共查询到20条相似文献，搜索用时 31 毫秒
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Helen Cahill Julia Coffey Larissa McLean Davies Jeana Kriewaldt Elizabeth Freeman Daniela Acquaro 《Teacher Development》2016,20(3):295-312
This article reports on an innovative pedagogical approach within the Learning Partnerships program in which school students help to ‘teach the teachers’ within pre-service teacher education. Classes of school students join with classes of pre-service teachers to provide input on how teachers can enhance school students’ engagement and wellbeing. The article draws on data collected from 125 students (aged 13–16) and 120 pre-service teachers in these workshops. Findings generated from a mixed methods study combining pre-workshop focus groups (n = Students: 38, Teachers: 33) and post-workshop focus groups (n = Students: 69, Teachers: 15) and post-workshop surveys (n = Students: 96; Teachers: 101) demonstrated that the workshops were mutually beneficial for both students and pre-service teachers. Participants found that workshopping together enhanced their belief in the possibility of positive student–teacher relationships. The pre-service teachers reported greater confidence in communicating with young people about the issues that affect student engagement and wellbeing. The school students reported that they were more willing to use teachers as a source of help. Implications include the need for increased attention to a ‘third space’ for learning in teacher development which provides opportunity for learning with and from young people about how to foster their engagement and wellbeing. 相似文献
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Annika Lena Hondrich Silke Hertel Katja Adl-Amini Eckhard Klieme 《Assessment in Education: Principles, Policy & Practice》2016,23(3):353-376
The implementation of formative assessment strategies is challenging for teachers. We evaluated teachers’ implementation fidelity of a curriculum-embedded formative assessment programme for primary school science education, investigating both material-supported, direct application and subsequent transfer. Furthermore, the relationship between implementation fidelity and teacher variables was explored. N = 17 German primary school teachers participated in professional development on formative assessment, N = 11 teachers formed a control group. Teachers’ implementation fidelity was evaluated via classroom observations student ratings and an analysis of students’ workbooks, focusing on the frequency and quality of intended formative assessment elements (assessments, feedback and instructional adaptations). Regarding direct application, treatment group teachers’ implementation fidelity was high, with slight variations in quality. Regarding transfer, implementation fidelity was lower but teachers still implemented more formative assessment elements than the control group. Teachers’ pedagogical content knowledge and their evaluation of the formative assessment intervention were associated with implementation success. 相似文献
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Farah Mouhanna Jocelyn DeJong Rima Afifi Khalil Asmar Bassel Nazha Huda Zurayk 《Sex education》2017,17(2):195-208
Reproductive health education (RHE) programmes in schools are a well-recognised means of helping young people make informed decisions relating to their sexual health and well-being. Very little research however has investigated attitudes towards such programmes among students in the Arab world. A national HIV education curriculum was developed in Lebanon in 2005. However, in the context of competing priorities and mixed levels of social resistance, curriculum implementation to date is far from universal. This study aimed to determine the prevalence of support for school-based RHE and the main factors associated with such support among young people aged 11–16 years in Lebanon. A secondary analysis of data from the 2011 Global school-based Student Health Survey (GSHS) was conducted. Students who supported RHE (58.1%) were more likely to be of higher grade level (adjusted OR [Odds Ratio]?=?1.78, p-value = 0.005), to have ever drunk alcohol (adjusted OR = 1.52, p-value = 0.012), to prefer mixed classes for RHE (adjusted OR = 3.19, p-value < 0.0001), to say RHE should start before or at puberty (adjusted OR = 3.57, p-value < 0.0001), and to be exposed to more health education topics in school (adjusted OR = 1.2, p-value < 0.0001). Identifying such sub-groups in the student body should inform the equitable implementation of RHE in culturally diverse settings like Lebanon. 相似文献
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This explanatory sequential mixed methods study investigated the writing feedback perceptions of middle and high school students (N = 598). The predictive and mediational roles of writing self-efficacy and perceptions of writing feedback on student writing self-regulation aptitude were examined using mediation regression analysis. To augment the quantitative findings, the explanations students provided for either liking or disliking writing feedback were explored using open-ended questions. Quantitative findings revealed that students’ perceptions of the feedback they receive about their writing partially mediated the relationship between writing self-efficacy and writing self-regulation aptitude. Qualitative data suggested ways in which students perceive writing feedback—both positive and negative. Collectively, the quantitative and qualitative data illustrate the influential role writing feedback perceptions plays in middle and high school student writing motivation and self-regulation beliefs. 相似文献
