Gender Inequality in Biology Classes in China and Its Effects on Students' Short-Term Outcomes

This study investigated gender inequality in biology lessons and analysed the effects of the observed inequality on students' short-term knowledge achievement, situational interest and students' evaluation of teaching (SET). Twenty-two biology teachers and 803 7th-grade students from rural and urban classrooms in China participated in the study. Each teacher was videotaped for 1 lesson on the topic blood and circulatory system. Before and after the lessons, the students completed tests and questionnaires. Chi-square analysis was conducted to compare the boys' and girls' participation rates of answering teachers' questions in the lessons. The findings revealed that in the urban classrooms the boys had a significantly higher rate of participation than did the girls, and hence also a higher situational interest. However, no such gender inequity was found among the rural students. The study also revealed that urban students answered more complicated questions compared with the rural students in general. The findings of this study suggest that the teachers should try to balance boys' and girls' participation and involve more students in answering questions in their lessons. The study also raises questions about long-term effects of students' participation in answering teachers' questions on their outcomes-knowledge achievement, situational interest and SET.     

Mediating effects of teacher enthusiasm and peer enthusiasm on students’ interest in the college classroom

This study explored the mediating effects of students’ perceptions of teacher enthusiasm and of peer enthusiasm on the relation between students’ initial interest and their situational interest at the end of the semester. Students’ motivation for affiliation with their teacher and with peers was also measured to allow for potential associations between these variables and the students’ perceptions of teacher and peer enthusiasm. In path analysis, data from 455 undergraduates showed that perceptions of teacher enthusiasm and of peer enthusiasm had direct associations with two kinds of situational interest, both hold and catch interest. Also, the relations between initial interest and both hold and catch interest were mediated by perceptions of peer enthusiasm but not teacher enthusiasm. Students’ affiliative motivation with the teacher and peers had direct effects on their perceptions of teacher and peer enthusiasm. This study contributes to clarifying the importance of contextual factors as well as students’ own individual variables in understanding the mechanisms by which students’ interest in a course develops and is maintained throughout the semester.     

Teacher change in beliefs and practices in science and literacy instruction with English language learners

This study examined patterns of change in beliefs and practices as elementary teachers learned to establish instructional congruence, a process of mediating academic disciplines with linguistic and cultural experiences of diverse student groups. The study focused on six bilingual Hispanic teachers working with fourth‐grade, mostly Hispanic students. The results indicated that teacher learning and change occurred in different ways in the areas of science instruction, students' language and culture, English language and literacy instruction, and integration of these areas in establishing instructional congruence. The results also indicated that establishing instructional congruence was a gradual and demanding process requiring teacher reflection and insight, formal training, and extensive support and sharing. Implications for further research in promoting achievement for all students are discussed. © 2003 Wiley Periodicals, Inc. J Res Sci Teach 41: 65–93, 2004     

The relative strength of relations between different facets of teacher motivation and core dimensions of teaching quality in mathematics - A multilevel analysis

Teacher self-efficacy and teacher interest are two key facets of teacher motivation that are important for high-quality teaching. Little is known about the relative strength of the effects of teacher self-efficacy and interest on teaching quality when compared with one another. We extend previous research on teacher motivation by examining the relations linking mathematics teacher self-efficacy and interest with several relevant dimensions of teaching quality as perceived by teachers and students. Participants were 84 mathematics teachers (61.2% female) and their students (1718 students; 48.5% girls). Based on doubly latent multilevel models, we found that teacher-reported self-efficacy in instruction was positively related to teacher-reported cognitive activation, classroom management, and emotional support in mathematics classrooms. Teacher-reported educational interest showed positive associations with both student- and teacher-perceived emotional support. Future research is advised to focus more strongly on the unique relations between different teachers’ motivational characteristics and relevant dimensions of teaching quality.     

