Beliefs and attitudes about assessment of a sample of student teachers in South Africa

Abstract

The purpose of this study was to take the first steps in a long-term approach to helping South African teachers understand and respond to government demands that they change their assessment practices. Specifically, it attempted to identify the beliefs, perceptions and attitudes about assessment that student teachers bring with them to courses that are designed to equip them to teach in ways that are consistent with current curriculum trends in South Africa. The study attempted to answer the following research questions: are student teachers’ beliefs about assessment consistent with the approaches to assessment advocated in the South African Revised National Curriculum Statement? Are student teachers’ beliefs about assessment consistent with the basic principles of outcomes-based education? The results indicated broad general agreement between student teachers’ beliefs about assessment and the principles of assessment espoused in the Revised National Curriculum Statement. However, there was evidence that the beliefs of some of the subjects were inconsistent with these principles.     

The Effect of Selected Media Feedback upon the Interactive Behavior of Student Teachers

Abstract

The problem involved in this study was to ascertain whether student teachers receiving supervisory feedback with the aid of video and/or audio tape replay demonstrate a greater change in their classroom verbal interactive behavior than student teachers who receive supervisory feedback with no video or audio feedback. Evidence indicates that those receiving video feedback utilize less “direct teaching influence” and more “indirect teaching influence” as categorized by Flanders’ Verbal Interaction Analysis System, Within the audio group, the magnitude of change in the student teachers’ instructional behavior was not statistically significant. The magnitude of the directional change was greater for those students receiving video or audio recorded feedback than the magnitude of change in the control group.     

Investigation of Preservice Teachers' Classroom Assessment Practices During Student Teaching

Abstract

Teachers' evaluation of pupil learning should be consistent with identified learning outcomes at the intended level of performance. To the extent that curriculum and assessment are aligned, the validity of inferences about pupil knowledge is strengthened. The purpose of this investigation was to evaluate the assessment practices of preservice teachers who have successfully completed coursework in educational measurement. Three hundred and nine lesson plans from 65 preservice (student) teachers were reviewed. The authors found that, during student teaching, preservice teachers do not follow many of the assessment practices recommended in their coursework. Perhaps implementations of recommended classroom assessment practices seem to depend on more than possessing the requisite knowledge.     

Peer learning: an analysis of secondary school teachers’ reflection groups on teaching practice / El aprendizaje entre iguales: análisis de los grupos de reflexión sobre la práctica docente para profesores de educación secundaria

Abstract

The aim of this study was to analyse the discourse of beginning teachers and mentors in Secondary Education throughout their participation in reflection groups on teaching practice, as part of a program designed to palliate the reality shock and encourage reflection on the practice, thus promoting the construction of professional knowledge.

The data collected consist of speech recordings from five pairs (beginning-mentor) who participated in five reflection groups during a school year. This interpretative and longitudinal study draws on a qualitative analysis (Atlas.ti) of the discussion topics and types of sentences produced by the participants. The most frequent discussion topics were the thematic areas considered to be the most problematic for beginners (pair adjustment; attention to the diversity; student assessment; assessment by the program; fatigue and stress; classroom management; teacher identity; status and school culture). Mentors tended to produce more metacognitive statements while beginning teachers tended to use more conceptual statements. The results show that taking part in a discussion group on teaching practice was not enough to promote a really thoughtful (most sophisticated) elaborative pattern for beginner teachers.     

Constraints on Development and Change to Science Teachers' Practice in Egyptian Classrooms

This paper addresses the general question of why teachers teach in the way they do. Data collected from Egyptian science teachers both in the UK during an in-service course and on their return to Egypt are reported. The teachers' evaluation of which in-service experiences they thought of most use is contrasted with the changes they were able to bring about in their own teaching on return to Egypt. Follow-up interviews and classroom observations in Egypt showed the teachers to be frustrated in introducing even limited changes to their practice. This paper proposes that Schön's notion of the reflective practitioner may not be suitable for modelling a mechanism of change in classroom practice for all teachers. Teachers in developing countries, with educational systems that Beeby characterises as mechanical or untrained, are more constrained than the notion of the reflective practitioner allows.     

