Sanita Salter Teaching Profile Teaching Philosophy My role in orienting students to psychology is currently as an adjunct instructor teaching basic psychology online. Introducing students to what it means to be an educated person in psychology at this level is critical in that psychology is not an easy field to grasp. Multiple modes of learning are vital to individuals succeeding and adopting further interests in the field. My areas of responsibility are to foster critical thinking, facilitate the acquisition of lifelong learning skills, prepare students to function effectively in an information economy, and develop problem-solving strategies. My students' responsibilities are to do their very best at all times to learn the material. Some specific ways to improve the education of students in psychology are to conduct research in psychology on a continuum, thereby assuring you knowledge baseremains up to date, engage in and promote self efficacy in students, and as an educator, share my passion for knowledge and higher learning with each student resulting in motivating them to become productive, active participants in the world around them. Effective teaching incorporates multiple modes of learning. In order to provide students with the tools necessary to develop more sophisticated and complex forms of reasoning, I believe combining multiple learning strategies better acquaints students with the particular psychological topic and helps them become more active participants in the classroom. Employing a variety of learning modes and formats helps students stay engaged in the learning, comprehend the subject matter, and clearly understand. Teaching is a scholarly activity that requires time, dedication, practice, resourcefulness and flexibility. A passion for the subject or field in which you teach is as much vital to student successas is the ability to select appropriate textbooks and convey course objectives. What students love is knowing
who I am as a person. I often share my family makeup, and little funny facts about my children or childhood to easetensions early when I substitute teach. How I think about teaching and learning and what I do in and out of the classroom is very much shaped by my remembering what it is like to be a student. As the identified “teacher�, I have several responsibilities. One of my responsibilities is to create a classclimate in which students want to learn. One of my goals is that students become excited about the material, or at least develop an appreciation of the material! First, I truly love what I teach, and therefore cannot help but model enthusiasm about the material. Psychology and my love of learning seepsinto everything I see, hear, and read.
Walden University COMPLETE ONLINE SYLLABUS PSYC Personnel Psychology in the Workplace
Course Support and Calendar Information: It is recommended that the following information be printed out for a reference: •
This Syllabus; Calendar (Provided in Packet)
•
Course Information (Provided in Packet)
Description of Course: An examination of the basics of personnel psychology motivation in a diverse workplace. This course examines aspects of the term motivation in various situations leading to the diverse workplace. This course will focus on the ability to motivate individuals and teams as well as theories that influence motivation. Learning Outcomes Synopsis: Upon completing this course, students will be able to: 1. Demonstrate ability to apply principles of personnel psychology: a. Evaluation of one’s own teaching and revision of coursework 2. Demonstrate ability to apply applications of motivation in various venues: a. Lecture b. Facilitation of discussion/seminars c. Use of fieldwork in psychology d. Demonstrations of techniques and principles e. Group Work 3. Discuss and apply cultural and ethical issues in motivation. This course provides for the study of theory, research, and practice of Industrial/Organizational Psychology as it relates to psychology in the workplace.
Course Prerequisites: PSYC 8750Foundations for Industrial/Organizational Psychology PSYC 8752 Psychology of Organizational Learning Objectives: By the end of the course you will be able to: Describe the relationship between organizational and personnel Psychology Identify personnel structure in the workplace Explain organizational systems Construct a format for an organizational work plan Examine the impact of motivation in various venues Develop working knowledge of the Work Extrinsic and Intrinsic Motivation Scale In lieu of a text the following references will be used in addition to student researched articles: References: Baron, R. A. (1991). Motivation in Work Settings: Reflections on the core of organization research. Motivation and Emotions, 15, 1-8. Gagne M. & Desi, E. L. (2005). Self-determination theory and work motivation. Journal of Organizational Behavior, 27, 199-223. Hirschfeld, R. R., Jordan, M. H., Thomas, C. H., & Field, H. S. (2008). Observed Leadership potential of personnel in a team setting: Big five traits and proximal Factors as predictors. International Journal of Selection and Assessment, 16(4), 385-402. Kanfer, R. & Heggestad, E. D. (1997). Motivational traits and skills: A person-centered approach to work motivation. Research in Organizational Behavior, 19, 1-56. Lathan, G. P. & Pinder, C. C. (2005). Work motivation theory and research at the dawn of the twenty first century. Annual Review of Psychology, 56, 485-516.