高职应用写作训练中的情景式教学

高职应用文写作训练中采用情景式教学,可以调动学生的写作积极性,激发学生的写作兴趣,以形象化代替教条化,能够取得事半功倍的效果。     

高职学生交流能力的培养途径及训练方法探折

高职院校培养学生的职业核心能力,特别是以与人交流能力是非常重要的,它是高职学生在市场机制下,求职竞争、入职发展和晋职成功的重要能力。无论从事什么工作,都要能够进行纵向和横向沟通,与人交流能力是就业的关键素质,它决定了学生事业发展的辉煌程度。培养具有应用型人才为目标的高职教育,就必然要使学生具有相应的与人交流的核心能力以满足社会的需要。     

Inquiry-Based Whole-Class Teaching with Computer Simulations in Physics

In this study we investigated the pedagogical context of whole-class teaching with computer simulations. We examined relations between the attitudes and learning goals of teachers and their students regarding the use of simulations in whole-class teaching, and how teachers implement these simulations in their teaching practices. We observed lessons presented by 24 physics teachers in which they used computer simulations. Students completed questionnaires about the lesson, and each teacher was interviewed afterwards. These three data sources captured implementation by the teacher, and the learning goals and attitudes of students and their teachers regarding teaching with computer simulations. For each teacher, we calculated an Inquiry-Cycle-Score (ICS) based on the occurrence and order of the inquiry activities of predicting, observing and explaining during teaching, and a Student-Response-Rate (SRR) reflecting the level of active student participation. Statistical analyses revealed positive correlations between the inquiry-based character of the teaching approach and students’ attitudes regarding its contribution to their motivation and insight, a negative correlation between the SRR and the ICS, and a positive correlation between teachers’ attitudes about inquiry-based teaching with computer simulations and learning goal congruence between the teacher and his/her students. This means that active student participation is likely to be lower when the instruction more closely resembles the inquiry cycle, and that teachers with a positive attitude about inquiry-based teaching with computer simulations realize the importance of learning goal congruence.     

论情境式教学在哲学教学中的运用

哲学课抽象性、概括性的特点,决定了在哲学教学中特别需要氛围的渲染,需要情境的体验,需要心灵的沟通,以创造一种良好的学习气氛,激发学生的学习兴趣.这对增强哲学课的教学效果至关重要.因此,在哲学教学中,引进和推广情境式教学是十分必要的.创设哲学课课堂教学情境的形式主要有:导语情境、问题情境、故事情境和诗词情境等等.     

Educational videos from a film theory perspective: Relating teacher aims to video characteristics

Teachers are increasingly using video in their lessons, with various aims (eg, to raise students’ levels of conceptual knowledge or interest). Videos that can be used for educational purposes are numerous, ranging from instruction videos to fiction films. Such videos have different characteristics, for example regarding the amount and structure of information, and the audio-visual presentation. However, guidelines on which video characteristics can help to achieve specific teacher aims are lacking. As a first step towards composing such guidelines, we added a film theory perspective to educational research on videos. The study included seven science teachers, 13 videos, and 233 students (aged 13–18 years). We used teacher interviews, video analyses, student questionnaires and a cross-case analysis connecting all the data. Data analysis followed a grounded theory approach, including open and axial coding to structure the data, and the constant comparative method to interconnect them. The results showed that videos that posed questions were associated with an increase in students’ interest, and that highly informative videos with authoritative speakers were associated with an increase in students self-reported conceptual knowledge gains. Moreover, teachers often did not have explicit aims for using a particular video, and they selected and used videos in their lessons intuitively. Stimulating teachers to use videos in a more aim oriented way may make video usage more effective. From these findings, we developed a framework to assist teachers in selecting or making videos that match their aims, and a model of possible connections between teacher aims and film types as a first step towards guidelines for teachers using educational videos.     

