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1.
Despite the recommendations of some measurement specialists, teachers do not always assign grades based on achievement only. The primary purpose of this study is to clarify the meaning of grades, and to examine some of the factors teachers consider when assigning final grades with a focus on borderline cases. The sample consisted of 516 American public school teachers, selected via stratified random sample in a major metropolitan school district in the Southeast. A 53-item survey using Guttman’s mapping sentences, previously piloted in a separate school district, was created and distributed. Teachers were provided with scenarios that described student ability, achievement, behavior, and effort and the teacher was asked to assign both a numerical and letter grade. A four-way between-subjects ANOVA was conducted with the student characteristics ability, achievement, behavior, and effort as independent variables and final grade as the dependent variable. Findings demonstrate that teachers abided by the official grading policy of the participating school district assigning grades based primarily on achievement under most circumstances, however, in some borderline cases teachers report considering non-achievement factors. Implications for pre-service and in-service professional development are discussed. 相似文献
2.
Kristiina Rajaleid Sara Brolin Låftman Bitte Modin 《Scandinavian Journal of Educational Research》2020,64(5):629-644
ABSTRACT We assessed whether the level of time-pressure reported by a school’s teachers is predictive of student bullying perpetration. We combined data from two surveys conducted in 129 schools in 2016: the Stockholm School Survey performed among students in grades 9 and 11 (n?=?10,668), and the Stockholm Teacher Survey carried out among senior level (grades 7–9) and upper secondary school (grades 10–12) teachers (n?=?2259). Multilevel path analyses showed that teachers’ stress and time-pressure increased with declining school leadership functioning. Teachers’ level of time-pressure was, in turn, positively associated with student traditional and cyberbullying behaviour, through its effect on the school staff’s tendency (not) to intervene against bullying, but not through the teachers’ stress level. We conclude that schools with leadership that provides opportunities for the teachers to focus on their main mission can counteract bullying among the students and therefore indirectly also to promote student health. 相似文献
3.
Self-concept, intelligence and academic achievement were examined in students preparing to teach in primary, elementary, secondary, and special education (N = 267). The measures were the Tennessee Self-Concept Scale, a group intelligence test, and school grades. Differences in self-concept, but not in intelligence and academic achievement, were found among groups of student teachers. Secondary education majors reported a more positive self-concept than primary or elementary, with special education majors reporting the least positive self-concept of all. 相似文献
4.
Ditza Maskit 《师资教育杂志》2015,41(3):285-306
This article presents and discusses the findings of a study which focused on student teachers’ evaluation of their practice teaching in the context of a university–school partnership model integrated for the first time into the academic programme of a university teacher education department in Israel. A questionnaire was developed to examine the contribution of the major curricular components of the partnership for student teachers’ experience of learning to teach, as evaluated by the student teachers themselves. The questionnaire was delivered to 119 student teachers placed in 9 selected school–university partnerships. The findings of the study underscore the added value of supporting different kinds of mentoring frameworks within university–school partnerships. The international significance of the study is discussed with a focus on implications for emergent tensions, dilemmas and connections between local and global forms of university–school partnerships. 相似文献
5.
Grades are the dominant currency that enables student migration patterns; in particular, the recent upsurge of Chinese students studying and settling in Canada. Given the use of grades for student promotion, mobilization, and admission into educational programs internationally, there is an urgent need to understand the validity of grades across learning contexts. This study explored 35 Canadian and Chinese secondary school teachers’ grading decisions and practices through nine focus groups. Following inductive analyses, findings indicated that teachers primarily valued fairness as an overarching driver of decision-making when generating and considering grades. Teachers’ considerations of fairness centred around four emergent themes: (a) context and classroom management, (b) learning values: grades as academic enablers, (c) policy and external pressures, and (d) consequences of grade use. The overarching thread common among both Canadian and Chinese teachers was their reported challenge in maintaining fair grading practices. 相似文献
6.
This study explored the knowledge, experience and confidence of student teachers from Northern Ireland and the Republic of Ireland in relation to disablist bullying. Adopting a mixed methodological approach of four focus groups (N = 18) and a pencil-and-paper questionnaire (N = 257), the study explored the students knowledge, experience and confidence in relation to disablist bullying. Results highlight that none of the participants, in either jurisdiction, had received guidance in relation to disablist bullying as part of their Initial Teacher Education (ITE). Results highlight the need for practical, solution-focused and evidence-based input at the level of ITE and Continuing Professional Development in both jurisdictions. 相似文献
7.
