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1.
《Journal of Experimental Education》2012,80(1):165-182
AbstractPreservice teachers can be considered simultaneously students and teachers and therefore likely have both academic and professional goals. However, once in a professional program, predicting professional outcomes becomes somewhat more important than academic ones. This distinction may have implications for the selection of measurement tools used in research on preservice teachers’ motivation. We used a multitrait-multimethod (MTMM) design that included tests of alternative confirmatory factor analyses (CFAs), within and between method correlations, and relations with other variables to compare two measures of achievement goals: Elliot and Murayama’s (2008) measure of students’ achievement goals and Butler’s (2007) measure of teachers’ achievement goals. Results of the CFAs suggested that the scales are measuring separate constructs. The MTMM correlations, however, revealed evidence that certain factors may function similarly. This was most evident for the homotrait-heteromethod factors of mastery approach, which correlated similarly with sense of self-efficacy, emotions, and classroom mastery goal structures. 相似文献
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《Clearing house (Menasha, Wis.)》2012,85(6):210-223
AbstractMuch debate centers on the most necessary elements of teacher preparation programs, with many focusing on practice of core instructional tasks (Forzani 2014; Kennedy 2016), which may be diluted in alternative preparation programs (Forzani 2014). Teachers prepared in alternative programs tend to have greater difficulties with classroom management, instructional planning, and differentiated instruction (Darling-Hammond 2009; Wilson 2011); however, few studies have examined alternatively prepared STEM teachers’ beliefs and expectations about teaching and learning (Tigchelaar et al. 2010; Good et al. 2006), and fewer still have examined their beliefs about non-instructional responsibilities associated with the profession (LeTendre et al. 2001; Ovando 2001; Scriven 1994). This inquiry examines the expectations of a cohort of STEM practitioners transitioning into STEM teaching positions from an abbreviated alternative certification program; during their first year of teaching and concurrent final internship, the paid interns exhibited heightened emotional responses (i.e. crying, not eating, not sleeping) documented by university supervisors. Researchers utilized Self-Discrepancy Theory (Higgins 1987) to provide an understanding of how expectations can produce negative affect, such as anxiety or depression. Findings suggest this cohort of paid interns had expectations about both personal and non-instructional time, planning, school resources, and legal responsibilities incongruent with the realities of the job. Researchers call for further research on STEM practitioners’ beliefs and expectations of non-instructional tasks as they transition from accelerated M.A.T. programs into teaching. 相似文献
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Oshima, Raju, Flowers, and Slinde (1998) described procedures for identifying sources of differential functioning for dichotomous data using differential bundle functioning (DBF) derived from the differential functioning of items and test (DFIT) framework (Raju, van der Linden, & Fleer, 1995). The purpose of this study was to extend the procedures for dichotomous DBF to the polytomous case and to illustrate how DBF analysis can be conducted with polytomous scoring, common to psychological and educational rating scales. The data set used was parent and teacher ratings of child problem behaviors. Three group contrasts (teacher vs. parent, boy vs. girl, and random groups) and two bundle organizing principles (subscale designation and random selection) were used for the DBF analysis. Interpretations of bundle indexes in the context of child problem behaviors were presented. 相似文献
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Angela Eckhoff 《Journal of Early Childhood Teacher Education》2013,34(3):240-255
This study examined how preservice teachers view the nature and role of creativity in light of the complexities of contemporary early childhood classrooms. A multiple methods approach was utilized and data were collected with the Questionnaire Examining Student Teachers' Beliefs about Creativity (Diakidoy & Kanari, 1999) survey instrument and through a qualitative examination of a learning community whose members were preservice teachers engaged in their student-teaching semester. Findings from both the survey and qualitative measures indicate that the vast majority of preservice teachers valued creative thinking; however, they voiced concerns over their own unclear understandings of how to support children's creative endeavors in complex classroom environments. Additionally, this research strongly suggests that early childhood teacher educators take a supportive role in the development of preservice teachers' understandings of the interrelationships between content, pedagogy, and creativity in early childhood classrooms. 相似文献
