The relationship between individual instructional characteristics and the overall assessment of teaching effectiveness across different instructional contexts

There is an ongoing debate in the student evaluation of teaching literature about whether an overall rating or factorial dimensions of teaching effectiveness should be used in personnel decisions. Marsh and his colleagues have advocated the use of a weighted average approach to computing overall evaluations. A policy-capturing experiment was carried out where students in three different instructional contexts made overall evaluations of hypothetical instructors based on a manipulation of the teaching factors in Marsh's SEEQ. The results indicated (1) amount learned was consistently the most important factor affecting overall evaluations; (2) course difficulty was consistently the least important factor affecting overall evaluations; and (3) there was a strong similarity among the three groups in the relative importance of the various teaching factors in arriving at an overall evaluation. The implications of this research are discussed, as well as directions for future research.     

Gender differences in the junior secondary (grade 7) mathematics curriculum in Hong Kong

This article seeks to examine gender differences across the mathematics curriculum in the various topic areas and mathematical abilities. It is suggested that a profile of these differences, when compared with students at different grade levels or across curricula, would be more fruitful for classroom teachers and curriculum developers. Breakdown and discriminant function statistics reveal that boys performed better than girls in Geometry and excelled in comprehension, and solving routine and non-routine problems. Girls were better at mathematical manipulation problems.     

Genetic and environmental influences on rapid naming and reading ability: A twin study

The present study assesses the genetic and environmental etiologies of reading, rapid naming (RN), and their covariation by fitting multivariate structural equation models to data from 587 twin pairs in which at least one member of the pair exhibited reading difficulties (low-range) and from 360 control (normal-range) twin pairs who were tested in the Colorado Learning Disabilities Research Center. Results from a bivariate phenotypic analysis with two hypothesized latent factors, READ and RN, indicated that the correlation between reading and rapid naming performance for the low-range sample was significantly higher than that of the normal-range sample. When this model was partitioned to include estimates of genetic, shared environmental, and nonshared environmental influences, resulting heritability estimates did not differ significantly for the low-range and normal-range samples for either READ or RN. However, similar to the phenotypic correlation, the genetic correlation between the READ and RN latent factors could not be equated for the two groups. Thus, the etiology of the relationship between reading performance and rapid naming may differ for children with reading difficulties and normally-achieving readers. Moreover, these results support previous findings that the best predictors of reading skills may differ for samples of children with normal reading levels and those with reading difficulties.     

Equity in education: Low priority in the school reform movement

The author argues that the educational reform movements are cyclical and that the present call for excellence can be seen in previous cycles. Noting the absence of a concern for equity in the many recent reports and studies, the author discusses the concepts of equity, equality, and excellence. Alternative reforms are proposed to enhance equity for minority and presently underachieving youth.     

Failure to obtain value enhancement by within-trial contrast in simultaneous and successive discriminations

The present research tested the generality of the “work ethic“ effect described by Clement, Feltus, Kaiser, and Zentall (2000). In Experiment 1, we trained 10 pigeons on a pair of either simultaneous or successive discriminations. One discrimination followed a high-effort requirement (20 pecks to the center key) and the other followed a low-effort requirement (1 peck). Contrary to Clement et al.’s results, we found that preferences between the S⁺ and S⁻ stimuli in transfer tests depended on the event that initiated the trial: Pigeons preferred the stimulus from the baseline discrimination whose initiating event was most dissimilar from that preceding the test trial. Preferences were similar but less extreme in the successive condition. In Experiment 2, we investigated whether test preferences depended on the amount of training. A total of 12 pigeons were trained on a pair of simultaneous discriminations, except that test sessions were scheduled after every three baseline sessions. Preferences increased across test sessions but were similar to those in Experiment 1. Together with Vasconcelos, Urcuioli, and Lionello-DeNolf (2007a), our study represents a second failure to replicate Clement et al.’s work ethic effect. The finding that preference depends on the event that initiates the test trial suggests that choice probes may not provide unambiguous assessments of stimulus value.     

Pupils’ Perceptions of Technology in the Secondary School Curriculum: a case study

This paper reports a study of pupils attitudes to Craft Design Technology (CDT), Technology (GCSE) and Technology A level in a Mid Glamorgan secondary school. Technology is regarded by the pupils as being intellectually demandng and having a high ‘employment value’. This seems to attract more able pupils (of both sexes) than would be the case for other CDT subject areas. Pupils perceive CDT: Technology to have the characteristics of Science subjects rather than those of Arts or Crafts. A significant proportion of female students in this case study are attracted to study A level Technology and investigations are continuing to identify the underlying reasons for this.     

Operationalizing and validating disciplinary literacy in secondary education

The goal of this study was to define the construct and establish the validity of disciplinary literacy, which has recently gained attention from the implementation of the Common Core State Standards (National Governors Association Center for Best Practices & Council of Chief State School Officers in Common Core State Standards for English language arts & literacy in history/social studies, science, and technical subjects [PDF]. Authors, Washington, DC, 2010). After defining disciplinary literacy in the four core disciplines of English language arts, science, history and social studies, and mathematics, scales were developed and administered to a snowball sample of professionals nationwide, with 857 respondents. The data showed evidence of disciplinary literacy as a multidimensional construct with three related factors: source literacy, analytic literacy, and expressive literacy. Based on EFA and CFA results, we can conclude that there are at least three types of literacy in operation among the four core disciplines. The three factors of literacy varied significantly by the four core disciplines of English/language arts (ELA), science, history and social studies, and mathematics, supporting the notion that each discipline uses literacy uniquely. This is the first study of its kind to attempt to define, quantify, and validate the construct of disciplinary literacy.     

Perceived efficacy of teachers in Macao and their alacrity to engage with inclusive education

ABSTRACT

This paper reports findings of a mixed methods study examining private school teachers’ perceptions of efficacy in dealing with the challenges presented by inclusive education in Macao. This is highly pertinent after the Government invited consultation to propose changes to amendments of the Decree Law of 1996 concerning the education of students with Special Education Needs (SEN) which will likely see private schools being required to accept these students in the future. Within the context of teacher preparedness for inclusive education, the study found that a number of teachers felt that they were not at all prepared to teach students with SEN. Whilst some teachers suggested that they lacked skills and knowledge in teaching in inclusive classrooms, some felt overwhelmed with the challenges. The teachers proposed that they would need to know how to provide instructional adaptations and modifications to support students with SEN. Implications for continuous development of teacher training and education are discussed within the context of improving teacher efficacy and how private school teachers could better respond to the challenges of inclusive education in Macao.