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Learning Environments Research - Teacher behaviour has significant impact on student learning and outcomes and determines the teaching quality in learning environments. The My Teacher Questionnaire... 相似文献
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Michelle Helms-Lorenz Wim van de Grift Ridwan Maulana 《School Effectiveness & School Improvement》2016,27(2):178-204
The teaching profession faces a shortage as well as a decline of teaching skills. A possible way to mitigate this is to implement evidence-based induction arrangements. Seventy-one schools with 338 beginning secondary education teachers were randomly allocated to an experimental or a control group. The experimental schools used induction arrangements; the authors measured the effects of these arrangements by using repeated lesson observations and by comparing the rates at which beginners in the control and experimental groups left the teaching profession. Three years later, 14% of the control group and 12% of the experimental group had left. Leaving the profession could be explained by a lack of certification and low initial teaching skill levels. The experimental group exhibited greater improvement in teaching skills compared to the control group. Workload reduction influenced the skill level negatively, and coaching and observing had a strong positive influence on the skill level in Year 3. 相似文献
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Inda-Caro Mercedes Maulana Ridwan Fernández-García Carmen-María Peña-Calvo José-Vicente Rodríguez-Menéndez M. del Carmen Helms-Lorenz Michelle 《Learning Environments Research》2019,22(2):229-251
Research consistently shows that teaching behaviour is a highly-important indicator of learning environments. Based on a teacher effectiveness model with six observable teaching behaviour domains (safe learning climate, efficient classroom management, clarity of instruction, activating teaching, teaching–learning strategies, and differentiation), the present paper examines the psychometric quality of the My Teacher questionnaire for capturing student perceptions of teaching behaviour in the Spanish secondary-education context. Additionally, this study validated the model of teaching behaviour and student engagement and its relevance in Spain. 7114 students of 410 teachers attending 56 public and private Spanish schools constituted the sample. The six teaching behavioural dimensions model were confirmed in the Spanish context. Regarding student academic engagement, the presence of two domains (behavioural and emotional engagement) were confirmed. Furthermore, results of a multiple-group structural equation modeling path analysis, examining the relationship between teaching behaviour and student engagement across different teaching experiences, revealed differential effects of teaching behaviour influences on students’ engagement. The percentage of explained variance was larger for emotional engagement than for behavioural engagement. Furthermore, teachers’ teaching experience explained differences in the relationship between perceived teaching behaviour and engagement. Two domains (learning climate and activating teaching) appeared to be the two most-important teaching domains for students’ behavioural engagement while, for emotional engagement, the most important domains for student engagement were learning climate and teaching learning strategies.
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Although communication skills in English are important for both their career prospects and the success of their overall study experience, many international students find their spoken English a barrier to employment after graduation. In this paper, we draw on longitudinal interview data from international postgraduates to investigate the individual and social factors that impacted on the development of their speaking skills as they studied in Australia. Our findings suggest that, despite high levels of motivation to improve, they received little instruction in such skills on their English for Academic Purposes programs and had little access to them in the community. We argue that for compelling moral as well as economic reasons universities urgently need to address these issues through both instruction and social integration initiatives if they are to safeguard their lucrative but vulnerable overseas markets. 相似文献
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Although effective teaching behaviour is central for pupil outcomes, the extent to which pre-service teachers behave effectively in the classroom and how their behaviour relates to pupils’ engagement remain unanswered. The present study aims to validate a theoretical model linking effective pre-service teaching behaviour and pupil’s engagement, incorporating the role of context and teacher characteristics. The study included a sample of 264 pre-service teachers from 64 secondary schools throughout the Netherlands. Pre-service teachers were observed using the International Comparative Analysis of Learning and Teaching to measure effective teaching behaviour and pupils’ engagement. We used multilevel modelling to account for the hierarchical structure in the data. Results show that the quality of teaching behaviour of pre-service teachers is below that of experienced teachers. Class size and (partly) teacher gender explain differences in the quality of teaching behaviour. All domains of teaching behaviour are related to pupil engagement, with classroom management and clarity of instruction showing the strongest relationships with academic engagement compared to the other domains. The results make it plausible to approximate minimum standards for the assessment of pre-service teachers based upon a normative criterion based on the impact on pupils’ academic engagement. 相似文献
