Measuring elementary teacher stress and coping in the classroom: Validity evidence for the Classroom Appraisal of Resources and Demands

The Classroom Appraisal of Resources and Demands (CARD, elementary version) was used to investigate teacher stress among a sample of elementary teachers (n = 521). The CARD measures teacher stress by examining the subjective experience of both classroom demands and resources provided by the school, and thereby attempts to capture the situationally specific nature of teacher stress. This study attempted to examine whether the CARD can provide reliable and valid information that addresses the call by experts in the field of teacher stress research for measures that consider each teacher's specific occupational circumstances. Specifically, the factor structure of the CARD was supported empirically. Further evidence was offered for the construct and concurrent validity by correlations between CARD scales scores and other measures theoretically relevant to teacher well‐being: general health, teacher efficacy, self‐critical attitudes, and burnout symptoms. © 2009 Wiley Periodicals, Inc.     

Priming urban learners' attitudes toward the relevancy of science: A mixed-methods study testing the importance of context

The development of three-dimensional learning among all K-12 student demographics remains a prominent goal for the field of science education. However, substantial research in science teacher education for urban populations showcases hurdles to overcome in order to achieve this goal, particularly for elementary teachers. Research shows that urban elementary teachers are often ill-prepared to develop a type of science pedagogy responsive to students' learning needs. The fidelity of such pedagogies that these teachers adhere to when trying to implement such a requested content–relationality between these populations and how their local contexts can be used as sites to learn science in relevant ways are often not fully realized, as well. Given that science achievement gaps exhibit racial disparities starting in primary grades and attitudes toward science have been shown to affect academic achievement and motivation, we argue that one way to ameliorate, in at least an incremental way, this disparity is to design novel learning experiences to prime students to see the relevancy of science in their local contexts before such three-dimensional designed learning is set to occur. In this research, we leveraged the immersive nature of Virtual Reality 360 videos and present a design-based research iteration testing how this novel technologically enhanced learning experience may have influenced close to 400 urban elementary students' attitudes toward science around those attitudes labeled as “behavioral beliefs” by the field. Using a concurrent, convergent mixed-methods design with a two-way multivariate analysis of covariance quantitative data set triangulated with students' qualitative self-reports that were transformed into quantitative preponderances in graphic form, the data support that our design iteration emphasizing the importance of context as a design focus can prime students who struggle to see science as relevant to change their attitudes. Implications are discussed around relationality, novel technological affordances, and the use of local contexts as learning resources.     

Primary science teacher confidence revisited: ten years on

Background This paper compares the findings from a recent, large-scale UK-wide survey of primary teachers' confidence in teaching science with the results of a seminal report carried out 10 years ago by Wynne Harlen in Scotland. Recent reports from across the UK have indicated there are still serious concerns relating to primary teachers' confidence and ability to teach science effectively.

Purpose The main research aims were to provide a clear, evidence-based analysis of the current issues facing primary science in the UK; explore primary teachers' confidence in science teaching and to evaluate the impact of science initiatives taking place in UK primary schools.

Sample The sample for the study comprised: telephone interviews with 300 primary teachers from all UK regions; seven focus groups of primary teachers held in England, Northern Ireland, Scotland and Wales to further explore the issues raised in the telephone interviews; and workshops from a two-day conference of 75 stakeholders in primary science from all UK regions (approximately half the delegates were teachers; also represented were teacher educators (initial and continuing professional development), curriculum developers and policy-makers). In addition, 100 teacher education institutions were surveyed in relation to their participation in primary science initiatives.

Design and methods The methodology for both studies comprised qualitative and quantitative elements (see sample details, above). All data were collected between June and September 2004.

Results The findings indicated that there are improvements in some areas of primary teachers' confidence in teaching science. However, the study showed that half of the teachers surveyed cited lack of teacher confidence and ability to teach science as the current issue of major concern in primary science. This paper also reports on some of the professional development initiatives carried out by higher education institutions in primary science.

Conclusions The paper concludes that there has been some progress in developing teacher confidence in primary science over the past 10 years. However, the situation is still critical for all stakeholders. Half of the teachers surveyed in the UK for the present study identified lack of teacher confidence and ability to teach science as the major issue of concern in primary science. Higher education institutions need to enhance the preparation of new primary teachers to ensure that they are all confident and effective teachers of science. They could also increase their partnership work with schools and other continuing professional development (CPD) providers in relation to primary science. The evidence demonstrates clearly that there is a need for substantially increasing science professional development for primary teachers. It also shows that such professional development could be more effectively targeted at specific aspects of science teaching that are more challenging for teachers. Further, the study shows that professional development in science works, in that teachers who have experienced science continuing professional development (CPD) are much more confident to teach science than those who have not.     

