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1.
In the present study, we consider teachers' self-efficacy as indicator for teacher motivation on the teacher level and at the school-level. We examine the interplay of teachers' individual self-efficacy (subscales classroom management and instruction) with school-level efficacy and more-external school characteristics (collaboration, instructional leadership, and participation) when predicting teachers' self-reported cognitive activation and classroom management. Austrian TALIS 2018 data from 4255 teachers at 246 schools were analyzed. Multilevel analyses revealed relationships between teachers' self-efficacy and self-reported cognitive activation and classroom management both, at the teacher and school levels. For self-reported cognitive activation, no significant context effect or cross-level interaction was found. Classroom management differed depending on whether a teacher was situated in a low- or a high-efficacy school (context effect). Also, teacher collaboration moderated the association of teachers’ self-efficacy and their self-reported classroom management (cross-level interaction). The findings indicate the importance of addressing the school context when investigating teacher self-efficacy.  相似文献   

2.
The promise of using immersive technologies in learning has increasingly been attracting researchers' and practitioners' attention. However, relevant empirical works are usually conducted in fully controlled Virtual Reality (VR) laboratories, as opposed to conventional settings. This quasi-experimental study compares the effectiveness of video learning resources to that of stereoscopic 360° VR, as supplements to the traditional instructional approach. The potential of such methods was examined in high school settings, in the context of the ‘Life and Evolution’ module, with participants (n = 70) divided equally into control and experimental groups. As a point of reference (control condition), we considered the adoption of Video Learning Resources, as students are more acquainted with this instructional method. In the intervention approach (experimental condition), students adopted the use of low-end mobile-VR (VeeR Mini VR Goggles). The key findings indicate differences in the learning motivation, confidence and satisfaction, but no statistically significant difference was identified regarding the factual or conceptual knowledge gains. The study offers insights on the potential of the investigated technologies in the subject of secondary school Biology and further provides implications for theory and practice.

Practitioner notes

What is already known about this topic
  • Researchers' interest over the potential of Virtual Reality on different STEM disciplines is increasing consistently.
  • An increasing number of efforts can be identified discussing the integration of multimedia learning resources in the secondary school context.
  • Empirical studies on the subject of Biology are focusing on students' academic performance and achievement but not on learning motivation and satisfaction.
What this paper adds
  • This quasi-experimental study comparatively examines academic performance, with the focus being on learning motivation and satisfaction, across different modalities (stereoscopic 360° Virtual Reality applications-VR, Video Learning Recourses-VLR).
  • The findings demonstrate that both instructional methods are sufficient in enhancing students' knowledge acquisition and academic performance.
  • The adoption of stereoscopic 360° VR influences students' learning motivation and impacts long-term memory retention.
Implications for practice and policy
  • Educators are advised to consider the systematic adoption of “immersive” multimedia tools to enhance the subject of Biology as they can greatly encourage scientific inquiry.
  • Instructional designers are advised to adopt open educational resources aligned to the curriculum of the local context.
  • Educational researchers are advised to integrate stereoscopic 360°-VR solutions in the conventional classroom settings.
  相似文献   

3.
The far-reaching impacts of the teacher–child relationship, including academic achievement and social/behavioral adjustment, have been well-documented. At the same time, literature also suggests that teacher perceptions of teacher–child relationships are impacted by the race/ethnicity match or mismatch between teacher and child, with matching related to more positive teacher perceptions. However, limited work has focused on children who are at-risk for emotional and behavioral disorders (EBDs) or tested the mechanisms that mediate the relation between a mismatch in the race and teacher-perceived conflict. Thus, the current study used multilevel structural equation modeling to test whether a higher proportion of race mismatch between children in the classroom with problem behavior and teachers was related to teachers' classroom management self-efficacy and, in turn, teacher-perceived conflict with children among 148 teachers and 354 preschool-aged children. Results indicated that among students most at-risk for EBDs, a higher proportion of race mismatch between teachers and children significantly predicted less teacher classroom management self-efficacy and, in turn, significantly predicted teachers' greater perceived conflict with children. Furthermore, this mediation pathway was significant. Findings highlight the importance of teacher training and support that focused on increasing self-efficacy to improve relationships between teachers and children.  相似文献   

