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1.
This study investigates the relationship between Principal Change Leadership Competencies, Teacher Change Beliefs and Teacher Attitudes toward Change. A total of 936 teachers from 47 High Performing Secondary Schools in Malaysia completed the survey. Structural equation modelling was applied to test the models. Firstly, the results showed that Principal Change Leadership Competencies was significantly related to Teacher Change Beliefs and implied that if school principals equipped themselves with sufficient Principal Change Leadership Competencies, Teacher Change Beliefs can certainly be enhanced. Secondly, Teacher Change Beliefs was significantly related to Teacher Attitudes toward Change whereby the stronger the Teacher Change Beliefs, the greater the enhancement of Teacher Attitudes toward Change. Thirdly, Teacher Change Beliefs was indeed a total mediator in the relationship of Principal Change Leadership Competencies and Teacher Attitudes toward Change. Put simply, via Teacher Change Beliefs, the impact of Principal Change Leadership Competencies on Teacher Attitudes toward Change was relatively strong as Teacher Change Beliefs greatly facilitated the influence of Principal Change Leadership Competencies on Teacher Attitudes toward Change. Thus, in-depth enhancing Teacher Change Beliefs is one of the effective ways to increase the likelihood of teachers to embrace change. Fourthly, Principal Change Leadership Competencies was more influential than teachers’ self-influence in enhancing Teacher Attitudes toward Change. Therefore, concerted effort must be given to prioritize the continuous development of principal change leadership in effective change management. The study encourages a fresh look at change leadership development and ultimately alters the traditional approach of school principals in managing change.  相似文献   

2.
The purpose of this study was to assess the effectiveness of a Local Systemic Change (LSC) initiative (N = 216) at Year 2 in a 5‐year plan. Key questions were: What is the extent of school and teacher involvement?; What is the impact on teacher preparedness, attitudes, and beliefs?; and What is the extent of institutionalization? The model of professional development used shared leadership (Lead Teachers & Study Groups) along with workshops in inquiry, content, and assessment. All teachers averaged 81 hours of participation by the end of Year 2; LTs averaged 161 hours. Longitudinal and episodic data were collected using multiple instruments, including Horizon Research Teacher Survey (Baseline and Year 2), SG and Lead Teacher surveys (Year 1 and Year 2), Context Beliefs About Teaching Science and Classroom Observation Protocol (Year 2). Gains in teachers' practices, beliefs, and professional culture (collegiality and department chair support) were measured at significance levels of .05. The results indicate that sustained and intensive professional development influences individuals and school culture. © 2004 Wiley Periodicals, Inc. J Res Sci Teach 42: 3–24, 2005  相似文献   

3.
This study evaluated perceived assessment practices needs among social studies teachers in Cross River State, Nigeria, in relation to some teacher factors (attitude towards social studies, sex, teaching experience and educational qualification). Subjects who participated in this study were 297 social studies teachers (144 males and 153 females) from 116 secondary schools in the state. Teacher Classroom Assessment Practices Needs Questionnaire (TCANQ) and Teacher Attitude towards social studies Inventory were used for data collection in the study. Cronbach coefficient alpha of .81 and .93 were obtained as estimate of construct validity and internal consistency reliability for the Teacher Classroom Assessment Practices Needs Questionnaire and the Teacher Attitude towards social studies Inventory respectively. Independent t-test, one way analysis of variance and Pearson Product Moment correlation were used to test the hypotheses. Results indicated that gender and teacher qualification significantly influence perceived assessment practices needs of social studies teachers. Significant positive relationship was observed between years of teaching experience and expressed assessment practices needs; and between attitude towards social studies and assessment needs. It was concluded that factors such as years of teaching experience, attitude towards social studies, gender and educational qualification significantly influence social studies teachers perceive priority needs in assessment practices.  相似文献   

