Teacher learning on problem-solving teams

Problem-solving teams address student difficulties. Teams comprised of teachers, specialists, and administrators identify the student problem, develop individualized interventions, and assess student change. Teacher experiences of teams are understudied. In a prospective, mixed-method study conducted in the United States, 34 teachers were followed through the team process. Interview coding showed that 60% of teachers reported they gained new intervention skills. Yet, 40% of teachers reported no professional benefits. Logistic regression showed that differences in teacher learning were partially explained by teachers' negative or positive expectations at the outset of the team. The expectancy effects have implications for teacher professional development.     

关于黎族家庭的教育期望调查

教育期望,是对未来所接受教育的类型、层次、规格、水平及质量的预料或预想。父母对子女在教育方面有各种各样的期望。文章从学业及未来职业两个方面探讨黎族家庭对子女的期望。     

Context of academic achievement: lessons from Hong Kong

Vygotsky speculated that parents play an important role in the intellectual development of their children, and that this role includes the transfer of expectations related to their children's academic achievement. Consequently, different parents can produce different contexts of academic achievement for their children. The participants were 215 Primary 5 and 6 students from four primary schools in Hong Kong, and their parents. Students were administered a test of working memory and their academic achievement was indicated by their school‐assessed mathematics and language achievement scores. Parents reported their expectations of their children's academic achievement, the extent of their home and school involvement, and their educational and income levels. Correlational and sequential regression analyses showed that different schools yielded different contexts of academic achievement. The results support the hypothesis that parents, and especially parental expectations, play an important role in children's academic achievement, and that within Hong Kong different schools can be characterised by different contexts of achievement.     

How teachers’ values affect their evaluation of children of immigrants: Findings from Islamic and public schools

This study examines the implications of how teachers’ views of immigrant parents predict their ratings of first-grade students’ academic competence and behavioral problems. Teachers rated 191 first-grade immigrant students attending Islamic and public schools in the Northeast United States. The results showed that when teachers perceived parents as having discrepant value differences, they rated students more negatively both in terms of academic competence and behavioral problems, even after controlling for student gender and ethnicity, parental education and parental school involvement. Surprisingly, teachers in Islamic and public schools did not differ in their perceived value differences with parents. The type of school students attend, however, moderated the effects of teachers’ perceived value differences on their academic ratings, but not on their behavioral ratings. While both Islamic and public school teachers rated students’ academic competence equally high when they perceived little or no value differences with parents, public school teachers held lower academic expectations than Islamic school teachers with increased value differences. These findings suggest a mechanism by which children from immigrant families enter a path of diminished expectations, albeit through slightly different levels in Islamic and public school settings.     

教师自由与教师权威

教师自由和教师权威是教育领域中探讨的两个重要问题,近年来也越来越受到关注。不过对二者的研究都是独立进行的,本文尝试将二者结合起来加以比较,找到二者之间的内在紧密联系和二者中存在的一些共同之处,比如他们和教师权力的关系、与学生自由的关系等等。对教师自由和教师权威的研究,必定也会带来一些师生关系方面的反思。     

高职学生就业中存在的问题及对策研究——以湖州职业技术学院为例

通过对湖州职业技术学院2007届毕业生的跟踪调查,发现毕业生就业中存在的主要问题是：理论基础掌握有限、实践技能水平较低、就业期望值比较高、就业流动性较大等等。针对这些问题,学校在教学改革过程中应采取转变人才培养观念、实践教学、校企合作、职业指导及就业指导等措施,只有这样才能培养出高素质的技能型人才,更好地服务地方经济;促进和谐就业。     

The forgotten role of teachers in students’ educational aspirations. School composition effects and the buffering capacity of teachers’ expectations culture

Research on students’ aspirations, an important predictor of educational attainment, is mostly focused on individual-level determinants, reflecting the classical status attainment model. Studies have suggested a school composition effect, but ignore school processes. Inspired by new insights in school effects research looking at teachers’ expectations at the school level, we investigate the mediating and moderating role of teachability culture in the relationship between SES composition and aspirations. Multilevel analyses of data (2013–2014) from 2.354 students and 502 teachers across 30 Flemish secondary schools show that teachers’ shared expectations can compensate for the detrimental effects of low SES composition on aspirations.     

Teachers' explicit expectations and implicit prejudiced attitudes to educational achievement: Relations with student achievement and the ethnic achievement gap

In this paper, we consider whether teachers' explicit and implicit prejudiced attitudes underlie the ethnic achievement gap. To date, most research on teacher expectation effects has relied on explicit expectation measures that are prone to social desirability biases. In contrast, we examine the effects of teachers' (a) explicit ethnicity-based expectations for academic achievement and (b) implicit prejudiced attitudes about academic achievement on students' actual academic success over time. A total of 38 teachers completed both a traditional teacher expectation measure and a modified Implicit Association Task designed to assess ethnic stereotypes associated with academic achievement and failure. A multi-level analytic framework showed that students in classrooms of teachers with high expectations performed better in reading at the end of the year and that these effects were found across all ethnic groups. In contrast, whereas students' mathematics achievement scores were largely unrelated to teachers' explicit expectations, teachers' implicit prejudiced attitudes predicted student performance. Specifically, students benefited most academically when their teachers' implicit biases favored the ethnic group to which the student belonged. Findings are discussed in relation to differences in the salience of teachers' expectations and implicit prejudiced attitude in the classroom, and the ethnic achievement gap.     

通货膨胀预期行为特征与货币政策趋势——基于对货币流通、期货市场与房地产市场的计量验证

通过分析居民、企业部门的通货膨胀预期对消费和投资的影响,发现通货膨胀预期对总需求具有影响,具有较强不确定性的通胀预期引起产出更为显著波动,从而冲销政策效果。低通货膨胀引起的通胀预期对经济的负面影响较小,通货膨胀不稳定性则诱使通胀预期不稳定,并转而引致经济剧烈波动。为了更好实现预期的货币政策效果,必须将通货膨胀率控制在合理范围内,尤其要努力避免恶性通货膨胀的发生,由此中央银行货币政策操作有必要选择通货膨胀目标,使政策对通货膨胀预期产生锚定作用。     

Mathematics Teachers Acting as Informal Assessors: Practices, Problems and Recommendations

The purpose of this paper is initially to present findings which identify components of the practices of teachers acting as assessors of students' mathematics in the normal course of classroom work. At an informal level such practice is found to be complex and intimately related to every aspect of teaching and learning. It is found that even teachers who have undergone some assessment training may underestimate the role of interpretation of evidence, and questions about equity in the uses of teachers' judgements are raised in relation to awareness and practice. It is suggested that more care needs to be taken over the formation and use of professional judgements within systems of assessment.This revised version was published online in September 2005 with corrections to the Cover Date.