Li, C.-K., & Hung, C.-H. (2009). The influence of transformational leaderships and job performance. Social Behavior Personality, 37(8), 1129-1142. Steers, R. M., Mowday, R. T., & Shapiro, D. L. (2004). The future of motivation theory. Academy of Management Review, 29, 379-387 Tremblay, M. A., Blanchard, C. M., Taylor, S., Villeneuve, M., & Pelletier, L. G. (2009). work extrinsic and intrinsic motivation scale: Its value for organizational psychology research. Canadian Journal of Behavioral Science, 41(4), 213-226. Learning outcomes will be evaluated from four sources: Course Discussion, 60 points; Group Project, 15 points; Research Paper; 20 points; Outline of Research Paper, 5 points. Grading Policy: Graded work will receive a numeric score reflecting the quality of performance. Relative weights assigned to graded work are as follows: Course Discussions and Participation 60 Group Project 15 Research Paper 20 Outline of Research Paper 5 Total possible Points 100 Your overall course grade will be determined according to the following scale: 90100 points 8089 points 7079 points 6069 points 590 points
A B C D F
Policies on Late Assignments: If you are delayed in doing your weekly postings due to unusual circumstances, please let the instructor know about this via email. Weekly grades will suffer (usually by 1 point) if postings are late as you will not be part of the group discussion and you can only get all three points if you are not involved in the discussion. You may, of course post late, life happens to all of us. Just be aware of the consequences. However, you must let the instructor know your circumstances otherwise you will not receive any
points for the week. If you do post late, notify the instructor and send your postings to the instructor via email as well as posting in the weekly discussion board/seminar space. Remember this is not an independent study course; it is essential to be part of the class and group discussions. You cannot do this if you post late. If you are delayed in submitting assignments due to unusual circumstances, please let the instructor know via email prior to the due date. If assignments are not submitted on the due date and the instructor has not been notified, grades may be reduced by 10% for each day late. To receive an incomplete for the course you must have clearly unusual circumstances, such as a serious illness, accident or other life event that has affected you or someone close to you. To be considered for an "I" regardless of the circumstance, you must fulfill the course requirements. Without a specific agreement in advance with the instructor, no late Portfolio assignments will be accepted.
Week 1 Reading:
Introductions NA
Threaded Discussion: (Use the Discussion Board)
Discussion Topic #1: Class Café: Introduce yourself to class, name, residency, occupation, other. Discussion Topic #1 on or before Day 3 Respond to at least one of your colleagues’ postings by Day 6. Respond to any feedback given to your original postings by Day 7.
Week 2
Research Reference List
Reading: Threaded Discussion: (Use the Discussion Board)
Discussion Topic #1: Which motivational traits or skills contribute to the effective use of personcentered approach to work? Discussion Topic #2: List and explain how leadership qualities effect relationships and job performance. *Assignment to groups this week. Please introduce yourselves and exchange contact information. Also, coordinate meeting dates and times to chat or conference call so that you may begin to discuss your group project. Discussion Topic #1 on or before Day 3 Discussion Topic #2 on or before Day 5 Respond to at least one of your colleagues’ postings by Day 6. Respond to any feedback given to your original postings by Day 7.
Week 3
Teamwork
Reading: Threaded Discussion: (Use the Discussion Board)
Reference List Discussion Topic #1: How can personality traits predict leadership teamwork qualities? Discussion Topic #2: Describe the factors of effective teamwork. Discussion Topic #1 on or before Day 3 Discussion Topic #2 on or before Day 5 Respond to at least one of your colleagues’ postings by Day 6. Respond to any feedback by Day 7. *Submit research topic idea to instructor.
Week 4
Organizations
Reading:
Reference List
Threaded Discussion: (Use the Discussion Board)
Discussion Topic #1: Does the size of an organization effect motivation? Discussion Topic #2: Does the work setting have an effect on motivation? Explain each answer. Discussion Topic #1 on or before Day 3 Discussion Topic #2 on or before Day 5 Respond to at least one of your colleagues’ postings by Day 6. Respond to any feedback by Day 7. *Submit Group Project Plan.
Week 5 Reading:
Threaded
Motivation Internet article “Psychology 101:Chapter 7: Motivation and Emotion. http:/www.allpsych.com/psychology101/motivation.html Discussion Topic #1:
Discussion: (Use the Discussion Board)
Explain the difference between instinct theory and humanistic theory as they pertain to motivation. Give examples of each. Discussion Topic #1 on or before Day 3 Respond to at least one of your colleagues’ postings by Day 6. Respond to any feedback given to your original postings by Day 7.