Vossen T. E. Henze I. Rippe R. C. A. Van Driel J. H. De Vries M. J. 《Research in Science Education》2019,51(2):891-911
Research and design activities are important focus points in international policies for secondary Science, Technology, Engineering and Mathematics (STEM) education. It is up to school teachers to implement and supervise these activities in the STEM classroom. However, not much is known about the attitudes teachers hold towards supervising research projects or design projects. In this study, a questionnaire to measure teacher attitudes towards supervising research activities and design activities in secondary school was completed by 130 Dutch teachers who taught the relatively new Dutch STEM subjects O&O (research and design) and NLT (nature, life, and technology). These integrated STEM subjects are project and context based and are taught in a limited number of schools. Important differences between these integrated STEM subjects are their student and teacher populations: NLT is taught in grades 10–12 by teachers with a qualification in a science subject, while O&O is taught in grades 7–12 and can be given by any teacher in secondary school. The results showed that on average, both O&O and NLT teachers had high self-efficacy scores on supervising research and design projects even when they had received no special education in doing so. Furthermore, the teachers in general viewed supervising research projects as a more relevant activity than supervising design. Since research and design activities are becoming more important in (inter)national curriculum standards, STEM teacher education and subsequent professional development should not only familiarize teachers with supervising research projects, but with design projects as well.
相似文献8.
Stine Ekornes 《Scandinavian Journal of Educational Research》2017,61(3):333-353
The present study highlights teacher stress related to student mental health promotion through the relationship between perceived competence, perceived responsibility and negative emotions. Data were derived from a mixed methods design, utilizing three focus group interviews (n = 15), followed by survey research (n = 771) amongst Norwegian K–12 teachers. The results suggest that teacher stress emerges chiefly from a mismatch between feeling responsible for and being able to help students with mental health problems. The data also point to the impact of time constraints in school context. Finally, the findings reveal significantly higher levels of perceived responsibility and negative emotions amongst female teachers, and significantly lower levels of perceived responsibility amongst teachers at higher grades. 相似文献
9.
Charles F. Faber 《Clearing house (Menasha, Wis.)》2013,86(6):261-263
Shortages of middle-level teacher candidates may cause teacher educators to recruit candidates by focusing on what attracts and discourages candidates about teaching at the middle level. The authors used a survey approach (n = 110) to investigate why preservice middle school and high school teachers and in-service middle school teachers chose the middle grades. The results included ten common reasons that the respondents favored the middle grades and ten major concerns about this level. Three attractions to the middle grades—student age, content level, and employment market—and common beliefs about positive teacher-student relationships and students' maturity may guide teacher educators in their efforts to increase middle grades program enrollment. 相似文献
10.
Teachers' Grading Practices: Meaning and Values 总被引：3，自引：0，他引：3
Susan M. Brookhart 《Journal of Educational Measurement》1993,30(2):123-142
Classroom teachers do not always follow recommended grading practices. Why not? It is possible to conceptualize this question as a validity issue and ask whether teachers' concerns over the many uses of grades outweigh concerns about the interpretation of grades. The purpose of this study was to investigate the meaning classroom teachers associate with grades, the value judgments they make when considering grades, and whether the meaning or values associated with grades differed by whether teachers had measurement instruction. A sample of 84 teachers, 40 with and 44 without measurement instruction, responded to classroom grading scenarios in two ways–with multiple-choice responses indicating what they would do and with written responses to the question, “Why did you make this choice?” A coding scheme based on Messick's (1989a, 1989b) progressive matrix of facets of validity was used for quantitative and qualitative analyses of written responses. The meaning of grades is closely related to the idea of student work; grades are pay students earn for activities they perform. The relationship of this notion to classroom management should be investigated. Teachers do make value judgments when assigning grades and are especially concerned about being fair. Teachers also are concerned about the consequences of grade use, especially for developing student self-esteem and good attitudes toward future school work. Measurement instruction made very little difference, although it did reduce the amount of self-referenced grading reported. 相似文献
11.