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Deidra Peaslee 《Community College Journal of Research & Practice》2018,42(10):635-649
Nearly half of all college students in the United States begin at community colleges, including higher numbers of students coming from backgrounds which have been historically underrepresented in higher education. Despite record numbers of new students enrolling at community colleges, the number of students who are retained at the institution long enough to be deemed successful, either through transferring or graduating, remains largely unchanged. One theory is that some students enter college with less confidence in their ability to be successful, hastening their departure. Faculty members are in a unique position to impact student self-efficacy, which ultimately may impact student success. This exploratory study quantitatively assessed whether a relationship exists between confirmation behaviors employed by faculty members in the classroom and changes in reported academic self-efficacy of students. The research was conducted through a causal comparative matched pair design with Midwestern community college students during their first semester. The results support a relationship between change in self-efficacy and perceived faculty confirmation (rs = .212, n = 70, p = .039*), particularly for female students (rs = .331, n = 35, p = .026*) and for those students where neither parent completed a degree higher than high school (rs = .316, n = 46, p = .016*). 相似文献
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Jennifer Gore Sally Patfield Leanne Fray Kathryn Holmes Maree Gruppetta Adam Lloyd Maxwell Smith Treesa Heath 《The Australian Educational Researcher》2017,44(3):323-355
While access to higher education has increased for Indigenous Australians, participation and completion rates remain lower than those of non-Indigenous Australians. A sound evidence base is needed to ground equity initiatives if they are to address the specific needs of Indigenous students. This paper presents the results of a scoping review of empirical research focusing on the participation of Indigenous students in higher education. The purpose of the scoping review was to synthesise empirical research on aspirations for, and barriers and enablers to, higher education that were published between 2000 and 2016 (n = 57), and identify areas where further research is needed. Despite a recent increase in research on this topic, relatively little attention has been paid to Indigenous students’ aspirations while they are at school. We argue that future research should take account of school students’ aspirations for higher education, including primary school students; the similitude of barriers and enablers across the student life cycle; differences within Indigenous community and among Indigenous students; and, the insights emerging from Indigenous methodologies and scholarship. 相似文献
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Enhancing the well-being of primary and post-primary students is one of the priorities of the Department of Education and Skills in Ireland. Whilst interventions are being implemented across the board, little is known about the current levels of adolescents’ well-being. Drawing from research on positive education, in the current study well-being was assessed amongst 2822 adolescents, aged 12–19 in Ireland, using the PERMA profiler [Butler, J., and M. L. Kern. (2016). “The PERMA-Profiler: A Brief Multidimensional Measure of Flourishing.” International Journal of Wellbeing 6 (3): 1–48. doi:10.5502/ijw.v6i3.526] and “VIA-Youth Survey” [VIA Character (2014). http://www.viacharacter.org/www/Research-Old2/Psychometric-Data-VIA-Youth-Survey]. Mann–Whitney U-test and multiple regression analyses were conducted in the examination of age and sex differences in students’ well-being scores, and the prediction of the contribution of character-strength-development to well-being. The results showed that students’ well-being decreased steadily from the first year, through to the middle and senior years of post-primary school. Furthermore, in comparison to males, females reported lower levels of well-being across the board, and higher levels of negative emotions and loneliness. Finally, the underuse of character strengths predicted lower levels of well-being in Irish schools. Implications for practice include the importance of customising well-being programmes across different schools and age groups, as well as the potential for the incorporation of psychological tests to evaluate the effectiveness of such interventions. 相似文献
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Joy R. Lile Timothy M. Ottusch Terese Jones Leslie N. Richards 《Community College Journal of Research & Practice》2018,42(2):95-111
