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1.
This study examined the role of teachers’ personal characteristics and mental health status on their frequency ratings of student problem behaviour. A sample of 121 primary school teachers were asked to rate the frequency of a student’s behavioural problems, and to self-report their personality traits, psychopathology symptoms and burnout. Overall, the results revealed that teachers’ ratings were significantly predicted by their psychopathology symptoms and to a lesser extent by their personality traits and burnout levels. Student and teacher demographic characteristics were also predictive of teacher ratings. Since teachers are among the primary informants of students’ mental health, the results of this study pose the need to take into consideration teachers’ individual characteristics, when their ratings are critically evaluated during a student’s referral process.  相似文献   

2.
Large‐scale assessment results for schools, school boards/districts, and entire provinces or states are commonly reported as the percentage of students achieving a standard—‐that is, the percentage of students scoring above the cut score that defines the standard on the assessment scale. Recent research has shown that this method of reporting is sensitive to small changes in the cut score, especially when comparing results across years or between groups. This study builds on that work, investigating the effects of reporting group size on the stability of results. In Part 1 of this study, Grade 6 students’ results on Ontario's 2008 and 2009 Junior Assessments of Reading, Writing and Mathematics were compared, by school, for different sizes of schools. In Part 2, samples of students’ results on the 2009 assessment were randomly drawn and compared, for 10 group sizes, to estimate the variability in results due to sampling error. The results showed that the percentage of students above a cut score (PAC) was unstable for small schools and small randomly drawn groups.  相似文献   

3.
According to the goal orientation model, students’ achievement goals and beliefs are interrelated. Within this framework, research and theory have so far assumed that achievement goals are associated with students’ beliefs of causes of success, the latter representing students’ subjective beliefs about the factors contributing to success at school. So far, this line of research has been restricted to a few cross-sectional studies. We examined the temporal relations between achievement goals (mastery, performance-approach, and performance-avoidance goals) and students’ beliefs of causes of success, the latter operationalized by asking the students to rate the subjective importance of diligence, effort, and ability for school success. Achievement goals and beliefs of causes of success were measured twice with a time lag of one school year with a sample of N = 2044 German secondary school students. Cross-lagged panel models were estimated to examine the temporal relations between achievement goals and beliefs of causes of success while controlling for students’ secondary school track, socio-economic status, and Grade Point Average. Former mastery goals were found to be positively related to later importance ratings of diligence for school success; former performance-approach goals were found to be positively related to later importance ratings of ability. Boys and girls were found to display similar relations among constructs but they showed differential mean levels on both the achievement goal constructs and the beliefs of causes of success. Implications for research on achievement goals and practice using intervention approaches are discussed.  相似文献   

4.
Six sociometric measures were evaluated on a sample of 85 four-year-olds from three preschool and day care centers. Stability, intercorrelations, and accuracy of classifying rejected children were compared for measures of social preference, social impact, peer ratings, alternative status, and positive and negative nominations. Test-retest correlations were moderately high and quite similar for all measures except social impact. Children were classified as rejected or not rejected based on Z scores of −.50 on all measures except for negative nominations, which employed a Z of +.50. In comparison with the commonly used social preference measure, accurate classifications were obtained using negative nominations, peer ratings, and alternative status. Positive nominations were somewhat less accurate in identifying rejected children, and social impact was a poor index of social status. Results suggest that both nominations and peer ratings can be assessed reliably with preschool children and that the two sociometric techniques measure similar aspects of social status. The alternative status measure was demonstrated to be a reliable and accurate technique for identifying rejected children in the preschool years. Implications for social skills intervention are discussed.  相似文献   

5.
This study explored the relationships among individual teacher efficacy, collective teacher efficacy, and goal consensus/vision. Participants included 113 teachers of a high school located in the southwestern USA. During a teacher inservice meeting, teachers completed three surveys that measured the variables under study. Correlational and regression analyses were performed to examine the relationships among individual teacher efficacy, collective teacher efficacy, and goal consensus/vision. Collective teacher efficacy was found to be correlated with all of the other variables examined, but was most highly correlated with goal consensus/vision. Individual teacher efficacy, while related to collective teacher efficacy, was not found to be related to goal consensus/vision. Findings from this study suggest that, because individual teacher efficacy, collective teacher efficacy and goal consensus/vision are related, changing one could have an impact on the others. This revised version was published online in July 2006 with corrections to the Cover Date.  相似文献   