Cultural inclusion, cross-cultural openness, and positive intergroup relationships are essential considerations as schools are becoming increasingly multicultural because of shifting demographic patterns in the U.S. We explored Arab/Arab-American (ArA) Chaldean (Chal), African American (AfA) and European American (EuA), student perspectives on Culturally Inclusive and Responsive Curricular Learning Environments (CIRCLEs) through the theoretical lenses of culturally relevant/sustaining pedagogy, social identity and social categorization theories, and the intergroup contact hypothesis utilizing an exploratory sequential mixed-method research design. In Phase 1 we conducted focus group interviews (N = 57) in 12 culturally diverse middle schools with 114 ArA, 41 Chal, 48 AfA, and 100 EuA students. Students discussed their school experiences focusing on interactions with teachers and peers, the curriculum, and school policies. Phase 1 informed the development of the CIRCLE measure in Phase 2. Multi-group confirmatory factor analysis (CFA) of CIRCLE items supported the generalizability of a hierarchical first and second order structure of the measure (CIRCLE) and its subscales across ArA (977), Chal (244), AfA (270), and EuA (1423) student groups. Analyses of the interviews and CFA results indicate that cultural self-other awareness and openness to different ways of thinking and being among teachers and students, through sensitively designed culturally inclusive curricula and school policies and programs responsive to student diversity is an educational imperative. 相似文献
12.
We investigated whether teachers’ judgments of students’ aptitude had reciprocal effects on students’ motivation and math grades. We expected that teachers’ judgments of students’ aptitude would predict students’ grades and motivation, and that teachers’ judgments would also be predicted by these two aspects. A sample of N = 519 elementary school students was investigated at four measurement occasions from the end of third until the end of fourth grade. Students reported their self-concepts and intrinsic task values in math. Teachers (N = 27) judged students’ aptitude in math and provided students’ math grades. Cross-lagged panel analyses revealed that students’ prior grades and prior self-concepts (but not intrinsic task values) had positive effects on teachers’ subsequent judgments of student aptitude. Also, teachers’ prior judgments of student aptitude predicted students’ subsequent grades but not motivation. The findings underscore the importance of teachers’ judgments for students’ achievement development and give insights into which students’ motivational variables influence teachers’ perceptions of students’ aptitude. 相似文献
13.
This article presents a qualitative study concerning student teachers’ understanding of differentiation for high-achieving secondary school students with higher learning potential. Predominantly using focus group interviews of Norwegian student teachers (N = 322), this study identified their understanding of the use and value of differentiation, drawing from their teaching practice and experience. This study supports the notion that student teachers lack confidence in enacting differentiation, despite being aware of its importance, when working with these students. We contend that teacher education needs to pay more attention to helping student teachers effectively differentiate to meet the needs of high-achieving students with higher learning potential. 相似文献
14.
In this study, students’ perceptions of the classroom learning environment in Arab elementary schools were investigated. The
sample included 261 students from Grades 5 and 6. The questionnaire was developed at an Arab college of teacher education
by 16 fourth-year student teachers who were completing their studies toward a BEd degree. Articles on classroom learning environment
were distributed to the students, who then wrote items to assess learning environment. The items were evaluated for content
validity in relation to the Arab school culture, language, teachers’ teaching, students’ learning styles, teacher–student
relations, order and organisation, discipline and behaviours. The Classroom Learning Environment of Elementary Students (CLEES)
questionnaire consists of 32 items in four scales: Teacher’s Image, Group Work, Students’ Participation, and Order and Organisation.
The CLEES was used in a pilot study in two Grade 5 and 6 classes in order to validate it. The student teachers administered
the questionnaire to students in elementary schools. Data were analysed using SPSS (e.g. factor analysis and one-way ANOVA)
to validate the CLEES. No significant differences were found between boys and girls in classroom learning environment. However,
significant differences in CLEES perceptions were found between students from different grades (Grade 5 vs. Grade 6), age
groups and schools. The results are explained in the discussion section in relation to the characteristics of their schools. 相似文献
15.
Christine Suurtamm Martha Koch Ann Arden 《Assessment in Education: Principles, Policy & Practice》2010,17(4):399-417
This article responds to calls that have been made for research into how teachers incorporate new assessment ideas into their practice. We draw on a large‐scale study that examined the implementation of reform in mathematics in grades 7–10 in Ontario, Canada. We present teacher questionnaire data, and focus on data gathered from case studies for details of what new assessment practices look like in classrooms. We show teachers using a variety of forms of assessment and using assessment to improve student learning. Observed assessment practices went beyond tests to include the use of journals, observation, questioning, self‐assessment and unique forms of ‘quizzes’. These practices allowed teachers to examine students’ mathematical thinking and provided feedback to students and teachers to improve student learning. We also observed the important role of collaboration, coherence, and the teachers’ beliefs in supporting new assessment practices. 相似文献
16.
