‘This is my new normal’: teachers’ accounts of evaluation policy at local school board meetings

In this study, we seek to illuminate teachers’ constructions of US teacher evaluation policies through close analysis of the way teachers in one district describe these policies. We conducted a thematic discursive analysis of 60 teachers’ speeches, recorded during local school board meetings in a Tennessee school district. Using discursive psychology as a lens, analysis focuses on the teachers’ constructions of teacher accountability policies and their own positioning within the policies. We also attend to the linguistic resources teachers used in justifying their decision to speak during the meetings. Findings showed that while drawing upon repertoires of human capital and one-size-fits-all education, the teachers’ patterned participation involved the contestation of status quo practices of teacher evaluation and effectiveness by contrasting them with imagined possibilities of what evaluation could be instead. Implications for developing teacher evaluation are discussed.     

A comparative study of students' and their teacher's perceptions of laboratory work in secondary schools

This article reports on a study of student and teacher perceptions of the purpose and effectiveness of laboratory work in science at the Year 10 level of secondary school. The main focus of the study was a comparison between the perceptions of one class of students and their teacher at each of six different schools with regard to the aims, regularity, conduct and assessment of laboratory work. The study identified a number of areas of mismatch between students and their teachers. The findings of the study will be of use to teachers in developing and improving their science curriculum, particularly with regard to laboratory work.     

STUDENTS’ ATTRIBUTIONS OF ACADEMIC SUCCESS

This study investigates higher education students’ own attributions of success using free responses, exploring in particular the relative importance of ability and effort‐related attributions on the one hand and luck‐related attributions on the other. A sample of 150 first year polytechnic degree course students from both Arts and Science faculties was investigated. A rank order of 12 categories was established: study habits, lecture‐content, lecturer, social, interest, motivation, ability, domestic security, peers, luck, financial security, health. Among study habits a rank order of 7 categories was also established: reading skills, examination technique, time, note‐taking skills, organisation of work, revision, place. Knowledge of, and practice in, study habits, is clearly important, and other implications are the need for further awareness of the lecturer‐student relationship and more research into the consistency of student attributions across faculties beyond the first year.     

Estimation of VO2max: a comparative analysis of five exercise tests

Thirty-eight female subjects (M +/ SD = 33 +/- 3.0 years) had VO2max measured on the cycle ergometer (M +/- SD = 37.3 +/- 6.4 ml.kg-1.min-1) and on the treadmill (M +/- SD = 41.3 +/- 6.6 ml.kg-1.min-1). VO2max was estimated for each subject from heart rate (HR) at submaximal workloads on the cycle ergometer using the Astrand-Rhyming nomogram (A/R) and the extrapolation method (XTP). VO2max was also estimated from three field tests: 1.5-mile run (RUN) (independent variable [IV] = time), mile walk (WALK) (IV = time, age, HR, gender, body weight), and the Queens College Step Test (ST) (IV = HR during 5-20 s recovery). Repeated measure ANOVA revealed significant mean differences between the criterion cycle ergometer VO2max versus A/R and XTP (20 and 12% overestimation). The WALK, RUN, and ST VO2max values were not significantly different from the criterion treadmill VO2max. The correlation between criterion VO2max estimated from the WALK and RUN were r = .73 (SEE = 4.57 ml,kg-1.min-1) and r = .79 (SEE = 4.13 ml.kg-1.min-1), respectively. The ST, A/R, and XTP had higher SEEs (13-13.5% of the mean) and lower r s (r = .55 to r = .66). These results suggest both the WALK and RUN tests are satisfactory predictors of VO2max in 30 to 39-year-old females.     

Teachers’ Attitudes Towards the Integration of Disabled Children into Regular Schools

Regular and resource teachers from New South Wales government and nongovernment schools were surveyed to elicit their attitudes towards the integration of individual disabled chldren, the support services currently provided and the skills considered essential for teachers of mainstreamed atypical students. Differences among sub‐groups of teachers and between teachers and principals who had completed the same questionnaire in a previous study were also examined. Results indicate that teachers’ attitudes to the integration of individual disabled children reflect lack of confidence both in their own instructional skills and in the quality of support personnel currently provided to them. They are positive about integrating only those children whose disabling characteristics are not likely to require extra instructional or management skills on the part of the teacher. However, teachers’ attitudes may be significantly modified by their pre‐service training and the nature of their subsequent professional experience. Examination of the skills needed by mainstreaming staff reveals that, while general competence is considered essential, neither regular nor resource teachers seem aware of the need for a structured approach to curriculum objectives. The finding that principals’ attitudes arc consistently more positive than those expressed by teachers suggests a somewhat unrealistic perception by the former of teachers’ current anxieties about integration. Implications of these findings for policy and practice are discussed.