Teacher educators’ collaboration in subject departments: collaborative activities and social relations

Teacher educators’ collaboration plays an important role in the improvement of teacher education. Many studies in educational research focus on collaboration from 1 particular perspective. A focus on 2 perspectives, a qualitative (focusing on collaborative activities) as well as a quantitative (focusing on relations) perspective, and relating both perspectives, can add to our knowledge. Data were collected in 3 subject departments of a teacher education institute. Findings indicated that educators’ collaborative networks inside the departments could gain from more coherent and dense relations, and that key players were important to support and sustain collaboration. Both perspectives were mildly related, correlations were found for “degree” and “information” (r = .31, p < .05), “degree” and “joint work” (r = .38, p < .01), and “reciprocity” and “joint work” (r = .33, p < .05), no correlations were found for “degree” or “reciprocity” and “discussing”. At the department level, only mathematics showed significant correlations. Results indicated that, in further research, qualitative aspects as well as quantitative aspects should be included.     

The influence of high-stakes testing on teacher self-efficacy and job-related stress

In the United States, teachers’ job-related stress and self-efficacy levels across all grades are influenced in some manner by the demands of high-stakes testing. This sequential mixed-methods study aimed at examining the dynamics among assigned subject matter, teacher job-related stress, and teacher self-efficacy in a large south-eastern Texas school district. Quantitative data were collected via the High Stakes Testing on Self-Efficacy and Teacher Stress Survey from a convenience sample of 145 teachers, while qualitative data were gathered during focus-group sessions at the elementary, middle and high school levels. Findings indicated that assigned subject matter did not influence teacher self-efficacy, but did influence teachers’ job-related stress. Additionally, a relationship was found to exist between teacher job-related stress and teacher self-efficacy. Teachers reported lack of time, modifications to curriculum, and testing of special education populations as contributions to their job-related stress, and school leadership and educational triage as impacting their teacher self-efficacy.     

Contribution of a professional development programme to the quality and retention of teachers in an urban environment

This study examined the effects of a professional development programme aimed at equipping teachers for the challenges of teaching in urban schools. The contribution of the programme to teacher quality and teacher retention was evaluated using a mixed research design in which both quantitative (N?=?133) and qualitative (N?=?42) approaches were used. The results showed a significant effect of the programme on teacher knowledge and self-efficacy. Furthermore, teachers greatly appreciated the programme and they perceived a positive impact on their competences, self-efficacy and professional orientation. The opportunity to share experiences within a network of teachers was considered the most valuable element of the programme.     

Engaging in vocabulary learning in science: the promise of multimodal instruction

To a science ‘outsider’, science language often appears unnecessarily technical and dense. However, scientific language is typically used with the goal of being concise and precise, which allows those who regularly participate in scientific discourse communities to learn from each other and build upon existing scientific knowledge. One essential component of science language is the academic vocabulary that characterises it. This mixed-methods study investigates middle school students’ (N?=?59) growth in academic vocabulary as it relates to their teacher’s instructional practices that supported academic language development. Students made significant gains in their production of general academic words, t(57)?=?2.32, p?=?.024 and of discipline-specific science words, t(57)?=?3.01, p?=?.004 in science writing. Results from the qualitative strand of this inquiry contextualised the students’ learning of academic vocabulary as it relates to their teacher’s instructional practices and intentions as well as the students’ perceptions of their learning environment. These qualitative findings reveal that both the students and their teacher articulated that the teacher’s intentional use of resources supported students’ academic vocabulary growth. Implications for research and instruction with science language are shared.     

Scientists Reflect on Why They Chose to Study Science

A concern commonly raised in literature and in media relates to the declining proportions of students who enter and remain in the ‘science pipeline’, and whether many countries, including Australia and New Zealand, have enough budding scientists to fill research and industry positions in the coming years. In addition, there is concern that insufficient numbers of students continue in science to ensure an informed, scientifically literate citizenry. The aim of the research presented in this paper was to survey current Australian and New Zealand scientists to explore their reasons for choosing to study science. An online survey was conducted via a link to SurveyGizmo. The data presented are from 726 respondents who answered 22 forced-choice items and an open-ended question about the reasons they chose to study science. The quantitative data were analysed using t tests and analyses of variance followed by Duncan’s multiple range tests, and the qualitative data were analysed thematically. The quantitative data showed that the main reasons scientists reported choosing to study science were because they were interested in science and because they were good at science. Secondary school science classes and one particular science teacher also were found to be important factors. Of much less importance were the prestige of science and financial considerations. The qualitative data expanded on these findings and showed that passion for science and/or curiosity about the world were important factors and also highlighted the importance of recreational pursuits, such as camping when a child. In the words of one respondent, ‘People don’t go into science for the money and glory. It’s passion for knowledge and science that always attracted me to the field’.     

