Learning, teacher expectations and teacher-student relationship
DOI:
https://doi.org/10.18222/eae.v0ix.6487Keywords:
Teacher Attitudes, Student Performance, Teacher-student Relationship, Educational ExpectationsAbstract
This article analyzes the relationships between student performance and factors that characterize classroom processes and environment by focusing on the direct and indirect effects of teachers' attitudes (perceived teacher-student relationship and teacher expectations) on primary students’ proficiency in mathematics. The empirical analysis involved the estimation of an adjusted structural equations model using data from the Estudo Longitudinal da Geração Escolar [Longitudinal Study of School Generation] (Geres) conducted in the cities of Rio de Janeiro, Belo Horizonte, Campinas, Campo Grande and Salvador from 2005 to 2008. Results indicated that i) teacher expectations have a direct effect on student performance; ii) factors related to the composition of classes affect expectations; iii) and the teacher-student relationship directly affects learning gains and is inf luenced by sex, age/grade lag and disciplinary climate.
Downloads
References
BRESSOUX, Pascal. As pesquisas sobre o efeito-escola e o efeito-professor. Educação em Revista, Belo Horizonte, n. 38, p. 17-88, 2003.
BRESSOUX, Pascal; PANSU, Pascal. Pupils’ self-perceptions: the role of teachers’ judgment controlling for big-fish-little-pond effect. European Journal of Psychology of Education, v. 31, n. 3, p. 341-357, 2016. DOI: https://doi.org/10.1007/s10212-015-0264-7
BRITTO, Vera Maria Vedovelo de; LOMONACO, José Fernando Bitencourt. Expectativa do professor: implicações psicológicas e sociais. Psicologia: Ciência e Profissão, Brasília, DF, v. 3, n. 2, p. 59-79, 1983. DOI: https://doi.org/10.1590/S1414-98931983000100005
BROOKE, Nigel; BONAMINO, Alicia. Geres 2005: razões e resultados de uma pesquisa longitunal sobre a eficácia escolar. Rio de Janeiro: Walprint Gráfica e Editora, 2011.
CROIZET, Jean-Claude. Estigmatização (efeitos da). In: ZANTEN, Agnés Van (org.). Dicionário de educação. Petrópolis: Vozes, 2011. p. 369-371.
DANIC, Isabelle. Socialização escolar. In: ZANTEN, Agnès Van (org.). Dicionário de educação. Petrópolis: Vozes, 2011. p. 737-742.
DARLING-HAMMOND, Linda. Teacher quality and student achievement: a review of state policy evidence. Education Policy Analysis Archives, v. 8, n. 1, 1999. DOI: https://doi.org/10.14507/epaa.v8n1.2000
DEMANET, Jannick; VAN HOUTTE, Mieke. School belonging and school misconduct: the differing role of teacher and peer attachment. Journal of Youth and Adolescence, v. 41, n. 4, p. 499-514, Apr. 2012a. DOI: https://doi.org/10.1007/s10964-011-9674-2
DEMANET, Jannick; VAN HOUTTE, Mieke. Teachers’ attitudes and students’ opposition. School misconduct as a reaction to teachers’ diminished effort and affect. Teaching and Teacher Education, v. 28, n. 6, p. 860-869, 2012b. DOI: https://doi.org/10.1016/j.tate.2012.03.008
FELOUZIS, George. A eficácia dos professores. Porto: Rés, 2000.
FERRÃO, Maria Eugénia; COSTA, Patrícia Mota; MATOS, Daniel Abud Seabra. The relevance of the school socioeconomic composition and school proportion of repeaters on grade repetition in Brazil: a multilevel logistic model of PISA 2012. Large-scale Assessments in Education, v. 5, n. 1, p. 7, 2017. DOI: https://doi.org/10.1186/s40536-017-0036-8
FRANCO, Creso; BROOKE, Nigel; ALVES, Fátima. Estudo longitudinal sobre qualidade e equidade no ensino fundamental brasileiro: Geres 2005. Ensaio: Avaliação e Políticas Públicas em Educação, Rio de Janeiro, v. 16, n. 61, p. 625-637, out./dez. 2008. DOI: https://doi.org/10.1590/S0104-40362008000400008
GOLDHABER, Dan D.; BREWER, Dominic J. Why don’t schools and teachers seem to matter? Assessing the impact of unobservables on educational productivity. The Journal of Human Resources, v. 32, n. 3, p. 505-523, Sumer 1997. DOI: https://doi.org/10.2307/146181
GUIMARÃES, Raquel. The effect of teacher content knowledge on student achievement: a quantitative case analysis of six Brazilian states. In: REUNIÃO DA ABAVE, 7., 2013, Brasília, DF. Anais [...]. Rio de Janeiro: Abave, 2013. p. 265-278.
