The influence of high-stakes testing on teacher self-efficacy and job-related stress     

Alejandro Gonzalez  Michelle L. Peters  Amy Orange  Bettye Grigsby 《Cambridge Journal of Education》2017,47(4):513-531

In the United States, teachers’ job-related stress and self-efficacy levels across all grades are influenced in some manner by the demands of high-stakes testing. This sequential mixed-methods study aimed at examining the dynamics among assigned subject matter, teacher job-related stress, and teacher self-efficacy in a large south-eastern Texas school district. Quantitative data were collected via the High Stakes Testing on Self-Efficacy and Teacher Stress Survey from a convenience sample of 145 teachers, while qualitative data were gathered during focus-group sessions at the elementary, middle and high school levels. Findings indicated that assigned subject matter did not influence teacher self-efficacy, but did influence teachers’ job-related stress. Additionally, a relationship was found to exist between teacher job-related stress and teacher self-efficacy. Teachers reported lack of time, modifications to curriculum, and testing of special education populations as contributions to their job-related stress, and school leadership and educational triage as impacting their teacher self-efficacy.  相似文献   

Heralding ideas of well-being: A philosophical perspective     

Marek Tesar  Michael A. Peters 《Educational Philosophy and Theory》2020,52(9):923-927

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The faculty perspective on holistic and systems thinking in American and Australian mechanical engineering programmes     

N. N. Kellam  M. A. Maher  W. H. Peters 《European Journal of Engineering Education》2008,33(1):45-57

This research effort examined current mechanical engineering educational programmes in America and Australia to determine the degree of holistic, systems thinking of each programme. Faculty from ten American universities and ten Australian universities participated in online surveys and interviews. Resulting data analysis and interpretation suggest that holistic, systems thinking is present in both American and Australian engineering educational programmes, although it is more prevalent in Australian programmes. Specific examples of educational opportunities (courses, projects, extracurricular activities, research experiences) that integrate complex systems study are described in the full paper. This study is currently limited a small sample size within two countries, but it would be very useful to expand the study to a larger population and to include European sites to gain a fuller picture of the state of holistic, systems thinking in higher education.  相似文献   

Go home,team America: The new paradox of western ‘democracy’ around the world     

Liz Jackson  Michael A. Peters 《Educational Philosophy and Theory》2020,52(11):1109-1112

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Manifesto for the postcolonial university     

Michael A. Peters 《Educational Philosophy and Theory》2019,51(2):142-148

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University-School Collaboration: Identifying faulty assumptions     

Judy Peters 《Asia-Pacific Journal of Teacher Education》2002,30(3):229-242

The 1993 Teaching Accord in Australia (Commonwealth of Australia, Australia Education Union, and Independent Education Union) committed all funding for professional development to programmes promoting partnerships that involve teacher organisations, education authorities and universities. Since then there has been a proliferation of collaborative research and development projects involving universities and schools. The author has been a university participant in a number of these projects, including the Innovative Links Project (Innovative Links between Schools and Universities for Teacher Professional Development, 1994-96), the Australian National Middle Schooling Authentic Assessment Research Circle (1997) and the School-based Research and Reform Project (1998-2000). The first part of this article reports on research the author conducted into the experiences of the seven teacher educators who worked in the Innovative Links Project in South Australia. The research revealed that for these teacher educators, the Project expectations proved to be problematic because they were based on invalid assumptions about the personal, structural and cultural conditions that impacted on both school and university participants at that time. In the second part of the article, the author draws on experiences in later projects to look at what forms of collaboration are possible in the light of these conditions.  相似文献   

Leadership development programs: investing in school principals     

Eric Tingle  Antonio Corrales  Michelle L. Peters 《Educational studies》2019,45(1):1-16

Considering that some university-based principal preparation programmes may not be properly training principals for leadership roles, “grow your own” leadership development programmes have become more popular across the US. This study provides a contribution to previous research in terms of the specific components a district leadership development programme may incorporate into its curriculum in order to positively influence school principals’ effectiveness as school leaders. A purposeful sample of second-, third- and fourth-year campus principals working in a large urban school district in the south-west region of the US who had participated in their district’s leadership development programme were administered the Principal Effectiveness Survey and participated in semi-structured interviews to examine the influence of the programme on the participants’ effectiveness as leaders. Survey results indicated that principals consider training activities related to human capital, executive leadership, school culture and strategic operations as having a “high” influence on their effectiveness as school leaders. In addition, interview data revealed the importance of supervisor support and building relationships with peers as critical to their continued success as leaders.  相似文献   

Culture and Technological Innovation: Impact of Institutional Trust and Appreciation of Nature on Attitudes towards Food Biotechnology in the USA and Germany     

Peters  Hans Peter; Lang  John T.; Sawicka  Magdalena; Hallman  William K. 《Int. Journal of Public Opinion Research》2007,19(2):191-220

Using ‘general trust in institutions’ and ‘conceptsof nature’ as examples, the article analyzes the influenceof cultural factors on sense-making of food biotechnology andthe resulting public attitudes in the USA and Germany. Accordingto the hypotheses investigated, different levels of trust andappreciation of nature explain part of the well-known differencesin attitudes between both countries. The analysis of a cross-culturalsurvey of the general population shows that appreciation ofnature is a predictor of attitudes in both countries. The higherappreciation of nature in Germany partly explains why attitudestowards food biotechnology are more negative in Germany thanin the USA. The relationship between trust and attitudes ismore complex than expected, however. Institutional trust isa moderate predictor of attitudes towards food biotechnologyin the USA but not in Germany. To explain the varying effectivenessof trust in resolving innovation-related uncertainty we referto differences in issue framing in both countries and to thehigher degree of universalism and individualism in the USA.We conclude that the higher relevance of trust and the lowerappreciation of nature make the U.S. culture more apt to assimilatetechnical innovations than the German culture.  相似文献   

Making Dutch pupils media conscious: preadolescents’ self‐assessment of possible media risks and the need for media education     

Theresa Küter‐Luks  Oscar Peters 《Learning, Media and Technology》2011,36(3):295-313

Despite clear European and Dutch policies about media education, there is currently no media education curriculum in Dutch schools. A survey among preadolescents (n = 257) in six primary schools in the Netherlands included questions regarding media access, fears, risks, parental mediation of television and the internet, and the need for media education. Findings indicate an overall high saturation of media, but media choice depends on sociodemographic factors. Preadolescents are given rules for using the internet more often than for TV. Boys feel more confident about media use, and few participants report negative experiences or perceive risks while using the internet. Pupils feel a high need for media education, and those who are already thinking critically about media demand lessons more often. Therefore, both technical knowledge about media and critical awareness of the influence of media must be taught.  相似文献   

Children in Crisis: Child Poverty and Abuse in New Zealand     

Michael A. Peters  Tina Besley 《Educational Philosophy and Theory》2014,46(9):945-961

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