4.
This study investigated firstly the reliability and validity of an Indonesian version of the Questionnaire on Teacher Interaction (QTI). Second, perceptions of Indonesian secondary school teachers?? interpersonal behaviour as perceived by students and teachers were studied with the QTI. Third, differences between students?? and teachers?? perceptions regarding interpersonal teacher behaviour were compared. The QTI itself is based on the Model of Interpersonal Behaviour which maps teacher behaviour in terms of Influence (Dominance?CSubmission) and Proximity (Cooperation?COpposition). In this study, an Indonesian version of the QTI was constructed and distributed to 2,380 students of 69 teachers from 85 classes (grade 7?C9) from 12 public lower secondary schools in Indonesia. The results showed high reliability and validity for the instrument. Students?? and teachers?? average ratings on Influence were similar, while teacher??s ratings of Proximity were higher than those of students.  相似文献   

5.
ABSTRACT

Access to Malaysian government schools is prohibited for refugee children, and hidden refugee schools only reach a minority of Burmese students in Malaysia. This study used a participatory culture-specific consultation (PCSC) approach to examine the perspectives of Burmese refugee teachers on Burmese refugee student socioemotional issues and classroom management using interviews, observations, a preliminary refugee teacher focus group (N = 10: 4 men, 6 women; M age = 26 years), and a primary focus group with refugee teachers who were Burmese refugees (N = 9: 6 men, 3 women; M age = 30 years). First, themes suggested that societal pressures have an effect on the classroom environment. Second, refugee student behavior and emotions ranged from externalizing to internalizing. Third, refugee teachers relied on traditional Burmese methods for managing serious misbehavior. Fourth, with mild misbehaviors, teachers employed more “modern,” student-centered methods. Results inform culture-specific consultation designed to meet refugee education needs.  相似文献   

6.
The purpose of the study was to investigate the reliability and validity of a Turkish adaptation of an existing instrument for measuring teacher interpersonal behaviour. The Questionnaire on Teacher Interaction (QTI) maps teacher behaviour in terms of two dimensions: Influence (Dominance–Submission) and Proximity (Cooperation–Opposition). A sample of 674 students from 24 classes (Grades 9–11) of experienced teachers in two Turkish secondary schools participated in the study. Development of the instrument involved several steps: translation and back translation by teacher educators; piloting of different versions while refining the items; interviews with students and teachers to establish the importance of teacher interpersonal behaviour in the Turkish context; and a final administration of the questionnaire to the sample described. Interview data and statistical analyses supported the reliability and validity of the instrument. Turkish teachers were perceived by their students as very cooperative and moderately dominant.
Jale CakirogluEmail:
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7.
The present study describes the development and psychometric properties of the Self-Regulated Learning Teacher Belief Scale (SRLTB). The SRLTB is a self-report teacher scale with 10 items assessing teachers' beliefs about introducing self-regulated learning (SRL) in primary education. The process of item and scale development as well as testing and scale refinement procedure is presented. An explorative study (n=399) revealed a one-factor structure representing adherence of teachers for SRL in primary school. Next, Rasch analysis revealed good fit of the scale to the unidimensional continuum model. In a following study (n=553), construct validity of the SRLTB was confirmed. Finally, implications and limitations of the SRLTB for studying SRL are discussed. In general, the SRLTB appears to be a useful instrument for examining teacher beliefs about self-regulated learning practices in primary schools.  相似文献   

8.
Based on theory and research on learning environments, the Delaware School Climate Survey–Teacher/Staff (DSCS–T/S) was developed to provide schools with a brief, psychometrically sound measure of teachers’ perceptions of school climate. Multigroup confirmatory factor analyses, conducted on a sample of 5,781 teachers, support staff, administrators and other staff in 132 schools, showed that a bifactor model consisting of seven specific factors best represented the data. Those factors were Teacher–Student Relations, Student–Student Relations, Teacher–Home Communication, Respect for Diversity, School Safety, Fairness of Rules, and Clarity of Expectations. Measurement invariance was found across grade levels (i.e., elementary, middle, and high schools) and subgroups of respondents (i.e., teachers, instructional support staff and noninstructional staff). As evidence of concurrent validity across grade levels, nearly all scores, aggregated at the school level and correlated significantly and negatively with suspensions/expulsion rates and positively with academic achievement. The DSCS–T/S is likely to be useful to schools interested in assessing school climate and the effects of various programs, such bullying prevention programs, that target the seven dimensions of school climate measured.  相似文献   