HAIR, Joseph F. et al. Análise multivariada de dados. 5. ed. Porto Alegre: Bookman, 2009.
HAMBLETON, Ronald K.; SWAMINATHAN, Hariharan; ROGERS, H. Jane. Fundamentals of item response theory. Newbury Park, CA: Sage Pubications, 1991.
HANUSHEK, Eric A.; RIVKIN, Steven G. Generalizations about using value-added measures of teacher quality. American Economic Review, v. 100, n. 2, p. 267-271, 2010. DOI: https://doi.org/10.1257/aer.100.2.267
HOLGADO–TELLO, Francisco Pablo et al. Polychoric versus Pearson correlations in exploratory and confirmatory factor analysis of ordinal variables. Quality and Quantity, v. 44, n. 1, p. 153-166, Jan. 2010. DOI: https://doi.org/10.1007/s11135-008-9190-y
KAISER, Henry F. The application of electronic computers to factor analysis. Educational and Psychological Measurement, v. 20, n. 1, p. 141–151, 1960. Disponível em: https://journals.sagepub. com/doi/10.1177/001316446002000116. Acesso em: 17 fev. 2020. DOI: https://doi.org/10.1177/001316446002000116
LADD, Helen F. Teacher effects: what do we know. In: DUNCAN, Greg; SPILLANE, James (ed.). Teacher quality: broadening and deepening the debate. Evanston, Illinois: Multidisciplinary Program in the Education Sciences, Northwestern University, 2008. p. 3-26.
LAFONTAINE, Dominique. Efeito sala de aula (efeito turma). In: ZANTEN, Agnès Van (org.). Dicionário de educação. Petrópolis: Vozes, 2011. p. 279-284.
MADAUS, George F.; AIRASIAN, Peter W.; KELLAGHAN, Thomas. Insumos escolares, processos e recursos. In: BROOKE, Nigel; SOARES, José Francisco (org.). Pesquisa em eficácia escolar: origem e trajetórias. Belo Horizonte: Editora UFMG, 2008. p. 112-141.
MATOS, Daniel Abud Seabra; FERRÃO, Maria Eugénia. Repetência e indisciplina: evidências de Brasil e Portugal no Pisa 2012. Cadernos de Pesquisa, São Paulo, v. 46, n. 161, p. 614-636, jul./set. 2016. DOI: https://doi.org/10.1590/198053143669
MORALES, P. Toledo. El estilo docente como criterio de eficacia. Un estudio de caso. In: ANGULO, Luis Miguel Villar; ALMENARA, Julio Cabera (org.). Aspectos críticos de una reforma educativa. Sevilha: Secretariado de Publicaciones de la Universidad de Sevilla, 1995. p. 119-147.
MORTIMORE, Peter et al. A importância da escola. In: BROOKE, Nigel; SOARES, José Francisco (org.).Pesquisa em eficácia escolar: origem e trajetórias. Belo Horizonte: Editora UFMG, 2008. p. 187-217.
NYE, Barbara; KONSTANTOPOULOS, Spyros; HEDGES, Larry V. How large are teacher effects? Educational Evaluation and Policy Analysis, v. 26, n. 3, p. 237-257, 2004. DOI: https://doi.org/10.3102/01623737026003237
OLIVEIRA, Romualdo Portela de; ARAUJO, Gilda Cardoso de. Qualidade do ensino: uma nova dimensão da luta pelo direito à educação. Revista Brasileira de Educação, Rio de Janeiro, n. 28, p. 5-23, abr. 2005. Disponível em: http://www.scielo.br/scielo.php?script=sci_arttext&pid=S1413-24782005000100002&lng=pt&tlng=pt. Acesso em: 10 dez. 2018. DOI: https://doi.org/10.1590/S1413-24782005000100002
OSTI, Andréia; MARTINELLI, Selma de Cássia. Desempenho escolar: análise comparativa em função do sexo e percepção dos estudantes. Educação e Pesquisa, São Paulo, v. 40, n. 1, p. 49-59, 2014. DOI: https://doi.org/10.1590/S1517-97022013005000021
PAUL, Jean-Jacques. Repetência dos alunos. In: ZANTEN, Agnès Van (org.). Dicionário de educação. Petrópolis: Vozes, 2011. p. 705-708.
