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Sascha Schroeder Tobias RichterNele McElvany Axinja HachfeldJürgen Baumert Wolfgang SchnotzHolger Horz Mark Ullrich 《Learning and Instruction》2011,21(3):403-415
This study investigated the relations between teachers’ pedagogical beliefs and students’ self-reported engagement in learning from texts with instructional pictures. Participants were the biology, geography, and German teachers of 46 classes (Grades 5-8) and their students. Teachers’ instructional behaviors and students’ engagement in learning from texts with instructional pictures were assessed by means of student ratings. Teachers’ beliefs about using texts with instructional pictures in their teaching were assessed by a self-report questionnaire. Results showed that the more teachers believed that students should be taught clear strategies on how to learn from texts with instructional pictures the more engagement was reported by their students. A multilevel mediation model showed that the association between teachers’ beliefs and students’ self-reported engagement was mediated by teachers’ perceived instructional behavior. 相似文献
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Lois R. Harris Gavin T. L. Brown Jennifer A. Harnett 《Educational Assessment, Evaluation and Accountability》2014,26(2):107-133
While feedback is a key factor for improving student learning, little is known about how students understand and experience feedback within the classroom. This study analysed 193 New Zealand primary and secondary students’ survey responses alongside drawings of their understandings and experiences of feedback to examine how they experience, understand, and respond to feedback. It found that despite New Zealand’s strong commitment to student-centred Assessment for Learning practices, the majority of students still drew, selected, and endorsed teacher-led feedback practices, with pictures dominated by written comments or grades. However, they generally depicted and described this feedback as positive and constructive, suggesting that negative emotional responses to evaluative comments and grades may be lessened if students perceive such feedback will help them improve. 相似文献
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Sola Takahashi 《Teaching and Teacher Education》2011,27(4):732-741
Teachers’ efficacy beliefs are critical to improving student learning, but we have yet to fully understand how these beliefs develop. The prevailing model of teachers’ efficacy development emerges from cognitive theories, but sociocultural theories may add insights to modeling the impact of teachers’ school contexts. This case study takes a “communities of practice” approach to explore the connections between teachers’ evidence-based decision-making practices and their efficacy beliefs. Findings, based on interviews with four teachers, indicate that teachers co-construct their efficacy beliefs in shared practices, suggesting the usefulness of communities of practice theory to more fully understand teachers’ efficacy belief development. 相似文献
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Storybooks are the most frequently chosen genre for read alouds in preschool classrooms. However, growing evidence suggests that genre may influence the quantity and quality of talk produced outside of the text. The current study compared twenty preschool teachers’ extratextual talk across read-aloud sessions with a storybook and an information book. Results revealed that teachers used significantly greater numbers of extratextual utterances during the information book read-aloud compared to the storybook read-aloud after accounting for differences in duration. Teachers’ extratextual utterances also were coded for content, including behavior management, feedback, print and book conventions, and four levels of cognitive demand (with Levels 1 and 2 being concrete and Levels 3 and 4 being cognitively demanding). Rates did not differ across genre in the categories of behavior management, feedback, print, and Level 4; however, rates did differ significantly in the content categories of Level 1, Level 2, and Level 3 on the continuum of cognitive demand, with the rates always being significantly higher in the information book read-aloud compared to the storybook. Teachers also reported less favorable perceptions toward reading information books aloud compared to reading storybooks aloud. This may be attributable to differences in how teachers read information books compared to storybooks. Teachers’ level of education and the age of the children in the classroom in some cases were related to the teachers’ talk during the read aloud. 相似文献
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Jennifer Charteris 《Critical Studies in Education》2016,57(3):277-295
Neoliberal policy objectives perpetuate an audit culture at both school and system levels. The associated focus on performativity and accountability can result in reductive and procedural interpretations of classroom assessment for learning (AfL) practices. Set in a New Zealand AfL professional development context, this research takes an ecological view of teacher learning as a ground-up approach to improving practice. As a framework, this paper brings together an intersubjective conception of professional learning that positions teachers as co-leaders, principles inherent in ‘the spirit of AfL’, and the notion of ‘intelligent accountability’ to illustrate evidence-informed teacher agency. It applies divergent and dialogic AfL practices to professional learning that can enable teachers to connect with issues that are most relevant to their practice. Dialogic feedback practices of this nature position teachers as capable, reflexive and resourceful practitioners and decision-makers. 相似文献
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Dirk Richter Mareike KunterUta Klusmann Oliver LüdtkeJürgen Baumert 《Teaching and Teacher Education》2011,27(1):116-126
This study examined teachers’ uptake of formal and informal learning opportunities across the career cycle. Analyses were based on data from 1939 German secondary teachers in 198 schools. Results showed that formal learning opportunities (in-service training) were used most frequently by mid-career teachers, whereas informal learning opportunities showed distinct patterns across the teaching career. Specifically, use of professional literature increased with teacher age, but teacher collaboration decreased. Teachers’ work engagement and professional responsibilities were hypothesised to predict changes over the career. However, although these variables partly predicted uptake of learning opportunities, they did not fully explain the age-related differences observed. 相似文献