9.
ABSTRACT

Outdoor learning provides memorably relevant learning and authentic, contextualised opportunities to extend classroom-based education. This research draws on empirical data from surveys involving teachers in primary schools in England in 1995 and 2017 (n=61 and n=40 respectively). The evidence illustrates that schools are continuing to use their playgrounds and day visits as locations for practice. Teacher expertise had decreased by 2017 but the major challenges and barriers to implementation of time and expense remain similar in both years. Teachers no longer see outdoor ‘education’ as a subject in its own right but within the physical education curriculum although Early Years Foundation Stage practitioners report an enabling curriculum for outdoor learning. The research identifies the strength of teachers’ values and beliefs, an open approach to curriculum interpretation, the importance of suitable locations, a culture of risk benefit and positive initiatives as key ingredients for successful outdoor learning in primary schools.  相似文献   

10.
ABSTRACT

Mentors for beginning teachers in schools are often unacknowledged middle leaders in their schools. Through their work with beginning teachers, they not only provide local leadership in their contexts, they influence and shape the work of the next generation of teachers. Government-funded mentor training for the purpose of supporting beginning teachers in Education Queensland schools commenced in 2014 (Queensland Government. [2017]. Mentoring Beginning Teachers. http://education.qld.gov.au/staff/development/employee/teachers/mentoring.html). In Queensland, Australia, over 3000 experienced teachers have completed a two-day professional learning Mentoring Beginning Teacher (MBT) programme. Upon completion, mentors were expected to design and enact a mentoring programme that met the beginning teachers’ needs in their context, using the dialogic mentoring principles they had learned to fulfil the policy goals of increasing the number of beginning teachers transitioning to full registration. This article draws on Bernstein’s ([2000]. Pedagogy, Symbolic Control, and Identity: Theory, Research, Critique. Revised ed. Rowman & Littlefield) concepts of recontextualisation, and horizontal and vertical discourses of knowledge to understand how mentor teachers negotiated and enacted their roles as middle leaders in schools in diverse schooling contexts.  相似文献   

11.
The study aimed to investigate how teachers’ perceptions of emotional intelligence, and social and emotional learning (SEL) relate to teacher–student relationships. Teachers’ perceptions of teacher–student relationships and the degree of agreement with students’ perceptions was also investigated. Preschool teachers from 92 public schools in central Greece completed the Self-Rated Emotional Intelligence Scale, the Teacher SEL Beliefs Scale, and the Student–Teacher Relationships Scale-Short Form for 238 students aged 5–6 years old. 170 students were interviewed using the Young Children’s Appraisal of Teacher Support. Regression analysis revealed that both teachers and students emphasized the role of teachers’ perceptions of SEL in positive teacher–student relationships. However, there was no agreement between teachers and students regarding teacher–student relationships. These findings and their implications for research and practice are discussed.  相似文献   

12.
ABSTRACT

This article is based on the empirical research involving Chinese exchange teacher candidates from Southwest University in China who participated in the Reciprocal Learning in Teacher Education and School Education between Canada and China (RLTESECC) project and studied at the University of Windsor. These teachers conducted classroom observation in Canadian schools from 2010 to 2016. The research study explores changes in Chinese teacher candidates’ beliefs about their professional life, which was promoted by the project, inspired by the Teachers’ Change Model proposed by F. A. J. Korthagen and based on the concept of Reciprocal Learning as collaborative partnerships between and among cultures. A two-stage research design was guided by the Grounded Theory approach (Charmaz, 2006). The findings reveal that the reciprocal learning project created an environment, which was conducive to exchange teacher candidates’ professional development and especially introduced new perspectives to teachers’ understanding of their profession in four areas: 1) teaching, 2) learning, 3) researching and academic writing and 4) professional social life.  相似文献   

