How do school learning environments differ across Australia’s rural,regional and metropolitan communities?

This study uses data from the Programme for International Student Assessment, a large and nationally representative dataset, to examine how learning environments vary across metropolitan, rural and regional schools in Australia. Research has shown that school climate and learning environments are related to student academic performance, but little is known about the degree to which they differ across school communities in Australia. We examined principals’ perceptions of teacher and student behaviour related to school climate and students’ perceptions of teacher support, classroom disciplinary climate, and the relevance of education. The findings show that regardless of where they live, most students believe that schooling is worthwhile, and report positive relationships with their teachers. Perceptions of classroom disciplinary climate vary more across school communities, however, with students reporting less positive disciplinary climate in rural communities than in very large cities. Principals’ perceptions of teacher and student behavior related to school climate varied; with urban schools having much more positive results than schools in towns and rural communities. Finally, our findings show that students’ and principals’ perceptions of their school climate and learning environments are more positive in urban communities than in rural communities, but that the least positive environments are generally found in country towns rather than remote communities. Our findings suggest that attention should be paid to improving learning environments not just in the most rural/remote communities, but also in largish regional towns of up to 50,000 residents.     

Validating a model of effective teaching behaviour and student engagement: perspectives from Spanish students

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.

     

Encouraging student engagement in a blended learning environment: the use of contemporary learning spaces

Research shows that some non‐traditional students find the university environment alienating, impersonal and unsupportive. The ‘Quickstart’ project combines traditional lectures and seminars with a sequence of carefully designed online tasks, aimed at lessening the impact of the start of year uncertainties for new students. One thousand students across two geographic locations participated in the programme. The project was evaluated by considering three sources of data: data generated by server statistics of 40,358 successful requests for pages in the first four weeks of teaching; student anonymous responses to an online end of course questionnaire as well as extracts from their reflective journals; and the student experience as viewed through the eyes of a researcher in the classroom. Findings offer insights into how the students blend classroom time with their own time; and student perceptions of their own learning experiences. A collaborative learning experience involving travel to a contemporary learning space (the Tate Modern Art Gallery) mitigated the possible isolating effect of the use of technology; instead the technology enhanced the discussion and participation in activities. The students visited the Tate Modern and then facilitated their discussions by sending each other SMS text messages; they bonded very quickly in the seminar groups, where weekly online tasks that had been prepared individually ‘outside’ the classroom were the focus of group discussion and debate ‘inside the classroom’; their end of semester reflective writing showed very clearly how valuable the early ‘friendship’ groups had been for them settling into university life.     

What do students believe about effective classroom management? A mixed-methods investigation in Western Australian high schools

Students’ views about teaching, learning, and school experiences are important considerations in education. The purpose of this study was to examine students’ perceptions of teachers who create and maintain safe and supportive learning environments. To achieve this, a survey was conducted with 360 students to capture students’ views on their classroom experiences. Follow-up focus group discussions were used to further elaborate and clarify students’ perceptions. Despite varying school contexts, students provided consistent reports that effective classroom managers meet students’ needs by developing caring relationships and controlling the classroom environment while developing student responsibility and engaging students in their learning.     

Preservice Students’ Perceptions and Level of Satisfaction with their Field Experiences

This paper reports on a study of students’ perceptions and level of satisfaction with the teaching‐learning process while participating in the field‐experience component of the four‐year Bachelor of Education course at the Australian Catholic University Signadou Campus in Canberra. It is argued that successful student‐teacher field‐experience programmes provide opportunities for ongoing renewal and growth. Essential to this process is the implementation of appropriate evaluative procedures which involve all the participating members of the programme. The success of the process is evidenced in the ongoing modification of the programme to accurately reflect the interests and needs of the participants. Such a process leads to higher levels of communication, satisfaction and reflection on practice by all interested parties. Through an analysis of students’ questionnaire responses, this paper provides insights into the changing nature of student perceptions about the quality of their field experiences and their level of satisfaction with the various components of the programme. The results indicate that as the focus moves from the university itself to independent student responsibility the levels of satisfaction increase.     

