首页 | 本学科首页   官方微博 | 高级检索  
相似文献
 共查询到20条相似文献，搜索用时 187 毫秒
1.
Abstract

The purpose of this study was to measure Michigan's K-8 teachers' understanding of, and attitudes toward, a state department of education demand for accountability and assessment of learning outcomes, using Barnard's theory of authority as a framework for analysis.

A 32-statement instrument, based on Barnard's four principles of the authoritative ness of organizational communications was developed, field tested, and mailed to 500 systematically selected K-8 Michigan teachers so that data could be collected to determine the degree to which the K-8 teachers: (1) can and do understand the accountability and assessment communications, (2) believe the accountability and assessment communications consistent with the purposes of the school organization as they understand them, (3) believe the accountability and assessment communications compatible with their personal interest, and (4) are able, mentally and physically, to comply with the accountability and assessment communications. Using these criteria, this sample of K-8 Michigan teachers theoretically will withdraw their vital cooperation from the state's accountability and assessment program.  相似文献   

2.
Research shows that teachers' attitudes toward physical education are associated with positive pupil outcomes. However, there is limited robust synthesis of evidence regarding teachers' attitudes toward working with vulnerable learners in physical education, particularly those with special educational needs and disabilities (SEND). This mixed methods systematic review and meta-analysis synthesizes the research evidence on teachers' attitudes towards the inclusion of children SEND children in physical education. Results indicated that teachers have largely favorable attitudes toward the inclusion of children with SEND in physical education, and that experience working with children with SEND was positively associated with such favorable attitudes. Further quantitative and qualitative synthesis also revealed that several different factors affect teachers’ attitudes – namely, knowledge and preparation, years of teaching experience, direct experience working with SEND children, type and degree of SEND, and collaboration and teaching support.  相似文献   

3.
Using a sample of 359 in-service teachers, this study examines Japanese teachers' attitudes toward inclusive education and their self-efficacy for inclusive practices. The results indicate that although teachers’ sentiments toward disabilities were generally positive, the teachers had some concerns about implementing inclusive education in their classroom. The overall level of self-efficacy was relatively low in the Japanese sample compared to that of other countries, particularly in relation to managing problematic student behavior. Self-efficacy regarding managing behavior and collaboration was related to overall attitudes toward inclusive education. The findings can enable useful insights in developing pre-service and in-service teacher education.  相似文献   

4.
In this article, we present a valid and reliable instrument which measures the attitude of in-service and pre-service primary teachers toward teaching science, called the Dimensions of Attitude Toward Science (DAS) Instrument. Attention to the attitudes of primary teachers toward teaching science is of fundamental importance to the professionalization of these teachers in the field of primary science education. With the development of this instrument, we sought to fulfill the need for a statistically and theoretically valid and reliable instrument to measure pre-service and in-service teachers' attitudes. The DAS Instrument is based on a comprehensive theoretical framework for attitude toward (teaching) science. After pilot testing, the DAS was revised and subsequently validated using a large group of respondents (pre-service and in-service primary teachers) (N = 556). The theoretical underpinning of the DAS combined with the statistical data indicate that the DAS possesses good construct validity and that it proves to be a promising instrument that can be utilized for research purposes, and also as a teacher training and coaching tool. This instrument can therefore make a valuable contribution to progress within the field of science education.  相似文献   

5.
The authors investigated to what extent teachers' practices and school characteristics can influence students' civic knowledge, civic attitudes, and future participation in Chile, Colombia, and Mexico and how this can be related to their specific curricular structures and educational content. It uses data from the International Civic and Citizenship Education Study. The results show that in Chile, Colombia, and Mexico, teacher practices and attitudes relate to the civic outcomes. Although teachers' practices and attitudes significantly predict students' civic knowledge, this relationship does not seem relevant for students' expected participation and students' attitudes toward diversity. Still, the democratic environment of the school is a relevant variable in the case of expected participation of students and their attitudes toward diversity, which shows a possible indirect influence of teachers through the school environment. The results are discussed in relation to the civic education curriculum in place in the countries analyzed.  相似文献   