6.
This study examined adolescents’ perceptions of peer and teacher supports in relation to internalized values, academic self-efficacy, efforts to learn, and goal orientations at the individual and classroom level in a sample of middle school (n = 169) and high school (n = 71) students from 6 schools (15 classrooms). Novel approaches to assessing classroom-level effects included use of coefficient of variation scores to capture consensus among student reports and use of cluster-robust standard errors to account for clustering. At the individual level, significance tests for indirect pathways and formal mediation indicated that relations between perceived peer expectations for prosocial behavior and effort and mastery orientation were mediated by internalized value; and, the relation between perceived emotional support from peers and effort was mediated by self-efficacy. At the classroom level, teachers who were perceived similarly by students with respect to provisions of emotional support also tended to have students who reported high levels of internalized value, and a high degree of student consensus concerning their teacher’s value for subject matter was related positively to their internalized value and effort. Consensus of student reports concerning internalized value was a negative predictor of performance orientation.  相似文献   

7.
Abstract

This article presents evidence from a large-scale randomized controlled trial of the effects of four supplemental reading comprehension curricula (Project CRISS, ReadAbout, Read for Real, and Reading for Knowledge) on students’ understanding of informational text. Across 2 school years, the study included 10 school districts, more than 200 schools, and more than 10,000 fifth-grade students. Schools interested in implementing 1 of the 4 supplemental curricula were randomly assigned to 1 of 4 treatment groups or to a control group. The impact analyses in the study's first year revealed a statistically significant negative impact of Reading for Knowledge on students’ reading comprehension scores and no other significant impacts. The impact of ReadAbout was positive and significant in the study's second year among teachers with 1 year of experience using the intervention.  相似文献   

8.
Most public school districts in the United States use a salary schedule to determine compensation for teachers within the district. However, some school districts have implemented incentive pay schemes that allow flexibility at the school or even individual teacher level. These compensation schemes in some ways may more closely approximate a competitive labor market. This study examines the factors that influence a district's decision to offer incentive pay using districts from the 1999 to 2000 Schools and Staffing Survey. The results suggest that school districts that face barriers to recruitment or retention and districts that face competition from non-sectarian private schools are more likely to offer incentive pay.  相似文献   

9.
This article explores the relationship between educational outcomes and anti-school attitudes at different levels of social organization in schools. Data were collected in St. Petersburg, Russia (104 schools, 7300 students) and analyzed using multi-level regression models that included three levels: individual, clique of friends and school. A clique is defined as a tight group of friends in a school class; we used social network analysis software Kliquefinder for clique identification. We demonstrate that friends’ attitudes are strongly related to the educational outcomes of a student (net of person’s individual attitudes and socio-demographic characteristics). In contrast, school-level effects disappear in the multi-level model when individual characteristics are included. The results of the study clearly demonstrate that the socio-economic and curricular differentiation of schools does not always lead to the polarization of ‘school academic cultures’. A school social environment is sufficiently heterogeneous, and different value systems in small peer groups may coexist.  相似文献   

10.
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11.
Eliminating inequity in public education is a central goal of the No Child left Behind (NCLB) act. Controlling for 3rd-grade performance, the impact of English language learner (ELL) status, socioeconomic status (SES), and special education (SPED) status on a cohort’s reading performance was investigated from elementary to high school through a multilevel framework. Results in Hawaii show that the negative impact of low SES and SPED status persists up to high school, while the disadvantage of ELL status is restricted within the elementary grades. Moreover, individual characteristics, not school characteristics, have a dominant impact on future reading performance. Among individual characteristics, early performance is a crucial factor for future academic achievement. The findings show that educational policies that use incentives and sanctions such as NCLB to close achievement gaps may not be successful.  相似文献   

12.
Abstract

The purpose of this study was to determine if selected noninstructional variables affect the reading achievement of fourth-grade students in Arkansas. Data for 332 of the state's 333 school districts for the 1986-87 school year were analyzed. The relationships between achievement of students, as measured by the Metropolitan Achievement Test-6 (MAT-6) and eight variables were analyzed. Four variables studied had significant relationships to fourth-grade reading scores, as measured by the MAT-6. The percentage of minority students and the percentage of students eligible for free or reduced lunches had negative relationships. The percentage of staff holding master’s degrees or above and the relative wealth of the school districts had positive relationships.  相似文献   

13.
Abstract

This study attempted to identify the predictors of entrepreneurial behavior by assessing a series of variables that included teamwork skills and demographic variables, and to explore teachers’ experiences with teamwork. A sample of 367?K-12 public school teachers completed the survey. The findings indicated that teamwork predicts entrepreneurial behavior. Most participants received teamwork training through their school districts. Barriers to teamwork included time constraints, individual differences, and inability to collaborate.  相似文献   

14.
This study examined the effect of district and school size on principal teacher allocation decisions. The study tested the invariance of a personnel allocation decision making model for elementary school principals from three categories of school and district size. The sample consisted of elementary school principals from small, medium, and large schools and districts. The results confirmed the fit of the model across schools of all sizes and across small and medium size districts. For large school districts the proposed decision-making model did not fit the data. This result implies that district size has an effect on the personnel allocation decisions made by elementary school principals.  相似文献   

