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What Do Student-Teachers Think About The Integration of Research Into Teacher Education Programs? 学生教师如何看待将研究纳入教师教育计划？
Educational Practice & Theory Pub Date : 2022-07-01 DOI: 10.7459/ept/44.1.07
Haylén Perines, Nina Hidalgo
{"title":"What Do Student-Teachers Think About The Integration of Research Into Teacher Education Programs?","authors":"Haylén Perines, Nina Hidalgo","doi":"10.7459/ept/44.1.07","DOIUrl":"https://doi.org/10.7459/ept/44.1.07","url":null,"abstract":"This research reports on some results of the Initiation FONDECYT Project “Presence and importance of integrating research in teaching education and how it is perceived by students and lecturers”. It aims at identifying student-teachers’ perceptions about intent to\u0000 research, research activities conducted by student-teachers as part of their initial training, and research context. This descriptive ex post facto study explores the perceptions of 634 undergraduate students of teaching programs at the University of La Serena (Chile). A survey was administered\u0000 to measure student-teachers’ perceptions. The findings show that intent to research has the highest scores, whilst research activities have the lowest ones. Therefore, one of the conclusions is that student-teachers have positive evaluations of the importance of educational research\u0000 for their training. Another conclusion is that the existence of a positive research culture within universities that supports all the individuals involved is a crucial element to strengthen the link between student-teachers and educational research.","PeriodicalId":35223,"journal":{"name":"Educational Practice & Theory","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44366734","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
The Effect of Answering Pre-questions and Evaluating Confidence in Preparation on Learning in Classroom Instruction 课堂教学中回答预先问题和评估准备信心对学习的影响
Educational Practice & Theory Pub Date : 2022-07-01 DOI: 10.7459/ept/44.1.04
Keita Shinogaya
{"title":"The Effect of Answering Pre-questions and Evaluating Confidence in Preparation on Learning in Classroom Instruction","authors":"Keita Shinogaya","doi":"10.7459/ept/44.1.04","DOIUrl":"https://doi.org/10.7459/ept/44.1.04","url":null,"abstract":"This study examined effective means of preparatory learning for upcoming classroom instructions. In a summer seminar on history, 76 junior high school students were assigned to three experimental groups: the answering pre-questions group, the rating confidence group, and the answering\u0000 and rating confidence group. The results showed that answering pre-questions enabled students to integrate information in classroom lessons, while the rating confidence directed students’ attention to information in classroom lessons related to pre-questions. This study also revealed\u0000 that, especially for students with low meaningful learning belief, rating confidence is effective. Suggestions for educational practices and future studies are discussed.","PeriodicalId":35223,"journal":{"name":"Educational Practice & Theory","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46240685","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Instructional Grouping Theory: Optimizing Classrooms and the Placement of Ranked Students 教学分组理论:优化课堂与排名学生的安置
Educational Practice & Theory Pub Date : 2022-07-01 DOI: 10.7459/ept/44.1.02
Peter D. Wiens, Christine Zizzi, C. Heatwole
{"title":"Instructional Grouping Theory: Optimizing Classrooms and the Placement of Ranked Students","authors":"Peter D. Wiens, Christine Zizzi, C. Heatwole","doi":"10.7459/ept/44.1.02","DOIUrl":"https://doi.org/10.7459/ept/44.1.02","url":null,"abstract":"Two common approaches to grouping students include an approach where students are grouped based on their aptitude and a cross-sectional approach where equal groups are formed and comprised of students of varied aptitudes. Instructional Grouping Theory is the study of how selection strategies\u0000 impact the learning of group members. Using a non-biased, mathematically centric analysis, we found that a liked-skilled tiered grouping strategy is preferable to a cross-sectional grouping strategy when the goal is to facilitate the learning of all students. In addition, we found that a higher\u0000 teacher-to-student ratio provides further benefit when analyzing the potential for facilitated learning.","PeriodicalId":35223,"journal":{"name":"Educational Practice & Theory","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41941072","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Pitfalls for Education Researchers Using System Data 教育研究人员使用系统数据的陷阱