6.
The study of Pedagogical Content Knowledge (PCK) that is presented in this paper aims to obtain an impression of teachers' knowledge and beliefs concerning teaching evolutionary theory. The starting point of this project was the development of the Educational Reconstruction for Teacher Education model (ERTE). The PCK-study shows that teachers' attitudes toward students' conceptions of evolutionary theory are not always constructive and that teachers often lack awareness of the historical nature of biology. Scenario questions proved to be effective interview items in order to acquire a detailed picture of teachers' ways to react to students' pre-scientific conceptions.  相似文献   

7.
Global climate change, referred to as climate change in this paper, has become an important planetary issue, and given that K-12 students have numerous alternative conceptions or lack of prior knowledge, it is critical that teachers have an understanding of the fundamental science underlying climate change. Teachers need to understand the natural and human-induced factors affecting climate, and the potential consequences, and ways to mitigate and adapt to climate change. This study focusses on assessing preservice and inservice teachers' knowledge about climate change at the beginning and end of an instructional intervention embedded in an elementary science methods course. This paper describes the development of an instrument derived from the constructive modeling approach framework. The four components of this approach (the construct map, items design, outcome space, and measurement model) are discussed. In addition, the instructional intervention is described along with findings from the study and an analysis of the instrument.  相似文献   

8.
  相似文献   

9.
Pedagogical content knowledge is found to be a crucial part of the knowledge base for teaching. Studies in the field of primary technology education showed that this domain of teacher knowledge is related to pupils' increased learning, motivation, and interest. The common methods to investigate teachers' pedagogical content knowledge are often complicated, and time and labour consuming. Hence, a challenge in measuring teachers' pedagogical content knowledge is to construct an instrument that is time and labour‐efficient, and makes it possible to investigate large sample sizes. This paper illustrates how a multiple‐choice test to measure teachers' pedagogical content knowledge in primary technology education was designed and validated. The procedure of test construction and the first results are presented. It is concluded that the systematic procedure that was followed is effective for the construction of a valid test. In addition, statistical analyses showed that test/re‐test reliability is moderate. Data collection with larger samples is needed in order to find more statistical support for the psychometric properties of the test.  相似文献   

10.
This study aims to explore relationships between teachers' attitudes, self-efficacy, and background variables regarding inclusive education by using a sample of 359 Japanese and 872 Finnish teachers. A multi-group structural equation modelling was conducted to find similarities and differences in how the background variables predict teachers' attitudes and self-efficacy. Experience in teaching students with disabilities had a positive effect on teachers' attitudes and self-efficacy in both countries. However, teachers' teaching career and the amount of inclusive education training affected them differently in Japan and Finland. The findings could be used to improve inclusive education training for pre- and in-service teachers.  相似文献   

11.
Teachers' views on educational research   总被引：1，自引：0，他引：1  
Exploring teachers' attitudes toward educational research has been an important subject for researchers. This study aimed to determine teachers' views on educational research. A three-part survey questionnaire, the first part of which consists of demographic questions, the second part of which consists of statements aiming to determine teachers' views on the impact of educational research, and the third part of which consists of 18 items aiming to determine teachers' views on the value of educational research, was used to elicit responses from teachers. Results showed that 68% of the participating teachers had seriously considered educational research findings since first qualifying as teachers.  相似文献   

12.
Abstract

There are widespread assumptions and convictions about the importance of positive attitudes for the acquisition of reading skills, and the importance of the teacher in promoting such attitudes in pupils. But the teacher and his/her attitudes are relatively neglected variables in the massive reading research literature. This paper reports the construction of a semantic differential instrument to assess primary school teachers' attitudes toward reading and the teaching of reading. The instrument was administered to 317 final year prospective primary school teachers from five Victorian teachers' colleges. The semantic differential data were analyzed in two different ways and the correlational patterns obtained from each analysis are discussed. Components of the attitude instrument were found to be related to reading achievement.  相似文献   

