Comparison of teacher and pupil perceptions of the learning environment in mathematics classes

Comparisons were made between teacher and pupil perceptions of eight facets of the mathematics classroom environment: difficulty, speed, inquiry, diversity, satisfaction, competitiveness, formality, and goal-direction. Questionnaires measuring classroom environment were administered in 60 junior high school mathematics classes to 1338 pupils and their teachers. Teacher perceptions tended to differ from pupil perceptions although not always in the hypothesized direction. Teacher gender and pupil sex ratio were somewhat related to teacher-pupil differences, while grade level and ability level were less consistently associated with differences.This is an extended version of a paper presented at the 13th International Conference of the Psychology of Mathematics Education held in Paris, France, 9–13 July 1989.     

Sustainable development in higher education in Russia: the case of St. Petersburg State University

This article focuses on attempts to introduce elements of sustainable development education into the curriculum of one of the largest Russian universities. At St. Petersburg State University, compulsory courses relevant to sustainable development have been introduced or modified in 14 faculties out of 20 during the last decade. Examples of environmentally oriented projects within and outside the university are given. The authors touch upon the state of affairs in higher education in Russia, and write about sustainable development in a wider sense, beyond the environmental context. Sustainable development in education for Russia is one of the most important pre-requisites for sustainable development in society. A model for reforming the system of national higher education is given to illustrate possible ways of achieving sustainability in education.     

A comparison of teacher referral and pupil self-referral measures relative to perceived school adjustment

This study investigated the relationship between teacher referral and pupil self-referral relative to perceived school adjustment of 417 4th grade pupils. Two major questions were focused upon: (a) To what extent do teachers and pupils agree relative to perceived learning and/or adjustment problems within the classroom? and (b) What are the relationships between teacher referral and pupil self-referral relative to sex of the child and type of problem indicated? The results suggest that a significant relationship exists between teacher referral and pupil self-referral (p <,001). Further, a disproportionate number of males in the sample were referred by their teachers as compared to female students (38% to 12%). However, relative to pupil self-referral, a much higher percentage of females (33%) “referred themselves.” It is suggested that greater consideration should be given by local school districts to including a pupil self-referral component within their overall screening mechanism for the identification of children in need of special education services. Further, school personnel should consider the possibility that their screening results may reflect teacher bias relative to “pupil sex stereotyping” in that males may be over-referred and famales under-referred.     

Checking the possibility of equating a mathematics assessment between Russia,Scotland and England for children starting school

Is it possible to compare the results in assessments of mathematics across countries with different curricula, traditions and age of starting school? As part of the iPIPS project, a Russian version of the iPIPS baseline assessment was developed and trial data were available from about 300 Russian children at the start and end of their first year at school. These were matched with parallel data from representative samples of equal numbers of children from England and Scotland. The equating of the scales was explored using Rasch measurement. A unified scale was easiest to create for England and Scotland at the start and end of their first year at school when children only differ by a half a year in age, and live in adjacent countries with a common language. Although fewer items showed invariance across the three countries, it was possible to link iPIPS scores in mathematics from the start and end of the first year at school across Scotland, England and Russia. The findings of this study suggest that, despite the apparent difficulties, meaningful comparisons of mathematics attainment and development can be made. These will allow for substantive interpretations with policy implications.     

Some statistical characteristics of special education for children with disabilities in North‐East India

It is estimated that of approximately 150–250 million children with disabilities across the world, a large number have difficulties related to problems in the central nervous system (CNS). This paper considers school dropout rates of children with special educational needs associated with CNS problems from a study of educational institutions in North‐East India. Statistical methods, namely the Kaplan–Meier estimator (Product–Limit estimator) for survival probability and the Nelson–Aalen estimator for cumulative hazard rates, were used to identify potential school continuation or dropout probabilities (survival probabilities), along with cumulative hazard rates (dropout rates) for children with a range of disabilities from different training institutions within the sample area. The research found an increasing likelihood of increased dropout rates in relation to the age of the children within the study sample. This indicates that special education is yet to produce satisfactory results for these children.     