Week 6
Motivation in goal achievement Journal article: Henkel, J. & Hinaz, V. (2004) Success and failure in goal attainment as a mood induction procedure. Social Behavior and Personality Research
Reading: Threaded Discussion: (Use the Discussion Board)
Discussion Topic #1: Explain how success and failure affects Motivation Discussion Topic #1 on or before Day 5 Respond to at least one of your colleagues’ postings by Day 6. Respond to any feedback given to your original postings by Day 7. *Submit Research Project Outline
Week 7 Reading:
Threaded Discussion: (Use the Discussion
Motivation in relationships Gonzage, G., Turner, R., Keltner, D., Campos, B., Altemus, M. (2006) Romantic love and sexual desire in close relationships Emotion Vol 6(2), 163179. Discussion Topic #1: Do you believe love can be a motivator? If so, give examples. If not, please explain.
Board)
Discussion Topic #1 on or before Day 5 Respond to at least one of your colleagues’ postings by Day 6. Respond to any feedback given to your original postings by Day 7.
Week 8 Reading:
Culture and Motivation
Threaded Discussion: (Use the Discussion Board)
Discussion Topic #1: What are some of the uses of technology in the classroom. Is technology always good? What errors do professors most frequently make when using technology in the classroom? Discussion Topic #2: Large classes are the norm in many universities. How will you as an instructor help use various teaching methods to achieve the goals of your class and maintain student interest? Give at least 2 specific examples. Discussion Topic #1 on or before Day 3 Discussion Topic #2 on or before Day 6 Respond to at least one of your colleagues’ postings by Day 6. Respond to any feedback given to your original postings by Day 7.
Week 9 Reading:
Self determination theory (SDT) and motivation Chirkov, V., Ryan, R., Kim, Y., & Kaplan, U. (2003) Differentiating autonomy from individualism and independence: A selfdetermination theory perspective on internalization of cultural orientations and well being. Journal of Personality and Social Psychology Vol 84(1), 97 110.
Threaded Discussion: (Use the Discussion Board)
Discussion Topic #1: Explain this theory and how it relates to motivation. Please provide examples. Discussion Topic #1 on or before Day 5 Respond to at least one of your colleagues’ postings by Day 6. Respond to any feedback given to your original postings by Day 7.
Week 10
Motivation in education Boykin, A., Tyler, K., Hurley, E. & Bailey, C. (2005) CultureBased perceptions of academic achievement among lowincome elementary students. Cultural Diversity and Ethnic Minority Psychology. Vol 11(4), 339350. Discussion Topic #1: Explain how student success influences motivation. Give personal examples from your life as a student.
Reading:
Threaded Discussion: (Use the Discussion Board)
Discussion Topic #1 on or before Day 5 Respond to at least one of your colleagues’ postings by Day 6. Respond to any feedback given to your original postings by Day 7. *Group Project Due
Week 11 Reading: Threaded
Motivation and psychological needs Dizen, M., Berenbaum, H. & Kerns, J. (2006) Emotional awareness and psychological needs. Cognition and Emotion. Vol 19(8), 1140 1157. Discussion Topic #1 Explain the concept of needs differentiation
Discussion: (Use the Discussion Board)
and how it is influenced by motivation. Discussion Topic #1 on or before Day 5 Respond to at least one of your colleagues’ postings by Day 6. Respond to any feedback given to your original postings by Day 7. *Research Project Due
Week 12 Reading:
Threaded Discussion: (Use the Discussion Board)
Motivation in the workplace RundleGardiner, A. & Carr, S. (2005) Quitting a workplace that discourages achievement motivation: Do individual differences matter? New Zealand Journal of Psychology. Vol. 34(2), 149154. Discussion Topic #1: Explain how motivation can justify the high turnover in the workplace. Discussion Topic #1 on or before Day 5 Respond to at least one of your colleagues’ postings by Day 6. Respond to any feedback given to your original postings by Day 7.
Teaching Demonstration
TEACHING PSYCHOLOGY VARIOUS TOPICS IN PSYCHOLOGY
Course on Motivation in Teaching of Psychology PSYC-8762
Walden University
Dr. James Carroll
Group D: Sanita Salter, Marlene Sowell, and Sandra Thompson
Purpose: The purpose of this course to educate students on the definition of motivation, motivational theories and how behavior and emotion is influenced.
