What teachers can Do to Improve Test ScoresBurns, David. “Will I do as well on the final exam as I expect? An examination of students’ expectations.” Journal of the scholarship of teaching and learning 8.3 (2008): 1-19. Some people might believe that talking about expectations only refers to personal thoughts and feelings about the performance before an examination. However, due to the fact that most of the time these expectations take part of the students’ evaluative process, these have been included as a field of study. Burns tries to demonstrate how these previous expectations may affect the score results. He explains the methodology in a very well organized way, in order to present the main four attribution factors that may affect students’ expectations, which are: Self Handicapping, Test Anxiety, Time Spent Studying and Absences. After having all the results, four hypotheses were obtained based on the students’ tendencies to each one of the attribution factors. After the data was interpreted, the results showed that there is not any relationship between the previous expectations and the performance. Since this was proved, expectations may no longer be an issue that affects students’ performance, so it is important for teachers not to consider this as an influence in students’ results.
Book Review
Book Review
The Challenge of the First Year Teaching
Teaching can be defined by as many adjectives as each one of the experiences can provide, teachers may disagree on what other people may say about it, however, we can agree on the fact that is the most unexpected job in the world. Facing a group of students is always a different experience. Teachers who have just graduated tend to feel scared, threatened and anxious about their first day of work is going to be like. In all aspects, first impressions and first experiences can be crucial for the objectives we want to achieve; for teachers, these can even be more important because their main goals are related not only to giving contents to students for them to learn them, but also to educate them for life; offering the tools so that they can find their own opportunities to grow.
These 25 stories told by teachers from EUA nationwide, tell how hopeful and encouraging teaching can be. True tales about how teaching, as the most challenging job, influenced their lives. It provides information about experiences of working with handicapped, gifted, privileged and disadvantaged students, and also how dealing with immigrants, inner city diversity, discrimination and poor self esteem was like. It is stated that for each one of those teachers it was not the experience of the first year, but they are still in the labor of teaching, maybe not in the same place, but still struggling in order to make the school system better.This book is especially devoted to people who are contemplating teaching as a profession and for the teachers who need to be re enchanted. Each tale will give a sense of hope in each one’s teaching spirit. It offers from personal experiences to fresh perspectives and reliable guidance to the people in the path of choosing their future professions.
Since children are agents of change, as teachers should be as well, this book is a fundamental help for feeling that if we are committed to the school and to the students; we can succeed in our first year as a teacher.
Since children are agents of change, as teachers should be as well, this book is a fundamental help for feeling that if we are committed to the school and to the students; we can succeed in our first year as a teacher.
2 comentarios:
What teachers can Do to Improve Test ScoresBurns, David. “Will I do as well on the final exam as I expect? An examination of students’ expectations.” Journal of the scholarship of teaching and learning 8.3 (2008): 1-19. Some people might believe that talking about expectations only refers to personal thoughts and feelings about the performance before an examination. However, due to the fact that most of the time these expectations ((do you mean the thoughts and feelings, or something else? I don't understand what you are contrasting with "However")) take part *in* the students’ evaluative process, these have been included as a field of study. Burns tries to demonstrate how these previous expectations may affect the score results. He explains *his* methodology in a very well-organized* way(,) in order to present the main four attribution factors that may affect students’ expectations(, which are): Self Handicapping, Test Anxiety, Time Spent Studying and Absences ((you don't need to capitalize these elements)). After having all the results, four hypotheses were obtained ((Don't researchers form hypotheses before testing and getting results?))) based on the students’ tendencies to each one of the attribution factors. After the data was interpreted, the results showed that there is not any relationship between the previous expectations and the performance. Since this was proved, expectations may no longer be an issue that affects SV students’ performance, so it is important for teachers not to consider this as an influence in students’ results.
An informative annotation. There are just a couple of spots where coherence suffers--see my comments in the text.
Book Review
The Challenge of the First Year Teaching
((Don't forget to put the MLA citation of the book here.))
Teaching can be defined by as many adjectives as each one of the experiences can provide, SS teachers may disagree on what other people may say about it, SS however, we can agree on the fact that SM is the most unexpected WW job in the world. Facing a group of students is always a different experience. Teachers who have just graduated tend to feel scared, threatened and anxious about *what* their first day of work is going to be like. In all aspects, first impressions and first experiences can be crucial for the objectives we want to achieve; for teachers, these can even be more important because their main goals are related not only to *transmitting content information* to students (for them to learn them,) but also to educate them for life; P offering the WW tools so that they can find their own opportunities to grow.
These 25 stories ((Be sure to introduce the book here!)) told by teachers from EUA nationwide(,) tell how hopeful and encouraging teaching can be. True tales about how teaching, as the most challenging job, influenced their lives. SS It provides information about experiences of working with handicapped, gifted, privileged and disadvantaged students, and also how *to deal* with immigrants, inner city diversity, discrimination and poor self-esteem* (was like). (It is stated that) For each one of those teachers,* it was not the experience of the first year ((what does "it" refer to here?)), but they are still in the labor of teaching, maybe not in the same place, but still struggling in order to make the school system better. This book is especially devoted WW to people who are contemplating teaching as a profession and for the teachers who need to be re enchanted WW. Each tale will give a sense of hope *to* each one’s teaching spirit. It offers *fresh perspectives and reliable guidance to the people in the path of choosing their future professions based on personal experiences.*
Since children are agents of change, *and* as teachers should be *so* as well, this book is a fundamental help WW for *renewing our commitment* to the school and to the students; we can succeed in our first year as a teacher ((It is not clear how this last phrase "we can succeed..." relates to the phrase before--is that the final message of the book?)).
A very interesting, passionate review! You convince me of the book's value in a very engaging way. The main thing to focus on for revision is clarity and grammar, as indicated in your text.
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