The impact of physics teachers’ pedagogical content knowledge and motivation on students’ achievement and interest

This paper examines students’ achievement and interest and the extent to which they are predicted by teacher knowledge and motivation. Student achievement and interest are both considered desirable outcomes of school instruction. Teacher pedagogical content knowledge has been identified a major predictor of student achievement in previous research, whereas teacher motivation is considered a decisive factor influencing students’ interest. So far, however, most research either focused on knowledge or motivation (both on the students’ as well as the teachers’ side), rarely investigating them together or examining the instructional mechanisms through which the supposed effects of teacher knowledge and motivation are facilitated. In the present study, N = 77 physics teachers and their classes in Germany and Switzerland are investigated utilizing a multi‐method approach in combining data obtained from test‐instruments (teacher pedagogical content knowledge, student achievement) and questionnaires (teacher motivation, student interest, student perceived enthusiastic teaching) as well as videotaped instruction (cognitive activation rated by observers). Multi‐level structural equation modeling was used to support the assumptions that teacher pedagogical content knowledge positively predicted students’ achievement; the effect was mediated by cognitive activation. Teachers’ motivation predicted students’ interest which was mediated by enthusiastic teaching as perceived by students. Neither did teacher pedagogical content knowledge predict students’ interest, nor teacher motivation students’ achievement. This implies that in order to improve students’ cognitive as well as affective outcomes, both teachers’ knowledge but also their motivation need to be considered. © 2016 The Authors. Journal of Research in Science Teaching Published by Wiley Periodicals, Inc. J Res Sci Teach 54:586–614, 2017     

Understanding L2 French teaching strategies in a non-target language classroom context

This research explored the congruence and disparity between teachers’ and students’ attitudes towards French as a second language (L2) teaching strategies in a non-target language classroom context in the USA. The findings suggest students’ and teachers’ attitudes towards the direct and indirect teaching strategies were generally consistent, but not in terms of the collaborative teaching strategies. The findings also indicate that the beginner and elementary level students held different preferences for all the three teaching strategies. The underlying reasons could be learners’ different language proficiency levels, and how well teachers execute these different teaching strategies in class. This study concludes with some implications for foreign language teacher education.     

情境教学法在中学英语教学中的应用

我国越来越重视教育改革,教师在教学设计中越来越多地运用到情境教学法。英语教学中的情境教学法是把情境教学理论作为教学基础,并借助创设情境来达到语言交际的目的。教师可借助情境教学法使学生更大程度地接触英语、感受英语,培养学生养成用英语进行思维的习惯。     

Differences between students’ and teachers’ perceptions of education: profiles to describe congruence and friction

Teachers and students have their own perceptions of education. Congruent perceptions contribute to optimal teaching–learning processes and help achieving best learning outcomes. This study investigated patterns in differences between students’ and teachers’ perceptions of their learning environment. Student profiles were identified taking into account the degree of congruence/friction with teachers’ perceptions. Teacher profiles were identified based on their differences in perceptions to students. Profiles were validated with regard to learning-related student characteristics and approaches to teaching. Tenth graders (N = 994) of four secondary schools filled out the Inventory of Perceived Study Environment-Extended (IPSEE) and the Inventory of Learning Styles. Their teachers (N = 136) filled out the teacher version of the IPSEE and the Approaches to Teaching Inventory. Latent class analyses were conducted to define profiles with respect to the magnitude of differences in perceptions. Results showed three student profiles: Closest match profile (30 %), intermediate profile (59 %), and distal profile (11 %). While closest match students had desirable learning-related characteristics, others did not and are at risk for destructive friction. Two teacher profiles described idealistic teachers (70 %) and adaptive teachers (30 %), which related to approaches to teaching. Subgroups of students and teachers provide a comprehensive picture of those who are at risk because of too large differences in perceptions. This study stresses that differences in perceptions deserve detailed attention for optimising learning environments. Involving both students and teachers in the instructional design process could be a way to better account for perceptions of both stakeholders.     

The University Teacher in Bulgaria as a Factor in the Motivation of Student Learning

This article discusses the role of the university teacher in fostering an interest in studying for future professional realization and personal development. It answers such questions as “Who are the ‘new’ students? In what ways have social, technological, economic, and political changes affected the motivation of students to learn? What is the role of the university teacher in training high quality scholarly specialists?” As the various categories or groups of students have specific characteristics, university teachers must be aware of these group characteristics and must teach accordingly (including the use of computers and audio‐visual facilities).     