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The purpose of this case study was to examine preservice teachers' use of the Technology Integration Planning Cycle (TIPC; Hutchison & Woodward, 2014) to integrate iPads into literacy instruction. Analysis revealed two findings related to using the TIPC to plan instruction: (a) Though the TIPC provides a structured approach to planning that guides teachers in using their Technological, Pedagogical, and Content Knowledge (TPACK), the preservice teachers still used a technocentric approach to planning instruction and did not fully engage in all elements of the planning cycle; (2) even with the structured planning approach, preservice teachers had difficulty aligning their lesson content with the instructional goals of the lesson; and (3) preservice teachers rely on recommendations from their university classes when selecting apps to use in instruction, rather than independently seeking out resources. The implications of this research suggest the need to support preservice teachers in developing a professional learning network; the importance of a structured approach to planning technology integration to support preservice teachers; and considerations for helping preservice teachers develop their TPACK. (Keywords: Common Core State Standards, digital technology, instructional planning, TPACK, technology integration) 相似文献
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Lisa Ruble Jessie Birdwhistell Michael D. Toland John H. McGrew 《Journal of educational and psychological consultation》2013,23(4):259-283
The significant increase in the numbers of students with autism combined with the need for better trained teachers (National Research Council, 2001) call for research on the effectiveness of alternative methods, such as consultation, that have the potential to improve service delivery. Data from 2 randomized controlled single-blind trials indicate that an autism-specific consultation planning framework known as the collaborative model for promoting competence and success (COMPASS) is effective in increasing child Individual Education Programs (IEP) outcomes (Ruble, Dalrymple, & McGrew, 2010; Ruble, McGrew, & Toland, 2011). In this study, we describe the verbal interactions, defined as speech acts and speech act exchanges that take place during COMPASS consultation, and examine the associations between speech exchanges and child outcomes. We applied the Psychosocial Processes Coding Scheme (Leaper, 1991) to code speech acts. Speech act exchanges were overwhelmingly affiliative, failed to show statistically significant relationships with child IEP outcomes and teacher adherence, but did correlate positively with IEP quality. 相似文献
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There is limited research demonstrating direct instruction (DI) as an effective language intervention for students with autism spectrum disorders (ASD) and developmental disabilities (DD). Existing research has shown that instruction using partial implementation of DI programs resulted in student learning (Ganz, 2007) and instruction using whole lessons resulted in positive instructional effects for students with ASD and DD (Ganz, 2007). However, it is not known whether DI is more effective than other language interventions. The purpose of this study was to compare DI to an established intervention, discrete trial teaching. Thirteen students with ASD or participated in the study and data were collected using curriculum-based assessment. An independent samples t-test indicated that there was a statistically significant difference in student performance for the group who received DI. Results and their implications will be discussed. 相似文献
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Kathleen M. Brown 《Equity & Excellence in Education》2013,46(4):332-342
While convincing research suggests that beliefs are the best predictors of individual behavior and that educators' beliefs influence their perceptions, judgments, and practices, research also states that beliefs are hardy and highly resistant to change (Bandura, 1986; Dewey, 1933; Pajares, 1992; Rokeach, 1968). Understanding the nature of beliefs, attitudes, and values is essential to understanding future administrators' choices, decisions, and effectiveness regarding issues of diversity, social justice, and equity. This article provides a review of quantitative measures, instruments, inventories, and studies that assess educators' personal and professional beliefs, attitudes, perceptions, and preconceptions. The literature review briefly describes related studies and the discussion section highlights in detail the design, piloting, and results of two fairly recent measures that broadly define diversity, that report validity and reliability data, and that are relatively easy to administer and score. 相似文献
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Murat Gunel 《Teachers and Teaching》2013,19(3):209-224