The development of student teachers’ professional identity

This study focuses on student teachers’ perceptions of their professional identity. The respondents are students enrolled in a three‐year course in secondary education teaching at bachelor level. Questionnaires were filled out by first‐year, second‐year and third‐year students from two colleges. The questionnaire included four scales: commitment to teaching, professional orientation, task orientation and self‐efficacy. In the first five months of the first‐year course, a shift in students’ task orientation was observed: students developed a more pupil‐centred view on teaching. Practical experience with classroom teaching again caused a shift: students focused less on the subject matter, on maintaining order in the classroom, on the long‐term educational qualification targets and self‐efficacy decreased. Students with work placement experience developed a more ‘realistic’ view of learning and teaching compared to students without this experience. A final important difference in professional identity is based on students’ gender: while male students tend to attach more importance to discipline in the classroom, their female counterparts focus more on student involvement.     

Just add hours? An assessment of pre-service teachers’ perception of the value of professional experience in attaining teacher competencies

This study compared pre-service teachers’ perceptions of their professional competencies at two campuses of a large regional teacher education university, where one campus provided students 22% more hours of professional placement in schools and related educational settings. Students who had experienced more hours in schools and such settings were more positive about their, ability to apply their knowledge of students and how they learn, classroom management, professional knowledge and practice, and community engagement; however, when students felt well supported during professional experience, such differences diminished. Additional hours were not associated with pre-service teachers’ perceptions of their ability to apply subject content and teaching; plan, assess and report; and effective student communication. Researchers argued that this pointed to the crucial role of good classroom mentors in teacher professional experience but also the value of students’ tertiary teacher education in preparing them for classroom teaching.     

Student perceptions of ePortfolio integration in online courses

This study explored students’ perceptions regarding the integration of electronic portfolios (ePortfolios) in two online graduate‐level courses at a small research university in the western United States. Researchers investigated student perceptions of communication, connectedness, value, and perceived student learning through ePortfolio integration and formative peer review to support a sustained community of learning. Data was collected from 40 students with a Web‐based questionnaire and a threaded discussion forum. Results indicate ePortfolios positively impacted some students’ perception of communication, connectedness, and learning. Most participants also valued ePortfolios. Prior ePortfolio experience and gender were responsible for minor differences in student perceptions, whereas lack of prior reflective experience impacted student perceptions significantly. Researchers conclude that ePortfolios can foster learning communities in online graduate programs.     

Educating for learning-focused teaching in teacher training: The need to link learning content with practice experiences within an inductive approach

Recently, many insights have been gained into the design of powerful learning environments. Teacher training must take account of this knowledge when educating the teachers of the future. This study investigates possible approaches within teacher training which could encourage student teachers towards learning-focused teaching activities. The main question is whether students from institutions where these activities were taught in a more inductive way pay more attention to these aspects during teaching practice than those from other institutions. This inductive approach is concretized by the following: (a) modelling of these teaching activities by the teacher trainers; (b) coaching the teaching practice experiences and giving hints; (c) taking the students’ learning experiences as starting points for reflection. Three existing teacher-training institutions were chosen to provide different and ecologically valid settings in a feasible way. Comparisons of the institutional approaches with the approaches during teaching practice confirm the importance of an inductive approach in which different practice experiences, systematically aimed at making the students restructure their conceptual frameworks of learning and instruction, are used for reflection.     

