The transmission of values from math teachers to their ninth-grade students: Different mechanisms for different value dimensions?     

《Contemporary educational psychology》2020

Teachers can transmit their class-related values to their students and thus affect their students’ academic development in regular classes. This so-called value transmission has mostly been examined with respect to emotional contagion, that is, the transmission of rather affective values (e.g., enjoyment) from teachers to their students through teachers’ enthusiastic behavior during instruction. However, other transmission processes might also be at play, including other value dimensions and mediation through other instructional practices. In this study, we therefore aimed to systematically test the generalizability of such value transmission effects by examining a broad spectrum of (a) teacher values, (b) instructional practices, and (c) student values. Based on longitudinal data from 1744 students and their 70 math teachers, cross-level mediation analyses revealed that teachers’ teaching enthusiasm, math enthusiasm, as well as math utility value affected their students’ values (i.e., intrinsic and utility values). Teachers’ teaching enthusiasm was transmitted to students’ values through both student-perceived enthusiastic behavior during instruction and through relevance-related instructional practices. Teachers’ subject-related values (i.e., math enthusiasm and utility value) primarily affected students’ utility value, but this transmission could not be explained by the instructional practices under investigation. Overall, our findings reveal auspicious evidence for a broader generalizability of the value transmission concept and yet also show the need to differentiate between different value dimensions and the mechanisms through which they are transmitted from teachers to their students.  相似文献   

Students in service of the state: Uncoupling student trips abroad and global competence     

《International Journal of Educational Development》2020

Student exchange programs and trips abroad are consistently portrayed in scholarship as a strategy for promoting students’ global competence. Through a thematic document analysis of a mandatory course developed by the Israeli MOE for students embarking on trips abroad and additional sources, I explore the discourse used to portray these trips in the Israeli context, showing an alternative model that places the state rather than students at the center of these programs. Although from an education perspective this discourse is distinct, political science scholarship suggests the goals it embodies could be embedded across many national contexts, albeit more discretely.  相似文献   

Intergenerational changes in issues related to the education of the cobbler community in Mumbai     

《International Journal of Educational Development》2020

This study is an attempt to tackle the changes in challenges associated with the education of the last three generations of the cobbler community in Mumbai. Data for this study has obtained using snowball sampling methods from 733 respondents of the cobbler community. The result indicates that most cobblers of the first generation (both male and female) were illiterate. On the opposite, however, a hundred percent of men and ninety-seven percent of women of the younger generation became literate. This community has suffered from casteism in schooling, having an education was not easy for them, and they had to do much struggle in their educational life. Before and after school/college, the last two generations assisted their fathers in cobbling work; they even had to do part-time jobs/work to meet their financial needs for continuing education. While there is a legacy of struggle and hard work for education, the young generation of cobblers is seeking to overcome certain socio-economic obstacles in order to achieve a brighter future for reaching their goals. As a result, there is upward educational mobility between generations with an overwhelming desire to change the current social standing.  相似文献   

Examining the predictive validity of behavior screeners across measures and respondents     

Corey Jones  Emily Graybill  Brian Barger  Andrew T. Roach 《Psychology in the schools》2020,57(6):923-936

Through this study we compared different informants and different behavior screening tools that are available to screen for behavioral and emotional risk. We examined screening results from 100 students from a high school with a high achiever's magnet program in the Southeastern United States (school demographics: 71% female and 79% black, non-Hispanic). This school conducted behavior screening using both teacher-report via the Student Risk Screening Scale, Internalizing/Externalizing (SRSS-IE) and student report via the Strengths and Difficulties Questionnaire (SDQ). Nonparametric correlation tests were conducted between the SRSS-IE and SDQ externalizing and internalizing scores. Generalized linear regression models were created based on the data (demographics, internalizing, and externalizing scores on both screening tools) to model the two count outcomes (office discipline referrals [ODRs] and absences). Diagnostic accuracy metrics were generated from the scores on both the SRSS-IE and SDQ with the outcome measures (ODRs and absences). Externalizing scores on both screening tools had statistically significant low correlations. The ODR model contained two predictors: externalizing score on the SRSS-IE and internalizing score on the SDQ, while the absence model contained grade and the externalizing score on the SDQ. The highest accuracy and agreement values were seen between students with elevated risks on both screening measures and ODRs. The results confirmed that teacher and student reporting, as well as different screening tools, will result in some different students being identified. The choice of informant and screening tools should be dependent on the needs and resources of the school.  相似文献   

