Treatment of students in the classroom for ages 14 and up

Treatment of Students in the Classroom Age 14 and Up

Annotated Bibliography

Hong, B., Shull, P. (2009). Impact of teacher dispositions on student self-determination. International Journal of Learning, 16(1). Retrieved October 20, 2009, from Education Research Complete database.

Studying high school participants between the ages of 14-17, Hong and Shull's (2009) study explored the impact of teachers' dispositions on the student's ability to become self-determined individuals. Significant correlations were found between teachers' mannerisms and students' ability to demonstrate self-deterministic behavior. It was further found that the teaching quality and student treatment were the best predictors of student self-determination.

Yorke, M., Woolf, H., Stowell, M., Allen, R., Haines, C., Redding, M., Scurry, D., Taylor, G., Turnbull, W., & Walker, L. (Jul 2008). Enigmatic variations: Honours degree assessment regulations in the UK. Higher Education Quarterly, 62(3). Retrieved October 20, 2009, from Academic Search Complete database.

Yorke et al. (2008) conducted a study of 35 higher education institutions. Their findings included noting a significant variation in the way the honors degree classifications were determined. There was also a significant difference in how poorly performing students were handled. This, according to the authors, raises the question on whether or not students are being treated equitably across the entire university system.

Struyven, K., Dochy, F., Janssens, S., Gielen, S. (2008). Students' experiences with contrasting learning environments. Learning Environments Research, 11(2). Retrieved October 20, 2009, from Education Research Complete database.

Struyven (2008) et al. investigated the effects of two contrasting learning environments on the students' experiences. A lecture-based system was compared to a student-activating teaching environment. It was found that those who were in the lecture-taught system were focused and reported positive course experiences, while those in the student-activating environment had findings that were significantly varied.

Arif, M., Shahbar, R., Muhammad, S. (2007). Effects of corporal punishment and psychological treatment on students' learning and behavior. Journal of Theory & Practice in Education, 3(2). Retrieved October 20, 2009, from Education Research Complete database.

Ariff, Shahbar, and Muhammad (2007) tested corporal punishment and the psychological treatment of students effects on student learning and behavior, in the classroom. Studying 32 students, the researchers found that those subjected to corporal punishment for causing friction in the classroom demonstrated negative behavior and there was a negative effect on their academic progress. Those who were managed with psychological treatment, in comparison, saw an increase in learning, a more positive behavior, and a long-term improvement in their scholastic performance.

Grayson, J., (2007). Unequal treatment and program satisfaction among students of European and Chinese Origin. Canadian Journal of Higher Education, 37(3). Retrieved October 20, 2009, from Education Research Complete database.

Grayson (2007) conducted a four-year study at an ethnically diverse commuter university. He investigated the relationships between: professor performance, GPA, academic program satisfaction, and equal treatment of students perception of students of varied ethno-racial origins. It was found that those of European decent were more satisfied with the academic program depending on personality characteristics, while those of Chinese origin were more affected by the equal treatment of students.

Edwards. O., Mumford, V., Shillingford, M., & Serra-Roldan, R. (Jul 2007). Developmental assets: A prevention framework for students considered at risk. Children & Schools, 29(3). Retrieved October 20, 2009, from Academic Search Complete database.

Edwards, Mumford, Shillingford, and Serra-Roldan (2007) explored the topic of identifying and treatment of students who were considered at risk for failing school. They note that the traditional medical model surmises that there is a disease entity at play or some behavioral deficit. However, the authors theorize that teachers, working in conjunction with counselors, can facilitate asset building, which can benefit all students, especially those at risk of failing.

Gentry, M., Peters, S., & Mann, R., (Spring 2007). Differences between general and talented students' perceptions of their career and technical education experiences compared to their traditional high school experiences. Journal of Advanced Academics, 18(3). Retrieved October 20, 2009, from Academic Search Complete database.

Gentry, Scott, and Mann (2007) investigated data from an exemplary career and technical education (CTE) center to determine how talented and general education students viewed their CTE experiences when compared with their traditional high school education experiences. It was found that students preferred several aspects of the CTE setting. These included: autonomy, flexibility in choosing subjects and pace, high expectations, and the professional treatment they experienced that was related to a job-like experience.

Sabbagh, C., Resh, N., Mor, M., & Vanhuysse, P. (2006). Spheres of justice within schools. Social Psychology of Education, 9(2). Retrieved October 20, 2009, from Education Research Complete database.

Sabbagh et al. (2006) argue that there are distinct spheres of justin within the education setting and that these affect the daily life of schools and classrooms. The researchers identified five areas where these apply: right to education, allocation of learning facilities, teaching-learning practices, treatment of students by the teacher, and student evaluation of grade distribution. It was found that the ideals of social justice did not correspond with the actual practices that guide educational resource allocation.