ test scores, while teachers account for only 10-15% of the variance in scores (Strauss 2012). Therefore, handing teachers high ratings merely if their students have high test scores would create many miscalculations of teachers’ true capabilities. An example of this can be shown from the

Given the performance index and the reward structure, teachers will allocate effort across students in the class based on the cost of effort and their expected marginal returns to effort. For example, when teachers are ranked and rewarded according to the class average levels, teachers will choose an optimal allocation of effort that maximizes the class average score on the standardized exam. Assume costs of effort are similar across students, teachers will focus more on students for whom the expected return to effort is the highest in terms of gains on the standardized exam. In contrast, teachers focus less on students with high initial academic ability because they believe that these students’ achievement gains are less likely to be rewarded due

It is easy to blame teachers for the success, or lack thereof, of their students’. What people do not realize is that sometimes even the most qualified teachers cannot change how well or poorly their students will do. In Richard Rothstein’s, Why Children from Lower Socioeconomic Classes, on Average, Have Lower Academic Achievement than Middle-Class Children, we get a look into what teachers can and cannot control when it comes to their students achievements based on their socioeconomic status.

The word achievement can be defined as the successful execution of an act. In learning, achievement is the furthering of one's knowledge, typically through an instructional environment provided to the learner; such as public schools. In the large majority of public school systems today, the quality of a student's academic performances and the ability of the teachers who instruct these students are based on the highly controversial yearly standardized testing structure. This structure requires all test-takers to answer a fixed amount of similarly based questions to provide what many presume is an accurate measure of that student’s in-school achievement. However, many others believe these methods are inconclusive and unfair when determining an individual's expertise in a specific area. An award-winning author, Jeannie Fulbright, was once quoted saying “If the purpose of learning is to score well on a test, we've lost sight in the real reason for learning”. In this quote, Fulbright conveys her displeasure with the current standardized testing methods in place. She is not alone in her distaste with this most common evaluation of young learners. This approach is widely criticized due to the level of stress it places on students, as well as it’s forcing of educators to concentrate on keeping pace with a curriculum centered around a test rather than their pupil’s comprehension of a topic. In view of the basis of these opinions against yearly standardized testing, the procedures in

Teacher expectancy describes a behavior in which teachers, whether consciously or unconsciously, ascribe judgements about a student’s perceived academic performance before the student hands anything in. This effect is especially prominent in the deficit model of education, in which students are viewed as receptacles for knowledge and teachers as the faucets that pour knowledge into these receptacles. Teacher expectancy, among other factors, leads to the educational

Low self-esteem and low educational expectations for themselves is a sure sign (Eckstem,1987; Rumberger, 1983). Ambient emotions are signs and they consist of fear, anxiety, and boredom (Connell, 1990). One of the subjects, Joey, understood the importance of learning and school, however, he did what was culturally right for him (Willis, 1977). Student’s seem to think that social context such as family support and school environment has a direct influence on self-system and then it leads to affecting the student’s action (Connell, 1990). Many of the risk factors that are examined are self-esteem, locus of control, and educational expectations (Dyaski, Gleason, 2002). Studies have shown that students with low literacy skills tend to have lower grades and that leads to disengagement (Pinkus, 2008). If teachers have high expectations to the point students cannot seem to meet them they become discouraged and disengaged (Pinkus, 2008). Noticing when a student is not getting enough praise or effective praise is important because this can cause students to draw away from school. (Hallinan, 2008). Failing grades in core courses is a sign (Pinkus, 2008). Feelings of being ignored, misunderstood, devalued, and disrespected are hard signs to see, however, extremely important ones (Pinkus, 2008). Students can be affected by many things, teachers need to try to determine whether it is a sign or if the student is just having a bad day. Some things that may affect a student

This chapter shows the results from both quantitative and qualitative research methods. This research is implemented by completing questionnaires by secondary school teachers and students. The questionnaires were completed by 200 teachers and 144 students. Also, four secondary school teachers (from private and public secondary schools) participated in the qualitative research method (semi-structured interview). The interviews were via telephone.