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1.
Abstract

Two instructional coaches explore the effectiveness of targeted coaching conversations to address teachers' perceptions of their students' capacities. In this study, the researchers focus on how specific questions can promote teachers' metacognition of underlying biases held toward their students. Researchers also explore the implications for curricular practices when teachers are prompted to address conceptions of ability.  相似文献   

2.
The purpose of the present study was to explore the contribution of extracurricular coaching on high school teachers’ job satisfaction. Specifically, the study looked at how perceptions of the coaching environment (athlete relationships, colleague relationships and opportunities through coaching) influenced teachers’ perceptions of stressors (athlete-related and workload-related) and coaching efficacy, and how this in-turn influenced teachers’ job satisfaction. The sample examined 2949 teachers from across Canada who volunteered as high school sport coaches, above and beyond their regular teaching load. The results supported that the data fit the model well (SBχ2(264) = 973.36, p < .001, SRMR = .08, CFI = .91, TLI = .90, RMSEA = .055 CI95 [.052, .059]) and that teachers who reported a positive coaching environment had increased coaching efficacy and decreased perceptions of athlete-related and workload-related stressors. Increased coaching efficacy predicted higher job satisfaction, while increased perceptions of stressors predicted lower job satisfaction.  相似文献   

3.
This paper reports on the social skills and social status of 22 students with mainly moderate intellectual disabilities who had received an inclusive preschool intervention and were subsequently followed up from 18 months to more than five years later in their mainstream classrooms. Measures included direct assessment of social interaction in the playground, social status obtained by interviewing classmates, and the ratings of classroom teachers, parents and school principals. Large differences were found between the students with disabilities and their typical peers for amount of time spent interacting with peers and amount of time spent in isolation, with a moderate difference found for interactions with teachers. However, no difference was found between the social status of the two groups, and the students with disabilities were still spending more than half their time in the playground interacting with typically developing peers. Parents generally rated their children as having better social skills than did principals or teachers. A moderate relationship was found between the direct measures of peer interactions and teachers' perceptions of peer interaction skills. The relationships between the parents' and principals' perceptions of peer interaction and direct measures of the interaction were only small. Some of the implications of these findings for integrating students into mainstream schools and classes are discussed.  相似文献   

4.
At a time when much attention is being paid to teachers’ effectiveness, there is little regard for the effectiveness of their professional support. Although professional development facilitators are frequently involved in school improvement projects, little is known about the interventions they should carry out and the effectiveness of these interventions. In this study, five facilitators’ interventions are operationalised. Multilevel regression analyses show, that the intervention “guiding the process” explains a significant part of variance in teachers’ knowledge, attitude and concerns with respect to an innovation and the degree of implementation. The interventions “team training and coaching”, “creating conditions for innovation at school level” and “individual coaching” explain a significant part of variance in teachers’ knowledge with respect to an innovation. In general, it appears that professional development facilitators have considerable influence on teachers’ knowledge and concerns and reasonable influence on teachers’ attitude and the degree of implementation.  相似文献   

5.
This study reports the results of a case study of four teachers' beliefs about the nature of historical empathy and their means of cultivating such empathy in secondary school classrooms. The results of multiple interviews and lesson observations of history teachers in England suggest that teachers conceptualize empathy in bounded but not parsimonious ways, shaped by the realities of trying to teach it to students; that they select from broad repertoires of strategies, including major activities as well as small‐scale discourse strategies, heretofore largely unexamined; and that they recognize ways in which their empathetic goals exist in tension with other teaching aims, creating dilemmas they must manage rather than definitively resolve. Significant discrepancies between how these teachers actually think and practice and how empathy teaching is discussed in the educational literature suggest that research stands to benefit by attending more closely to teachers' ideas.  相似文献   

6.
A supportive school environment is crucial to the enhancement of student teaching experiences. This study assesses student teachers' perceptions of secondary school environments, and then relates the perceptions to their satisfaction with school experiences and teaching commitment. The results show that considerable disparities between student teachers' perceptions of actual and preferred school environments and suggest certain directions for improvement. Student teachers' perceptions about their school environments, especially in the areas of professional interest and staff freedom, were positively associated with their satisfaction. Several school environmental aspects influenced the total years they planned to teach and their intention to teach at the placement schools.  相似文献   