13.
Teacher educators are not satisfied with their relations with the schools. In Holland, student teachers go to schools for their teaching practice and obtain the topics of their research projects from their practical experiences. Cooperating teachers are trained to supervise the student teachers during their practice periods. In this paper three attempts to improve the relationship between schools and teacher education institutes are described, analysed and the advantages given for the different partners (student teachers, teacher education, schools). The conclusion is that for the professional development of prospective teachers well organised and complete partnerships between schools and teacher education institutes are crucial.  相似文献   

14.
Teacher knowledge, as an important cognitive basis of teaching, has attracted tremendous attention in educational research in the last few decades. This study examines whether teachers’ self-perceived knowledge about oral English teaching differs with regard to their professional profiles in the English as a Foreign Language (EFL) context in China. A sample of 527 teachers from 56 universities in 29 cities across the country responded to a self-report questionnaire. Thirty teachers were interviewed. Teachers’ self-perceived knowledge was assessed by two factors: pedagogical content knowledge about oral English teaching (PCK) and knowledge of students’ oral English characteristics (KOS). The reliability and validity of the instrument are tested and presented. Results showed that EFL teachers generally reported having insufficient PCK and KOS. ANOVA and t-tests revealed no significant knowledge difference among teachers with different teaching experiences, training and overseas exposure. However, teachers’ learning experiences, self-perceived speaking ability and familiarity with teaching methodologies were found to influence teacher knowledge in a significant way. The findings highlight the need for the development of teacher knowledge about oral English teaching in the EFL contexts. Suggestions for further research are provided.  相似文献   

15.
Enisa Mede 《Education 3-13》2017,45(4):462-476
This study investigated the perceived beliefs and reported practices of fourth-grade English teachers in primary (elementary) public schools in Turkey. Significantly, it aimed to examine the participating K-4 English as a foreign language (EFL) teachers’ beliefs about the developmentally appropriate and inappropriate practices, discover the possible factors that might influence the planning and implementation of those instructional activities, and lastly, find out whether there is any correlation between the self-reported beliefs and practices. A sample of 158 EFL teachers teaching fourth-grade classes at Turkish public schools (primary level) participated in the study. Data were gathered from the Teacher Beliefs and Practices Survey: 3–5 Year Olds based on 1997 National Association for Education of Young Children's Developmentally Appropriate Practice (DAP) guidelines and focus group interviews. The findings revealed that future teacher training programmes should promote DAPs and enhance teachers’ skills to implement them effectively in the young learners' language classrooms.  相似文献   

16.
This paper introduces a data-based approach as an alternative way to help teachers formulate decisions about the validity of test accommodations for students with LD. Three rationales for the approach are provided: (a) an inadequate research base to guide decision-making; (b) the heterogeneity of the LD population; and (c) problems with teachers' use of subjective judgment. Well-controlled studies on test accommodations are too scarce to draw firm conclusions about effects for the group of students labeled learning disabled (LD). Moreover, in light of the heterogeneity of learning disabilities, the individual, rather than the LD label, may be the more appropriate unit for deciding which test accommodations preserve the validity of test scores for students with LD. In this paper, we provide a rationale for a data-based approach to help teachers formulate decisions about the validity of test accommodations for individual students with LD. Then we describe an objective assessment process teachers may use in determining valid test accommodations. We conclude with recommendations for practitioners.  相似文献   