Educational Practice & Theory Pub Date : 2022-07-01 DOI: 10.7459/ept/44.1.05
S. Knipe
{"title":"Pitfalls for Education Researchers Using System Data","authors":"S. Knipe","doi":"10.7459/ept/44.1.05","DOIUrl":"https://doi.org/10.7459/ept/44.1.05","url":null,"abstract":"","PeriodicalId":35223,"journal":{"name":"Educational Practice & Theory","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49427137","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Microteaching: Theoretical Origins and Practice 微格教学：理论渊源与实践
Educational Practice & Theory Pub Date : 2022-07-01 DOI: 10.7459/ept/44.1.03
S. Cavanaugh
{"title":"Microteaching: Theoretical Origins and Practice","authors":"S. Cavanaugh","doi":"10.7459/ept/44.1.03","DOIUrl":"https://doi.org/10.7459/ept/44.1.03","url":null,"abstract":"Through a selective review of the literature, this article examines the theoretical origins and early use of microteaching and charts its development over the last nearly six decades in the field of teacher education. From its beginning in the 1960’s as a method for pre-service\u0000 teacher behavioural modification with new portable video technology, to today’s mini-lessons recorded on students’ phones, microteaching has evolved with the trends in educational theory and technology. Today’s microteaching research and practice should be informed by those\u0000 that have come before it, but also reflect the field’s current trends in practice and theory.","PeriodicalId":35223,"journal":{"name":"Educational Practice & Theory","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46329669","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
How Differently Do Teachers and Schools Influence the Math Performance of Whites and Blacks? 教师和学校对白人和黑人数学成绩的影响有何不同?
Educational Practice & Theory Pub Date : 2021-12-01 DOI: 10.7459/ept/43.2.03
Mido Chang, Sunha Kim, H. Bang
{"title":"How Differently Do Teachers and Schools Influence the Math Performance of Whites and Blacks?","authors":"Mido Chang, Sunha Kim, H. Bang","doi":"10.7459/ept/43.2.03","DOIUrl":"https://doi.org/10.7459/ept/43.2.03","url":null,"abstract":"This study examined the influences of teacher support and school environment on 10th graders’ mathematics achievements, controlling for socioeconomic status, gender, and mathematics self-efficacy, and the differential influences of these factors for White and Black students in\u0000 the USA. A sample of 8,682 White and 2,020 Black students who participated in the Educational Longitudinal Study were selected for the study. The results showed that Black students lagged behind their White peers on mathematics achievement, had lower socioeconomic status, and perceived the\u0000 school environment as more negative. Hierarchical Linear Modeling analysis showed that the achievement gap between Black and White students was lower when students perceived a higher level of negative behavior in school.","PeriodicalId":35223,"journal":{"name":"Educational Practice & Theory","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44133888","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Pedagogy of Antiracist Best Practices for Finnish Schools 芬兰学校反种族主义最佳实践教育学
Educational Practice & Theory Pub Date : 2021-12-01 DOI: 10.7459/ept/43.2.04
A. A. Alemanji
{"title":"Pedagogy of Antiracist Best Practices for Finnish Schools","authors":"A. A. Alemanji","doi":"10.7459/ept/43.2.04","DOIUrl":"https://doi.org/10.7459/ept/43.2.04","url":null,"abstract":"Finland is widely said to have the best, or one of the best, educational systems in the world. This debatable view hides a lot of weaknesses and shortcomings, especially regarding issues around racism and discrimination. In Finland, issues of race, racism and other forms of discrimination\u0000 are often hidden, silenced and ignored. This makes it difficult to establish an antiracist culture, both at policy and practical levels. Despite existing constraints, antiracism education in Finland remains a slowly developing—but inevitable and essential—component of/for Finnish\u0000 education. This paper aims to introduce teachers to some best practices in antiracism education across different pedagogical practices.","PeriodicalId":35223,"journal":{"name":"Educational Practice & Theory","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42401610","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Motivating Students to Become Critical Thinkers: A Look at Instructional Strategies in Three High School Classrooms 激励学生成为批判性思维者——三个高中课堂的教学策略研究
Educational Practice & Theory Pub Date : 2021-12-01 DOI: 10.7459/ept/43.2.02
Madalina F. Tanase