Teachers as readers: building communities of readers

Given the narrow scope of primary teachers' knowledge and use of children's literature identified in Phase I of Teachers as Readers (2006–2007), the core goal of the Phase II project was to improve teachers' knowledge and experience of such literature in order to help them increase children's motivation and enthusiasm for reading, especially those less successful in literacy. The year‐long Phase II project, Teachers as Readers: Building Communities of Readers, which was undertaken in five Local Authorities (LAs) in England, also sought to build new relationships with parents and families and to explore the concept of a “Reading Teacher (RT): a teacher who reads and a reader who teaches” (Commeyras and colleagues). The research design was multilayered; involving data collection at individual, school and LA levels, and using a range of quantitative and qualitative data research methods and tools. This paper provides an overview of the Phase II research. It suggests that teachers need support if they are to develop children's reading for pleasure, and enhance their involvement as socially engaged and self‐motivated readers.     

Learning Environments: The Case for Evidence-Based Practice and Issue-Driven Research

In his thought-provoking review of current trends in educational research, Winn offers advice to practitioners and to researchers concerning the role of computer-based simulations in education (Winn, W. (2000). Educ. Psychol. Rev. 14, 331–351). In this critique, I offer two proposals for consideration by those who wish to make practical recommendations about learning environments: (1) Recommendations for practice should be based on specifically relevant evidence. (2) The available methods for collecting evidence should not exclude controlled experiments; instead, researchers should be free to choose among experimental or observational methods, use quantitative or qualitative measures, focus on artificial or naturalistic settings, and invent new techniques as needed. In short, I join the call for evidence-based practice and issue-driven research.     

Supporting children and families: lessons from Sure Start for evidence-based practice in health,social care and education

According to the relevance of teacher attitudes in the teaching process as well as to the great number of discussions among experts of pre-school education, it was interesting to examine the students of pre-school teaching about their attitudes toward the use of computer among pre-school children. The sample consisted of N = 40 students from regular study and N = 37 students of irregular study of Pre-school education from Faculty of Teacher Education in Rijeka. Their attitudes have been investigated using an 18-item questionnaire created for the purposes of this study only. Overall, it was determined that future pre-school teachers have no clear and decisive general attitude toward the use of computer among pre-school children. In addition, they have shown from neutral to more positive attitudes according to all other items but with certain conditions. The discussion resulted with the recommendations for pre-school teacher’s education.     

How do high school students solve probability problems? A mixed methods study on probabilistic reasoning

When studying a complex research phenomenon, a mixed methods design allows to answer a broader set of research questions and to tap into different aspects of this phenomenon, compared to a monomethod design. This paper reports on how a sequential equal status design (QUAN → QUAL) was used to examine students’ reasoning processes when solving probability problems. A select clustered sampling resulted in the inclusion of 168 high school students in a first, quantitative phase, in which a questionnaire was used to assess how they solved probability problems. This questionnaire included probability items that were based on the outcome orientation, the representativeness misconception, and the equiprobability bias. In a second, qualitative phase, 18 students who were purposefully sampled from the first research phase were interviewed in order to conduct an in-depth study of their probabilistic reasoning processes. In this paper, we illustrate and discuss how several mixed methods research purposes were realized throughout our study: development, expansion, and initiation.     

Judges' Use of Examinee Performance Data in an Angoff Standard‐Setting Exercise for a Medical Licensing Examination: An Experimental Study

Although the Angoff procedure is among the most widely used standard setting procedures for tests comprising multiple‐choice items, research has shown that subject matter experts have considerable difficulty accurately making the required judgments in the absence of examinee performance data. Some authors have viewed the need to provide performance data as a fatal flaw for the procedure; others have considered it appropriate for experts to integrate performance data into their judgments but have been concerned that experts may rely too heavily on the data. There have, however, been relatively few studies examining how experts use the data. This article reports on two studies that examine how experts modify their judgments after reviewing data. In both studies, data for some items were accurate and data for other items had been manipulated. Judges in both studies substantially modified their judgments whether the data were accurate or not.     

Explicit and implicit perspectives on research-based teacher education: newly qualified teachers’ experiences in Finland

Much of the international debate and research on teacher education has centred on how the preparation of teachers should be organised. In contrast to many other countries, teacher education in Finland has been university-based for decades and has a strong research-based approach. This inductive study describes newly qualified teachers’ (NQTs) experiences of research-based teacher education. The study uses data from semi-structured interviews with 10 newly qualified primary school teachers that were conducted in 2016, directly after they had finished their master’s degrees but had not yet begun to work as teachers. A qualitative content analysis identified three main knowledge areas that describe NQTs’ experiences: personal development, teacher professional competence and research competence. The results demonstrate that students in research-based teacher education gain a solid basis for their future teacher profession, as well as experiencing legitimacy and a high level of status in society. Their education encourages them to become innovative and professional teachers who are prepared to honour the trust and autonomy given to them by society.     