7.
《Africa Education Review》2013,10(2):236-253
Abstract

The demands of the twenty-first century require effective and sustainable use of Information and Communication Technologies (ICTs) in education. Various ICT strategies and initiatives across South Africa have not resulted in system-wide, sustainable ICT integration in schools. Although the roles of principals are acknowledged in educational management, the question remains how principals influence teachers' effective and sustainable integration of ICT through teacher professional development (TPD). A matrix of theoretical criteria selected seven participants across diverse contexts. In-depth interviews produced an integrated dataset that revealed principals' patterns of influence, their perceptions and experiences, their leadership and management styles, their attitudes towards ICT integration, their knowledge on related ICT and related TPD issues, as well as their strategic thinking on ICT integration. The proposed theoretical framework illustrates the interrelatedness of aspects that influence principals' leadership through open distance learning.  相似文献   

8.
Twenty-first century education systems should create an environment wherein students encounter critical learning components (such as problem-solving, teamwork, and communication skills) and embrace lifelong learning. A review of literature demonstrates that new technologies, in general, and robotics, in particular, are well suited for this aim. This study aims to contribute to the literature by studying teachers' perceptions of the effects of using robotics on students' lifelong learning skills. This study also seeks to better understand teachers' perceptions of the barriers of using robotics and the support they need. Eleven primary/elementary teachers from Newfoundland and Labrador English Schools District participated in this study. The results of this study revealed that robotics is perceived by teachers to have positive effects on students' lifelong learning skills. Furthermore, the participants indicated a number of barriers to integrate robotics into their teaching activities and expressed the support they need.  相似文献   

9.

At the end of a decade of enhanced marketisation in schools, this article considers the subjective meanings attached to educational marketing by school teachers and the ways they construct and interpret teachers' 'idealised' and 'actual' involvement and contribution to school marketing. Through semi-structured interviews with 12 secondary school teachers from the south of England, the study revealed teachers' perceptions of and attitudes towards competition, marketing and education, their awareness of the marketing activities of their schools, the teachers' role in marketing the school and the perceived impact of the market upon teachers' well being. The results show that there is no coherent, organised view of education marketing among teachers in the study but rather that there are a number of inchoate voices amongst teachers concerning their role in school marketing. Broadly, two voices are revealed that reflect a cognitive dissonance which may exist among school teachers in the era of marketisation. This dissonance may stem from teachers' ideology-based difficulty in perceiving marketing as part of school life, while at the same time, they are aware of its importance to the school's success.  相似文献   

10.
The purpose of the paper is to identify the kinds of leadership that are likely to support implementing and sustaining education for sustainable development (ESD) effectively in a primary school. The paper identifies links between ESD and principal leadership literature and constructs a conceptual model of the leadership practices needed for reorienting a school to ESD/education for sustainability. Aspects of the model are explored through Cypriot principals' views on leadership and reported leadership practices. Data were obtained by a nationally administered questionnaire and semi-structured interviews. Outcomes indicated some enabling factors for ESD implementation such as encouraging teachers to engage in ESD programmes, collaborate with others and other ways of support which nevertheless reflect what is generally expected of school administrators without seeking deep change. Constraining factors included principals' reported lack of confidence in administrative skills for sustainable schools, limited willingness to challenge the status quo, limited engagement in actions important for supporting ESD activities and features of the national educational policy. Constraining factors pointed towards principals' limited commitment to ESD. The practical significance of the findings is that they identify specific areas of needed professional development for principals such as empowering staff, encouraging critique of current approaches and exploring alternative possibilities for curriculum, pedagogy and policy.  相似文献   

11.
Student self-assessment engages the students in purposeful reflection about what they are learning and how they are learning it. This study investigated the perceptions of students and teachers towards the students' self-assessment ability in two Singapore primary schools. A total of 75 students were taught how to use self-assessment. Eighteen students' self-assessments were randomly selected and compared with an independent panel of teachers' assessment. The results revealed both differences as well as similarities between the students' and teachers' perceptions of students' self-assessment ability. The findings and the implications for students are discussed in concluding the article.  相似文献   