4.
The technology acceptance model (TAM) uses perceived usefulness and perceived ease of use to predict the intention to use a technology which is important when deciding to invest in a technology. Its extension for e-learning (the general extended technology acceptance model for e-learning; GETAMEL) adds subjective norm to predict the intention to use. Technology acceptance is typically measured after the technology has been used for at least three months. This study aims to identify whether a minimal amount of exposure to the technology using video demonstrations is sufficient to predict the intention to use it three months later. In two studies—one using TAM and one using GETAMEL—we showed students of different cohorts (94 and 111 participants, respectively) video demonstrations of four digital technologies (classroom response system, classroom chat, e-lectures, mobile virtual reality). We then measured technology acceptance immediately after the demonstration and after three months of technology use. Using partial least squares modelling, we found that perceived usefulness significantly predicted the intention to use three months later. In GETAMEL, perceived usefulness significantly predicted the intention to use for three of the four learning technologies, while subjective norm only predicted the intention to use for mobile virtual reality. We conclude that video demonstrations can provide valuable insight for decision-makers and educators on whether students will use a technology before investing in it.

Practitioner notes

What is already known about this topic
  • The technology acceptance model helps decision-makers to determine whether students and teachers will adopt a new technology.
  • Technology acceptance is typically measured after users have used the technology for three to twelve months.
  • Perceived usefulness is a strong predictor of intention to use the technology.
  • The predictive power of perceived ease of use for the intention to use varies from insignificant to strong.
What this paper adds
  • For the four digital learning technologies (classroom chat, classroom response system, e-lectures and mobile virtual reality), we measure technology acceptance after a video demonstration and again after three months of usage.
  • Using structural equation modelling, we are able to predict intention to use after three months, with perceived usefulness measured after the video demonstration.
  • We replicate these findings with a second study using the general extended technology acceptance model.
Implications for practice and/or policy
  • Short video demonstrations can provide information for educators to predict whether students will use a technology.
  • Early impressions of perceived usefulness are very important and valuable to predict whether students will use a technology.
  相似文献   

5.
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6.
Formative assessment is considered to be helpful in students' learning support and teaching design. Following Aufschnaiter's and Alonzo's framework, formative assessment practices of teachers can be subdivided into three practices: eliciting evidence, interpreting evidence and responding. Since students' conceptions are judged to be important for meaningful learning across disciplines, teachers are required to assess their students' conceptions. The focus of this article lies on the discussion of learning analytics for supporting the assessment of students' conceptions in class. The existing and potential contributions of learning analytics are discussed related to the named formative assessment framework in order to enhance the teachers' options to consider individual students' conceptions. We refer to findings from biology and computer science education on existing assessment tools and identify limitations and potentials with respect to the assessment of students' conceptions.

Practitioner notes

What is already known about this topic
  • Students' conceptions are considered to be important for learning processes, but interpreting evidence for learning with respect to students' conceptions is challenging for teachers.
  • Assessment tools have been developed in different educational domains for teaching practice.
  • Techniques from artificial intelligence and machine learning have been applied for automated assessment of specific aspects of learning.
What does the paper add
  • Findings on existing assessment tools from two educational domains are summarised and limitations with respect to assessment of students' conceptions are identified.
  • Relevent data that needs to be analysed for insights into students' conceptions is identified from an educational perspective.
  • Potential contributions of learning analytics to support the challenging task to elicit students' conceptions are discussed.
Implications for practice and/or policy
  • Learning analytics can enhance the eliciting of students' conceptions.
  • Based on the analysis of existing works, further exploration and developments of analysis techniques for unstructured text and multimodal data are desirable to support the eliciting of students' conceptions.
  相似文献   

