Author: Publisher:
ISBN:
Category : Educational surveys
Languages : en
Pages : 128
Book Description
The Metropolitan Life Survey of the American Teacher, 1993
Author: The Metropolitan Life Survey of the American Teacher, 1993
Author: The MetLife Survey of the American Teacher
Author: The American Teacher, 1993
Author: Katherine BinnsPublisher: DIANE Publishing
ISBN: 0788172913
Category :
Languages : en
Pages : 139
Book Description
Illustrates the concerns of teachers, students and law enforcement officers across the country, about the increasing violence and fears of violence in their schools. Contents: defining the problem (types of violence), other aspects of students lives (home life, TV, crime in their neighborhood), sources and reactions to violence (likely victims), weapons and self protection, teacher and student experiences (types of violent acts), defining the impact (effects of violence on teachers and students), and examining some solutions (security personnel). Appendix A presents the methodology of this report, and Appendix B the questionnaires given to teachers.
The Metropolitan Life Survey of the American Teacher
Author: The Metropolitan Life Survey of the American Teacher, 1997
Author: The Metropolitan Life Survey of the American Teacher, 1999
Author: The Metropolitan Life Survey of the American Teacher, 1998
Author: Publisher:
ISBN:
Category : Education
Languages : en
Pages : 302
Book Description
This survey sought to follow up on the 1987 survey, Strengthening links between home and school, and to compare and contrast current teacher opinions on parental involvement in education with those of a decade ago. This report focuses primarily on the various ways parents can be actively involved with their children's education.
The MetLife Survey of the American Teacher
Author: Metropolitan Life Insurance CompanyPublisher:
ISBN:
Category :
Languages : en
Pages : 191
Book Description
This report is the twenty-fifth in a series of surveys sponsored annually by MetLife since 1984 as a public service. This 25th anniversary edition includes the views of teachers, principals and students and looks back to the earliest MetLife Surveys to examine how perspectives on teachers, teaching and public education have changed. It documents current attitudes, examines trends and considers future implications, addressing teacher satisfaction with careers; academic standards and curriculum; student success; professional relationships and communication; school conditions; parent and community relations; and challenges beyond the classroom. This research combined both quantitative and qualitative methods, and an online strategy session with public school principals and teacher leaders. Many of the findings are substantially more positive than they have been in the past, including improvement in teacher assessment of the state of the profession, and trends in student achievement. However, educators in urban schools were found to be significantly less positive than colleagues in suburban and rural schools. The following are appended: (1) Methodology; and (2) Questionnaires. (Contains 8 footnotes and 132 figures.) [For the 2007 (twenty-fourth) edition of this survey, see ED500012.].
The Metropolitan Life Survey of the American Teacher, 1996. Students Voice Their Opinions On
Author: Metropolitan Life Insurance CompanyPublisher:
ISBN:
Category :
Languages : en
Pages : 116
Book Description
This report, the first in a series of four 1996 releases of students' opinions, represents a continued effort by MetLife to provide insight and understanding to the issues of violence and social tension in American public schools. The survey focuses on the social climate of the nation's public schools from the perspective of public school students in middle and high school, including student accounts of how well they get along with one another; the level of social tension and violence that exists in their schools; and their perceptions of equality among young people from different economic, racial/ethnic and religious backgrounds. A total of 2,524 questionnaires were completed with public school students enrolled in grades seven through twelve throughout ail states of the continental United States. Every public school containing any of these grades had an equal chance of being selected. Weights were applied so that the sample of students in grades seven through twelve is projectable to the total student population nationally. From December 19, 1995 through February 2, 1996 questionnaires were self-administered by students in the classroom under teacher supervision. Reported findings include: (1) A large proportion of students say that in their school only some students get along with one another; (2) Students who give their teachers high marks on treating them with respect and caring about their futures, report better social relations at school than do students who give their teachers low marks; (3) Students who feel their teachers do an effective job of teaching them how to be more tolerant of others who are different from themselves, are more likely to get along better with one another; (4) Students who believe the quality of education they receive is high are more likely to say most students in their school get along than those who believe the quality of education is low; (5) Approximately 20 percent of students nationally say that students from different economic backgrounds get along very well in their school; (6) Social relations among students from different economic backgrounds are better, according to students, when teachers do a good job of teaching tolerance, and the education students receive is considered by them to be of high quality; (7) Approximately 27 percent say that students from different racial/ethnic or religious backgrounds are likely to get along very well; half say they get along somewhat well; (8) Lessons in tolerance benefit students' race relations while school-related risk factors impact negatively on them; (9) About 1 in 4 students nationally report having serious problems in their school with hostile or threatening remarks among different groups of students; physical fights among members of different groups of friends; threats or destructive acts other than physical fights; turf battles among different groups of students; and gang violence; (10) When teachers are supportive and encouraging, students report less social tension and violence in their schools; (11) One in 5 students say the level of violence has decreased over the past year; an equal proportion says it has increased; (12) Students are more likely to report a decrease rather than an increase in violence when they are satisfied with the quality of education and the lessons they receive from teachers on tolerance; (13) From 1993 to 1994, the percent reporting an increase in violence from the previous year rose, then dropped in 1996; from 1994 to 1996, the percent reporting a decrease in violence grew substantially; these changes reflect an improvement over the 1994 to 1996 period; (14) While 2 in 5 students say they rarely see violence in or around their school, nearly as many report seeing violence occasionally; (15) Less than 50 percent of students feel confident that young people from different economic and different racial/ethnic and religious backgrounds are treated equally by adults in their community; (16) When teachers score high on treating students with respect, caring about their futures and helping them learn to be tolerant of others, students are more likely to perceive adults as fair in the manner in which they treat students from different backgrounds; and (17) One in four students say it is likely that a person like themselves would be treated fairly by the police if they were a suspect in a crime. Four appendices are included: (1) Cleaning Data for the Report; (2) Methodology; (3) Harris Scholastic Sample Design Methodology; and (4) Questionnaire. (Contains 39 tables.) [This report is one of a 4-part series. For Part II, see ED504814. For Part III, see ED504815. For Part IV, see ED504827.].