Dual-enrollment programs have been proposed as a useful way to ease students’ transition from high school to community college. Several studies have shown that dual enrollment produces positive effects for students, but less is known about the mechanisms these programs use to support student success. Symbolic interactionism suggests that clarity of the role of a college student may help students transition into this role with more ease. With new legislation allowing students to use Pell Grants to attend dual-enrollment programs, and other proposed policies to increase attendance at community college, research on the mechanisms that make dual enrollment successful is well-timed. This study takes a mixed method approach with an online survey (N = 101) and a series of focus groups (N = 15) to explore the experiences of dual-enrollment students from several high schools and one community college. Findings suggest that dual enrollment helped to enhance participants’ clarity of the college-student role, including who attends college, what skills are required, what college can lead to, and their own self-identification as college students. Sources of role expectations for these students included self-reflection and peer, family, teacher, and structural expectations. Students highlighted strengths and weaknesses of the dual-enrollment program in which they were enrolled. These findings have implications for practice, including the potential for dual enrollment to support low-income and first-generation college students in their transition to higher education. 相似文献
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《The Journal of educational research》2012,105(3):209-224
ABSTRACT Research indicates that in traditional public schools the subjective well-being of students and parents varies by gender, race, and special education status. Prior studies suggest that general education students are more satisfied with their schooling than special education students, that female students have greater satisfaction with their schooling than male students, and that Caucasian and Latino students report greater school satisfaction than African American students. No prior research has studied parental and student subjective well-being in a cyber environment. The authors investigate parental and student subjective well-being in a cyber charter school, using a student (n = 269; 53.7% response rate) and parent (n = 232; 48.7% response rate) survey. They find statistically significant differences in subjective well-being across demographic groups of students, and also significantly higher satisfaction among special education students in the cyber school environment. Implications are discussed. 相似文献
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《The Journal of educational research》2012,105(4):319-321
ABSTRACT This qualitative within-site case study (N = 10) is a follow-up study to a 2006–2007 investigation that analyzed how 1 high school created a community of care for its ninth-grade students through the implementation of a ninth-grade transition program—Freshman Focus. All participants were interviewed again 3 years later during students’ senior year to investigate how Freshman Focus might have fostered a long-lasting community of care that extended throughout students’ high school years. Findings suggest teacher–student and program–student relationships served as ways to foster a community of care that promoted a positive school experience for students. While findings indicate that Freshman Focus fostered a community of care that lasted throughout these students’ high school years, it is unclear whether this caring community extended to the broader school community. 相似文献
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Karen E. L. Ross 《Journal of Mathematics Teacher Education》2014,17(1):85-100
This article examines the effects of changing teacher self-efficacy on student achievement. Results from a quantitative study of mathematics teachers in a USA mid-Atlantic state showed that teachers experienced reduced self-efficacy when working with English language learner students (ELLs) relative to non-ELLs. Further, the article explores professional development opportunities for strengthening teachers’ effectiveness with ELLs. The study utilized a four-part survey instrument based on the Teacher Sense of Efficacy Scale (TSES). All participants (n = 181) were mathematics educators from the highlighted state, and 94 % of them were preK-12 public school practicing classroom teachers. Study results indicate that teachers’ participation in professional development on ELL instruction is positively correlated to their heightened sense of self-efficacy. This finding points to continuing education as a potentially viable approach to reducing academic challenges for ELL students in mainstream mathematics classrooms by developing ever more effective practicing teachers. 相似文献
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Wen-Ling Wang Chang-Yuan Kuo 《International Journal of Disability, Development & Education》2019,66(1):82-98