Course Objectives: 1. Understand the difference between intrinsic and extrinsic motivation. 2. Understand the gestures of motivation. 3. Understand the definition of organismic psychological needs. 4. Understand the concepts of choice and culture in motivation. 5. Learn the different motivational theories. Assignment: (1) Attached Powerpoint Presentation entitled Theories of Motivation
Motivational Theories Sanita Salter Marlene Sowell Sandra Thompson Group D PSYC 8762 Walden University
(2) Read the Study Notes
(3) Answer two of the discussion questions by Day 5. Respond to comments by Day 7. Study Notes Motivation stems from a motive. A “motive us an internal process that energizes and directs behavior” (Reeve, 2006). This process is influenced by emotions which impact behavior. Many people believe that emotions are critical for motivation. For example, when a food commercial comes on, the viewer may develop a desire for something to eat. This desire may derive from emotions. According to Ford (1992) emotions have been defined as “an empowering source of information about how to influence motivational patterns” (Meyer & Turner, 2006). Another good definition which was coined by Lazarus (1991) stated that emotions weren’t “generated by neither the environment nor the individual, but emerging through person-environment interactions that change over time and situations” (Meyer & Turner, 2006). Emotion and behavior are related to behavior and social change. Behavior is a key method used by others to determine how motivated someone is. The seven behavioral gestures of motivation are effort, latency, persistence, choice, probability of response, facial expressions, and bodily gestures (Reeve, 2005). In other words, it easy to determine whether an employee is motivated at work or not motivated by his or her gestures. Gestures “provide the observer with data to infer the presence and intensity of another person’s motivation” (Reeve, 2005). Motivation is also a key to accomplishing goals. Most goals are achieved by satisfying organismic psychological needs. This type of need is derived from the term organism. According to Blasi (1976), an organism is “an entity that is alive and in active exchange with its environment” (Reeve, 2005). These organismic needs are autonomy, competence, and relatedness. After all, as stated by Ryan and Deci (2000), “the basic psychological needs for
autonomy, competence, and relatedness must be satisfied in order for an individual to experience a sense of growth, integrity, and well being” (Wei, Shafer, Young, & Zakalik, 2005). These needs “provide people with a natural motivation for learning, growing, and developing” (Reeve, 2005, p. 105). Being able to maintain this motivation is dependent on the environment. For example, while trying to lose weight, he or she would have to ensure that all cupboards were emptied of junk foods and other unhealthy foods. The organismic psychological needs will be discussed further as applicable to weight loss. Autonomy provides us with the “desire for a sense of self direction and feelings of volition, vitality, and initiative” (Wei, Shafer, Young, & Zakalik, 2005). In other words, when planning to lose weight, it allows us to develop a weight loss plan and exercise plan that is best suited for us to achieve my goal. Competence is the ability to put the necessary effort into achieving a specific goal (Reeve, 2005, p. 118). This is one reason why people subscribe to magazines that stress healthy living. After all, these magazines provide information that enables people to learn how they can develop better eating and health habits. Relatedness “concerns the tendency toward closeness to others and the desire for a feeling of connection to others” (Wei, Shafer, Young, & Zakalik, 2005). When trying to lose weight, we believe that working out in a gym with others and having the family support our dietary needs are helpful to our goal achievement. For example, when we attend exercise classes we seem to work harder than we would when watching it on television. It may be a type of motivation that urges people to exercise harder when others are around as opposed to being alone. There are also some concepts that promote the behavioral change that can influence motivation. These concepts are choice, culture, intrinsic, and extrinsic motivation.
The concepts of choice, culture, intrinsic and extrinsic motivation are important in promoting the necessary behavioral change that will enable me to achieve my goal. Choice occurs “when presented with two or more courses of action, showing a preference for one course of action over the other course of action” (Reeve, 2005). The choices that are faced when making a decision to lose weight are “should I maintain the weight because I’m really not as large as other folks” or “should I lose the weight now since it may only accumulate more?” This created the motivation I needed to change my behavior of snacking on junk foods and minimal exercise. I believe that the choices we make contribute largely to our motivation. Since I realized that the weight gain would increase, I decided to lose weight. Culture also has an impact on the behavioral change. According to Smolak (2002), all “levels of body esteem suggest that culture and society play a major role in the construction of body image” (Clark & Tiggermann, 2006). This is extremely true in the military environment. In an effort to remain in the military, every soldier must adhere to the stringent height and weight standards. This definitely impacts a soldiers behavioral change to lose weight. In addition to choice and culture, intrinsic and extrinsic motivation is also important. Intrinsic motivation is defined as “interest in and enjoyment of an activity for its own sake” (Tjosvold, Johnson, Johnson, & Sun, 2006). We believe that this is critical to have whenever trying to change a behavior of any type. For example, when an overweight person noticed how his or her body looked in the mirror and realized that he or she could not fit into certain clothes, he or she was intrinsically motivated to lose weight. Extrinsic motivation is also critical in giving me the desire to change my behavior to lose weight.