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S. Earl Irving Lois R. Harris Elizabeth R. Peterson 《Asia Pacific Education Review》2011,12(3):413-426
Within the Asia-Pacific community, the New Zealand Ministry of Education has been one of few educational authorities to adopt an Assessment for Learning (AfL) framework and actively promote formative uses of assessment. This paper reports the results of a qualitative study in which eleven New Zealand secondary teachers in two focus groups discussed their conceptions of assessment and feedback. These data were examined to see how teachers defined and understood assessment and feedback processes to identify how these conceptions related to AfL perspectives on assessment. Categorical analysis of these data found teachers identified three types of assessment (formative, classroom teacher–controlled summative and external summative) with three distinct purposes (improvement, reporting and compliance, irrelevance). Feedback was seen as being about learning, grades and marks, or behaviour and effort; these types served the same purposes as assessment with the addition of an encouragement purpose. This study showed that although these New Zealand teachers appeared committed to AfL, there was still disagreement amongst teachers as to what practices could be deemed formative and how to best implement these types of assessment. Additionally, even in this relatively low-stakes environment, they noted tension between improvement and accountability purposes for assessment. 相似文献
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Robert M. Klassen Rosemary Y. Foster Sukaina Rajani Carley Bowman 《International Journal of Educational Research》2009,48(6):381-394
This article presents a mixed methods examination of teachers’ job beliefs in the Yukon Territory in northern Canada. In Study 1 we used questionnaires to examine job beliefs for 221 teachers from the Yukon and western Canada. Teachers’ self- and collective efficacy and workload stress were lower for Yukon teachers, but levels of overall stress and satisfaction were similar across settings. In Study 2 we conducted interviews to examine how geographical, community, and cultural factors were related to Yukon teachers’ job beliefs. Results showed that job stress and job satisfaction were influenced by physical and human geography, level of connection with the community, and by the community's cultural transitions. The findings highlight the influence of cultural and community factors on teachers’ working lives. 相似文献
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Stephanie Dix 《Teaching and Teacher Education》2012,28(3):405-417
Changes in political, social and educational curriculum policies over the past four decades have created discursive shifts in writing theory and practice for New Zealand primary teachers. While these policies have historically privileged a particular view of writing over others, very little is known as to how teachers engage with experienced discourses of writing.Three broad conceptual metaphors, taking a ‘writer’, ‘text’ and ‘social’ perspective, frame the writing theories and practices and provide a context for the development of heuristic markers used to analyse the teachers’ interviews. Discourse analysis revealed teachers’ complex identities and knowledge or lack of, available writing discourses. 相似文献
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In recent years, there has been a feeling that effective teachers can be fostered by grounding professional development in actual classroom practice. This paper reports how a group of teachers adopted a lesson study approach and worked collaboratively so as to improve their class instruction on wh-question formation. Teachers’ reflections indicate that the collaborative environment throughout the study enabled them to gain insights into how to improve their teaching strategies. Also identified are some of the problems faced by teachers, which may undermine the gains of lesson study. 相似文献
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This project examined 23 teachers’ involvement in a curricular project to integrate physical activity into the school day. The teachers represented all grade levels and worked in schools that served Native American students in the United States. Interviews occurred twice during the year-long project. Data were analyzed via constant comparison. Teachers’ willingness to engage was influenced positively by caring about students and their own personal wellness history. Their engagement was impeded by institutional factors of scheduling and assessment pressures. The results provide insights into how teachers might be persuaded to and prepared for the implementation of similar programs in new locations. 相似文献
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Jo Fletcher Faye Parkhill Amosa Fa'afoi Leali'ie'e Tufulasi Taleni Bridget O'Regan 《Teaching and Teacher Education》2009
The changing ethnic population of schools in New Zealand challenges our educators to respond proactively in reviewing how students from minority groups develop effective literacy and learning skills. Pasifika students' achievement levels in literacy, particularly reading and writing literacy, has been an area of national focus for the Ministry of Education, teachers, teacher educators and the Pasifika community. For many students from a minority ethnic group, the interpretation of texts from a different culture provides challenges for teachers that require mediation in the construction of meaning. Our previous research accordingly asked Years 5–9 Pasifika students in mainstream schools in the South Island of New Zealand to tell us what they saw as supports and barriers to their literacy learning. The study that is the subject of this present article built on that research by asking the teachers and parents of Pasifika students in a cluster of schools to state what they thought supported or hindered literacy learning for these youngsters. Our particular aim was to enhance identification and understanding of pedagogical practices and family/community factors which influence literacy learning outcomes for Pasifika students during the primary school years. The research found that Pasifika students' literacy learning, and overall learning, was more likely to be enhanced when Pasifika values, language identities and cultural knowledge were made an implicit part of teaching and learning practices. 相似文献
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Amy B. Dellinger Jacquline J. Bobbett Dianne F. Olivier Chad D. Ellett 《Teaching and Teacher Education》2008