The measure of classroom stress and burnout among gifted and talented students

The development of the Student Stress Inventory (SSI) and the cross-validation of the Maslach Burnout Inventory (MBI) are presented. First, gifted student data (n = 311) were subjected to factor analyses for both the SSI and the MBI to assess factorial validity; five stress and three burnout factors were evident. Second, the construct validity of both the stress and burnout constructs was examined in relationship to classroom tedium and the quality of school life. Also, 14 child stress experts assisted in analyzing content validity; the majority of these rated SSI items as being relevant to very relevant to student stress. With respect to SSI reliability, alphas ranged from .63 to .85; similarly, MBI alphas ranged from .63 to .86. Additionally, most of SSI and MBI scales and subscales were moderately to strongly interrelated. Finally, an inspection of the concurrent validity of the stress and burnout constructs revealed significant relationships between stress, burnout, tedium and, to a degree, quality of school life variables.     

Zwischen Bildungsaufstieg und Karriere Studienperspektiven „nicht-traditioneller Studierender“

This contribution looks at a series of qualitative and quantitative investigations on the study success and study behavior of so-called non-traditional students. Of particular interest are two aspects: the combination of qualitative and quantitative findings, which are mutually complementary and in a sense present plausible corrections for one-sided observations, and controlled observations over a long period of time, as the first studies were carried out within the framework of an international study in 1998 and the last one within the framework of a project sponsored by the German Research Foundation (DFG) in 2007. This longer time period certainly increases the plausibility of the cautious diagnoses made, which attempt to capture the relevant changes in this field of research. Such mixed methods research (Derzin 1970, 1989; Flick 1992) – i.e. the link between quantitative and qualitative research and survey methods often termed “triangulation” (cf. Prein/Kelle/Kluge 1993; Flick 1995) – has the advantage that a complex field of research can be scanned using different instruments and through a type of “convergence model” (Jacob 2001) the data won from different methods can be used to mutually validate the results. The qualitative material used in this study comes from theoretical sampling (cf. Glaser 1965; Strauss/Corbin 1996) of data from six German higher education institutions from two points in time (1998 and 2005; n=2x c. 400 surveyed respondents). The quantitative analysis, which was especially carried out for our study, profits from the fact that 2500 interested people responded to our recruitment search for biographic-narrative interviews. This group of people was then asked to participate in a special online survey in 2007 – a cooperative initiative in which around one third of the initial respondents took part. That does, however, mean that the quantitative study is not representative. Our overall research design remains complex, but retains an exploratory character     

Perceptions About the Dominance of English as a Global Language: Impact on Foreign-Language Teachers’ Professional Identity

Using a novel theoretical framework that incorporates teacher identity, a school as community of practice, and English as a global language from a linguistic-imperialism perspective, this qualitative interview study with foreign-language teachers in Scotland, France, and Germany (N = 13) explores connections between foreign-language-learning decline and the impact of this decline on teachers’ identity across the three countries. Findings indicate similar trends across contexts in the dominance of English over other languages (and the identities of those who teach them) and support previous research on the importance of considering subject area, and its valuing by a range of stakeholders, as fundamental to teacher identity. Directions are proposed for future research and practice that emphasise taking an interdisciplinary approach to the notion of a subject area’s decline.     

Measuring Mathematical Competences of Engineering Students at the Beginning of Their Studies

This article reports about our efforts to determine engineering students' competence in mathematics. Our research is embedded in a larger project, KoM@ING–Modeling and developing competence: Integrated IRT based and qualitative studies with a focus on mathematics and its usage in engineering studies, within the program Modeling and Measuring Competencies in Higher Education (KoKoHS). KoKoHS provides the umbrella organization of several research projects addressing the modeling and measuring of competences at the college level. KoM@ING aims to model the role of engineering students' mathematical competences for their studies from both a quantitative and a qualitative perspective.

Here, we report the development of a large-scale instrument assessing engineering freshmen's competence in mathematics by applying Rasch analysis to determine measures for item difficulties and student abilities. Several analyses were performed to provide insights into the measures' reliability and validity. In particular, to examine cognitive validity, we scrutinized students' think-aloud protocols when solving the items to investigate their problem solving abilities as a proxy for item difficulty. Overall, we found first evidence that our instrument is suitable to assess engineering freshmen's competence in mathematics. This instrument may be helpful to conduct further research and to inform those concerned with college organization and policy.