A social cognitive framework for examining the work of Catholic religious education teachers in Australian high schools     

Gregory Elliott  John McCormick  Narottam Bhindi 《British Journal of Religious Education》2019,41(2):134-144

Religious education in Australian Catholic High Schools is the raison d’etre for the Catholic education system and religious education teachers are critical to this mission. This paper offers a framework for investigating the self-efficacy of religious education teachers.

We first describe the nature and context of religious education in Australian Catholic schools. We argue that the teaching of religious education presents a set of unique challenges to teachers, compared to teaching other disciplines in the curriculum. Next we review the extant literature on Social Cognitive Theory, and self-efficacy as it may apply in this context. Then we look at likely constructs that may impact upon teacher self-efficacy for teaching religious education: collective efficacy, teachers’ implicit theories about student ability and student faith, and the intrinsic spirituality of religious education teachers.

We present a theoretical framework for examining the self-efficacy of religious education teachers, and we argue for research in this area that has not been studied hitherto, making this a unique contribution to the field of the psychology of religion, and to practitioners.  相似文献   

The conceptualisation and impact of a post-graduate course in lesson and learning study     

John Elliott  Lucy Austin 《Educational Action Research》2019,27(4):460-480

ABSTRACT

This paper tells a story about the design, development and impact of a post-graduate Masters-level module aimed at (1) enabling groups of teachers within schools to develop innovative approaches to teaching and learning on the basis of their own Lesson Studies and (2) creating a school network of excellence for Lesson Study in the area as a context for building a cumulative evidence-base, which focuses on identifying and resolving enduring problems of teaching and learning in schools.

The first part of the paper outlines the curriculum for the module and sets the innovative conceptual framework that underpins its design . This framework is innovative because it connects and unifies a number of distinct pedagogical perspectives. It links the methodology of Japanese Lesson Study with Stenhouse’s idea of ‘the teacher as a researcher’ and his ‘process model’ of curriculum development as an alternative to the globally dominant ‘objectives model’. Then in turn, the framework incorporates Marton and Booth’s pedagogical theory of ‘variation’.

The paper argues that linking and fusing Lesson Study methodology with this wider context of pedagogical ideas unambiguously renders teacher research as learning study.  相似文献   

Leader noticing of facilitation in videocases of mathematics professional development     

Kristin Lesseig  Rebekah Elliott  Elham Kazemi  Megan Kelley-Petersen  Matthew Campbell  Judith Mumme  Cathy Carroll 《Journal of Mathematics Teacher Education》2017,20(6):591-619

In this article, we report on Researching Mathematics Leader Learning (RMLL), a project designed to support leaders in learning how to facilitate robust opportunities for teachers’ mathematical learning. Our two-phase research design allowed us to construct a set of videocase seminars, enact the seminar design with leaders, analyze these data, refine our seminar design, and implement a second set of seminars with a new group of leaders. We drew on the noticing literature to examine leaders’ pedagogical reasoning as they discussed videocases of professional development. In this article, we demonstrate how changes in our framework for leader development and the resulting changes in the prompts and tasks shaped leader noticing in three ways: (a) accounting for the mathematical work of the facilitator and teachers in the videocase; (b) linking the mathematical work to goals for teacher learning; and (c) reasoning around the facilitator’s work in advancing those learning goals. Analysis indicates that in Phase II, leader discussions were more focused on the mathematical and pedagogical work needed to advance teacher learning. Based on our research and development work with over 70 leaders, we offer a set of design principles for leader professional development.  相似文献   

Missing the Mark: A New Form of Honorary Authorship Motivated by Desires for Inclusion     

Isis H. Settles  Sheila T. Brassel  Georgina M. Montgomery  Kevin C. Elliott  Patricia A. Soranno  Kendra Spence Cheruvelil 《Innovative Higher Education》2018,43(4):303-319

As scientific teams in academia have become increasingly large, interdisciplinary, and diverse, more attention has been paid to honorary authorship (i.e., giving authorship to those not making a significant contribution). Our study examined whether honorary authorship occurs because of the desire to include all or many team members. Interviews with project principal investigators (n?=?6) and early-career project members (n?=?6) from 6 interdisciplinary environmental science research teams revealed that principal investigators frequently employed inclusion-motivated honorary authorship but that this practice had some negative impacts on early-career team members with less power and status, thereby undermining true inclusion of those from underrepresented groups. We believe our findings are of import not only for environmental scientists, but also for scholars who are interested in issues of authorship decision-making regardless of disciplinary affiliation.  相似文献   

There’s more to teaching than instruction: seven strategies for dealing with the practical side of teaching 1     

Steven E. Stemler  Julian G. Elliott  Elena L. Grigorenko  Robert J. Sternberg 《Educational studies》2006,32(1):101-118