定向行走课程与教学专业能力研究     

杞昭安 《现代特殊教育》2020,(2):26-37

从感觉训练、概念发展、行动技能、定向系统、求助技能、安全议题、小区资源与大众运输系统七个方面选取50项能力指标,对海峡两岸64名担任定向行走课程的教师进行问卷调查。调查结果显示:大多数被调查者认可这50项能力指标;定向行走教师对自己的课程与教学专业能力认可度多为中等,需要进一步作培训。同时发现,在定向行走课程与专业能力各向度的重要程度上,海峡两岸定向行走教师的认知有显著差异,各向度胜任程度的差异更加明显;而定向行走教师的年龄对定向行走课程与教学专业能力在重要程度和胜任程度上并没有显著差异;海峡两岸担任定向行走课程的教师,多数认为有培训的必要。建议将重要性在3.5以上的题目编制为《定向行走专业能力检核表》;将定向行走专业能力胜任程度在3.5以下的向度作为定向行走师资培训的参考。  相似文献   

Crossing the boundaries of imagination: The role of a public library exhibition in global learning for student teachers and teacher educators     

《Teaching and Teacher Education》2020

In this paper, we utilise the theoretical concept of ‘boundary crossing’ to explore how, as Australian university teacher educators, we worked with library curators and a class of student teachers to mount a public exhibition of their group work. We consider how the students crossed ‘boundaries of imagination’ in symbolic representation and critical analysis by creating artistic installations to express global education themes. We reflect on what we, the university educators, learned about crossing institutional and pedagogical boundaries to mutually facilitate new learning. We argue for the importance of shared public pedagogy as offering new avenues for teacher education and of connecting with local communities.  相似文献   

Teaching skills of student teachers: Calibration of an evaluation instrument and its value in predicting student academic engagement     

《Studies in Educational Evaluation》2014

Student teachers are expected to develop their teaching skills sooner and more rapidly. However, a sound evaluation instrument that can be used to diagnose and monitor the skilfulness level to aid formative assessment of student teachers is still limited. This article is aimed to calibrate and validate a teaching skill evaluation instrument for use in secondary education. A total of 264 student teachers in the Netherlands participated in the study. Rasch and multilevel analyses were used. Results suggest that the evaluation instrument meets the restrictive assumptions of the Rasch model and has predictive value for academic engagement. This adds validation evidence and justifies the calibration of the evaluation instrument to be used for monitoring the development of teacher's teaching skills.  相似文献   

Teachers’ interpersonal relationships and instructional expertise: How are they related?     

《Studies in Educational Evaluation》2020

This study explores new directions to study and combine measurements of instructional expertise and teachers’ interpersonal relationships with students. The sample comprises 34 in-service teachers. The My Teacher questionnaire (MTQ) was used to operationalize teachers’ instructional expertise. The Questionnaire of Teacher Interaction (QTI) was used to describe teachers’ interpersonal relationships with students. Hypotheses were tested using circular mixed-effects models. Results indicate that teachers’ interpersonal relationships differ at successive levels of instructional expertise. Results further indicated that increases in instructional expertise are associated with a sharp decrease in the within-class variance in interpersonal relationships. Specifically, the higher teachers’ instructional expertise, the more teachers' interpersonal relationships are described as “directing” and “helpful” by all students in the class.  相似文献   

Student threats of violence against teachers: Prevalence and outcomes using a threat assessment approach     

《Teaching and Teacher Education》2020

Internationally, student aggression against teachers is a prevalent problem in schools. Student threat assessment is an emerging violence prevention practice, but its use for threats against teachers has not been investigated. This study examined use of threat assessment for a statewide sample of student threats against teachers (n = 226) compared to threats against other students (n = 1,228). Results indicated that threats against teachers were less prevalent (15.5%) than threats against peers (84.5%). Of threats against teachers, 30% were classified as serious by the school’s threat assessment team and 5.8% were attempted. Implications for school policy and practice and teacher safety are discussed.  相似文献   

Mobility,place and affect in transnational teacher education graduates’ accounts of their first year teaching     

《Teaching and Teacher Education》2018

In this article, we consider how mobility, immobility, embodiment and affect appeared in research with 13 beginning teachers who were ‘bonded’ graduates of a twinned (Malaysia-New Zealand) teacher education programme. We discuss the teachers' accounts of moving place, and being placed in new schools; ‘moving selves’, or experiencing a changed sense of self as new teachers; ‘moving students’, or seeing shifts in students' educational outcomes; and being moved by (responding affectively to) student learning and behaviour. Our study highlights the need in internationalised teacher (and higher) education to pre-empt challenges inherent in moving ‘home’ or to new places to work.  相似文献