15.
Teachers’ adoption and implementation of evidence‐based programs is often limited. Program characteristics may be important facilitators or barriers of use, yet little is known about which attributes influence teacher decisions. Using a discrete choice experiment with a sample of general education elementary teachers (N = 230), we examined (a) preference for attributes of school‐based interventions, (b) relative preference for three intervention packages with experimentally manipulated characteristics, and (c) teacher characteristics related to the above preference profiles. Intervention outcomes were the most important characteristics in teachers’ intervention decisions. Most teachers’ responses suggested preference for a social and emotional learning program (57.9%) or school‐based consultation for behavioral interventions (35.8%); a small group of teachers preferred a general support intervention (5.8%). Teachers preferring the general support intervention reported greater mental health symptoms, lower mental health literacy and lower confidence in program effectiveness than peers preferring other interventions. Implications for intervention development and future directions are discussed.  相似文献   

16.
The goal of this study was to explore links among shyness, receptive vocabulary, and indices of socioemotional functioning in a sample of young children in mainland urban China. In particular, we sought to examine the potential moderating role of receptive language in these relations. Participants were N = 360 young children (200 boys, 160 girls, Mage = 4.72 years, SD = 0.63) attending preschool/kindergartens in Shanghai, People’s Republic of China. Multisource assessments were employed, including maternal ratings (child shyness), standardized tests (receptive vocabulary), child self-reports collected during individual interviews (loneliness), teacher ratings (child internalizing problems), and peer nominations (peer liking). Results indicated that receptive vocabulary moderated (buffering effect) the relations between shyness and several indices of socioemotional functioning. Results are discussed in terms of the implications of language skills for early school adjustment of young shy Chinese children.  相似文献   

17.
Abstract

The aim of this study was to develop a valid and reliable instrument for evaluating students’ perceptions of their school’s key strengths, or school assets, using the positive adolescent development approach. To do this, we first created a scale after carrying out a review of the instruments already in use to evaluate school climate and aspects related to the school context which have been identified as factors that promote the socio-personal development and adjustment of adolescents. Secondly, expert judgement was sought to ensure the validity of the scale’s content. And finally, in order to analyse the psychometric properties of the scale, it was given to a sample of 2,400 adolescents (1,068 boys and 1,332 girls) aged 12–17 (M = 14.73, SD = 1.25) in secondary education in state and private schools in Western Andalusia. The results obtained endorsed the scale’s psychometric properties. The external and predictive validity of the instrument remains to be tested in future studies.  相似文献   

18.
Despite a growing consensus among scholars and activists about the importance of religion, proposals for teaching about it have often been a source of division rather than unity in American public school districts. Faced with familiar cultural conflicts, Modesto, California, chose to become the first public school district in the USA to require all high school students to take an extended and independent course in world religions. The results of the first, large‐scale empirical research on the effects of teaching about religion in USA public schools provides evidence that Modesto’s bold approach was worth the risk. Surveys and interviews administered to students show statistically significant increases in students’ knowledge about other religions, and levels of passive tolerance – willingness to refrain from discrimination – and active tolerance – willingness to act to counter discrimination. The course has not been the subject of lawsuits or complaints by parents and has gained acceptance among all of Modesto’s religious groups.  相似文献   

19.
The processes of puberty are now commonly observed in primary school-aged students. Schools, therefore, need to address puberty and sexuality education for students’ health, well-being, safety and pastoral care. Similarly, preservice teacher education needs to address future primary school teachers’ unfamiliarity and lack of confidence with these issues and topics, and develop appropriate and normative learning and teaching practices to benefit students of all ages. This paper explores the types of sexuality education content and pedagogies student-teachers prefer to learn about, and be assessed on, in a dedicated sexuality education course in their preservice Bachelor of Education (Primary) degree. A mixed-method design collected quantitative preference ratings and qualitative responses revealing that student-teachers prefer content about the social, developmental and psychological aspects of primary school children’s puberty and sexuality. Student-teachers also prefer school counsellors and school nurses as guest speakers, learning pedagogies in tutorial or small groups and assessments through case studies by oneself or small groups. This Australian evidence may be useful to designers of preservice health and sexuality education courses, who aim to assist primary school student-teachers become more competent, confident and professionally trained in puberty and sexuality education.  相似文献   

20.
We have earlier reported overall teacher emphases on six general educational goals. In the present study we present school level analyses of the same goal variables. The new focus of the present study was on possible school differences in teacher goal emphases. It is assumed that school differences may indicate a process of teacher socialisation in schools, particularly if these characteristics are relatively stable over time. About 40 schools were analysed at two points in time and they were represented by two different samples of teachers (144 and 157 teachers). We analysed both individual goal variables and goal profiles defined by how the teachers ranked the six goals. Only the 'profile approach' indicated school-specific goal priorities. The results also showed that the degree of goal consensus in schools should not be regarded as an aspect of the school climate. In addition, the measure of school goal consensus was weakly related to other examined aspects of the school climate.  相似文献   

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