In this paper, we highlight the importance for teachers of having sound practical skills in interacting with students, parents, administrators and other teachers, and argue that the development of such skills is often insufficiently considered in professional training. We then present a new framework for conceptualizing practical skills in dealing with others that follows directly from Sternberg’s theory of successful intelligence. Finally, we outline and discuss an approach to measuring teachers’ preferred strategies for dealing with others that we believe has promise, both for future research into the nature and characteristics of effective teachers and schools, and for the development of teacher expertise.  相似文献   

Evaluating Discipline-Based Education Research for Promotion and Tenure     

Erin L. Dolan  Samantha L. Elliott  Charles Henderson  Douglas Curran-Everett  Kristen St. John  Phillip A. Ortiz 《Innovative Higher Education》2018,43(1):31-39

Discipline-based education research (DBER) is an emergent, interdisciplinary field of scholarship aimed at understanding and improving discipline-specific teaching and learning. The number of DBER faculty members in science, technology, engineering, and mathematics (STEM) departments has grown rapidly in recent years. Because the interdisciplinary nature of DBER involves social science, senior STEM faculty members may find it challenging to evaluate the quality or impact of DBER scholarship. This essay aims to address this issue by providing guidance on evaluating the scholarly accomplishments of DBER faculty members in a way that is useful to departmental colleagues and administrators during the tenure and promotion evaluation process.  相似文献   

Can primary teachers still be subject generalists?     

Murray Elliott 《Teaching and Teacher Education》1985,1(4):279-287

Within the teaching profession a crisis of competence is developing, one that affects both primary and secondary schools but is especially acute at the primary level. This paper seeks to (a) identify and characterize this crisis, (b) explain why the crisis has arisen at this time, and (c) suggest how we might alleviate it. It is argued that we can no longer reasonably expect primary teachers to be subject-matter generalists; they must specialize.  相似文献   

Digital Instructional Strategies and Their Role in Classroom Learning     

Jessica Yarbro  Katherine McKnight  Stephen Elliott  Alexander Kurz  Liane Wardlow 《Journal of Research on Technology in Education》2016,48(4):274-289

Research that examines technology use in the context of daily classroom practices is needed to support the effective digital conversion of classrooms. In this study, 65 seventh- through 10th-grade Mathematics and English Language Arts teachers from six districts across six states logged information about digital strategies they incorporated into their lessons to teach specific academic content standards. We describe six major digital instructional strategies and 16 related instructional tactics that teachers used over the course of a year, and analyze how these strategies relate to opportunity to learn. We found teachers tended to use technology for a variety of strategies with varying degrees of frequency. Technology use was usually viewed as central or essential to instruction. Relationships between technology use and opportunity to learn differed between specific strategies and by subject. A discussion of the study limitations and future research needs is provided. (Keywords: digital instructional strategy, digital instructional tactic, opportunity to learn)  相似文献   

Acceptability of positive and punitive discipline methods: comparisons among abusive, potentially abusive, and nonabusive parents   总被引：1，自引：0，他引：1  

M L Kelley  N Grace  S N Elliott 《Child abuse & neglect》1990,14(2):219-226

The present study compared abusive, potentially abusive, and control group parents' perceptions of commonly used discipline procedures. The clinical samples were obtained from Parents Anonymous (PA) and consisted of both court-referred (abusive) and self-referred (potentially abusive) members. The subjects were presented with case vignettes that described a child with either mild or severe behavior problems and asked to rate four methods of disciplining the child. The discipline methods involved positive reinforcement, timeout, timeout with spanking, and spanking. The findings indicated that (1) overall, the parents generally evaluated positive reinforcement as significantly more acceptable than timeout, timeout with spanking, and spanking; (2) self-referred PA members viewed timeout, timeout with spanking, and spanking as relatively more acceptable than did their demographically similar comparison group; and (3) court-referred PA parents' ratings did not significantly differ from their comparison group, since both groups rated the reinforcement method as significantly more acceptable than the other three discipline methods.  相似文献   

A critical analysis of the role of wait time in classroom interactions and the effects on student and teacher interactional behaviours     

Jenni Ingram  Victoria Elliott 《Cambridge Journal of Education》2016,46(1):37-53

Extending the pauses between teachers’ and students’ turns (wait time) has been recommended as a way of improving classroom learning. Drawing on the Conversation Analysis literature on classroom interactions alongside extracts of classroom interactions, the relationship between these pauses and the interactional behaviour of teachers and students is examined. Extended wait time is built in to classroom interactions because of the IRF (Initiation–Response–Feedback/Follow-up) framework that dominates these interactions. Extending wait time can lead to a variety of changes in the norms of classroom interaction. The structures of interactions in formal classrooms are used to explain the previous findings relating to the extension of wait time. It is also shown that different uses of extended wait time lead to different interactional norms and maintaining extended wait times may not be desirable. Consequently, the article argues for a more nuanced understanding of wait time, desired student behaviours and the interaction of the two.  相似文献