A comparison of class‐wide taped problems and cover,copy, and compare for enhancing mathematics fluency

An adapted alternating treatments design was used to compare the effects of class‐wide applications of Taped Problems (TP) and Cover, Copy, and Compare (CCC) procedures designed to enhance subtraction fact fluency in an intact third‐grade classroom. During the TP procedure, a tape provided an auditory prompt (i.e., the problem), followed by a 2‐second delay and then the correct answer. Students attempted to supply the correct answer before the answer was provided by the tape. During the CCC procedure, students would cover a math‐fact family triangle, attempt to write one of two possible problems and answer, write the reciprocal fact and answer, and evaluate their responses. Results show that TP caused greater increases in subtraction fact fluency than CCC or a control condition. Discussion focuses on preventing student math deficits, issues regarding alternating treatments designs, and future directions for research. © 2012 Wiley Periodicals, Inc.     

The development of student teachers' views on pupil misbehaviour during an initial teacher training programme in England and Norway

A group of postgraduate (secondary school) student teachers attending a teacher training course in York (England) and Stavanger (Norway) completed a questionnaire at the start (N = 174) and at the end (N = 128) of their course which explored their views regarding the factors accounting for pupil misbehaviour, the frequency of pupil misbehaviour, the strategies for dealing with pupil misbehaviour, and their confidence that as a full‐time teacher they will have the skills needed to keep pupils engaged in their work and to deal with pupil misbehaviour that occurs. Overall, the major factor accounting for pupil misbehaviour was reported to be ‘parents who do not instil pro‐school values in their children’; the most frequent pupil misbehaviour reported was ‘talking out of turn (e.g. calling out, interrupting, inappropriate remarks or distracting chatter during the lesson)’; and the strategy rated most positively was ‘establish clear and consistent school and classroom rules about the behaviours that are acceptable and that are unacceptable’. Both the York and Stavanger students grew in confidence over the year. The study also highlights areas where there appear to be shifts in students' views over the course of their training year and differences between the students across the two settings (York and Stavanger).     

Dialogue in the elementary school mathematics classroom: A comparative study between expert and novice teacher

Using classroom observation and video recording methods, we performed a comparative study on the forms and content of dialogues in the classrooms between expert and novice teachers. Of the 55 lessons surveyed, it was found that expert teachers tend to use analytical and comparative questions more frequently to detect students’ mathematical reasoning. Students and teachers work together to determine the answer to a question and the dialogue in the classroom takes place in a way that students present an answer, the teacher and the other students question the answer, and then the students explain the answer. On the other hand, a novice teacher often tends to give students hints, or utilize simple questions to jog the memory. The novice teacher recognizes students’ logic but does not incorporate them into his/her teaching. In this case, the teacher becomes the sole judge for the appropriateness of the answers and the typical dialogue in the classroom occurs in a way that the teacher asks a question, students answer, and the teacher comments.     

Power and representation: A postcolonial reading of global partnerships and teacher development through North—South study visits

This paper critically analyses the neo‐liberal discourse informing global education policy and practice. We use postcolonial theory to deconstruct the contexts for global educational partnerships, highlighting how issues of power and representation are central to their development and the learning that takes place within them. Teacher development through North—South study visits is one way of challenging teachers’ worldviews, but these are not always effective. We argue that study visit courses, where learning is facilitated by differently knowledgeable others, have the potential to be more effective, but only if the courses are underpinned by postcolonial theory and informed by socio‐cultural pedagogy.     

School-level determinants of teacher collegial interaction: Evidence from lower secondary schools in England,Finland, South Korea,and the USA

This study investigated the influence of between-school differences in participative school climate, time and money as learning supports, frequency of teacher appraisal, school SES, and number of teachers on individual teacher's collegial interaction. Nationally representative data for 8869 teachers in 551 lower secondary schools in England, Finland, South Korea, and the USA were analyzed. In all four countries, a participative school climate was positively associated with teacher collegial interaction, while support in the form of extra compensation did not have a significant effect on teacher collegial interaction. The influence of other school-level features was not consistent across countries.     

A comparison of the influence of government policy on information and communications technology for teacher training in England and Northern Ireland

Abstract

This article examines the introduction of national standards and guidelines for the use of information and communications technology (ICT) in initial teacher training in England and Northern Ireland. The context for the increased focus on ICT in teacher education is described for each part of the United Kingdom (UK). Comparisons are drawn between the two areas of the UK to show how schools and teacher training institutions have attempted to meet the standards within each political context by examining the positive features of three case teacher training courses, two in England and one in Northern Ireland. From this, inferences are drawn about the level of intervention by Government and whether greater government control has reduced or increased the integration of ICT into the cycle of teaching and learning.     

