Impact on mathematics self-beliefs from a mastery-based mathematics software     

Teomara Rutherford  Allison S. Liu  Arena S. Lam  Katerina Schenke 《Journal of Research on Technology in Education》2020,52(1):79-94

Abstract

Self-beliefs are important determinants of student choice and success (Wigfield & Eccles, 2000 Wigfield, A., & Eccles, J. S. (2000). Expectancy–value theory of achievement motivation. Contemporary Educational Psychology, 25(1), 68–81. doi:10.1006/ceps.1999.1015[Crossref], [PubMed], [Web of Science ®] , [Google Scholar]) and are informed by student educational experiences, such as prior success with a task (Bandura, 1986 Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall. [Google Scholar]). The potential for Computer-Based Interventions as self-belief-supporting learning environments is examined in this study, focusing on the mathematics software, Spatial Temporal (ST) Math. ST Math includes elements theorized to support student self-beliefs, including informative feedback and a self-pacing structure. Using a randomized control trial, we find that students who play ST Math have higher mathematics self-beliefs than their control counterparts, and that ST Math operates through self-beliefs to positively influence achievement. ST Math’s impact on student self-beliefs is strongest for those students who had lower mathematics achievement scores.  相似文献   

Professional experience in initial teacher education: keeping abreast of change in the 21st century     

Jeanne Allen  Parlo Singh  Leonie Rowan 《Asia-Pacific Journal of Teacher Education》2019,47(4):323-326

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Education for Australia's information future     

Sally Burford  Helen Partridge  Sarah Brown  Philip Hider  Leonie Ellis 《高等教育研究与发展》2015,34(3):458-471

Digital disruption and an increasingly networked society drive rapid change in many professions and a corresponding need for change in tertiary education. Across the world, information education has, to date, prepared graduates for employment in discrete professions, such as librarianship, records management, archives and teacher librarianship. However, contemporary information practices are less defined and are demanding of new professional skill-sets and understandings. This paper reports a study that consulted Australia's tertiary academics about the current circumstances of information education in the academy and elicited a vision and a concern for future directions in Australian information education.  相似文献   

An evaluation of a leadership development programme     

Leonie Warren  Eileen O'Connor 《Irish Educational Studies》2013,32(1):163-174

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Preparatory postural positions and body composition measurement by bioelectrical impedance     

T R Thomas  F W Kolkhorst  B R Londeree  M Melkerson-Granryd  S T Linsenbardt  M Rutherford 《Research quarterly for exercise and sport》1990,61(2):206-209

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The pedagogy of the impressed: how teachers become victims of technological vision     

Carla Tromans  Leonie Daws  Brigid Limerick  Jill Brannock 《Teachers and Teaching》2013,19(1):25-42

In Queensland, Australia, a beginning or probationary teacher can be appointed as either a permanent employee, or on a temporary engagement, or on 'contract'. Temporary engagements for beginning teachers represent an example of the trend towards the increasing casualisation of the teaching profession. There is a paucity of research on this topic. This paper reports on the results of a questionnaire administered to primary and secondary beginning teachers whose first appointment in 1997 was a temporary engagement. It reports on their feelings, opinions and perceptions towards such temporary engagements. The key finding was that the majority of beginning teachers on temporary engagement desired to be permanent employees, the main reason cited being that of job security. The majority of the participants found it extremely difficult to cope with the uncertainty surrounding the practice of temporary engagements. Identified also were a number of confusing perceptions perpetuated by a lack of understanding about obtaining a permanent position with Education Queensland. The findings suggest that lack of job security does need to be acknowledged as a critical factor for the beginning teacher, that the conflict between the need for job security and the changes in employment practices must be addressed, and that, under school-based management, the principal needs to take professional responsibility for the special needs of this beginning teacher group.  相似文献   

Audit cultures and quality assurance mechanisms in England: a study of their perceived impact on the work of academics     

Brigid Limerick  John Clarke  Leonie Daws 《Teaching in Higher Education》2013,18(3):259-272

Abstract

Acceptance of the legitimacy of post‐modern theories on education implies a need to reconceptualise the professional development of graduates in the area of educational leadership. This paper reports on the first year of an innovative professional doctorate programme focusing on educational leadership at the Queensland University of Technology. A problem‐based learning approach was integrated with and underpinned by post‐modern imperatives such as the valuing of the self‐empowerment of students, the acceptance of multiple realities as reality, and a view of knowledge as arising out of interdependence and contextualised by discontinuous change. The focus of this paper is on students’ and teachers’ views of the development of individual empowerment, processual competencies and interdependence in the first cohort of students.

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Setting up school partnerships: some insights from Birmingham's Collegiate Academies     

Dr Desmond Rutherford  Lindsay Jackson 《School Leadership & Management》2013,33(5):437-451

This article explores the key issues or dilemmas secondary schools face when considering collaborating to form a school partnership, in particular a Collegiate Academy. The methodology is an evaluation based on interviews with 15 headteachers and other key staff from three Collegiate Academies in Birmingham during the autumn of 2005. Seven key issues are identified – size, coordination, focus, needs, success, funding and dissemination – that schools need to work through and resolve if their partnership is to be successful. An analysis of the interconnections among the seven issues shows three underlying themes: the first relates to the organisation of the Collegiate Academies; the second concerns the work of the collegiate-based Advanced Skills Teachers; and the third encompasses sustainability and securing the long-term future of the Collegiate Academies. School partnerships are increasingly seen by government as the key to school improvement and so the findings from this preliminary study have potential benefits, particularly in the initial phase of setting up such partnerships.  相似文献   

Stressful Life Events Experienced by Academically High-Achieving Females Before the Onset of Disordered Eating     

Jennifer Krafchek  Leonie Kronborg 《Roeper Review》2013,35(4):245-254

Research on gifted and high-achieving students has shown that they experience some sources of stress that are different from those experienced by general students. This qualitative case study investigated the types of stressful life events experienced by academically high-achieving females before the onset of disordered eating in adolescence. Fourteen academically high-achieving females who had recovered from disordered eating were interviewed and completed a written survey. The results revealed that these high-achieving females reported stressful events in five areas before the onset of disordered eating symptoms. All participants reported stress related to academic issues, yet academic stress is rarely mentioned in the literature on stress and eating disorders. These findings have implications for both prevention and treatment of eating disorders among academically high-achieving females.  相似文献   

Academic Emotions Experienced by Academically High-Achieving Females Who Developed Disordered Eating     

Jennifer Krafchek  Leonie Kronborg 《Roeper Review》2013,35(4):258-272

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