Factors influencing student perceptions of high-school science laboratory environments

Science laboratory learning has been lauded for decades for its role in fostering positive student attitudes about science and developing students’ interest in science and ability to use equipment. An expanding body of research has demonstrated the significant influence of laboratory environment on student learning. Further research has demonstrated differences in student perceptions based on giftedness. To explore the relationship between giftedness and students’ perceptions of their learning environment, we examined students’ perceptions of their laboratory learning environment in biology courses, including courses designated for high-achieving versus regular-achieving students. In addition, to explore the relationship between students’ perceptions and the extent of their experience with laboratory learning in a particular discipline, we examined students’ perceptions of their laboratory learning environment in first-year biology courses versus elective biology courses that require first-year biology as a prerequisite. We found that students in high-achieving courses had a more favourable perception of all aspects of their learning environment when compared with students in regular courses. In addition, student perceptions of their laboratory appeared to be influenced by the extent of their experience in learning science. Perceptions were consistent amongst regular- and high-achieving students regardless of grade level. In addition, perceptions of students in first year and beyond were consistent regardless of grade level. These findings have critical applications in curriculum development as well as in the classroom. Teachers can use student perceptions of their learning environment to emphasize critical pedagogical approaches and modify other areas that enable enhancement of the science laboratory learning environment.     

Prospective teachers’ perceptions of development during fieldwork: Tutoring as a vehicle for professional growth

Abstract

This study examines elementary and secondary prospective teachers’ perceptions of the ways in which their experiences as tutors in school‐based tutoring programs influenced their professional development. Data collected from a survey questionnaire, reflective papers, and individual and focus group interviews revealed five main ways that these undergraduate and graduate education students perceived the tutoring experiences contributed to their professional growth. They described development in the following understandings: school students, pedagogical strategies, relationships with colleagues in school settings, the teaching/learning process, and reflective practice. All of these understandings were reported as increasing their self‐confidence as developing educators.     

Understanding international students’ in-class learning experiences in Chinese higher education institutions

Despite the dramatic rise in international student enrolment in Chinese higher education institutions, the classroom learning experiences of these students are not adequately reflected in the international literature. The present qualitative study explores the learning experiences of 33 international students in different types of classroom arrangements at Chinese universities. The findings show that the international students’ perceptions of teaching and learning approaches, their language difficulties, the type of classroom arrangement, the origin of the international students in the class, the more relaxed academic requirements for international students and the international students’ learning motivation all shaped their in-class experiences. Furthermore, the findings reveal that the international students’ personal traits and cross-cultural environment interacted with their psychological mechanisms to produce and influence their learning experiences. The article highlights the need to make sense of these complexities in order to understand international students’ in-class learning experiences. The implications of improving these experiences are discussed.     

Teachers’ Perceptions of their Mentoring Role in Three Different Clinical Settings: Student Teaching,Early Field Experiences,and Entry Year Teaching

The purpose of this study was to determine the differences in mentoring across three different clinical settings: student teaching, early field experiences, and entry year teachers. Eighteen teachers with mentoring experience in all three clinical settings were selected and interviewed. The teachers’ expectations for teacher development, mentoring relationships, and mentoring strategies differed across all three clinical settings. In addition, their confidence, their relationship with mentees, and their mentoring strategies were influenced by two features of the clinical setting: (a) the amount of time for mentoring interactions, and (b) the expectations for the mentee. To improve mentoring, the authors recommend (a) lengthening clinical experiences, (b) providing support for creating positive relationships, and (c) providing professional development specific to each of the three clinical settings.     

Students’ characteristics,self-regulated learning,technology self-efficacy,and course outcomes in online learning

The purpose of this study was to examine the relationship among students’ characteristics, self-regulated learning, technology self-efficacy, and course outcomes in online learning settings. Two hundred and fifty-six students participated in this study. All participants completed an online survey that included demographic information, the modified motivation strategies learning questionnaire, the online technology self-efficacy scale, the course satisfaction questionnaire, and the final grades. The researchers used structural equation modeling to examine relationships among student characteristics, self-regulated learning, technology self-efficacy, and course outcomes. Based on the results from the final model, students with previous online learning experiences tended to have more effective learning strategies when taking online courses, and hence, had higher levels of motivation in their online courses. In addition, when students had higher levels of motivation in their online courses, their levels of technology self-efficacy and course satisfaction increased. Finally, students with higher levels of technology self-efficacy and course satisfaction also earned better final grades. Based on the findings, we recommend that instructors design courses in a way that can promote students’ self-regulated learning behaviors in online learning settings and that students in online classes, as in traditional classes, set aside a regular time to concentrate on the course. Also, institutions should provide user-friendly online learning platforms and workshops for instructors and students to facilitate the teaching and learning experiences.     