Extrinsic motivation is “an environmentally created reason to initiate or persist in an action” (Reeve, 2005). This form of motivation can come from the fear of facing a bad outcome or receiving something positive (Reeve, 2005). For example, when an overweight person realizes that he or she will no longer have to take medications and will no longer have painful knees, he or she will be motivated to lose weight. In summation, choice, culture, intrinsic, and extrinsic motivation contribute to my behavioral change to lose weight. In an article about being optimistic, by Kady (2006), an acronym was used: ABCDE. The ABCDE method explains how adversity, belief, consequence, disputation, and energization influence motivation. The adversity (A) would be the moment when the overweight person could no longer fit comfortably into an airplane seat. Next, the belief (B) occurs when the person realizes that he or she is capable of accomplishing anything by overlooking the negative aspects and focusing on the positive aspects. The consequence (C) was that the overweight person could accept the weight as normal instead of realizing the health risks. The disputation (D) came in the form of remembering friends who were successful in losing weight. Lastly, the energization (E) was the result. When the overweight person got on the scale and noticed a loss of a few pounds this encouraged him or her to continue with the weight loss process. One ingredient must be evident in the process of motivation- optimism. Being an optimist, the overweight person is equipped to accomplish a goal the required tools to accomplish my goals. According to Peterson (2000), optimism is defined as “a positive attitude or a good mood that is associated with what one expects to unfold in his or her immediate and, especially, long term future” (Reeve, 2005).
Discussion Questions: 1.
In your own words, define extrinsic and intrinsic motivation. Please give example from
personal experience. 2.
Explain how the ABCDE model can be applied to your personal life.
3.
Explain how optimism can improve motivation and how pessimism can hinder it.
4.
Give an example of a personal experience when you had to be motivated to accomplish
the task. Course Evaluation General Questions:
Strongly
Strongly
Agree
Agree
Disagree Disagree
1. The Instructor was consistently wellprepared
O
O
O
O
2. The Instructor made me feel free to ask questions.
O
O
O
O
3. The Instructor responded to students’ questions and comments .in a timely manner
O
O
O
O
4. The instructor graded the course work fairly.
O
O
O
O
5. The Instructor was genuinely concerned about our progress
O
O
O
O
6. The Instructor returned my work in a reasonable time.
O
O
O
O
Please answer the following questions: Did you gain the knowledge you expected based on the course objectives? What would you recommend to make this course better? Would you recommend this course to other students, if yes why? If no, why not? References Applied Psychology: An International Review, 49(3), 317-318. Clark, L & Tiggermann, M. (2006) Appearance culture in nine to 12 year old girls: Media and peer influences on body dissatisfaction. Social Development.15(4), 628-655. Gagne, M. & D.E. (2005). Self-Determination Theory and Work Motivation. Journal of Ornganizational Behavior, 26(4), 331-362. Kady, L. (2006) Being an optimist. Retrieved on Nov 6, 2009 from Walden resources site http://www.articlesbase.com/selfhelparticles/beinganoptimistpart149642.html Lathan, G.P. & Pinder, C.C. (2005). Work Motivation Theory and Research at the dawn of the twenty first century. Annual Review of Psychology, 56(1), 485-515. Meyer, D. & Turner, J. (2006) Re-conceptualizing and motivation to learn in classroom contexts. Educational Psychology Review. Vol 18, pp 377-390. Reeve, J. (2005) Understanding motivation and emotion. (4th ed.) Hoboken, NJ.: John Wiley & Sons, Inc. Stecher, M.D. & Rosse, J.G. (2007). Understanding reactions to workplace injustice through process theories of motivation: A teaching module and simulation. Journal of Management Education, 31(6), 777-796.
Tjosvold, D., Johnson, D., Johnson, R. & Sun, H. (2006). Competitive motives and strategies: Understanding constructive competition. Group Dynamics: Theory, Research, and Practice. 10(2), 87-99. Tremblay, M.A., Blanchard, C.M., Taylor,S., Villeneueve, M., Pelletier, L.G. (2009) Work extrinsic and intrinsic motivation scale: Its value for organizational psychology research. Canadian Journal of Behavioral Science, 41(4), 213-226. Walden University (2009) Information from Walden Resources for motivation, retrieved on September 9, 2009. Wei, M., Shaffer, P., Young, S. & Zakalik, R. (2005) Adult attachment, shame, depression, and loneliness: The mediation role of basic psychological needs satisfaction. Journal of Counseling Psychology. Vol 52(4) pp. 591-601. Wood, R.E. (2000). Work motivation: Theory, research and practice introduction to special issue. Applied Psychology: International Review, 49(3), 317-318.