LEARNING LESSONS ABOUT DIVERSITY: FIELD EXPERIENCES IN THE PREPARATION OF TEACHERS

Abstract

This article describes one way in which teacher educators can gain a new perspective on integrating theory and practice. By accompanying teachers and student teachers on field trips, teacher educators have the opportunity to enhance their understanding of the day‐to‐day life of a classroom teacher and become a part of the school community.

Participating in a field trip offers a chance to observe classroom management strategies; engage in informal interactions with children, teachers, and parents; develop trust among classroom practitioners; witness emergent curriculum; and participate in authentic assessment.

The author documents a visit to the zoo with kindergarten students, teachers, student teachers, and parents from an urban school and how the visit impacted on her working relationship with cooperating teachers, student teachers, and kindergartners.     

Reflective Classroom Practice: case studies of student teachers at work

Abstract

This paper addresses the nature of reflective classroom practice in a setting where action research has been undertaken by both the student teachers and the teaching practice supervisor. It is based on a cross‐case study of the processes through which student teachers learn to teach. Specifically, the analysis focuses on how student teachers reflect on their experiences in learning to teach. The data are based on student teachers’ reported thoughts about their learning over a period of one year. The results contribute to the understanding of reflective classroom practice by highlighting first student teachers’ perceptions about learning to teach and second their reviews on classroom practice. The discussion also adds to the literature on teacher development taken from the novice‐expert research tradition. Accordingly, implications for curriculum development in teacher education are drawn.     

What is the Relationship Between Teacher Quality and Student Achievement? An Exploratory Study

The major purpose of the study was to examine what constitutes effective teaching as defined by measured increases in student learning with a focus on the instructional behaviors and practices. Ordinary least squares (OLS) regression analyses and hierarchical linear modeling (HLM) were used to identify teacher effectiveness levels while controlling for student-level and class/school-level variables. Actual achievement of 1936 third grade students in 85 classrooms on the Virginia Standards of Learning (SOL) Assessment results in English, Mathematics, Social Studies, and Science were compared to expected achievement resulting in an indicator of teacher effectiveness. Based on student learning gains, teachers were divided into quartiles. The statistical modeling approach facilitated comparisons of outcomes that were free of influences of identified extraneous variables. A double blind design was selected for in-depth cross-case studies with teachers from the highest quartile representing highly effective teachers (N?=?5) and the lowest quartile the less effective teachers (N?=?6). The observation team assessed the third grade teachers (N?=?11) based 20 categories within four domains: instruction, student assessment, classroom management, and personal qualities. Key findings indicate that effective teachers scored higher across the four domains. Additionally, effective teachers tended to ask a greater number of higher level (e.g., analysis) questions and had fewer incidences of off-task behavior than ineffective teachers. The exploratory study identified instructional behaviors and practices of teachers that result in higher student learning gains.     

Professional development to increase teacher behavior‐specific praise: A single‐case design replication

Effective classroom instruction is contingent upon successful classroom management. Unfortunately, not all teachers successfully manage classroom behavior and need in‐service professional development. In this study, we replicated a targeted professional development approach that included a brief one‐on‐one training session and emailed visual performance feedback to increase novice teachers’ use of behavior‐specific praise, an evidence‐based classroom management skill. Dependent variables collected through direct observation included teachers’ behavior‐specific praise along with average student engagement and disruptions. Four elementary teachers participated and, based on a multiple‐baseline single‐case design, we found a functional relationship between the targeted professional development and teachers’ increased use of behavior‐specific praise. However, because of variability and one teacher's limited response, effect sizes were small for behavior‐specific praise and little change was observed in student behaviors. These findings warrant further research to determine which classroom management skills affect student behaviors overall, as well as continued evaluation of this professional development model and using school‐based coaches.     

Introduction

Abstract

Drawing on a large government commissioned research study, the Queensland School Reform Longitudinal Study (QSRLS), the article confirms the existing research finding regarding the cenerality of teachers’ classroom practices (pedagogies and assessment) to student learning. On the basis of a literature review and classroom observations, analysis of assessment tasks and student work, the article identifies the models of productive pedagogies and productive assessment as being effective in terms of improving both social and academic outcomes for all students, especially students from disadvantaged backgrounds. In so doing, it stresses the need for aligning curriculum, pedagogies and assessment with desired student outcomes and also the need to create teacher professional learning communities so as to enhance whole school effects. However, the article also recognises the significance of family background in terms of students’ learning outcomes and thus argues the need for complementary and appropriate educational system funding and policies. Indeed, the article recognises that claims about teacher practices making a difference cannot be posed innocently and that a focus on individual teachers in policy is a double‐edged sword.     