Much research has been done and reform is suggested relating to teachers’ implementation of student‐oriented learning environments, yet research on the role, beliefs, pedagogy, and knowledge of teachers simultaneously in classroom environments has been minimal (Kyle, 1994, Journal of Research in Science Teaching, 31, 785–786). This case study reports on a teacher’s perceptions, epistemology, and understandings of student‐oriented learning environments during a large project in which teachers from Grades 7 to 11 implemented an interactive‐constructivist approach in place of a traditional teacher‐oriented approach. In‐depth analysis of data revealed that the participant teacher’s perspective of a student‐centered science learning environment concerned the following: understanding of students’ prior knowledge, the importance and challenges of questioning, the teacher’s conceptual understanding of topics and unit preparation before and during the implementation, and the teacher’s motivation and problems in moving toward such an environment. There was consistency between the emerging themes and the crucial components of Simon’s Mathematics Teaching Cycle model, such as the teacher’s conceptual and pedagogical knowledge, hypothetical learning trajectory, and the teacher’s beliefs and teaching practice as argued by Haney, Czerniak, and Lumpe (1996, Journal of Research in Science Teaching, 33(9), 971–993) and van Driel, Beijaard, and Verloop (2001, Journal of Research in Science Teaching, 38(2), 137–158). Further, findings of this study would help teacher education and reform planners to conduct more comprehensive studies on teachers’ perceptions about inquiry‐based teaching over the course of several years of inservice and preservice programs. 相似文献
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William A. Sandoval 《学习科学杂志》2013,22(1):150-161
Andrew Elby (this issue) argues that researchers in the field of personal epistemology should beware insistence on a narrow definition of epistemology to guide this work. His argument is a response to suggestions (Hofer & Pintrich, 1997; Sandoval, 2005) that the study of personal epistemology should focus on people's views about knowledge and knowing and not conflate those with views about learning. His main concern is that learners' views about knowledge and their views about learning may, in fact, be conflated and that an insistence on definitional clarity could lead to a mischaracterization of cognitive structures. In this response I argue that clarity in the definition of theoretical constructs does not imply exclusion of views about learning from the study of personal epistemology. Furthermore, given the history of this area of research, failing to more clearly define our constructs makes real theoretical progress difficult. 相似文献
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Katerine Bielaczyc 《学习科学杂志》2013,22(2):258-311
The design research methodology as it has currently developed centers on the creation of existence proofs, an important first step. What is needed then are the next steps of expanding the methodology to address the design problems of practical implementation prior to the steps involved in scaling up these designs. This article contributes to such an expansion through developing a systematic approach to learning from teachers' enactments of educational models. Design research focused on practical implementations by teachers can create knowledge regarding critical change processes, thus helping to create a theory of trajectories of change, or “implementation paths” (Bielaczyc & Collins, 2006a Collins, Joseph, & Bielaczyc, 2004). Here I propose using the Social Infrastructure Framework (Bielaczyc, 2006) to analyze the design of classroom social structures by developers and teachers in order to better understand their implications for constructing implementation paths. The analytic technique is exemplified through a case study involving a particular team of teachers who worked over the course of several years to adopt a knowledge-building communities approach (Bereiter, 2002; Scardamalia, 2002; Scardamalia & Bereiter, 1991 1994). The results are used to discuss implications for the methodology of design research. 相似文献
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Relevant aspects of the example provided by Raykov and Marcoulides (2001) are emphasized, specifically the distinctiveness of infinitely many members of its sequence of equivalent structural equation models. This emphasis appears to be needed in light of recent statements by Markus (2002), whose intended counterexamples do not present a disconfirmation of any of the developments of Raykov and Marcoulides (2001). Issues pertaining to differentiation between equivalent models are also discussed. 相似文献
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Recent findings (Keysar, 1994; Weingartner & Klin, 2005) have shown that readers are not always accurate at taking a story character's perspective. When readers evaluated a character's understanding of a written message, they mistakenly took into account information that was inaccessible to that character. The results from the three experiments reported here demonstrate that this “illusory transparency of intention” is not dependent on the message readers' communicative role: Even when the message was composed for one character but read by another, readers assumed that the message was understood as it was intended. The results are discussed in the context of two theoretical accounts for these perspective-taking errors: the “knowledge projection hypothesis,” which appeals to readers’ expectations about cooperative behavior during communication, and “construal,” which attributes the illusory transparency of intention to a general cognitive bias that occurs during the perception of ambiguous stimuli. 相似文献