13.
Sense of School Community for Preschool Teachers Serving At-Risk Children   总被引：1，自引：1，他引：0  
Research Findings: Challenging the development of high-quality preschool education is the instability of the preschool teacher workforce, blamed in part on workplace conditions including isolationism, perceived lack of career reward, and lack of preparation. Little attention has been given to whether a preschool's organizational climate can mitigate these challenges, despite demonstrated workplace climate effects on teachers' attitudes, commitment, and practices in kindergarten–Grade 12 teachers. This study investigated preschool teachers' perceptions of a positive workplace climate (i.e., sense of school community); predictors of these perceptions (teacher qualifications and organizational features); and relationships among teachers' sense of community, classroom teaching quality, and attitudes toward teaching in a sample of 68 preschool teachers serving at-risk 4-year-olds. Overall, teachers provided high ratings for their sense of school community, although moderate interprogram variability and moderately large to large intraprogram variability existed. Teacher qualifications and preschool affiliation did not predict teachers' sense of community, but preschool size predicted perceptions of collegial support. Perception of collegial support and program influence was significantly related to positive attitudes toward teaching; only perceptions of program influence were related to classroom quality. Practice or Policy: We discuss the potentially important role of work environment in bolstering the quality and stability of the preschool teacher workforce.  相似文献   

14.
In the study described in this article a questionnaire was employed that can be used to assess students' and teachers' perceptions of science teachers' interpersonal communication behaviors in their classroom learning environments. The Teacher Communication Behavior Questionnaire (TCBQ) has five scales: Challenging, Encouragement and Praise, Non‐Verbal Support, Understanding and Friendly, and Controlling. The TCBQ was used with a large sample of secondary science students in Taiwan, which provided additional validation data for the TCBQ for use in Taiwan and cross‐validation data for its use in English‐speaking countries. Girls perceived their teachers as more understanding and friendly than did boys, and teachers in biological science classrooms exhibited more favorable behavior toward their students than did those in physical science classrooms. Differences were also noted between the perceptions of the students and their teachers. Positive relationships were found between students' perceptions of their teachers' communication behaviors and their attitudes toward science. Students' cognitive achievement scores were higher when students perceived their teacher as using more challenging questions, as giving more nonverbal support, and as being more understanding and friendly. The development of both teacher and student versions of the TCBQ enhances the possibility of the use of the instrument by teachers. © 2002 John Wiley & Sons, Inc. J Res Sci Teach 39: 63–78, 2002  相似文献   

15.
Our study determined the impact of emotional intelligence (EI) on teachers' attitudes, concerns and sentiments about inclusive education while controlling for teachers' professional-related factors. This is predicated on the increasing influence of EI on teacher effectiveness. The sample size consisted of 508 regular classroom teachers. Using hierarchical regression analysis, our findings revealed that teacher EI was significantly associated with attitude and concerns about inclusive education after controlling teacher professional-related factors. There was no significant relationship between EI and teachers' sentiments about inclusive education, and teachers' professional-related factors did not account for individual contributions to the variances in teachers' sentiments. It was concluded that teachers' EI, may be a crucial factor that can impact aspects of teachers' perception of inclusive education such as attitude, and concerns about inclusive education but may not be able to erase teachers' deep-seated beliefs on inclusion. Implications of the study were highlighted.  相似文献   

16.
Abstract

The purpose of this study was to evaluate the effect of participation in a 3-day outdoor environmental education program on preservice teachers' attitudes toward self-efficacy—which is a teacher's belief that he or she can teach environmental education (EE) effectively—and on outcome expectancy—which is a teacher's estimation of his or her influence on student learning. Participants were a convenience sample of 72 preservice elementary teachers taking a science methodology course at a state university. Participants were divided into 2 groups for this modified pretest/2-posttest/control group study. The instrument for all 3 tests was Sia's (1992) Environmental Education Efficacy Belief Instrument. The authors used parametric t tests to compare group means. The results suggested that the preservice teachers' self-efficacy was high before the program and remained unchanged by their teaching experiences but dropped significantly approximately 7 weeks after teaching. The lack of change in self-efficacy from the teaching experience was attributed to the structured nature and success of the teaching experience, but the negative effect of time on self-efficacy was believed to have resulted from the preservice teachers reevaluation of their ability to teach as they learned more about teaching methodologies. In addition, there was no significant change in outcome expectancy as a result of participation in the program or over time (7 weeks).  相似文献   