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Ridwan Maulana Marie-Christine Opdenakker Kim Stroet Roel Bosker 《Teaching and Teacher Education》2012
This study investigates whether lesson structure (LS) matters and which components are important for academic engagement during the first grade of secondary education. Data from videoed lessons of 10 Dutch and 12 Indonesian teachers analyzed using an observation protocol show that six LS components are found, that between class and over measurement variability in LS is evident, and that on average LS change is not a linear function of time. Class differences over time do exist and several personal and contextual characteristics affect LS. Links between LS (student work time, reviewing and introducing new content) and academic engagement are evident. 相似文献
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Ridwan Maulana Marie-Christine Opdenakker Perry den Brok Roel Bosker 《Asia Pacific Journal of Education》2011,31(1):33-49
This study was designed to investigate the distribution of interpersonal profiles based on students' and teachers' perceptions and to examine the associations between students' perceptions of teacher interpersonal behaviour and learning motivation in Indonesia. Participants were 1900 secondary school students (grades 7 to 9) across 66 (Mathematics and EFL) classes from 11 public schools in Indonesia. The results show that a variety of interpersonal profiles could be distinguished, that teachers perceive themselves more favourably than their students do, and that students' perceptions of teacher interpersonal behaviour and their learning motivation are associated. Influence and Proximity were found to be important determinants of student motivation; both dimensions are related to a more autonomous motivation, while Influence is also associated with a more controlled motivation. Contrary to the existing knowledge base, this study reveals that the relationship between teacher interpersonal behaviour and student motivation is more strongly connected to Influence than to Proximity. 相似文献
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Thelma de Jager Mattheus Jacobus Coetzee Ridwan Maulana Michelle Helms-Lorenz Wim van de Grift 《Educational studies》2017,43(4):410-429
The need for quality teaching is reflected in the poor performance of students in international tests. Teachers’ practices and contextual factors could contribute to substandard quality of teaching in South Africa. Several studies indicate that successful learning is largely dependent on the teachers’ practices in class. The focus of the present research was to profile the effective teaching practices of 424 secondary-school teachers in the Gauteng Province, South Africa. Teachers were observed by trained observers using a valid and reliable observation instrument measuring six domains of effective teaching practices. Results showed that teachers find it difficult to differentiate in class and to activate learning. Additionally, teachers with more than 15 years of teaching experience scored lower than teachers with less experience, in all six teaching domains. Presumably, experienced teachers may lack motivation and/or insufficient training in implementing interactive and differentiated teaching methods that are needed for effective teaching practices. 相似文献
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Wim J.C.M. van de Grift Seyeoung Chun Ridwan Maulana Okhwa Lee Michelle Helms-Lorenz 《School Effectiveness & School Improvement》2017,28(3):337-349
Six observation scales for measuring the skills of teachers and 1 scale for measuring student engagement, assessed in South Korea and The Netherlands, are sufficiently reliable and offer sufficient predictive value for student engagement. A multigroup confirmatory factor analysis shows that the factor loadings and intercepts of the scales are the same, within acceptable boundaries, in both countries. Therefore, we can compare the average scores of teachers in both countries in a reliable and valid way. The 289 Dutch teachers score significantly better on “creating a safe and stimulating learning climate” and “intensive and activating teaching” and almost significantly on “efficient classroom management”. We find no significant differences in “clear and structured instruction”. The 375 South Korean teachers perform significantly better than the Dutch teachers on “teaching learning strategies” and almost significantly on “differentiating instruction”. Furthermore, we find better student engagement in South Korea. 相似文献