7.
Predictors of academic success at university are of great interest to educators, researchers and policymakers. With more students studying online, it is important to understand whether traditional predictors of academic outcomes in face-to-face settings are relevant to online learning. This study modelled self-regulatory and demographic predictors of subject grades in 84 online and 80 face-to-face undergraduate students. Predictors were effort regulation, grade goal, academic self-efficacy, performance self-efficacy, age, sex, socio-economic status (SES) and first-in-family status. A multi-group path analysis indicated that the models were significantly different across learning modalities. For face-to-face students, none of the model variables significantly predicted grades. For online students, only performance self-efficacy significantly predicted grades (small effect). Findings suggest that learner characteristics may not function in the same way across learning modes. Further factor analytic and hierarchical research is needed to determine whether self-regulatory predictors of academic success continue to be relevant to modern student cohorts.

Practitioner Notes

What is already known about this topic
  • Self-regulatory and demographic variables are important predictors of university outcomes like grades.
  • It is unclear whether the relationships between predictor variables and outcomes are the same across learning modalities, as research findings are mixed.
What this paper adds
  • Models predicting university students' grades by demographic and self-regulatory predictors differed significantly between face-to-face and online learning modalities.
  • Performance self-efficacy significantly predicted grades for online students.
  • No self-regulatory variables significantly predicted grades for face-to-face students, and no demographic variables significantly predicted grades in either cohort.
  • Overall, traditional predictors of grades showed no/small unique effects in both cohorts.
Implications for practice and/or policy
  • The learner characteristics that predict success may not be the same across learning modalities.
  • Approaches to enhancing success in face-to-face settings are not automatically applicable to online settings.
  • Self-regulatory variables may not predict university outcomes as strongly as previously believed, and more research is needed.
  相似文献   

8.
The present study assessed the effectiveness of the ECRIMO educational application designed to build first-grade level spelling skills. We tested whether using the app to teach spelling would be as effective as providing the same training using traditional paper exercises. The effect of integrating gamification into mobile learning apps, which has been little studied in the context of young children, is also investigated. A pretest/training/posttest design was implemented with 311 first-graders divided in four groups: no training, paper training, the ECRIMO app with gamification features, and the ECRIMO app without gamification. Spelling, reading and phonological awareness abilities was measured at both pretest and posttest. The training was conducted over a 7-week period (4.40 hours in total). The experimental design allowed us to answer three questions: (1) Is spelling training effective regardless of the medium used? (2) Is training through the app as efficient as paper-based training? (3) Does gamification impact students' learning performance? Mixed-model analyses revealed (1) a positive effect on the training outcome depended on the initial spelling ability of participants, (2) a comparable efficiency between autonomous training using the ECRIMO app on tablets and the same training provided by teachers using paper exercises and (3) a marginally positive effect of gamification that is greater for the weakest students. The present study proposes an original and pertinent experimental design to test the relevance of educational applications. The design features of learning apps can impact students' learning differently depending on their initial level. A critical step should be verifying that using online apps for training is at least as effective as the same training using paper exercises.

Practitioner notes

What is already known about this topic
  • A significant number of children experience difficulties in reading and spelling from the first years of learning.
  • The use of new technologies to support classroom teaching is rapidly developing as a topic of interest for educational professionals and researchers.
  • Evaluations of new technologies developed to enhance literacy skills suggest that many factors can vary their effectiveness.
  • The effectiveness of a digital educational application can be enhanced or undermined by design choices, such as gamification.
What this paper adds
  • Spelling training with the app ECRIMO seems effective for first year students, especially those with the lowest and middle level.
  • Comparable effects of both the tablet-based and paper equivalent training on participants' spelling were found.
  • The use of gamification in ECRIMO could be more suitable for the weakest students.
Implications for practice and/or policy
  • Educational technologies should be evidence-based and should be evaluated with both a passive and an active control group.
  • The design should be carefully considered and tested, as it may be advantageous for some students and disadvantageous for others.
  • The use of digital technology in education can be beneficial for classroom practice, when the activity can be carried out in total autonomy, leaving the teacher available for a group of pupils with specific needs.
  相似文献   