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This paper reports the findings of an exploratory study concerning the development of higher-order conceptual understanding of Teaching Games for Understanding (TGfU) among physical education pre-service teachers. The development of such understandings has been seen as problematic among pre-service teachers (Randall, 2003). An analysis of the responses given in a high- stakes examination of 165 pre-service physical education teachers was used to investigate varying levels of understanding in TGfU pedagogy. This paper reports specific examples of student responses in a written high-stakes examination and justifies how a two-cycle structure of the observed learning outcome (SOLO) model can discriminate between the demonstrations of surface and deep conceptual understandings. 相似文献
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In two studies dissociations between reading and spelling skills were examined. Study 1 reports equally high prevalence rates for isolated deficits in reading (7%) or spelling (6%) in a representative sample (N = 2,029) of German-speaking elementary school children. In Study 2, children with isolated deficits were presented with the same words to read and spell. The double dissociation was replicated. Good readers/poor spellers named pseudohomophones as quickly as their corresponding words, and their phonological awareness skills were adequate, suggesting that their reading might be based on highly efficient decoding procedures. Poor readers/good spellers showed slow word naming and a clear slowing when reading pseudohomophones suggesting a reliance on intact orthographic representations in word reading. A deficit in rapid automatized naming in this group suggests problems in fast visual–verbal access. The profile of poor readers/poor spellers fits the double-deficit group in Wolf and Bowers's (1999) dyslexia theory. 相似文献
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General practitioners (GPs) need advanced skills in geriatric assessment to be competent to treat the increasing number of elderly patients. Continuing medical education in geriatrics for GPs is heterogeneous, and not assessed for effectiveness. In this study we compared the educational effects of three geriatric post-graduate training methods on GPs. GPs in the health district of the Nijmegen University Medical Centre (The Netherlands) were offered a variety of training options in geriatric assessment: (1) a formal one-day teacher centered conference (TCC), (2) an interactive GP-centered day of workshops (GCW), and (3) participation in a project of knowledge translation, linked to a research project of geriatric intermediate care (GKT). Pre-post measures were taken of the attitudes of GPs towards the elderly (Aging Semantic Differential, 1969), attitudes towards geriatric patients (Maxwell & Sullivan, 1980; Rosencranz & McNevin, 1969) and geriatric competencies (Robinson, Barry, Renick, et al., 2001). After training, neither the attitudes towards the elderly nor geriatric patients changed in any of the three groups. The TCC did not show a significant change in perceived competencies, while the GCW and GKT group improved. A formal large group conference is ineffective in improving GPs' geriatric assessment skills, while small interactive workshops and participation in a project of knowledge translation are equally effective. None of the three training methods improved or worsened attitudes toward the elderly in general or the geriatric patients in particular. 相似文献
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《教育心理学家》2012,47(1):42-50
Social-psychological research conducted over the past 15 years provides compelling evidence that pervasive psychological threats are present in common academic environments—especially threats that originate in negative intellectual stereotypes—and that these threats undermine the real-world academic performance of non-Asian ethnic minority students and of women in math and science. As a consequence, common measures of academic performance, including both grades and test scores, systematically underestimate the intellectual ability of ethnic minority students and of women in quantitative fields (Walton & Spencer, 2009). We review evidence for these psychological threats, discuss their implications for the meaning and interpretation of common performance measures used in important admissions decisions, and address their implications for the efforts of colleges and universities to create positive academic environments that allow all students to thrive. 相似文献
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Anne Boomsma 《Structural equation modeling》2013,20(3):518-540
In structural equation modeling, Monte Carlo simulations have been used increasingly over the last two decades, as an inventory from the journal Structural Equation Modeling illustrates. Reaching out to a broad audience, this article provides guidelines for reporting Monte Carlo studies in that field. The framework of discourse is set by a number of steps to be taken in such research, matching outlines of experimental design by Paxton, Curran, Bollen, Kirby, and Chen (2001) and Skrondal (2000). Throughout the article, reference is made to exemplary publications and, occasionally, to imperfect reporting. 相似文献