The authors proposed a positive discipline, well-being and teaching effectiveness model that suggested that teachers’ positive discipline would facilitate students’ well-being and effective teaching, and students’ well-being would play a mediating role in the association between positive discipline and teaching effectiveness. The model was tested by including 255 resource room teachers (mean age = 32.71 years, SD = 7.09) and 255 matched adolescent students with learning disabilities (mean age = 14.06 years, SD = .74). Teachers responded to a scale for rating positive discipline strategies, and adolescents completed a students’ well-being questionnaire and a students’ awareness of teachers’ teaching effectiveness questionnaire. To evaluate the fit between the collected data and the proposed model, structural equation modelling was used to analyse the data. The results supported the proposed model and revealed that the link between teachers’ repertoire of positive discipline strategies and their students’ perception of teaching effectiveness was partially mediated by students’ well-being. Thus, the authors suggest that instead of eliminating individual student misbehaviours, teachers should focus more on positive classroom management, which is linked to improved outcomes for students and teachers. 相似文献
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Ann-Marie Gibson Johanna Shaw Allan Hewitt Chris Easton Sarah Robertson Neil Gibson 《Journal of Further & Higher Education》2018,42(1):36-45
During the transition from school to higher education, young adults experience a substantial amount of change where they progress from the highly controlled setting of school to the autonomous and self-motivated environment of university. Time spent at university is considered a critical period during which young adults establish a clear sense of identity, which can include forming positive health behaviours such as regular physical activity. The transition from school to university also involves a number of changes that can impact on the mental well-being of students including financial concerns, academic pressures and a lack of social support. Our aim was to longitudinally examine the physical activity levels and mental well-being of Scottish students during their first year at university. Participants were 48 first-year students (males, n = 24; females, n = 24) aged 18–19 years enrolled at two Scottish universities in the UK. At entry to university (semester 1) participants completed a validated self-report measure of physical activity and measures of anxiety and depression. Participants’ physical activity levels were assessed for seven days via accelerometry. Participants completed the same measures six months later (semester 2). Daily moderate physical activity levels decreased across the semesters yet perceptions of mental well-being remained stable. There was a significant increase in hip and waist circumferences across the semesters. The first year of university is a critical period for establishing positive health behaviours and there is a need for universities to actively encourage physical activity as an integral part of university life. 相似文献
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The Experiences of African American Physical Education Teacher Candidates at Secondary Urban Schools
Presently, most physical education teachers in the United States are White Americans and from middle class families. In fact, 83 % of all teachers in public schools are White Americans, whereas approximately 10 % of all African American teachers are representative of all teachers in the United States. A student might feel cultural dissonance that she or he is behaving appropriately based on the student’s cultural norm and upbringing, but the teachers who have different cultural and ethnic backgrounds than the students may inappropriately interpret or respond to the behavior. Therefore, it is important to study African American pre-service physical education teachers’ student teaching and field-based experiences with ethnically diverse adolescence (e.g., African American students), because they have the potential to develop a positive relationship between school support, teacher support, and academic achievement and influence student learning, motivation, and engagement in physical education. The purpose of this study was to describe and explain the experiences of African American physical education teacher education (PETE) candidates at secondary urban schools. The research design was explanatory multiple-case study situated in activity theory. Participants were seven African American PETE candidates. The qualitative data sources were interviews, weekly journal reflections, and e-portfolios. The results were (a) navigating power relationships between cooperative teachers and students, (b) a ‘shocking’ experience: Feeling under-prepared, and (c) encountered cultural normalcies and stereotypes in teaching physical education. PETE programs must better prepare teacher candidates for working in urban schools with greater cultural competence and higher self-efficacy. 相似文献