9.
Low‐achieving adolescents are known to have difficulties with reading comprehension. This article discusses how reciprocal teaching can improve low‐achieving adolescents' reading comprehension in whole‐classroom settings (as opposed to small‐group settings) and to what extent intervention effects are dependent on teacher behaviour. Over the course of 1 year, experimental teachers (n = 10) were given extensive training and coaching aimed at using principles of reciprocal teaching, while control teachers (n = 10) used their regular teaching method. Observations of teacher behaviour were focused on instruction of reading strategies, modelling and support of group work and were performed in both experimental and control classes, comprising a total of 369 students (mean age = 13.01). Our study shows that reciprocal teaching contributed to adolescent low achievers' reading comprehension only when experimental teachers provided high‐quality strategy instruction. In addition, results suggest that the quality of implementation of reciprocal teaching in whole‐classroom settings should receive more research attention.

Highlights

What is already known about this topic
  • Reciprocal teaching is a method of instructing and guiding learners in reading comprehension.
  • It consists of a set of three related instructional principles: (a) teaching comprehension‐fostering reading strategies; (b) expert modelling, scaffolding and fading; and (c) students practising and discussing reading strategies with other students, guided and coached by the teacher.
  • High quality of implementation of reciprocal teaching by teachers in classrooms is difficult.
What this paper adds
  • After 1 year of implementing reciprocal teaching, no main effects of the treatment were established.
  • Intervention effects were moderated by quality of instruction: strategy instruction led to higher scores on reading comprehension in the treatment condition but not in the control condition.
  • Implementation of the instructional principles was by no means optimal: teachers were unable to provide detailed guidance to students working in small groups and modelling of strategies requires more experience and theoretical insight in the use and nature of reading strategies.
Implications for practice and/or policy
  • Extensive training and coaching are needed for teachers to become experts in reciprocal teaching.
  • Teachers need hands‐on tools to be able to guide students in their collaborative group work and to fade the teachers' role in order to allow more individual self‐regulation by students in their use of strategies.
  • Implementation quality has to be taken into account when doing effectiveness research and when adopting new, theory‐based didactic approaches.
  相似文献   

10.
Learning analytics is a fast-growing discipline. Institutions and countries alike are racing to harness the power of using data to support students, teachers and stakeholders. Research in the field has proven that predicting and supporting underachieving students is worthwhile. Nonetheless, challenges remain unresolved, for example, lack of generalizability, portability and failure to advance our understanding of students' behaviour. Recently, interest has grown in modelling individual or within-person behaviour, that is, understanding the person-specific changes. This study applies a novel method that combines within-person with between-person variance to better understand how changes unfolding at the individual level can explain students' final grades. By modelling the within-person variance, we directly model where the process takes place, that is the student. Our study finds that combining within- and between-person variance offers a better explanatory power and a better guidance of the variables that could be targeted for intervention at the personal and group levels. Furthermore, using within-person variance opens the door for person-specific idiographic models that work on individual student data and offer students support based on their own insights.

Practitioner notes

What is already known about this topic
  • Predicting students' performance has commonly been implemented using cross-sectional data at the group level.
  • Predictive models help predict and explain student performance in individual courses but are hard to generalize.
  • Heterogeneity has been a major factor in hindering cross-course or context generalization.
What this paper adds
  • Intra-individual (within-person) variations can be modelled using repeated measures data.
  • Hybrid between–within-person models offer more explanatory and predictive power of students' performance.
  • Intra-individual variations do not mirror interindividual variations, and thus, generalization is not warranted.
  • Regularity is a robust predictor of student performance at both the individual and the group levels.
Implications for practice
  • The study offers a method for teachers to better understand and predict students' performance.
  • The study offers a method of identifying what works on a group or personal level.
  • Intervention at the personal level can be more effective when using within-person predictors and at the group level when using between-person predictors.
  相似文献   