12.
This study examined teachers' development and refinement of classroom activities. An ABA design was used to compare three experimental conditions. Four teachers planned and conducted their activities independently during an initial phase, as well as evaluated the impact of their efforts with a structured checklist. Conversely, these tasks were completed with a partner during a coaching phase, as teachers observed one another's classroom activities and collaborated in the process of appraising their activities and planning new teaching episodes. Finally, these exercises were again conducted independently during a final maintenance phase. A wide range of outcomes were examined, including each teacher's procedural changes or refinements, corresponding measures of children's participation, teachers' appraisals of their activities and satisfaction with the peer coaching procedure. Four primary results are reported. First, all four teachers made procedural refinements in this study, and three individuals' changes occurred during the peer coaching phase. Second, all teachers' activity alterations corresponded with changes in children's participation. Third, the four teachers varied in their activity appraisals as well as the number and quality of suggestions generated for procedural change. Finally, all four teachers reported that collaboration provided important benefits, but also expressed concerns with one or more aspects of the coaching process. These results are discussed with regard to their implications for facilitating teachers' roles in developing and sustaining effective classroom changes.  相似文献   

13.
This study examined Chinese and US middle-school science teachers' perceptions of autonomy support. Previous research has documented the link between teachers' perceptions of autonomy and the use of student-oriented teaching practices for US teachers. But is not clear how the perception of autonomy may differ for teachers from different cultures or more specifically how motivation factors differ across cultures. The survey measured teachers' motivation, perceptions of constraints at work, perceptions of students' motivation, and level of autonomy support for students. Exploratory factor analysis of responses for the combined teacher sample (n?=?201) was carried out for each of the survey assessments. Significance testing for Chinese (n?=?107) and US (n?=?94) teachers revealed significant differences in teachers' motivation and perceptions of constraints at work and no significant differences for perceptions of students' motivation or their level of autonomy support for students. Chinese teachers' perceptions of constraints at work, work motivation, and perceptions of student motivation were found to significantly predict teachers' autonomy support. For the US teachers, teacher motivation was the only significant predictor of teachers' autonomy support. A sub-sample of teachers (n?=?19) was interviewed and results showed that teachers in both countries reported that autonomy was important to their motivation and the quality of science instruction they provided to students. The primary constraints on teaching reported by the US teachers related to materials and laboratory space while the Chinese teachers reported constraints related to the science curriculum and standards.  相似文献   

14.
Approximately 80% of new teachers have mentors, yet mentoring typically fails to foster new teachers' professional learning—particularly in high-poverty schools. This qualitative study was situated within an urban teacher residency context and explored how six first-year urban teachers and the two induction mentors with whom they worked perceived and experienced induction coaching. This study also seeks to understand the characteristics of mentored induction (called coaching) that facilitate or impede learning. Results indicate that mentoring contributed to new teachers' professional learning and that (a) trusting relationships were foundational to the coaching process and developed over time; (b) coaching was aligned with new teachers' needs and context; and (c) coaching was a scaffolded process that enhanced new teachers' ability to respond to immediate needs, as well as identify and work toward long-term instructional goals. Insights and recommendations are provided to guide the development of or strengthen induction programs. As mentored induction in high-poverty schools is typically insufficiently enacted, this study depicts how mentored induction can be conceptualized and executed in order to make a difference in new teachers' professional learning.  相似文献   

15.
This brief report describes a small-scale qualitative interview study with primary school teachers in England, investigating their perceptions of bullying and strategies to prevent and manage it. Findings showed that much intervention work was situationally dependent, with teachers making subtle judgements about when and how to intervene. Prevention and intervention work centred on empathy development and teaching children skills to help them nurture effective social relationships. We suggest that this holistic approach to bullying enables teachers to address multiple agendas aligned towards promoting children’s social and emotional learning.  相似文献   

