A systematic review of the teacher expectation literature over the past 30 years     

Shengnan Wang  Christine M. Rubie-Davies  Kane Meissel 《Educational Research and Evaluation》2018,24(3-5):124-179

ABSTRACT

This review aimed to illustrate the development in the teacher expectation literature and discuss the major avenues of research in the teacher expectation field from 1989 to 2018. Four analytical themes emerged from a narrative synthesis based on a systematic literature search: (1) influential factors on teacher expectations; (2) mediation mechanism of teacher expectations; (3) moderating factors of teacher expectation effects; (4) teacher expectation effects on student socio-psychological, behavioural, and achievement outcomes. On the whole, most studies confirmed earlier research findings regarding the 4 themes, although there were some studies that found results contradicting earlier work. In addition, new research topics and directions raised in the past 3 decades were identified in this review, especially regarding the mediation of teacher expectations and the socio-psychological and behavioural outcomes of the expectation effects. The review concludes with a set of recommendations for future research directions on teacher expectations.  相似文献   

School exclusions and masculine,working‐class identities     

Jean Kane 《Gender and education》2006,18(6):673-685

In this paper attention will be paid to issues arising from school‐based research into the experience of working‐class boys who are excluded. National and local school exclusion statistics indicate an overall gender imbalance: in the secondary school sector, for every four boys who are excluded only one girl is excluded. Furthermore, statistics show that other groups such as pupils living in poverty (as indicated by receipt of free school meals) have an increased likelihood of being excluded from school. Explanations for the disproportionate exclusion of working‐class boys are considered here in relation to three pupil case studies drawn from a group of 20 case studies gathered in four secondary schools. There are indications that the processes by which some working‐class boys actively negotiate their masculinities are the same processes that lead to their exclusion from school. This paper uses empirical data from interviews and classroom observation to analyse these twin processes, considering how and why certain masculine identities are marginalized in school settings.  相似文献   

On the Use of IRT Models With Judgmental Standard Setting Procedures     

Michael T. Kane 《Journal of Educational Measurement》1987,24(4):333-345

In judgmental standard setting procedures (e.g., the Angoff procedure), expert raters establish minimum pass levels (MPLs) for test items, and these MPLs are then combined to generate a passing score for the test. As suggested by Van der Linden (1982), item response theory (IRT) models may be useful in analyzing the results of judgmental standard setting studies. This paper examines three issues relevant to the use of lRT models in analyzing the results of such studies. First, a statistic for examining the fit of MPLs, based on judges' ratings, to an IRT model is suggested. Second, three methods for setting the passing score on a test based on item MPLs are analyzed; these analyses, based on theoretical models rather than empirical comparisons among the three methods, suggest that the traditional approach (i.e., setting the passing score on the test equal to the sum of the item MPLs) does not provide the best results. Third, a simple procedure, based on generalizability theory, for examining the sources of error in estimates of the passing score is discussed.  相似文献   

Democracy at work in and through experimental schooling     

Ruth Boyask  Jean C. McPhail  Baljit Kaur  Kane O'Connell 《Discourse: Studies in the Cultural Politics of Education》2008,29(1):19-34

Through an exploration of two experimental schools, Oruaiti (1950s) and Discovery 1 (2000s), we aim to understand the socio-political contexts that create spaces for experimentation and examine their impact on mainstream schooling. Caught between competing, often contradictory, discourses such experiments struggle between the ‘regeneration’ and ‘reproduction’ functions of schooling. However, we argue that while they have limited impact on mainstream school reform, they contribute ideas of a democratic society and its citizenry. Consequently, they provide ‘windows’ into real-life laboratories in which social debates regarding the function and power of schooling, and specific visions of democracy are played out.  相似文献   

AGEISM AND INTERVENTION: WHAT SOCIAL WORK STUDENTS BELIEVE ABOUT TREATING PEOPLE DIFFERENTLY BECAUSE OF AGE     

Michael N. Kane 《Educational gerontology》2013,39(9):767-784

BSW and MSW students randomly completed one of two vignettes that were identical with the exception of the age of the vignette's subject. Following the vignette, respondents responded to 16 bio-psycho-social assessment and intervention items relating to health, illness, aging, and death. The multivariate analysis of variance was significant (F = 1222.587, p = .000) by the Wilk's Lambda Criterion. Tests of between-subjects effects yielded eight significant item variables; including the likelihood of recovery, perceptions of the subject having lived long-enough, the appropriateness of ending one's life, and whether the subject should receive psychotherapy.  相似文献   