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Including vulnerable groups of students such as students with learning disabilities in mainstream school research, require ethical considerations and questionnaire adaptation. These students are often excluded, due to low understanding or methodologies generating inadequate data. Students with disability need be studied as a separate group and provided accessible questionnaires. This pilot study aims at developing and evaluating student self-reported measures, rating aspects of student experiences of school-based Physical Education (PE). Instrument design, reliability and validity were examined in Swedish secondary school students (n = 47) including students, aged 13, with intellectual disability (n = 5) and without impairment and test–retested on 28 of these students. Psychometric results from the small pilot-study sample were confirmed in analyses based on replies from the first wave of data collection in the main study (n = 450). Results show adequate internal consistency, factor structure and relations between measures. In conclusion, reliability and validity were satisfactory in scales to measure self-efficacy in general, in PE, and aptitude to participate. Adapting proxy ratings for functioning into self-reports indicated problems. Adequacy of adjustments made were confirmed and a dichotomous scale for typical/atypical function is suggested for further analyses. 相似文献
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George Malandrakis 《Environmental Education Research》2018,24(4):537-563
This study explores the effect of an innovative course examining Greek elementary student teachers’ (STs’) efficacy beliefs and self-confidence for curriculum-based teaching on ‘Studies for the Environment’ topics. These two variables are influencing teachers’ ability to teach environmental issues for young children. Five new factors were also examined for their influence on STs’ self-efficacy and self-confidence: the role of workshops and simulations, teacher–student interchange role, teaching observation, analysis of other teachings and student-assessed teaching. The study provides useful guidelines for teacher preparation programmes towards the implementation of textbook-free and curriculum-based teaching that maximise students’ learning. A pre/post/6 month-delay-post research design using both quantitative (STEBI and factors’ ranking) and qualitative (interviews) research tools were implemented in two cohorts of pre-service teachers (N1 = 25, N2 = 16). Quantitative data were subjected to significance testing and effect sizes analysis, and triangulated with bottom-up categories developed from interviews. Results indicate a considerable and durable increase in STs’ personal and outcome expectancy self-efficacy beliefs scores. In respect of the STs’ self-confidence, pedagogical content knowledge and especially its sub-factors of Studies for the Environment Pedagogy, reflection, and teaching experience were the most influential factors, while some inertia in the increase of self-confidence was also observed. 相似文献
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Tia Navelene Barnes Christina Cipriano Kathleen McCallops Cara Cuccuini-Harmon Susan E. Rivers 《Emotional and Behavioural Difficulties》2018,23(3):284-295
Despite teacher self-efficacy and burnout’s influence on student outcomes, little research has been conducted on teacher self-efficacy and burnout in residential treatment schools. This study attempts to fill this need by examining the self-efficacy and burnout of teachers and paraeducators in a residential treatment school in the United States. We explore the relationships between educators’ perceptions of school supports and educators’ sense of self-efficacy and burnout Our results revealed that while educators’ perceptions of school supports were not related to educators’ sense of efficacy, there was a significant relationship between educators’ perceptions of school supports and reported levels of burnout. Educators who reported lower levels of school supports had high levels of burnout. We discuss implications for larger studies on this topic and for supporting educator well-being in residential treatment schools. 相似文献
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ABSTRACT This article explores university students’ constructions of the ideal student at present-day university, that emphasises student-as-consumer culture and employability rather than education as a virtue in itself. The research is based on thematic narrative accounts (n = 67) generated in a generalist field in one regional Finnish university. We apply a narrative-discursive approach to analyse how ‘traditional’ young students (n = 34) and ‘non-traditional’ mature students (n = 33) position themselves in relation to the ideal good student in a present-day university and in relation to their university studies. Moreover, we examine some of the consequences of such positionings for the students themselves. Our analysis indicates that the present-day university student is constructed in line with the ideal student of the neoliberal order and student-as-consumer culture. However, whereas mature students positioned themselves as customers and were comfortable with the demands of today’s university for self-directedness and self-responsibility, younger students positioned themselves as ‘school pupils’ and were critical about being left on their own without adequate support. The study suggests that the terms ‘traditional’ and ‘non-traditional’ make differences related to age and different kinds of student positionings visible and, thus, also possible to reconstruct the ideals and normalities of the present-day neoliberal university. 相似文献