16.
Three-term contingency trials (TCTs) involve planned/naturally occurring antecedents, child's demonstration of target behaviors, and planned/naturally occurring consequences. Positive relationships between teachers' frequent use of TCTs and children's learning were noted in literature. This study aimed to investigate impact of an intervention package including training and coaching with performance feedback on experienced and novice special education preservice teachers' use of TCTs and relationship between teachers' implementation and child outcomes through two single-case experiments using multiple baseline across participants design. Three special education preservice teachers and three children with disabilities participated in each study. Results indicated intervention package was effective in increasing preservice teachers' use of TCTs. Preservice teachers generalized their use and sustained it during maintenance sessions conducted after intervention ended. Furthermore, as frequency and accuracy of preservice teachers' implementation increased, percentage of children's correct responses in relation to target skills improved. Implications for future practice and research are discussed.  相似文献   

17.
The Achievement Orientation Model posits students are motivated to do well in school when they believe they have the necessary skills to perform a task (self-efficacy), find the task meaningful (goal valuation), and see their environment as supportive. When these factors are present, students self-regulate and achieve. We examined these factors from underachieving gifted students', their parents', and teachers' perspectives. Results indicated teachers recognize students who are confident and not confident about their abilities to be academically successful; however, they are less able to recognize when students value the work they are encountering in school. Parents' perceptions of students' attitudes more closely correlated with students' perceptions than teachers' perceptions correlated with students' perceptions. Teachers and parents appeared to base their perception of the importance students hold for school on their perception of students' self-regulation. Furthermore, gender differences existed in students' perceptions. Females' self-efficacy scores were statistically lower than males' self-efficacy scores, and males' self-regulation scores were lower than females' self-regulation scores. We provide suggestions for how school psychologists may use these findings to (a) collect important information from students, teachers, and parents, (b) interpret these data to identify underlying influential factors, and (c) guide the development of appropriate interventions to address student underachievement.  相似文献   

18.
This mixed methods study investigated the extent to which preservice teachers' discipline orientations are consistent with their perceptions of what makes an effective teacher. The study's first purpose was to determine whether preservice teachers tend to possess a predominant discipline style. The second purpose was to ascertain the degree to which preservice teachers' endorsement of each of the three discipline styles (i.e., interventionist vs. interactionalist vs. non-interventionist) predicts their perceptions of characteristics of effective teachers. Participants were 63 preservice teachers enrolled at a large southeastern university. Both interventionism and interactionalism received significantly greater endorsements than did non-interventionism. A phenomenological analysis revealed seven characteristics that many preservice teachers considered to reflect effective teaching: student-centered, effective classroom and behavior manager, competent instructor, ethical, enthusiastic about teaching, knowledgeable about subject, and professional. A canonical correlation analysis revealed that the degree of discipline orientation was a predictor of some of these characteristics. Implications are discussed.  相似文献   

19.
The purpose of the study was to examine student teachers' perceptions of teaching writing in kindergartens and to identify to what extent the cooperating teachers influence the student teachers' perceptions. To achieve the research aims, a 31‐item questionnaire was developed by the researchers and administered to 50 student teachers and their cooperating teachers. The questionnaire was administrated to both groups as a pre‐test and to student teachers as a post‐test. The results of the study revealed that student teachers were more likely to be emergent literacy‐oriented in their perceptions of teaching writing than they were to the reading readiness philosophy. Furthermore, the influence of the cooperating teachers was insignificant as the student teachers' perceptions of teaching writing developed earlier were more stable and difficult to alter later. In light of these findings the researchers addressed a number of suggestions and recommendations.  相似文献   

20.
This self-study investigated student teachers' perceptions of teacher educators modeling practices within a large lecture class in an initial teacher education program. It also studied factors that affected student teachers' developing ideas and practice. Phase 1 collected data from student teachers through focus group interviews and course and teaching evaluations, as well as data from lecturers. Phase 2 collected further qualitative data from teacher educators to inform questions arising from Phase 1 findings. While student teachers' perceptions of critically reflective processes and teaching models modeled by lecturers were varied, they affirmed the positive value of lecturer modeling. Data highlighted gaps between lecturers' intentions and the student teachers' perceptions. Data confirm that effective modeling is difficult to achieve, particularly in large lectures. Student teachers were challenged by the demands of engaging critically with new content while also being attentive to modeling. Recommendations include explicitly unpacking our teaching practices, using training strategies to support student teachers in developing the ability to reflect critically, and increasing opportunities for student teachers to practice various teaching models and strategies.  相似文献   

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