11.
This study focuses on how different educational programmes contribute to student teachers efficacy for classroom management and their abilities to provide learning opportunities and good classroom outcomes. Data were gathered from 491 student teachers attending different teacher education programmes in Norway and analysed via structural equation modelling. The results revealed the following: (1) problem behaviour in the classroom has a negative effect on student teacher efficacy, (2) students' perceptions of the integration of pedagogic knowledge and practice supports students' efficacy beliefs, (3) support from supervisors contributes positively to student teachers' efficacy beliefs, and (4) student teachers in university college programmes for primary school teaching report higher teacher efficacy than students in university programmes for secondary school teaching.  相似文献   

12.
Game-based assessment (GBA), a specific application of games for learning, has been recognized as an alternative form of assessment. While there is a substantive body of literature that supports the educational benefits of GBA, limited work investigates the validity and generalizability of such systems. In this paper, we describe applications of learning analytics methods to provide evidence for psychometric qualities of a digital GBA called Shadowspect, particularly to what extent Shadowspect is a robust assessment tool for middle school students' spatial reasoning skills. Our findings indicate that Shadowspect is a valid assessment for spatial reasoning skills, and it has comparable precision for both male and female students. In addition, students' enjoyment of the game is positively related to their overall competency as measured by the game regardless of the level of their existing spatial reasoning skills.

Practitioner notes

What is already known about this topic:
  • Digital games can be a powerful context to support and assess student learning.
  • Games as assessments need to meet certain psychometric qualities such as validity and generalizability.
  • Learning analytics provide useful ways to establish assessment models for educational games, as well as to investigate their psychometric qualities.
What this paper adds:
  • How a digital game can be coupled with learning analytics practices to assess spatial reasoning skills.
  • How to evaluate psychometric qualities of game-based assessment using learning analytics techniques.
  • Investigation of validity and generalizability of game-based assessment for spatial reasoning skills and the interplay of the game-based assessment with enjoyment.
Implications for practice and/or policy:
  • Game-based assessments that incorporate learning analytics can be used as an alternative to pencil-and-paper tests to measure cognitive skills such as spatial reasoning.
  • More training and assessment of spatial reasoning embedded in games can motivate students who might not be on the STEM tracks, thus broadening participation in STEM.
  • Game-based learning and assessment researchers should consider possible factors that affect how certain populations of students enjoy educational games, so it does not further marginalize specific student populations.
  相似文献   

13.
Research on teachers’ use of social media has typically assumed that it is a) driven by a need for professional learning and b) best understood in terms of individual motivations. In this study, we use a dataset of nearly 600,000 tweets posted to one or more of 48 Regional Educational Twitter Hashtags associated with 44 U.S. states. To explore the influence of local contextual factors on hashtag- and account-level activity in these hashtags, we use an analytic approach heretofore uncommon in social media-focussed education research: generalised linear and multilevel modelling. At the hashtag level, higher numbers of teachers within a state, proportions of students receiving subsidised meals, student-to-teacher ratios, and amounts of state spending per child are associated with more activity within a regional hashtag; by contrast, more left-leaning state governments and citizenries are associated with less activity. At the account level, more experienced accounts and accounts in more right-leaning states contribute more tweets to these hashtags. These findings reinforce established understandings of Twitter as a site for teacher learning; however, they also underline the importance of acknowledging other important purposes of teachers’ Twitter use, including receiving emotional support and engaging in activism. Practitioner notes What is already known about this topic
  • Many teachers use Twitter (and other social media platforms) for professional purposes.
  • Teachers have identified professional learning—among other purposes—as motivating their use of Twitter.
  • Regional Educational Twitter Hashtags are diverse learning spaces for teachers and other education stakeholders.
What this paper adds
  • Local context and policy factors help influence teachers’ use of Twitter.
  • Teachers may turn to Twitter because of a lack of emotional or political support—not just a lack of material support or professional development opportunities.
  • Individual and idiosyncratic factors remain important in explaining teachers’ engagement with social media.
Implications for practice and/or policy
  • Informal spaces like social media may supplement formal support mechanisms for teachers.
  • Teachers’ use of social media may help administrators and policymakers identify existing gaps to be repaired in those formal support mechanisms.
  • Support for teachers should be conceived holistically and include emotional and political support.
  相似文献   

