Measuring teachers’ self-efficacy beliefs: Development and use of the TEBS-Self

This paper distinguishes between teacher efficacy and teacher self-efficacy beliefs and describes a need for theory and research-based measures of teachers’ self-efficacy beliefs that are grounded in the context of the classroom. To meet this need, a new measure of teacher self-efficacy beliefs, the Teachers’ Efficacy Beliefs System-Self (TEBS-Self), is described by the authors. Principal components analysis results are presented from three independent studies performed in the United States (n=2373 K-6 teachers) using the TEBS-Self.     

Silicon Valley,disruption, and the end of uncertainty

ABSTRACT

This paper reflects on the relationship between high-tech disruption narratives and uncertainty. My main argument is that an economic sociology of the future is incomplete without addressing the ‘demonic’ or rather eschatological elements apparent in the promissory twin rhetoric of disruption and inevitability that a number of contemporary technology firms employ. The conjuring up of liberatory high-tech futures implicates a political-philosophical perspective of the end game. It utilizes at once the productive power of uncertainty to create visions of ‘absolute riches’ and societal gain but at the same time narrows these futures down to one inevitable alternative to the status quo. Through the examples of two Silicon Valley disruptor firms, I argue that these eschatological narratives need to be opened to social scientific critique in order to examine their potential societal consequences above and beyond the narrow geographic confines of ‘the Valley.’     

高职学生职业期望与社会需求调查分析

对高职学生的就业前景、认知情况、人力资源市场需求和用人单位的期望展开调研,发现学生在职业生涯规划中存在的问题是,大部分学生自我认知能力不足,职业目标不清晰,职业生涯规划比较模糊,缺乏职业规划能力,对就业前景预期较悲观,收入期望较低等。客观了解和分析这些问题,有利于在学生就业指导工作中做到有的放矢。     

‘That teacher really likes me’ - Student-teacher interactions that initiate teacher expectation effects by developing caring relationships

Teacher expectations are associated with student academic achievement, but no research has generated new theory that explains how teacher expectation effects occur from students' perspectives. A substantive theory explaining the process through which students reconcile with their teachers' expectations is presented in this paper, emphasising the role of caring student-teacher relationships in teacher expectation effects on academic achievement. The theory was constructed with 25 grade 10 participants across three Western Australian secondary schools, with data including 100 interviews and 175 classroom observations. The analysis and synthesis of the data confirmed that the students acted in ways that they reflected improved their academic attainment when their teachers communicated high expectations of them. Noddings' enduring philosophy of the ‘ethic of care’ is used as a discussion framework, emphasising implications for how teachers practise and learn to interact with their students so that they can initiate positive teacher expectation effects on student learning.