‘Let your data tell a story:’ climate change experts and students navigating disciplinary argumentation in the classroom

ABSTRACT

Science education trends promote student engagement in authentic knowledge in practice to tackle personally consequential problems. This study explored how partnering scientists and students on a social media platform supported students’ development of disciplinary practice knowledge through practice-based learning with experts during two pilot enactments of a project-based curriculum focusing on the ecological impacts of climate change. Through the online platform, scientists provided feedback on students' infographics, visual argumentation artifacts that use data to communicate about climate change science. We conceptualize the infographics and professional data sets as boundary objects that supported authentic argumentation practices across classroom and professional contexts, but found that student generated data was not robust enough to cross these boundaries. Analysis of the structure and content of the scientists’ feedback revealed that when critiquing argumentation, scientists initiated engagement in multiple scientific practices, supporting a holistic rather than discrete model of practice-based learning. While traditional classroom inquiry has emphasized student experimentation, we found that engagement with existing professional data sets provided students with a platform for developing expertise in systemic scientific practices during argument construction. We further found that many students increased the complexity and improved the visual presentation of their arguments after feedback.     

The Perceived Role of Diploma Examinations in Alberta,Canada

Abstract

The purpose of this study was to investigate the perceived uses of diploma examination results by Alberta, Canada, high school teachers and to replicate and extend D. Loerke's (1993) study. Classroom teachers and school-based administrators (N = 414) across Alberta took part in the research questionnaire developed to measure the variables under study. Findings indicate that classroom instruction has improved as a result of the reimplementation of diploma examinations, concerns about the reduction of teacher autonomy as a result of diploma examinations persist, study participants lacked the professional training necessary to make the most of the available student assessment information, and the perceived uses of diploma examination results have changed since the Loerke study. These findings have the potential to contribute to changes in teacher assessment practices in Alberta regarding appropriate use of standardized test results as a measure of student learning.     

The use of rewards and punishment in early childhood classrooms

Abstract

Much has been written about the problems associated with reliance on extrinsic rewards and punishment in controlling behavior and motivating students. This study explores the use of extrinsic rewards and punishment by prekindergarten ‐ grade 3 teachers in Missouri. The purpose of the study was to (a) determine the most common motivational practices and classroom management strategies being used by prekindergarten ‐ grade 3 teachers; (b) determine the range of costs of rewards given to children and the source of these funds; (c) determine administrative and parental support; and (d) determine what influenced the teachers’ choices of behavior management strategies. Results of the study indicated that a significant majority of the respondents chose good instructional practices of the teacher as having the most positive influence on child behavior. However, most of the teachers responding continued to use extrinsic rewards and punishment to achieve acceptable behavior management and student motivation. In addition to reviewing the recent literature on extrinsic rewards and punishment, the authors discuss the implications of the findings for teacher educators and for those responsible for professional development programs for teachers. © 2005 Elsevier Inc. All rights reserved.     

A Short Test of Personality: The S-ident Form

Abstract

On the premise that affective measure" are needed by those who would accurately predict the classroom behavior of teachers, an Inventory was developed to assess a teacher's attitude toward one aspect of the teaching process, namely. Instructional objectives stated In terms of student behavior. The inventory consisted of 20 instructional objectives, some behavioral and some nonbehavioral, to be rated according to a five-point scheme. A modest but significant correlation of .25 was obtained between 50 subjects' scores on the inventory and their observed classroom use of behavioral objectives. A construct validity study involving an examination of the pre-and post-instructor factor structure on Inventory scores of 100 prospective teachers also suggested that the instrument possesses a degree of validity.     

Secondary School Moral Discussion Programmes Led by Social Studies Teachers

Abstract

An experiment is reported on the effect of a moral discussion programme taught in the schools by regular classroom teachers. Number of discussions and type of teacher preparation were varied. Students’ moral judgment stage was assessed before and after the programme and teachers were observed throughout the course of the year. A substantial degree of moral judgment stage change was shown in some but not all of the classrooms. Three variables associated with likelihood of student moral judgment change were number of discussions, range of pre‐test moral judgment stage within the classroom, and teachers’ skills in eliciting moral reasoning from students during the discussions.