Page 231 - Štremfel, Urška, and Maša Vidmar (eds.). 2018. Early School Leaving: Contemporary European Perspectives. Ljubljana: Pedagoški inštitut.
P. 231
how teacher-teacher and teacher-student cooperation link with achievement ...
mathematics achievement by exploring the associations between teach-
er attitudes as perceived by their students, student attitudes and student
achievement. The authors conjectured that a crucial component for middle
school students experiencing success and confidence, while engaged in rig-
orous mathematics classes, begins with the relationship between the teach-
er and the student. The results of path analyses suggested that teacher at-
titude is indeed a mediating factor between student attitude and student
mathematics scores (ibid.).
ILSA studies provide additional evidence of associations between
teacher-student relations and so-called non-cognitive educational results
that have been shown important for student achievement. For example,
PISA showed (OECD, 2013a) that teacher-student relations are strongly as-
sociated with students’ engagement with and at school and with students’
mathematics self-efficacy. Among students with equal performance and
similar SES, those who attend schools with better teacher-student relations
reported a stronger sense of belonging and greater intrinsic motivation to
learn mathematics (ibid.). From the opposite point of view, PISA showed
that students who are in schools where teacher-student relations and dis-
ciplinary climate are poor are more likely to have low levels of engagement
with and at school. They are more likely to arrive late for school, skip class-
es or days of school, report a weak sense of belonging, and hold negative
attitudes to school. A lack of engagement – on the part of either teach-
ers or students – can have adverse effects on the entire school community
(Schleicher, 2016) and research has established that lack of engagement is
one of the warning signs for students that later become ESLers (e.g. Lamb,
Markussen, Teese, Sandberg, & Polesel, 2011).
In summary, students who learn in a school climate characterised
by high expectations, classrooms conducive to learning, and good teach-
er-student relations tend to perform better than those who do not (OECD,
2013b). According to Bove et al. (2016), an orderly and peaceful atmosphere
in schools and classrooms together with cognitively activating instruction
help to transform existing interests into mathematics achievement.
Conclusion
The more interdependent the world becomes, the more society relies on
collaboration and schools need to prepare students to successfully mobi-
lise, share and link knowledge (Schleicher, 2016). In this article, we present-
ed a literature review of ILSA evidence on the link between teacher-teacher
231
mathematics achievement by exploring the associations between teach-
er attitudes as perceived by their students, student attitudes and student
achievement. The authors conjectured that a crucial component for middle
school students experiencing success and confidence, while engaged in rig-
orous mathematics classes, begins with the relationship between the teach-
er and the student. The results of path analyses suggested that teacher at-
titude is indeed a mediating factor between student attitude and student
mathematics scores (ibid.).
ILSA studies provide additional evidence of associations between
teacher-student relations and so-called non-cognitive educational results
that have been shown important for student achievement. For example,
PISA showed (OECD, 2013a) that teacher-student relations are strongly as-
sociated with students’ engagement with and at school and with students’
mathematics self-efficacy. Among students with equal performance and
similar SES, those who attend schools with better teacher-student relations
reported a stronger sense of belonging and greater intrinsic motivation to
learn mathematics (ibid.). From the opposite point of view, PISA showed
that students who are in schools where teacher-student relations and dis-
ciplinary climate are poor are more likely to have low levels of engagement
with and at school. They are more likely to arrive late for school, skip class-
es or days of school, report a weak sense of belonging, and hold negative
attitudes to school. A lack of engagement – on the part of either teach-
ers or students – can have adverse effects on the entire school community
(Schleicher, 2016) and research has established that lack of engagement is
one of the warning signs for students that later become ESLers (e.g. Lamb,
Markussen, Teese, Sandberg, & Polesel, 2011).
In summary, students who learn in a school climate characterised
by high expectations, classrooms conducive to learning, and good teach-
er-student relations tend to perform better than those who do not (OECD,
2013b). According to Bove et al. (2016), an orderly and peaceful atmosphere
in schools and classrooms together with cognitively activating instruction
help to transform existing interests into mathematics achievement.
Conclusion
The more interdependent the world becomes, the more society relies on
collaboration and schools need to prepare students to successfully mobi-
lise, share and link knowledge (Schleicher, 2016). In this article, we present-
ed a literature review of ILSA evidence on the link between teacher-teacher
231