RAVITCH, Diane. Reign of error: the hoax of the privatization movement and the danger to America’s public schools. New York: Alfred A. Knopf, 2013.
REYNOLDS, David; TEDDLIE, Charlie. Os processos de eficácia escolar. In: BROOKE, Nigel; SOARES, José Francisco (org.). Pesquisa em eficácia escolar: origem e trajetórias. Belo Horizonte: Editora UFMG, 2008. p. 297-328.
ROSENTHAL, Robert; JACOBSON, Lenore. Pygmalion in the classroom. The Urban Review, v. 3, n. 1, p. 16-20, Sept. 1968. DOI: https://doi.org/10.1007/BF02322211
RUTTER, Michael et al. Fifteen thousand hours: secondary schools and their effects on children. London: Open Books, 1979.
SAMEJIMA, Fumi. Estimation of latent ability using a response pattern of graded scores. Pricenton, NJ: Educational Testing Service, 1968 (ETS Research Bulletin Series). DOI: https://doi.org/10.1002/j.2333-8504.1968.tb00153.x
SANDERS, William L.; WRIGHT, S. Paul; HORN, Sandra P. Teacher and classroom context effects on student achievement: implications for teacher evaluation. Journal of Personnel Evaluation in Education, v. 11, n. 1, p. 57-67, 1997. DOI: https://doi.org/10.1023/A:1007999204543
SOARES, Tufi Machado. Influência do professor e do ambiente em sala de aula sobre a proficiência alcançada pelos alunos avaliados no SIMAVE-2002. Estudos em Avaliação Educacional, São Paulo, n. 28, p. 103-124, jul./dez. 2003. DOI: https://doi.org/10.18222/eae02820032172
SOARES, Tufi Machado et al. A expectativa do professor e o desempenho dos alunos. Psicologia: Teoria e Pesquisa, Brasília, v. 26, n. 1, p. 157-170, mar. 2010. DOI: https://doi.org/10.1590/S0102-37722010000100018
STRONGE, James H.; WARD, Thomas J.; GRANT, Leslie W. What makes good teachers good? A cross-case analysis of the connection between teacher effectiveness and student achievement. Journal of Teacher Education, v. 62, n. 4, p. 339-355, 2011. DOI: https://doi.org/10.1177/0022487111404241
UNITED NATIONS EDUCATIONAL, SCIENTIFIC AND CULTURAL ORGANIZATION – UNESCO. Opportunities lost: the impact of grade repetition and early school leaving. Montreal, Quebec: UNESCO Institute for Statistics, 2012.
WILLMS, Jon Douglas. Monitoring school performance: a guide for educators. Washington, DC: The Falmer Press, 1992.
XAVIER, Flavia Pereira; ALVES, Maria Teresa Gonzaga. A composição social importa para os efeitos das escolas no ensino fundamental? Estudos em Avaliação Educacional, São Paulo, v. 26, n. 61, p. 216-242, jan./abr. 2015. DOI: https://doi.org/10.18222/eae266102933
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2020 Estudos em Avaliação Educacional
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Authors who publish in this journal agree to the following terms:
a. Authors retain the copyright and grant the journal the right to first publication, with the paper simultaneously licensed under the Creative Commons Attribution license that allows the sharing of the paper with acknowledgment of authorship and initial publication in this journal.
b. Authors are authorized to assume additional contracts separately, for non-exclusive distribution of the version of the paper published in this journal (for example publishing in institutional repository or as a book chapter), with acknowledgment of authorship and initial publication in this journal.
c. Authors are allowed and encouraged to publish and distribute their paper on-line (for example in institutional repositories or on their personal page) at any moment before or during the editorial process, as this can generate productive changes, as well as increase the impact and citation of the published paper (See The Effect of Open Access).