17.
Abstract

This study describes the development of the Social Conflict Inventory (SCI), a self‐report teacher belief scale for assessing beliefs about young children's classroom peer conflicts. Three phases were involved in the construction of the SCI: item development, initial testing with one sample (n = 218), and follow‐up field test with a second sample (n = 395) that also addressed the convergent and concurrent validity of the instrument. Reliability and factor analyses conducted during the initial field test resulted in a reduction to 20 items (Cronbach’ s α = .87) with three subscales: General Orientation to Peer Conflict (α = .81), Cessation (α = .84), and Facilitation (α = .65). Similar patterns of factor loadings and reliabilities resulted from analyses of the follow‐up field test data. Overall, the SCI proved to be a reliable instrument for assessing the beliefs concerning the role of classroom conflicts in children's development and for differentiating among groups of teachers. Further use of the SCI in conjunction with other measures of teacher beliefs will contribute to a better understanding of its concurrent validity. Finally, the potential for its use in future studies to clarify the relationship between beliefs and actual classroom practices and as an instrument for assessing the effectiveness of specific classroom management training programs is discussed.  相似文献   

18.
Teacher educational beliefs may be largely shaped by culturally shared learning experiences and social values. The main purpose of this study is to explore educational beliefs of Chinese student teachers. An adapted version of the Teacher Beliefs Scale (TBS)??developed in a Western context (Woolley et al. in Educational and Psychological Measurement, 64: 319?C331, 2004)??was validated in this study, and the profiles of student teacher educational beliefs were analyzed. The research participants consisted of 727 Chinese student teachers from four different teacher education universities. A factor analysis of the Chinese version of the TBS supported the dimensions of the original instrument, but some items had to be discarded to less consistent factor loading. The ANOVA results showed that there were significant differences in constructivist teaching beliefs with respect to gender, study year, and majoring subjects. But no significant differences in the adherence to traditional teaching beliefs were observed. The results also show that the first year student teachers hold stronger constructivist beliefs as compared to senior student teachers. This can be linked to the latter larger teaching and learning experiences in real classroom settings. Implications are drawn for further research in teacher education contexts.  相似文献   

19.
In this article, I hope to provide some novel insights into teacher resilience and poverty on the basis of ten-year long-term ethnographic participatory reflection and action data obtained from teachers (n?=?87) in rural (n?=?6) and urban (n?=?8) schools (n?=?14, high schools?=?4, primary schools?=?10) in three South African provinces. In resilience debates, resilience in poverty-saturated schools is generally indicated as both process and outcome. Evidence from this study posits resilience processes in poverty as a lifeline chain, linking uninterrupted incidences of adaptation one after the other. Thus, rather than once-off incidental processes depicting a clear adversity beginning and positive adaptation end, adapting to poverty calls for resilience qualities characterized as a cable of nonstop vigilance. To mediate risk during resilience processes, the teachers in the study made use of traits such as compassion, creativity, optimism and especially flocking to access and use scarce protective resources. In the lifeline chain of resilience, the teachers demonstrated mostly positive outcomes as well as instances of maladaptation and thriving. Teacher resilience in poverty contexts means that teachers ceaselessly adapt in a sequence of linked incidents to a procession of risks. They use particular traits to unite and direct their adaptive series of behaviors in order to transform high-risk schools into supportive spaces where they sometimes thrive, and sometimes feel distressed but mostly function effectively as teachers.  相似文献   

20.
In a state-wide questionnaire survey dealing with practical work in school science, science teachers (N = 257) in Tasmanian schools and matriculation colleges were required to respond to a validated list of 10 aims for practical work in order to establish a relative order of importance of aims according to practicing teachers. The aims were then rewritten as possible influences (as perceived by students) and the relative order of importance of influences established for the students (N = 724). The orientation of teachers and students towards the set of aims/influences of practical work were first examined separately and then compared. Teacher's aims are associated with a clear rank ordering of importance which shows little change over the whole grade range. The implications of this educational emphasis is discussed. It is argued that teachers aims are in some respects misguided or misjudged and when viewed against student perceptions there are some major mismatches. The instrument would appear to be a simple and useful way of evaluating the orientation of teachers and students towards the role of practical work in schools and raises many issues about the quality of the enterprise.  相似文献   

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