Educational Psychology: The Role of Teachers, Parents, Peers

Conclusion

The three factors are intertwined and interlinked and it is important to recognise that for the success of students’ learning, each and every of the factor should contribute in the best effective manner possible. It is a network that these factors are in and that, all should work towards the same goal, i.e. the success of students’ learning. Parents and family must work towards providing the conducive environment for the language and it would be hard to push the entire load onto the teachers. Teachers should, in conclusion, function as the facilitator between family and students to bring forth the best possible effects and they should try their best to understand students’ differing abilities, have expectations on students. It may be hard to bring about or control peer influence, but positive peer influence can be induced by the teachers through the above suggested methods of peer teaching and peer homework group or project work.

1 R8. Quotation from Etienne Wenger – reproduced from www.infed.org/biblio/communities_of_practice.htm.

2 R8. Smith, M. K. (2003) “Communities of practice”, the encyclopedia of informal education, www.infed.org/biblio/communities_of_practice.htm.

3 T1. Albert Bandura’s Social Learning Theory

4 S1. Keynote Address by Mr Tharman Shanmugaratnam, Minister for Education at PAP Community Foundation’s 20th Anniversary Celebration Dinner on Friday, 19 May 2006, 8.30 PM, at Suntec City

5 R8. Communities of practice are everywhere and that we are generally involved in a number of them -  whether that is at work, school, home, or in our civic and leisure interests. Jean Lave & Etienne Wenger on social and community involvement – reproduced from www.infed.org/biblio/communities_of_practice.htm.

6 T3. Jean Lave’s Situated Learning Theory

7 T4. L.Vygotsky’s Social Development Theory

9 R9. Chinese language Losing Popularity in Singapore Published by People’s Daily Online, Feb 22, 2004)

10 T1. Albert Bandura’s Social Learning Theory

11 S4. Speech by Mr Tharman Shanmugaratnam, Minister For Education, At the Singapore Hokkien Huay Kuan’s Second Annual Literary Award, 21 August 2004, 3.00 PM at The Nan Chiau High School Lee Kong Chian Hall

12 T4. L.Vygotsky’s Social Development Theory

13 T6. G.Pask’s Conversation Theory

14 R7C. Quotation reproduced from Effects on Students and Families Extract

15 S1. Keynote Address by Mr Tharman Shanmugaratnam, Minister for Education at PAP Community Foundation’s 20th Anniversary Celebration Dinner on Friday, 19 May 2006, 8.30 PM, at Suntec City

16 R2. Teacher Quality & Student Achievement – Cory Koedel. This is a PhD research paper, there is no date stated therefore the year (2006) that the research material is retrieved is used for citation purpose.

17 This is an observation made through interviews with Chinese Teachers through our A’ level Project Work based on Chinese Language conducted by myself, Deng Yong Zi, Elroy Chew and Celine Tan, Students of Nanyang Junior College in year 2004

18 R3. Teacher Efficacy and Behavior: Their relationship and Impact on Student Learning – Linda Avery
R4. Teacher Quality and Student Achievement Linda Darling-Hammond

19 R5. Expectations & Students Outcome – Kathleen Cotton

M3. Great(er) Expectations – Paul Trout

20 T2. Albert Bandura’s Theory of Self Efficacy

21 T9. Pygmalion Effect situations in which students perform better than other students simply because they are expected to do so.

22 T7A. Maslow’s Theory of Motivation

23 T7B. Maslow’s Hierarchy of Needs

24

R1. The Peer Effect on Academic Achievement Among Public Elementary School Students

M1. WebBlog: Peer Effects in Education – Greg Mankiw

25 S3. 25 Primary Schools to Pilot New Chinese Language Curriculum In 2006

26 R6. Students Educating Students – The Role of Peer Effects in Higher Education – George Goethals, Gordon Winston, David Zimmerman