Annotated Bibliography
Assessment in Education: Assessment in Education: How Student Perception of the Learning Environment Affects Achievement and Behavior In The Classroom.
Sanita Salter Walden University Educational Psychology: Psyc 8760-1 Dr. Marciea McMillian-Robinson
Bruce, A., Getch, Y., & Ziomek- Daigle, J. (2009). Closing the Gap: A Group Counseling Approach to Improve Test Performance of African American Students. Professional School Counseling, 12(6), 450-457. Retrieved from Academic Search Complete database. This article addressesthe achievement rates of African American students on the Georgia High School Graduation Tests (GHSGT),a high stakes test given to high school students in Georgia. The qualitative study addressed achievement gaps amongst African American Students and White students, inequities in school achievement and attainment where race, and socioeconomic status are concerned, and accountability of educators to uphold professional and ethical responsibilities. Participants were (n=15) 11th grade African American students who were first time test takers. The overall methods used in the study were group sessions which included conversational, interactive, and questionnaire distribution. Self assessments, school climate surveys, and group summative evaluations. Review materials and web based were resources for the GHSGT. Procedures used were an intervention of 10 weekly group counseling sessions, with four monthly booster sessions at the groups’ conclusion. Limitations were time constraints, IRB approval delays, and school conflicts reducing the session number to 8 and no booster sessions. Twelve of the 15 student participants passed the GHSGT,all passed the English language arts section (ELA) and Math sections (focusesof this study) and all met AYP for ELA.
The Social Problem
In this article is that students who are of African American descent and or from economically disadvantaged families are not passing the high stakes tests at acceptable levels, nor at as high a rate, as their white economically advantaged peers. The achievement gap is tremendous with African American students passing enhanced math at approximate rates of 63%after successful intervention, while white students compared on the same high stakes tests passed at around 70%. Prior to interventions the passrate among African –Americans the previous year was approximately 39%. Somepossible confounding factors to low achievement and poor passrates among African American students as well as economically disadvantaged students are racism, poverty, family involvement, accessto quality education and educational practices, personal and cultural identity, and perception of teacher or administrative staff liking. Students perceptions of the school climate and teacher expectations varied with regard to personnel, safety, rigor, fairness, expectations, encouragement, and teaching modalities resulting in poor student ratings of relationships with administrators and teacher fairness towards African American students. The Role of Theory Situated learning theory (Lave, 1988) explains that learning occurs during everyday activities in which it is situated. In contrast classroom settings are abstract and out of context. Situated learning theory requires social interaction where “learners become involved in a community of practice” that allows the students to acquire and maintain a social norm within the classroom or learning environment. The induction process, called “the processof legitimate peripheral participation” could easily mirror the first day of school, college, or training. Prior to situated learning theory the theory of affordancesand social learning theory (Bandura,
1977) can be applied to the context in which learning and classroom settings best occur. Social learning theory describes how the observation and modeling of behavior, attitudes, and emotional reactions is a form of observational learning which requires the component processesof attention, retention, motor reproduction, and motivation and continuous reciprocal interaction between cognitive, behavioral, and environmental influences. The Gap In Bruce, Getch, and Ziomek-Daigle (2009), the gap in the existing literature is where the focus of achievement gaps has been. Historically it has focused on comparing African American students to white students national performance on standardized tests such as the SAT. This article disaggregates the achievement data assembled on multiple subgroups performance from the No Child Left Behind (NCLB) legislation and Adequate Yearly Progress(AYP) and more closely examines the achievement gap with a deeper view of how other subgroups underachievement as well. The Study Focus and Implications Evaluating how a specially designed group counseling intervention affected the achievement of participating African-American students on the GHSGTs.The group intervention could be the result of students exhibiting self efficacy with regard to their educational goals however the intervention positively affected the passing rates of those study participants indicating that interventions such as these (i.e. small and specific) will have significant and immediate results. Davis, H., & Lease,A. (2007). Perceived Organizational Structure For Teacher Liking: The Role of Peers’ Perceptions of Teacher Liking in Teacher –Student Relationship Quality, Motivation,