This paper distinguishes between teacher efficacy and teacher self-efficacy beliefs and describes a need for theory and research-based measures of teachers’ self-efficacy beliefs that are grounded in the context of the classroom. To meet this need, a new measure of teacher self-efficacy beliefs, the Teachers’ Efficacy Beliefs System-Self (TEBS-Self), is described by the authors. Principal components analysis results are presented from three independent studies performed in the United States (n=2373 K-6 teachers) using the TEBS-Self. 相似文献
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《Learning and Instruction》2007,17(3):322-335
This study investigated factors promoting the use of self-constructed diagrams by examining students' perceptions and daily class activities, and comparing Japanese (n = 291) and New Zealand (n = 323) students. Algebra word problems and a questionnaire were administered. The results revealed that the New Zealand students used diagrams more often and scored higher than their Japanese counterparts. Lack of confidence and perceptions of difficulty in diagram use, and viewing diagrams more as a strategy that teachers use, were found to link with lower use. Possible ways of promoting diagram use in math word problem solving are discussed. 相似文献
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Child abuse and neglect are serious social problems that make extraordinary demands on teachers’ knowledge and professionalism. Yet the field of education has been slow to develop a discipline-specific knowledge base about child abuse and neglect for teachers and teacher education programmes and there is a paucity empirical research into teachers’ knowledge in relation to child abuse and neglect. This paper describes a qualitative study of eight purposively selected early childhood teachers. To identify and evaluate their child abuse and neglect knowledge, Grossman's [(1990). The making of a teacher: Teacher knowledge and teacher education. New York: Teachers College Press; (1995). Teachers’ knowledge. In L. W. Anderson (Ed.), International encyclopedia of teaching and teacher education (2nd ed., pp. 20–24). Tarrytown, NY: Pergamon] typology of teachers’ knowledge is used as an analytic framework on which to map the teachers’ interview data. Findings reveal that, in the absence of preservice and inservice education specifically about child abuse and neglect, early childhood teachers held and deployed knowledge in resourceful ways. They used, as a basis, their existing early childhood knowledge and adapted this knowledge by augmenting it with a range of personal and professional knowledge resources to fit their particular challenges and situations. This approach, however competent and innovative, also reveals shortfalls in knowledge. Implications of this research are drawn for child abuse and neglect curriculum development in initial and continuing teacher education including the case for specialist knowledge needed to establish teachers’ professional reputation for dealing capably with cases of child abuse and neglect. 相似文献
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Ikerne Aguirre-Bielschowsky Claire Freeman Eva Vass 《Environmental Education Research》2012,18(1):91-115
This paper investigates Mexican and New Zealand children’s conception of the environment and their understandings of environmental issues, focusing on how personal experiences, culture and school-based environmental education (EE) programmes influence their perspectives. Sixty Year 5 children (age 9–11) from three schools in Dunedin (New Zealand) and three schools from Ensenada (Mexico), their teachers and school principals were interviewed. The study found that children from both cities had limited opportunities for contact with nature. Most children understood the environment as nature, and did not typically link environmental problems to human activities or social causes. Rarely were children critical of the effect of socio-economic structure on the environment. The analysis shows that children’s understandings of the environment are connected to their personal experiences and mediated by culture. Children from Ensenada had a more global perspective on environmental issues but a more passive attitude towards their local environment, participating in fewer environmental activities than children from Dunedin. In both countries, children from schools with an EE programme did translate environmental practices learnt at school into environmental practices at home. Based on our results, EE could be improved by considering the cultural context, enhancing children’s contact with nature, encouraging critical thinking and more environmental activities. 相似文献
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There is a small body of work examining how picture books can be used with young children and their families to develop understandings of contemporary issues including diversity and practices towards inclusion. This article describes a study in one New Zealand kindergarten that explored teachers’ interpretations of children’s responses to a selection of picture books featuring same gender parented families. The research sought to go beyond traditional understandings of families and the dominant discourse of heteronormativity. Findings show that despite children reportedly being open to the possibilities of non-traditional families in their setting, and their play, teachers appeared hesitant to ask probing questions or fully engage with children’s thinking, or their own, to explore understandings in this area. Nevertheless, this research demonstrates that taking tentative steps towards making an alternative discourse available through the proactive use of curriculum resources does not have to be ‘difficult’ or ‘dangerous’. In inclusive educational settings, lesbian and gay headed families can be affirmed, and children can be supported to construct understandings about ‘family’ outside of normative boundaries. 相似文献
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《师资教育杂志》2012,38(1):61-75
Teachers' thinking about four conceptions of teaching (i.e., apprenticeship‐developmental, nurturing, social reform, and transmission) were captured using the Teaching Perspectives Inventory (TPI). New Zealand and Queensland have very similar teaching‐related policies and practices but differences around assessment policies and practices are expected to influence teachers' conceptions of teaching. Results from two surveys (New Zealand primary (n = 241) and Queensland primary (n = 784) and secondary (n = 614) teachers) found acceptably fitting models. TPI models were not invariant between primary and secondary teachers in Queensland while the models for primary teachers in Queensland and New Zealand were partially invariant. There were only small differences in mean perspectives scores, except for transmission, which elicited large differences. 相似文献