17.
This study analyses the attitudes of teachers in Spain towards the inclusion of learners with autism spectrum disorder in mainstream education settings and their relationship with the perceived benefits of inclusion. The ex post facto prospective design included 180 teachers from 14 schools. Data were collected using a questionnaire on teachers' attitudes towards inclusive education and a second questionnaire on the benefits of inclusion developed for the specific purposes of this study. The results show teachers' positive attitudes towards inclusion as well as the benefits perceived. This study demonstrates the fundamental role of teachers' previous experience. Implications for inclusive cultures and practices in schools are discussed.  相似文献   

18.
The aim of this study was to examine factors that influence Chinese teachers’ attitudes toward using technology. Using the technology acceptance model (TAM) as the framework, the study considered the social and cultural in China, and included a new external variable—policy—along with perceived ease of use, perceived usefulness, facilitation conditions, and subjective norms, into the original TAM framework. Structural equation modeling was implemented on questionnaire data collected from 1,423 teachers in China. The expanded model revealed a goodness-of-fit (TLI = 0.931, CFI = 0.942, RMSEA = 0.048, and SRMR = 0.039) and it explained 52.7% of the variance in teachers’ attitudes toward using technology. Chinese teachers' perceived usefulness, perceived ease of use, and national policy were determined to be the factors with positive direct influence on teachers' attitudes toward using technology. Subjective norms were found to have an indirect influence. This study contributes to the growing body of non-Western multicultural studies on the TAM and also serves as a starting point in understanding teachers’ attitudes toward technology use in China.  相似文献   

19.
This study probes teachers' attitudes toward parental involvement in schools as a function of four types of school governance as suggested by Bauch and Goldring. Participants of the study included headteachers, chairpersons of parents' committees, and teachers of 11 primary schools in a medium-sized town in Israel. A discriminant analysis found different profiles of teachers' attitudes toward parental involvement: resistant and negative attitudes characterized schools where parents were empowered. Ambivalent attitudes characterized schools with professional and bureaucratic modes of governance, and positive attitudes were found in schools with partnership governance. This implies that the latter mode of governance is a promising step toward a community-oriented approach.  相似文献   

20.
We introduce the concept of teachers' intrinsic vs. extrinsic instructional goals and demonstrate its contribution to teachers' classroom motivating styles using independent samples across four studies. Based on self-determination theory, we hypothesized that the more teachers adopted intrinsic instructional goals the more they would rely on an autonomy-supportive motivating style, and the more they adopted extrinsic instructional goals the more they would rely on a controlling motivating style. Because no measure existed to assess intrinsic vs. extrinsic instructional goals, we created the new 4-scale, 16-item Teacher Goals Questionnaire (TGQ) in Study 1, using a pool of 72 candidate items and data from 212 fulltime K-12 teachers. In Study 2, we demonstrated the TGQ's construct and factorial validity by sampling 149 fulltime K-12 teachers. In Study 3, we tested our hypothesized model by sampling 147 fulltime K-12 teachers who reported their instructional goals on the TGQ and their motivating styles on two separate measures. Structural equation modeling analyses confirmed the hypothesized model. In Study 4, we replicated the findings from Study 3, using a multilevel sample (92 secondary teachers, 2749 students), a longitudinal research design, and student measures of teachers' motivating styles. The discussion focuses on instructional goals as key antecedents of teachers' classroom motivating styles.  相似文献   

设为首页 | 免责声明 | 关于勤云 | 加入收藏

Copyright©北京勤云科技发展有限公司  京ICP备09084417号