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What Affect Does Teacher Attire Have on Student Perceptions in the Classroom?

The purpose of this case study was to determine what kinds of perceptions high school students have of their teachers based on what their teachers wear to class. The researcher sought to determine if teacher attire might positively or negatively affect a high school students' in-class experience. After developing a multiple-choice and written response questionnaire, the researcher had the questionnaires distributed to high school students and the analyzed the results for trends and patterns. The researcher's purpose was to better understand a high school student's perspective on teacher attire, and if the results might suggest a need for change in what teachers wear for class. Findings of the case study are particular to high schools, though they may provide insight into the perceptions of students of all ages. One main research question was addressed along with three sub-questions that supported the researcher's basic intent. The main research problem sought to understand how student perceptions of a teacher, in a population of high school students from ages fourteen through eighteen, are affected by teacher attire in the classroom. The three research questions posed are the following: Does the attire worn by a teacher have any measurable impact on student behavior or attitude? What specific perceptions do students have of a teacher based on what they wear? Is there a specific kind of teacher attire that con elicit greater student participation in comparison to other kinds? The researcher analyzed the results provided by a sample of 282 completed questionnaires. It was found that a teacher's choice in attire does hold the potential to affect a high school student's attitude toward them in the classroom, and possibly their behavior as a consequence. Students demonstrated that there are, in fact, specific perceptions formed based on what a teacher wears including ideas about how fun they see the teacher as, how much they believe a teacher respects them as a student, and others. The research demonstrated that high school students generally prefer their teachers to wear a more casual, or "business casual", type of attire and that they show very little preference for "professional" attire. The data results are discussed in detail, illustrated through graphic figures, and analyzed for greater implications and meaning by the researcher.

The purpose of this case study was to determine what kinds of perceptions high school students have of their teachers based on what their teachers wear to class.

Student Perceptions of Feedback

Exploring the Relationship Between Self-Efficacy, Writing Ability, and Feedback

This phenomenological study explored how students of varying levels of self-efficacy and writing ability experienced feedback on their writing. Phenomenological research is based upon the belief that our understanding of the world is best explained through the perceptions of individual experiences. By understanding student perceptions of feedback, it was the goal of this study to explore how self-efficacy for self-regulated writing and writing ability shape student reception of feedback. Four research questions were developed to guide this study. The research questions were: (a) how do students of varying levels of self-efficacy for writing perceive feedback, (b) how do students of varying levels of self-efficacy for writing use feedback, (c) how do students of varying levels of writing ability perceive feedback, and (d) how do students of varying levels of writing ability use feedback. To answer these questions, 16 students enrolled in grade 11, United States history class were interviewed twice--first upon receiving written feedback from the teacher and again after making essay revisions. Interviews were transcribed and coded to reveal 11 themes organized into three clusters explaining how students perceived effective feedback, the impact that feedback had on student affect, and the actions students took as a result of feedback. Student use of feedback at the task, process, and regulatory level was also analyzed using a feedback uptake analysis protocol designed specifically for this study. Findings suggest that students categorized as having a high level of self-efficacy and a high writing ability shared a perception with students categorized as having a low self-efficacy and low writing ability of what makes feedback effective. Student perceptions differed between groups regarding the impact that feedback had on affect and the actions students took as a result of feedback. Findings also reveal students with a high self-efficacy and high ability received more process and regulatory feedback, whereas students with a low self-efficacy and low writing ability received more task feedback. Recommendations for future research are discussed and a model of feedback processing is presented that suggests teachers adopt a co-constructivist approach to offering feedback, requiring feedback to be designed based upon individual student need.

By understanding student perceptions of feedback, it was the goal of this study to explore how self-efficacy for self-regulated writing and writing ability shape student reception of feedback.

The Effects of Teacher and Student Perceptions of Opportunity to Learn on Achievement in Beginning Algebra in Five Countries

Relationships of school climate and congruence of administrator, teacher, and student perceptions regarding discipline to the degree of severity of discipline techniques used in schools

Relationship of Student Perceptions to Selected Dimensions of Interpersonal Behavior of the Professional Staff in Schools

116 Summary Statement: Student Perceptions and Their Teachers' Classroom
Practices 116 Student Perceptions and Their Teachers' Perceptions of School
Climate 119 Student Acceptance of Teacher and School Climate as Perceived by
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Schooling and Student Perceptions

Understanding Meaning and Relevance of 'the Place Called School' in the Lives of Middle School Students

Factors Influential to College Student Perceptions of the Educational Counselor's Role, Functions, and Personal-professional Characteristics