{"title":"Motivating Students to Become Critical Thinkers: A Look at Instructional Strategies in Three High School Classrooms","authors":"Madalina F. Tanase","doi":"10.7459/ept/43.2.02","DOIUrl":"https://doi.org/10.7459/ept/43.2.02","url":null,"abstract":"This study analyzed some student-centered strategies used in three secondary classrooms in a large, urban high school in US. The researcher, who was teaching a graduate methods course at the local university, conducted classroom observations and follow-up interviews with three teachers\u0000 enrolled in the class. The teachers learned about different instructional strategies in the course, and they had implemented some of these strategies into their classrooms. While conducting classroom observations, the researcher witnessed a high level of student engagement and critical thinking\u0000 as students took part in the classroom activities.","PeriodicalId":35223,"journal":{"name":"Educational Practice & Theory","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49621047","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
A Review of the Grey Literature on Education-Centred Wraparound Services to Support Students with Complex Support Needs in Australia 澳大利亚以教育为中心的一揽子服务以支持有复杂支持需求的学生的灰色文献综述
Educational Practice & Theory Pub Date : 2021-12-01 DOI: 10.7459/ept/43.2.06
I. Strnadová, Therese M. Cumming, Hee-Min Lee
{"title":"A Review of the Grey Literature on Education-Centred Wraparound Services to Support Students with Complex Support Needs in Australia","authors":"I. Strnadová, Therese M. Cumming, Hee-Min Lee","doi":"10.7459/ept/43.2.06","DOIUrl":"https://doi.org/10.7459/ept/43.2.06","url":null,"abstract":"The aim of this research project was to examine how wraparound supports are represented in the Australian national and NSW state polices and schools and to identify best practices and models of wraparound support. The grey literature from seven sectors, i.e., youth justice, out of home\u0000 care, disability, mental health, drug and alcohol, homelessness and education was searched and analysed. There is no consensus on a definition or understanding of wraparound across the sectors, the effectiveness of wraparound models is rarely assessed, and schools are not typically included\u0000 in the wraparound teams of the other sectors.","PeriodicalId":35223,"journal":{"name":"Educational Practice & Theory","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46097886","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Organizational and Personal Factors in Teachers’ Engagement to Work Activities 教师参与工作活动的组织因素和个人因素
Educational Practice & Theory Pub Date : 2021-12-01 DOI: 10.7459/ept/43.2.05
H. Gaziel, A. Ifanti
{"title":"Organizational and Personal Factors in Teachers’ Engagement to Work Activities","authors":"H. Gaziel, A. Ifanti","doi":"10.7459/ept/43.2.05","DOIUrl":"https://doi.org/10.7459/ept/43.2.05","url":null,"abstract":"This study aimed to examine the effects of specific factors on teachers’ work engagement. In particular, it explored the relationships between teachers’ work engagement, work-related resources, work-related demands and their characteristics, such as job position, gender,\u0000 years of teaching experience, education level and psychological availability. An increasing interest in the way teachers engage in work activities has been recently attributed to accumulating evidence showing the relations of teachers’ beliefs, feelings and behaviors with student outcomes.\u0000 To this end, 250 out of 370 primary school teachers from 30 primary schools in the Jerusalem educational district answered the questionnaire adopted from previous studies (response rate: 67%). The data obtained were analyzed according to the variables, and the SPSS v. 24 was used to perform\u0000 a hierarchical multiple regression analysis for the hypotheses of this study. The results revealed that each of the three categories of predictors on work engagement were significant, whereas work-related resources accounted for a significant amount of variance among teachers, especially after\u0000 taking into account demographic variables. In conclusion, this study underlined that more attention should be paid to ways to improve work-related resources among teachers, in an effort to enhance work-related engagement, thus contributing to the discussion about the predictors of work engagement\u0000 at schools.","PeriodicalId":35223,"journal":{"name":"Educational Practice & Theory","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48004909","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
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