14.
While computing has been (re)introduced into the basic education curricula in various countries, its actual implementation appears to be inconsistent. There are schools in which computing education is commonplace, while the implementation seems to be lagging behind in others. There is emerging evidence that some teachers do not consider computing education relevant, meaningful and important and, thus, intentionally neglect its provision. This is problematic as understanding the principles of code and computing is crucial for agentic citizenship in the post-digital era. This paper argues that one main reason for these teachers' reluctance is the economy-driven discursive framing of computing education, which is in contrast with the socialization-oriented manner in which teachers approach their work. To contribute to resolving this issue, the present paper introduces a transversal approach to computing education. It conceptualizes code as a sociomaterial text with social and societal histories and consequences. Theoretically and conceptually, the approach draws on the pedagogy of multiliteracies. The leading idea is that digital technologies are examined with students from functional and critical dimensions and through micro and macro perspectives. The use of wearable sports technologies, such as activity wristbands, are used as practical examples to put the theoretical ideas into context.

Practitioner notes

What is already known about this topic
  • Computing has been (re)introduced in the curricula of basic education in various countries.
  • Some teachers are found to be reluctant to teach computing in basic education.
What this paper adds
  • This paper introduces a transversal multiliteracies-based approach for computing education.
Implications for practice and policy
  • Computing should be included in curricula and classrooms in a holistic manner that includes both functional and critical approaches to computing.
  相似文献   

15.
We reflect here on research into the process of giving and receiving lesson‐observational feedback for student teachers. Key questions and areas are:
  • ? How effective is post‐lesson observation feedback in developing student teachers’ understanding of their own teaching?
  • ? Are there any issues to do with English subject knowledge?
  • ? What of the language issues involved?
  • ? What is the relationship between formative and evaluative aspects of such feedback?
  • ? How involved are the student teachers themselves, and what are their thoughts and feelings?
  相似文献   

16.
This study analyses the potential of a learning analytics (LA) based formative assessment to construct personalised teaching sequences in Mathematics for 5th-grade primary school students. A total of 127 students from Spanish public schools participated in the study. The quasi-experimental study was conducted over the course of six sessions, in which both control and experimental groups participated in a teaching sequence based on mathematical problems. In each session, both groups used audience response systems to record their responses to mathematical tasks about fractions. After each session, students from the control group were given generic homework on fractions—the same activities for all the participants—while students from the experimental group were given a personalised set of activities. The provision of personalised homework was based on the students' errors detected from the use of the LA-based formative assessment. After the intervention, the results indicate a higher student level of understanding of the concept of fractions in the experimental group compared to the control group. Related to motivational dimensions, results indicated that instruction using audience response systems has a positive effect compared to regular mathematics classes.

Practitioner notes

What is already known about this topic
  • Developing an understanding of fractions is one of the most challenging concepts in elementary mathematics and a solid predictor of future achievements in mathematics.
  • Learning analytics (LA) has the potential to provide quality, functional data for assessing and supporting learners' difficulties.
  • Audience response systems (ARS) are one of the most practical ways to collect data for LA in classroom environments.
  • There is a scarcity of field research implementations on LA mediated by ARS in real contexts of elementary school classrooms.
What this paper adds
  • Empirical evidence about how LA-based formative assessments can enable personalised homework to support student understanding of fractions.
  • Personalised homework based on an LA-based formative assessment improves the students' comprehension of fractions.
  • Using ARS for the teaching of fractions has a positive effect in terms of student motivation.
Implications for practice and/or policy
  • Teachers should be given LA/ARS tools that allow them to quickly provide students with personalised mathematical instruction.
  • Researchers should continue exploring these potentially beneficial educational implementations in other areas.
  相似文献   