and Achievement. Social Psychology of Education, 10(4), 403-427. doi:10.1007/s11218-007-90311. This article addressesthe issues of perception of teacher liking and its effect on achievement, social and academic motivation, gender and peer status. Davis & Lease (2007) conducted a quantitative study examining five specific questions: (1) Do students share a mutually agreed on representation, a perceived organizational structure, for describing relative status with their teacher? (2) Are teachers perceived as systematically favoring girls or boys? (3) Are peers’ perceptions of teacher liking associated with individual students’ social and academic motivation and relationship quality with teachers? (4) Are students identified by peers as “not liked” at risk for long term teacher rejection and underachievement? And, (5) What are the underlying criteria students use to judge teacher likability? The study included 516 middle school participants (n=262 boys, n=254 girls). The design was a year- long casestudy of student teacher relationship quality using interviews with students and teachers. Social Problem Factors revealed as contributing to relationship quality, achievement, and motivation were the class makeup, size, and individual and collective assets of students (as cited in Davis et al. 2001 by Davis & Lease, 2007). Social inertia versus social momentum was also stated to be another confounding factor in gaining a collective identity in the classroom as a whole. A study by White and colleagues (cited in Davis & Lease, 2007), stated that if a teacher is perceived as mean then whomever the teacher likes gets good grades which impacts whether peers like that child or not . Daily, teachers must differentiate which students need their attention and assistance and which students they prefer. Evaluating student performance and
ability helps with this assessment and metes out expectation levels for per student behavior, in class achievement levels, and the peer group to which they “should” most closely associate with. This daily measurement is also assessedby students in how they perceive the teacher to like them, be fair, mean, academically supportive, and whether [the student] displays positive academic behavior, motivation, and self efficacy in the classroom (Davis & Lease,2007). “Research has found that as early as third grade, students are more likely to exhibit fear of asking for assistance in academic settings when they have a history of negative peer and teacher relationships. Students who experience a history of teacher rejection, in turn, might be at risk for feelings of alienation, dissatisfaction, low achievement, and behavioral problems in the classroom” (Montague & Rinaldi, 2001; Ryan & Patrick, 2001; Pierce, 2004 as cited in Davis & Lease,2007).
The Purpose The study was to describe middle school students mindset where peer status and teacher liking are linked. Previous research on how student teacher relationships affect motivation and performance has found that supportive relationships with teachers benefits adolescents socially as well as academically. This project looks at classroom dynamics where shared understanding students have about “who the teacher likes” can constrain the quality of relationships between individual students in the class and the teacher.
The Gap
The role of peer perception of teacher liking in naturalistic settings, student perception of teacher differential behavior, mapping classroom organizational structures based on perceived teacher liking, and peer perception of teacher liking (Davis & Lease,2007). Focus and Interpretation Students whose relationships with the teacher and their peers resulting in positive feelings are more likely to have resiliency, intrinsic motivation and engagein academia on a higher level. One question posed in this article is whether it is too much to expect from a teacher to equally like all students and have an interpersonal relationship with each student regardless of time constraint, accountability, and academic demands. The consequencesof negative interpersonal relationships between students and teachers whether perceived or actual deeply affects students on not just temporary or transient terms but can affect student achievement levels, development in social and academic arenas, resiliency, emotional regulation skills, conflict resolution abilities, persistence, and goal setting milestones just to name a few. It matters whether a student perceives their peers as liking them and it is vital to the child’s development on a long term scale whether they perceive their teacher(s) as liking them. Rodger, S., Murray, H., & Cummings, A. (2007). Effects of Teacher Clarity and Student Anxiety on Student Outcomes. Teaching in Higher Education, 12(1), 91-104. Doi:10.1080/13562510601102255. This article is a qualitative study which sought to examine aptitude treatment interactions between teacher clarity and student test anxiety where achievement, motivation, and intelligence are concerned. Teacher clarity is beneficial to student achievement levels and motivation. “Education can be regarded as the sum of its parts, which include learning,