Learning science by doing science: an authentic science process-learning model in postsecondary education

Research on understanding the full extent that an authentic science research experience engages students in how scientists think and act is sparse. ‘Learning-science-by-doing-science’ (LSDS) is an emerging self-guided process-learning model in postsecondary science education. It offers authentic science research opportunities that drive students to think and act like scientists. This study investigates the LSDS approach as a potential model for science learning at postsecondary level and aims to answer a main research inquiry – what are the students’ and teaching staff’s perceptions of students’ learning gains and the quality of their learning experiences in an authentic research environment within the LSDS model? To answer this question, data were collected from the students, alumni, instructors, teaching assistants and the program director via questionnaires, focus groups and interviews. Students’ and staff’s lived experiences and their perceptions on their authentic research experiences within the LSDS model were used to articulate the key attributes and stages of the LSDS model. The outcomes of this study can be used to help other science programs implement similar authentic research process learning approaches in their own contexts.     

Student teachers’ perceptions of reading and the teaching of reading: the implications for teacher education

This article reports on research which identified perceptions of reading and the teaching of reading held by trainee teachers and the impact on my provision as a teacher educator. It found that students’ past and present experiences of learning to read and being a reader influenced their perceptions of what reading is and of what it means to teach reading. As a teacher educator, I am not able to give students long experience of seeing children becoming readers, but I am able to give them richer experiences of reading in personally and culturally relevant contexts. This has implications for the nature of subject knowledge required by a student teacher of reading and the curriculum and practice of teacher education.     

Partners in Learning: A Grounded Theory Study of Relational Practice between Master’s Students and Professors

Meaningful academic relationships between adult master’s students and their professors can both deepen students’ learning and serve as a regenerating force for professors. This study employed grounded theory methods to explore the question, “What goes on in relational practice between master’s students and professors?” I interviewed 10 matched pairs of recent alumni and professors who identified as having “a meaningful academic relationship”. Dimensional analysis surfaced two core dimensions: reconstructing and regenerating. In reconstructing, the students’ core dimension reveals the student experience of reconstructing, or understanding more deeply, theory or one’s self. In the case of regenerating, the professor’s core dimension identifies the professors’ experience of “giving back” through their teaching and extending their professional reach by training others. These experiences serve to reinvigorate professors over the course of their careers. In addition, findings in this study resonate with sensitizing concepts including relational cultural theory and relational practice. Finally, the analysis surfaced evidence supporting authentic teaching concepts and connected these concepts to faculty and student learning partnerships.     

Students’ experiences of teaching at secondary school and university: sharing responsibility for classroom engagement

Recently much research has focused on student engagement, both at school and at university. This attention is motivated by the role that engagement plays in student learning and in the student experience. Acknowledging that student engagement is a multifaceted construct we focus on the contribution that teaching and teacher traits make to the quality of student engagement, from the student’s perspective. In this small scale study, we adopt a qualitative methodology to investigate students’ perceptions of what factors impact on their engagement and what role the students themselves have in fostering such engagement. Focus group and one-to-one interviews with students in the last year of school and at university were analysed to reveal four overarching themes related to engagement in classroom life including the importance of active listening on the part of both students and teachers. The resulting Refined Quality Teaching Initiatives Framework outlines how dual engagement and active listening can be viable pedagogical strategies both at school and university. The framework also brings to the fore the active role and responsibilities that students have, in their own perceptions, for engagement in the classroom. We conclude with a reflection on the implications of our findings for teaching and teacher training.