17.
Teacher self-efficacy for classroom management is an important component of teachers' identity with implications for their teaching quality. Theoretically, it has been described that contextual variables play an important role for self-efficacy development and its consequences. However, little is known about the interrelationships of job resources and demands with teacher self-efficacy, and consequences for teachers' professional behaviors. We extend teacher self-efficacy research by drawing on the Job Demands-Resources model in examining contextual influences on developmental dynamics between classroom management self-efficacy and teacher-reported classroom management, from prior to qualifying as a teacher until mid-career. Participants were 395 primary and secondary Australian school teachers. Longitudinal structural equation models showed teachers’ classroom management self-efficacy positively related to aspects of their perceived classroom management, particularly during early career. Between early and mid-career, the positive relationship between self-efficacy and classroom management was moderated by early career excessive demands. Implications are outlined for teacher education and school administration.  相似文献   

18.
Postsecondary institutions have a legal responsibility to ensure that students have access to a safe learning environment. While institutions adopt policies and hire administrators to protect students from harm, many are underprepared to support students when these harmful incidents happen online. This is of increased concern now that online aggression is pervasive across universities worldwide. While faculty, administrators and students agree that online aggression is a significant issue and that institutions ought to provide prevention and response services, there is concern that these efforts might violate privacy norms. We used the theory of privacy as contextual integrity (CI) to explore the tensions that postsecondary students and staff perceive regarding student privacy when responding to incidents of online aggression. To do so, we conducted focus groups with undergraduate students and student affairs administrators from a Historically Black College and University (HBCU) in the Mid-Atlantic USA. Our analysis surfaced three considerations that inform students' and staff's decision to report an incident of online aggression: their closeness to the person making the post, their perception of the online post content as a real threat and their knowledge of an authority figure who could help resolve the situation. We used CI theory to explain how these considerations can inform institutional policy, practice and future research.

Practitioner notes

What is already known about this topic

  • Online aggression is a pervasive issue at postsecondary institutions worldwide that can contribute to psychological, academic and developmental issues.
  • Postsecondary students and staff are unsure of how to respond to incidents of online aggression.
  • There is a gap in policies and procedures for responding to online aggression at postsecondary institutions.

What this paper adds

  • A novel use of Nissenbaum's (2010) theory of contextual integrity to understand students' and staff's perceptions of privacy.
  • Students' and staff's decisions to intervene or report an online aggression incident are determined by their relationship to the perpetrator, the severity of the social media post and their knowledge of who to tell on campus.
  • Students and staff are reluctant to inform the police out of fear of violence against the perpetrator.

Implications for practice and/or policy

  • Raise awareness about responding to online aggression incidents.
  • Implement online bystander intervention training programs to increase awareness and self-efficacy to intervene in unclear situations.
  • Develop clear policies regarding online aggression, as well as a trustworthy procedure for how to respond.
  相似文献   

19.
Using a sample of 359 in-service teachers, this study examines Japanese teachers' attitudes toward inclusive education and their self-efficacy for inclusive practices. The results indicate that although teachers’ sentiments toward disabilities were generally positive, the teachers had some concerns about implementing inclusive education in their classroom. The overall level of self-efficacy was relatively low in the Japanese sample compared to that of other countries, particularly in relation to managing problematic student behavior. Self-efficacy regarding managing behavior and collaboration was related to overall attitudes toward inclusive education. The findings can enable useful insights in developing pre-service and in-service teacher education.  相似文献   

20.
This study examined the nature of teachers' self-efficacy, differences between elementary and middle school teachers' self-efficacy and the implications for observed classroom quality. Teachers (N = 101; 61% female and 85% European American) completed a survey and 96 were observed teaching two different classes. The sample included 6th grade (n = 44) and 7th grade (n = 30) teachers from six middle schools and 5th grade teachers (n = 27) from twelve feeder elementary schools. Exploratory factor analysis indicated that teachers' self-efficacy for managing peer relations is a distinct dimension from teachers' self-efficacy for classroom management, instruction and student engagement. Teachers felt less efficacious about managing peer relations compared to classroom management and instruction. Further, middle school teachers reported lower self-efficacy for classroom management and managing peer relations compared to elementary school teachers. For elementary and middle school teachers, their self-efficacy for classroom management and for managing peer relations was associated with some aspects of observed classroom quality.  相似文献   

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