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.     

二语写作中教师书面反馈有效性的研究现状

通过述评2000年至2009年有关教师书面反馈的研究成果,重点讨论了教师书面反馈有效性考辩、具体功效和反馈类型对二语写作的影响,并且指出了当前研究成果对教师优化书面反馈的启示。     

Publishing in Italy

No abstract available for this article.     

The impact of prospective teachers’ perceived competence on subsequent perceptions as schoolteachers

This longitudinal study examines connections between 110 teachers’ perceived professional competence acquired during professional preparation and later perceptions as schoolteachers in Norway. The results indicate that theoretical understanding plays an important role in schoolteachers’ professional competence development and that prospective and practising schoolteachers do not tend to perceive themselves as either good theorists or good practitioners. Furthermore, the results contradict research arguing that the teacher education programme has limited effect. Instead, the results indicate that the level of perceived competence acquired during professional preparation in the general teacher training programme is of major importance for perceived mastery of teaching as a schoolteacher. In addition, the results also underscore the importance of experiencing continuing mastery of teaching requirements for supporting perceptions of teaching specific self-efficacy over time. This finding again supports previous research that has emphasised the importance of supporting teaching specific self-efficacy during both the period of teacher education of prospective teachers and the induction period of newly qualified teachers.     

枯草芽孢杆菌菌株Bv10对大叶黄杨白粉病的防治效果

大叶黄杨白粉病近年来在河南省南阳市发生严重.对大叶黄杨植株春梢进行叶面喷施生防菌枯草芽孢杆菌Bv10菌株的发酵液,进行白粉病小区生防试验,结果显示:喷施7 d后,枯草芽孢杆菌Bv10发酵液对大叶黄杨白粉病的防治效果达70.37%,低于对照药剂粉锈宁;喷施14 d后,该生防菌的防效降低至25.26%.     

青少年压力性生活事件、应对效能与自杀意念的关系

目的:考察压力性生活事件与青少年自杀意念的关系,以及应对效能在其中的补偿、中介和调节效应.方法:采用青少年压力性生活事件问卷、应对效能量表和自杀意念问卷对1217名青少年进行调查.结果:(1)压力性生活事件与青少年自杀意念显著正相关;(2)应对效能在压力性生活事件与自杀意念之间同时存在补偿、中介和调节效应.结论:应对效能可以有效地部分阻抗、中介和缓冲压力性生活事件对青少年自杀意念的作用.     

学校组织创新气氛、教师教学效能感与教师教学创新的关系研究

学校组织创新气氛、教师教学效能感和教师教学创新的关系对学校整体教育质量的提高有着重要的影响。通过问卷调查法,考察影响教师教学创新的学校因素和教师个体因素,其中,学校因素重点考察学校组织创新气氛,教师个人因素重点考察教师的教学效能感,得出如下结论:学校组织创新气氛、教师教学效能感及教师教学创新相互之间显著正相关;教师教学效能感在学校组织创新气氛和教师教学创新间起着部分中介作用。     

高职院校辅导员工作效能的提升途径——以M学校为例

辅导员工作效能是指为了达到高职院校教育目标而组建辅导员队伍进行的一系列学生管理活动达到预期结果以及其影响的程度,具体而言,主要指辅导员向高职院校这一组织系统提供的劳动力水平和能力。提高辅导员队伍的工作效能是辅导员队伍建设的目标之一,当人力、物力、财力经常保持最佳比例,辅导员的积极性得到充分调动,辅导员的潜能得到充分发挥,不断提高辅导员工作效率和工作能力,提高学生管理工作的整体教育质量,便促成辅导员、学校、学生三方面共赢的局面,从而满足高职院校当前以及未来发展的需要以保证其教育目标的实现。     

Teaming up: Linking collaboration networks, collective efficacy, and student achievement

Improving student achievement through teacher collaboration networks is a current focus of schools in many countries. Yet, empirical evidence on the relationship between teacher networks and student achievement and mechanisms that may explain this relationship is limited. This study examined the relationship between teacher networks and student achievement and the mediating role of teachers’ collective efficacy beliefs. Data were collected from 53 Dutch elementary schools. Using social network analysis and multiple regression we analyzed teacher survey and student achievement data. Findings indicate that well-connected teacher networks were associated with strong teacher collective efficacy, which in turn supported student achievement.     

身份之困:高校“非编”青年教职工心理状态的实证研究

采用职业倦怠问卷、压力感知量表和工作效能感量表测量了188名高校青年教职工,探讨压力感知和工作效能感在身份类别和职业倦怠之间的作用。结果表明:高校“非编”青年教职工职业倦怠、压力感知水平显著高于在编青年教职工,工作效能感水平显著低于在编教青年职工;除直接影响外,身份类别还通过压力感知、工作效能感的多重中介效应间接影响高校青年教职工职业倦怠水平。提出如下建议:寻找编制身份之外的替代性方案,警惕稳定带来的“逆淘汰”机制,重视青年教职工的人文关怀与心理建设。