Perceptions about Homeless Elders and Community Responsibility     

Michael N. Kane  Diane Green  Robin Jacobs 《Educational gerontology》2013,39(11):840-855

Human service students were surveyed (N = 207) to determine their perceptions about homeless elders and communal responsibility for their well-being. Using a backward regression analysis, a final model (F = 15.617, df = 7, p < .001) for Perceptions about Homeless Persons and Community Responsibility (predicted variable) included the predictor variables of Homeless Older Persons Are Afraid and Lonely; Homeless Persons and Health Issues; History of Homeless Older People's Life on the Street; Touching a Homeless Older Person; Hygiene and Homeless Older People; Interest in Working with Elders; and Educational status. The findings indicated that the predictor variables accounted for more than 36% of the variance in Perceptions about Homeless Older Persons and Community Responsibility (R ² = .386; adjusted R ² = .361).  相似文献   

Assessment and Feedback: Institutional Experiences of Student Feedback, 1996 to 2007     

James Williams  David Kane 《Higher Education Quarterly》2009,63(3):264-286

Attention has recently focused on sectoral concern with assessment and feedback as a result of the National Student Survey. Government, the higher education agencies and the NUS have called for urgent action to address this concern. Existing data from institutional student feedback surveys, using the Student Satisfaction Approach, some dating back well over a decade, shows that the issue is not a new one. Indeed, several institutions have been addressing student concerns and as a result, have seen student satisfaction increase.
This paper explores the existing student feedback data in order to identify not only how students' perceptions of assessment and feedback have changed over time but also the main concerns of students and institutions and what action has been taken by institutions to increase satisfaction.
Several main concerns emerge from the data. Students value feedback as it is re-assuring as an indication of their progress and that it should be timely. Institutions that have used the Student Satisfaction Approach are concerned to clarify their processes to students, to increase their own efficiency in returning work, to monitor and review their assessment and feedback régimes and to share good practice, both internally and externally. Action taken as a result of listening to the student voice results in increased satisfaction but this can take several years.  相似文献   

Book review     

Peter E. Kane  J. R. McNally  Fred E. Jandt  Allan D. Frank 《Communication quarterly》2013,61(1):65-70

New books for the scholar's library

Understanding Discourse. By Karl R. Wallace. Baton Rouge, La.: Louisiana State University Press, 1970; pp. xi + 150. $6.50.

Methods of Research in Communication. Edited by Philip Emmert and William D. Brooks. Boston: Houghton Mifflin Company, 1970; pp. ix + 517.

The Development of Oral Communication in the Classroom. By Gerald M. Phillips, Robert E. Dunham, Robert Brubaker, and David Butt. New York: The Bobbs‐Merrill Company, Inc., 1970; pp. xi + 203. $6.50.  相似文献   

Behaviour support in secondary schools     

George Head  Jean Kane  Nicola Cogan 《Emotional and Behavioural Difficulties》2013,18(1):33-42

Student voice and pupil empowerment projects are common in many mainstream schools. However, such initiatives are more challenging to implement in provision for students experiencing (social), emotional and behavioural difficulties (SEBD). As a consequence, they are less frequently attempted. This article reports one such attempt at an SEBD special school, where a student research group was formed to evaluate the school's behaviour policy. The students' views remind professionals of the need for consistency, positive relationships and communication underpinning behaviour management strategies. The article also reflects on a number of issues to consider when implementing such projects in special education contexts.  相似文献   

Preparing teachers for professional learning: is there a future for teacher education in new teacher induction?     

Ruth G. Kane  Andrew Francis 《Teacher Development》2013,17(3):362-379

Today the quality of teachers is held to be increasingly important yet there continue to be doubts about whether teacher education programs graduate teachers ready to meet the challenges of their initial years of teaching. In some jurisdictions, other agencies (Ministries of Education, school districts, and private providers) are supplementing the work of teacher education through the introduction of new teacher induction programs which have become favoured policy initiatives to enhance new teacher transition, retention and quality. Evidence suggests that induction and mentoring increase teacher retention and ensure more effective socialisation of new teachers into the school culture. In spite of their growing popularity, the degree to which induction programs complement teacher education and/or impact new teacher professional learning remains unclear. In this paper the authors report a secondary analysis of data from an evaluation of the New Teacher Induction Program in Ontario, Canada to consider the implications for the future of teacher education by asking: What are the challenges facing new teachers? In what ways does the induction program support new teacher professional learning? What are the major implications for the future of teacher education?  相似文献