Low (linear) teacher effect on student achievement in pre‐academic physics education

This study investigates the effect of physics education on students' achievement in a large‐scale quantitative study of pre‐academic high school students throughout the Netherlands. Two aspects of teacher characteristics as perceived by their students are included: their “pleasantness” principally defined by their perceived friendliness and positive feedback and their “centeredness” principally defined by the perceived teacher centeredness in the lessons. Furthermore, this study includes four student aspects: their “general capability,” their “quantity of work,” their “quality of work,” and their “interest in the lessons.” Structural Equation Modeling is used in order to cluster the different variables defining the perceived pleasantness and the perceived centeredness of the teacher and the general capability, interest, and learning attitudes of the students. Furthermore, interrelations among these components and students' achievement are analyzed. Eventually, a very large effect of the students' general capability (61–72%) and a remarkably smaller effect of the remaining parameters (<3%) on achievement are detected. However, one should not yet conclude that teacher effect on high‐achieving‐students' achievement is consistently low. To the contrary, these results should be seen as an incentive to consider nonlinear effects, to vary ones viewpoint and to include more/other variables. In spite of the almost negligible correlation between the measured aspects of the physics teachers and achievement, the correlations between the teacher variables and the remaining student variables are quite significant. Both the perceived pleasantness and the centeredness of the teachers have a significant effect on the interest of their students. Furthermore, the pleasantness of the teacher correlates with the quality of the students' work and the centeredness of the teacher with their quantity of work. © 2012 Wiley Periodicals, Inc. J Res Sci Teach 49: 465–488, 2012     

试论数学兴趣的培养

兴趣是最好的老师.要想培养学生的数学兴趣,必须从教师和学生两方面着手,一是学生要有数学意识,二是教师要提高教学艺术,激发学生的兴趣,从而培养学生的数学兴趣.     

Understanding the effects of a teacher video on learning from a multimedia document: an eye-tracking study

The present study investigated the effects on students’ learning experience of adding a video of a teacher to an e-learning module. A total of 43 undergraduates were asked to learn the content of a pedagogical document either with or without a teacher video on the screen. Although video captures of teachers are increasingly being integrated into online courses, few studies have investigated their impact and the best way of optimizing them. According to the social-cue hypothesis, the presence of a teacher (face and gestures) positively influences learners’ motivation and engagement in their learning. By contrast, the interference hypothesis holds that the teacher’s presence can lead to poor performances, as it acts as a source of visual interference that diverts students’ attention away from the relevant information. By assessing subjective ratings and learning outcomes, the present study tended to support the social-cue hypothesis, as it showed that adding a teacher video on screen significantly improved students’ retention of the spoken explanations, without disturbing either their performances on diagram and transfer problems or the time needed to process the document. Eye-tracking data showed that students spent 25% of their time watching the teacher video. Adding this video had no significant observable effects on the subjective ratings (i.e., social presence, evaluation of the teacher’s motivational skills, situational interest, cognitive load). These results suggest that videos of teachers can be used to improve social cues in multimedia learning without creating interference effects.     

试论初中科学教学中学生学习兴趣的激发

学习兴趣是学生学习动机的重要心理因素.在科学教学中如何激发学生的学习兴趣,充分发挥学生的主观能动作用,以提高教学质量,是值得科学教师探讨的重要课题.本文结合初中科学课程改革的特点及其学生心理发展特征,从创设教学情景、鼓励学生探究、学以致用、师生情感等四个方面探讨了激发学生的学习兴趣的教学策略.     

Motivations and profiles of cooperating teachers: Who volunteers and why?

University teacher education programs often struggle to attract cooperating teachers. Given this situation, it is obviously of interest to determine what factors may attract teachers to, or repel them from, the cooperating role. It is also of interest to determine, in general terms at least, what characteristics cooperating teachers share.This paper develops a profile of cooperating teachers who agreed to work with student teachers, and discusses factors that encourage or dissuade them from taking on their important role. Results suggest that teachers’ positive motivations to take practicum students revolve around a solid set of professional commitments to self, students, and the profession. However, the actual experience of working with student teachers can run counter to these positive motivations, and may dissuade teachers from continuing in their cooperating role. The findings have strong implications for developing a cohort of motivated, committed and capable school-based cooperating teachers to work with the future generation of teachers.