Exploring associations between supervisory support,teacher burnout and classroom emotional climate: the moderating role of pupil teacher ratio

Abstract

In previous studies on classroom emotional climate (CEC), factors related to teacher’s working conditions have rarely been included. Thus, in the current study, we examined associations between supervisory support, teacher burnout and CEC, and whether pupil teacher ratio (PTR) moderated this association, applying a randomised-control trial design. Participants were students from 300 classes at the end of grade 1, and 300 teachers. Structural equation modelling (SEM) revealed significant relations between supervisory support and teacher burnout and between teacher burnout and CEC. Supervisory support was indirectly related to CEC through teacher burnout. Finally, PTR moderated the association between teacher burnout and CEC.     

A comparative analysis of primary teacher professionalism in England and Finland

Policy‐makers' conceptions of teacher professionalism currently differ markedly in England and Finland. In England they are shaped by agendas associated with the drive to raise standards and ‘commercialized professionalism’ whilst in Finland they are influenced by notions of ‘teacher empowerment’. This article analyses findings on the theme of teacher professionalism derived from re‐interviewing a sample of English and Finnish teachers in 2001 as a follow‐up to earlier ethnographic research in six schools in each country during 1994–1996. Issues of professionalism are addressed through three broad themes: the impact of curriculum and pedagogical reforms; working together to implement these reforms; and accountability and control. It is argued that in each country teachers' conceptions of their professionalism were undergoing reconstruction. These conceptions were shaped by past and present ideology, policy and practice and displayed multiple and situational dimensions.     

The use of questions within in-the-moment coaching in initial mathematics teacher education: enhancing participation,reflection, and co-construction in rehearsals of practice

Managing mathematical discussion is known to be challenging for novice teachers. Coaching within student teacher rehearsals of teaching has been shown to develop mathematics teaching practice, but can be time consuming. To examine how coaching using questions could assist novice teachers to promote mathematical thinking and discussions within time-constrained programmes, videos of rehearsals, reflective debriefs, and student teacher surveys were collected across a range of courses over 4 years. Findings included that student teacher roles in rehearsals were enhanced through coaching with questions and co-construction was enabled. Coaching questions exposed effective practice, particularly in relation to orchestrating mathematical discussion, enabling student teachers to reflect, discuss, make decisions, and immediately trial teaching strategies. Questions appeared to lengthen rehearsals but improved their effectiveness through enhancing participation and enabling co-construction of meaning. Findings indicate that questions used in coaching of rehearsals inform and empower novice teachers, essential factors within initial teacher education for equitable and ambitious mathematics teaching.     

Diversity,deprivation and the common good: pupil attainment in Catholic schools in England

Despite there being significant numbers of state maintained Catholic schools in England, they have until recently proved to be of interest only to a minority of researchers, usually those directly involved in their promotion. New Government initiatives encouraging further diversity in the provision of schools have proved controversial and, in reopening the religious debates of the 19^th and early 20^th centuries, have prompted interest in the academic performance of Church schools. This paper takes a longitudinal approach in reviewing information already in the public domain, as well as presenting new evidence based on national examination performance data. Standards of academic attainment at Key Stage 4 in Catholic schools compare favourably with national norms. Such schools are particularly effective with more socially disadvantaged pupils and, as such, appear to offer much to the common good of society. Further areas for research are suggested.     

The ‘shape’ of teacher professionalism in England: Professional standards,performance management,professional development and the changes proposed in the 2010 White Paper

Teacher professionalism in England may be considered to have been shaped by the set of professional standards, and the accompanying statutory performance management system, introduced by the Labour government in 2007. More recently the coalition government's 2010 White Paper, The Importance of Teaching, announced reforms that will potentially re‐shape teacher professionalism. In this article I examine the ‘shape’ of teacher professionalism in England, as defined by the professional standards. I reveal it to be a lop‐sided shape, indicating a professionalism that focuses predominantly on teachers’ behaviour, rather than on their attitudes and their intellectuality. Presenting my conceptual analysis of professionalism, and examination of its link with professional development, I consider whether—and to what extent—teacher professionalism may in fact be shaped by government‐imposed reform. I conclude that ‘enacted’ professionalism may be quite different from ‘demanded’ professionalism, and shaping professionalism involves a complex and indecipherable process that is better understood by examining the process whereby individuals develop professionally.