teaching, and testing of performance�(Rodger, Murray, and Cummings, 2007). Teaching method and student ability interact and result in varying student outcomes according to whether the teacher was clear in conveying the lesson. The teacher clarity or ability to present information in a way that students understand the material (Frymier & Weser, 2001 as cited by Rodger,Murray, and Cummings, 2007) can positively or negatively affect student achievement, motivation, and anxiety levels. Test anxiety affects high anxious people and suscepts them to various situations during tests and exams. Test anxiety affects whether a student studies, studies well, and the test results. Also affected by anxiety levels are the way information is encoded, stored, organized, and retrieved. Encoding is more difficult for the highly anxious student. Highly motivated students typically have less anxiety becausethey have studied, completed homework and typically expect higher levels of achievement on the test thus aiding in their ability to encode, store and recall information during testing. “Few Studies have considered the possible interaction between teaching behaviors, anxiety, and achievement� (Rodger, Murray, & Cummings, 2007). Teacher centered versus student centered approaches resulted in higher achievement levels among students. The amount of clarity used in the lecture made a difference. Lesson organization is affects teacher clarity, teaching behaviors such as occur when student questions and responsesare attended to are affected, motivation and student achievement are affective and cognitive outcome variables respectively. The participants were 120 undergraduates (28 males and 92 females) enrolled in a introductory psychology course with age ranges from 18 to 48 and averaged 19.3 in age and were randomly
assigned to either high or low clarity groups. They viewed a lecture which was either high in clarity or low and took a test. Several instruments were used to measure test anxiety, intelligence, and teacher behavior. The results are teaching with clarity is vital for students. When information is both organized and processedwell student achievement levels are high. Weihua, F., Lindt, S., Arroyo-Giner, C., Wolters, C. (2009). The Role of Social Relationships in Promoting Student Academic Self-Efficacy and MIMIC Approaches to AssessFactorial Mean Invariance. International Journal of Applied Educational Studies, 5(1), 34-53. Retrieved from Education Research Co. Social cognitive theory suggests that self efficacy can be defined as an individuals perceived capability or judgment of his or her ability to plan and engagein behaviors that are needed to successfully perform a task (Bandura, 1997 as cited in Fan, Lindt, Arroyo-Giner, & Wolters, 2009). Academic self efficacy has not been researched along with student teacher relationships, student parent relationships, and gender. There is reason to believe there is a connection between student social relationships, student motivation, self efficacy, and learning achievement (Anderman & Kaplan, 2008 as cited in Fan et al, 2009). This study looks at how peer relationships or close friends can influence academic valuing, self efficacy, supportive relationships with teachers, gender and parent student communication. The study is conducted with 10th grade students gathered from the Educational Longitudinal Study of 2002 (ELS:2002). This includes data already collected on high school sophomores who were surveyed as well as parents, teachers, principals, and librarians. A 4 point Likert scale was used to measure self efficacy along with similar Likert scale constructs used to measure
academic valuing, teacher support, parent student communication. A mixed methods design was used and statistical analysis included the structural equation modeling approach (SEM), multiple indicator multiple causemodeling approach (MIMIC), as well as other approaches to the data measurement. The results are that interpersonal relationships are important to student achievement as well as academic valuing, and supportive teachers and parents. Samson, G.E.,Sirykkowski, B., Weinstein, T., Walberg, H.J.(2001). The Effects of Teacher Questioning Levels on Student Achievement: A Quantitative Synthesis. Journal of Educational Research. 80(5): 290-295. This study is a quantitative analysis of the effects of teacher questioning using higher cognitive questions on student academic achievement. The ERICwere searched for studies regarding questioning techniques, questioning behaviors, and achievement. The variables used to select which studies to include in the analysis were elementary and secondary student data, teacher questioning practices, and statistical data. A sufficient sample of 80 7th graders was used as well as grade level and socioeconomic status.
Curriculum Vitae Name and Contact Information Sanita L. Salter 297 Westland Way SW Marietta, GA. 30064 770-912-2115 sanita.salter@yahoo.com Education Walden University Minneapolis, MN Ph.D. Psychology - Educational Psychology (expected 2011) M.S. Psychology - 2009 University of Washington Seattle, WA B.A. Sociology - 2001 North Seattle Community College A.A. Liberal Arts - 1998 Relevant Experience Adjunct Instructor- Psychology- 04-2010 to Present Lanier Technical College, Oakwood, Ga. Adjunct Instructor- World History- 05-2007 to 07-2007 Pensacola Junior College, Pensacola, FL. Substitute Teacher- 10-2009 to Present
Marietta City Schools, Marietta, GA. Teacher- 07-2006 to 10-2006 Henry McMillan Learning Center, Pensacola, FL. Other Work Experience CensusEnumerator - 05- 2010to Present U.S. CensusBureau- Marietta, GA. Pearson Education Scorer- 03-2010 to Present NCSPearson, Inc-Pearson Educational Measurement Division Site Editor- Distance Learning - 09-2008 to 05-2009 BellaOnline Magazine- BellaOnline.com Skills Familiar with ecollege platform Familiar with Angel Learning Software Familiar with Outlook and ecampus email systems Familiar with MS Word, Excel, PowerPoint, Prezi.com presentation software, Zotero.org citation software