体育教师支持对大学生体育学业情绪影响的分析

为探讨高校体育教学中大学生感知教师支持与学业情绪的关系,本文运用问卷调查法、文献资料法、数理统计法对大学生的体育学业情绪进行调查,并进行统计与分析。最后得出结论:在性别维度上,不同专业大学生体育学业情绪存在差异,感知体育教师支持没有显著差异;在来源维度上,大学生体育学业情绪和感知体育教师支持均存在差异;不同专业领域,不同性别大学生体育学业情绪与体育教师支持存在相关性;大学生体育学业情绪和体育教师支持的相关性与性别和运动项目有关;不同方式的体育教师支持对大学生体育学业情绪有不同的预测作用。     

Cultivating critical global citizens through secondary EFL education: a case study of mainland China

This paper examines the enactment of critical literacy pedagogy in secondary English language teaching in the face of globalisation. This qualitative case study signals that global citizenship education (GCE) and English as a foreign language (EFL) teaching can converge through offering equitable and globally contextualised learning opportunities. The overarching themes presented here challenge the dominance of instrumentalist orientations of EFL education in mainland China today while mobilising pedagogical choices that affirm students' local and lived experiences in relation to international socio-political issues. Findings provide EFL educators nuanced insights into how critical global literacies are extended through critical understandings of literacies, interconnections from a personal to a global level, and opportunities for social actions on multicultural issues, thus fostering globally competent and bilingual learners who critically engage with the contested terrain of an increasingly globalised world.     

The validity of student ratings of teaching quality: Factorial structure,comparability, and the relation to achievement

Student ratings are widely used to assess teaching quality in primary and secondary education. This necessitates a thorough examination their validity and reliability in such contexts. To this end, we present validity evidence for using student ratings of teaching quality based on their factorial structure, comparability across grades and subjects, and relation to achievement. Based on data from the 2019 Trends in Mathematics and Science Study (TIMSS) and its national extensions in Norway (N = 3951 5th graders and N = 4575 9th graders), we could confirm a theoretically assumed three-dimensional factor structure (i.e., classroom management, cognitive activation, and supportive climate). Moreover, classroom management and supportive climate were more comparable across grades and subjects then cognitive activation. Finally, classroom management was associated with achievement across all groups, whereas other dimensions showed mixed results, especially across grades. Overall, the findings indicate that students, especially in Grade 9, can provide a valid assessment of teaching quality.     

The ecology of language teacher assessment literacy: Insights from emotional critical incidents

Despite the substantial growth of research on language assessment literacy (LAL), the emotional side of LAL has been under-researched. In response to this gap of knowledge, the present study explored Iranian English language teachers’ LAL through the lens of emotional critical incidents (CIs). Drawing on an ecological lens as embedded in a case-study design, data were collected from narrative frames, classroom observations and post-class discussions, and semi-structured interviews. Data analyses revealed three personal, institutional, and sociocultural ecologies that shaped the teachers’ LAL-related emotional CIs and the associated sense-making, practice, and perceptions about assessment. In particular, we found that the emotional side of LAL is defined by agency, emotion labor, the need for voice, and broader discourses of assessment in Iran. Based on the findings, we provide implications for running professional development courses that build on teachers’ LAL and account for emotions as a key component of such courses.     

Investigating Transactions Among Motives,Emotional Regulation Related to Testing,and Test Emotions

The authors examined the relationships among achievement motives, emotional regulation, and emotions. They collected data from 425 college undergraduates (110 men, 315 women) and used several scales, including the Achievement Motives Scales (K. Hagtvet & L. Zou, 2000), the Emotional Regulation During Testing Scale (P. A. Schutz, C. DiStefano, J. Benson, & H. A. Davis, 2004), and the Regensburg Academic Emotions Questionnaire (R. Pekrun, T. Goetz, R. P. Perry, K. Kramer, & M. Hochstadt, 2004). Findings suggest that approach—avoidance motives were related to different academic emotions (i.e., pleasant and unpleasant) in the expected directions. Approach—avoidance variables, cognitive-appraisal processes, and during-testing processes explained significant amounts of variance in both test hope and test pride, and several categories of students emerged, including those of high approach—low avoidance, low approach—high avoidance, moderate approach—high avoidance, high approach—moderate avoidance, and moderate approach—low avoidance. The authors also discuss future research and implications.     

Home learning environment and development of child competencies from kindergarten until the end of elementary school

Literacy and mathematical competencies are essential for a successful school career and precursors of these abilities develop in kindergarten. In addition to children’s early cognitive abilities, family characteristics such as the socioeconomic status and the home learning environment (HLE) are predictors of early child competencies. However, few studies outside the US and the UK have analyzed long-term effects of the early HLE on child development, simultaneously considering various explanatory factors. In this longitudinal study, data of 920 German children were obtained in kindergarten some 18 months before school entry (child mean age: 4;10). At this point, precursors of reading, spelling and mathematics were assessed. In addition, parents were asked to complete surveys on family characteristics. Child assessments were repeated with standardized measures of mathematical and literacy abilities at the end of Grade 1 and in the middle of Grade 4 (child mean age: 9;9), the final grade in German elementary schools. In Grade 4, teachers were also asked to provide their recommendation for children’s secondary school track (“Hauptschule” for lowest secondary school track, “Realschule”, or “Gymnasium” as highest secondary school track). HLE was not only a good predictor of early abilities, but also directly predicted competencies at the end of elementary school when precursors, former academic achievement and child and family characteristics were controlled for. In addition, children living in more favorable HLEs were more likely to be recommended for higher secondary school tracks by their teachers.     

The problem of secondary education completion: The case study of Cape Verde,a small island developing state

Like many small island developing states, Cape Verde faces a challenge with secondary school completion. The lack of global development goals for secondary education results in the lack of government policies to promote secondary education, which may in effect be partially responsible for the drop in primary school completion The purpose of this paper is to identify the student populations who leave secondary school prior to completion based on Cape Verde’s Ministry of Education data, which is disaggregated by municipality and school. In addition we link these student populations to socioeconomic factors in order to examine possible causes for their abandonment of schooling. This paper intends to draw attention to the issues facing secondary education in a small, developing island nation and highlight policies that have proven effective in similar contexts. The case study of Cabo Verde can be used to generate secondary education policy discussions in other small island developing states (SIDS), as well as other sub-Saharan African nations.     

Identifying and addressing themes of job dissatisfaction for secondary principals

Secondary principals serve in important roles that are complex, high-stress, and include demanding job responsibilities. Key stakeholders such as superintendents, school board members, and legislators must understand the challenges facing secondary principals in order to address the current themes of job dissatisfaction. Using new survey data compiled from 176 secondary principals across a state in the Midwest United States, this study shows four themes of job dissatisfaction are plaguing secondary principals: high job demands with unreasonable expectations, managing difficult stakeholders, problematic work/life balance, and lack of support. This study concludes with practical suggestions to address each theme of job dissatisfaction.     

The power of the ‘object’ to influence teacher induction outcomes

In this paper we explore newly qualified New Zealand secondary teachers’ varied accounts of induction. We claim that multiple interpretations of objectives for induction programs are a significant source of this variation. With reference to an activity system framework, we identify four primary objects of induction that were represented in the induction accounts as follows: ‘orientation to learning about the context’, ‘fitting into the school’, ‘completing registration requirements’, and ‘becoming a professional inquirer’. Whilst teachers would be expected to experience all of these objects within their induction experiences, the balance and emphases of these objects within programs varied considerably.