Recent investigations designed to elucidate the teacher behaviors which are facilitative of positive student attitudes and increased student performance have presented inconsistent results. It is hypothesized that the inconsistency between studies may be due to an interaction between teacher characteristics and student characteristics in the determination of the dependent variables involved. To test this hypothesis, teachers and students in a West Coast high school were administered a revised version of the California F-Scale (a measure of authoritarianism). High- and Low-F groups of both teachers and students were selected, and students’ grades and attitudes toward their teachers were observed. It was found that High-F students exposed to Low-F teachers showed particularly low attitudes toward their teachers and particularly low grades. Data for other combinations of student and teacher characteristics were essentially equivalent. 相似文献
17.
Roxanne M. Mitchell Lisa Kensler Megan Tschannen-Moran 《International Journal of Leadership in Education》2018,21(2):135-154
This study examined the effects of student trust in teacher and student perceptions of safety on identification with school. Data were collected from one large urban district in an eastern state. Participants included 5441 students in 3rd through 12th grades from 49 schools. Students responded to surveys that assessed student trust in teachers, safety and identification with school. Free and Reduced Lunch (a proxy for SES), school level and ethnicity were included as control variables. Two hypotheses guided the study. Hypothesis 1 stated that student trust, safety and identification with school would positively covary. Hypothesis 2 predicted that student trust in teachers and perceptions of safety were school properties that would individually and collectively explain differences among schools in student identification with school. Both hypotheses were confirmed. The results of the hierarchical linear model indicated that student trust in teachers and school safety accounted for 98% of the 22% of variance that exists among schools in student identification. SES, school level and ethnicity were not significant predictors of identification with school. Findings suggest that student trust in teachers and perceptions of safety may significantly contribute to student identification above the effects of SES, ethnicity and school level. 相似文献
18.
Participatory research with children and adolescents may increase their responsiveness toward interventions. This study focuses on the development of a program to promote social and emotional skills in middle school students, using educational dance. The main goal was to assess students’ social and emotional needs and their interests in education through art activities, duly supported by the opinions of experts. Initially, focus groups were conducted and a questionnaire given out to students (N = 22), in addition to interviews with school representatives (N = 2). Next, students (N = 6) participated in a workshop and responded to a questionnaire. Experts (N = 3) then evaluated the program. Results revealed (a) students’ social and emotional needs; (b) that music and dance matched students’ interests; (c) students’ high interest and satisfaction with the program; and (d) that the experts’ assessment served to validate the program. Implications for practice and research are discussed. 相似文献
19.
Objectives
This paper reports on the prevalence of student victimization by teachers in junior high schools in a Chinese cultural context (Taiwan) and examines how student demographic variables (gender, grade level, and family socioeconomic status) and school social experiences (student-teacher relationships and involvement with at-risk peers) are associated with such victimization.Methods
Data were obtained from a large-scale random sample of 1,376 junior-high students (grades 7-9) in the city of Taichung, Taiwan. Students were given an anonymous structured questionnaire, including items regarding basic demographics and school social experiences.Results
Overall, 26.9% of students reported having been maltreated by teachers at least 1 time in the previous semester. Hitting, beating, or slapping was the most common maltreatment, and the most vulnerable students were boys and senior students. Students who perceived that student-teacher relationships were poor, and those who were involved with at-risk peers, were more likely to report victimization.Conclusion
Although there are clear guidelines and regulations prohibiting teacher aggression against students, Taiwanese students are still exposed to high levels of maltreatment. The findings provide empirical evidence to support school social workers and policymakers in taking immediate action to educate politicians, the general public, and the media about the severity of student victimization by teachers as well as to build up mechanisms to supervise the government's enforcement of regulation. These findings clearly imply that promoting positive social experiences for students is crucial for successful intervention. 相似文献20.
Student Achievement and Education Policy in a Period of Rapid Expansion: Assessment Data Evidence From Cambodia 总被引：1，自引：0，他引：1
Jeffery H. Marshall Ung Chinna Puth Nessay Ung Ngo Hok Va Savoeun Soeur Tinon Meung Veasna 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2009,55(4):393-413