Educational Research for Policy and Practice最新文献_第7页

Structuring professional dialogue through protocols: a study among elementary English teachers in Taiwan 通过协议构建专业对话——台湾小学英语教师的调查

IF 1.8

Educational Research for Policy and Practice Pub Date : 2022-01-03 DOI: 10.1007/s10671-021-09309-6

C. Chien, T. Teo

引用次数: 0

The effect of professional teaching videos induction and online focused group discussion on the development of teacher competences. 专业教学视频导入和在线小组讨论对教师能力发展的影响

IF 1.8

Educational Research for Policy and Practice Pub Date : 2022-01-01 Epub Date: 2022-07-01 DOI: 10.1007/s10671-022-09318-z

Zohre Mohamadi Zenouzagh

{"title":"The effect of professional teaching videos induction and online focused group discussion on the development of teacher competences.","authors":"Zohre Mohamadi Zenouzagh","doi":"10.1007/s10671-022-09318-z","DOIUrl":"10.1007/s10671-022-09318-z","url":null,"abstract":"This study investigated the effect of video-based teaching practice followed by focused group discussion via electronic collaborative discussion forum (ECDF) on the development of teacher competences. The trend of change on teacher competences of 30 Iranian English as foreign language teachers was traced before and after treatment on quantitative and qualitative measures. First, a newly designed and validated teacher assessment questionnaire named Teacher Balanced Score Card (TBSC) was used to quantitatively account for the developments of teacher competences including clinical, critical, technical and personal from teacher, student and administrative perspectives. In quantitative measure, supervisors' real classroom non-participant observations and theme elicitation through log analysis of ECDF according to a predetermined data coding schemata helped documenting evidences for teacher competence development on TBSC measure in pretest/posttest design. Multivariate analysis of variance results indicated that there were significant changes in technical and clinical competences. The theme elicitation in log analysis of ECDF implies that the required infrastructure for incorporation of technology, culture cultivation of its use, its role in establishing non-threatening supportive platform for teacher evaluation and its potential in teacher reflection, change initiation and management should be revisited at high levels of policy making and local levels.Supplementary information: The online version contains supplementary material available at 10.1007/s10671-022-09318-z.","PeriodicalId":44841,"journal":{"name":"Educational Research for Policy and Practice","volume":"21 1","pages":"465-488"},"PeriodicalIF":1.8,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9510349/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45938422","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Students' engagement across a typology of teacher feedback practices. 学生在教师反馈实践类型中的参与度

IF 1.8

Educational Research for Policy and Practice Pub Date : 2022-01-01 Epub Date: 2022-04-27 DOI: 10.1007/s10671-022-09315-2

Hui Yong Tay, Karen W L Lam

{"title":"Students' engagement across a typology of teacher feedback practices.","authors":"Hui Yong Tay, Karen W L Lam","doi":"10.1007/s10671-022-09315-2","DOIUrl":"10.1007/s10671-022-09315-2","url":null,"abstract":"The provision of feedback is widely practised as part of formative assessment. However, studies that examine the impact of feedback are usually from the teachers' perspective, focusing on why and how they provide feedback. Fewer studies examine feedback from the students' perspective, especially in the way they experience, make sense of and take up their teachers' feedback. This paper provides empirical evidence of student engagement with different patterns of teacher feedback in their written essays. Data were gathered from 45 students (from 5 different schools) through group interviews and analysis of student artefacts from three rounds of writing tasks. The findings on affective, behavioural and cognitive engagement surfaced the conditions that will contribute to students' will and skill to act on their teachers' feedback. The implications on both teacher and student assessment literacy are discussed. The discussion will provide professional development providers and policy makers with new perspectives of and approaches to strengthening formative assessment practices in ways that are more cognizant of students' experience of feedback.","PeriodicalId":44841,"journal":{"name":"Educational Research for Policy and Practice","volume":"21 1","pages":"427-445"},"PeriodicalIF":1.8,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9045682/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46920237","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Reluctant privatization: assessing the higher education context and policy formation in Nepal 不情愿的私有化：对尼泊尔高等教育背景和政策形成的评估

IF 1.8

Educational Research for Policy and Practice Pub Date : 2021-11-13 DOI: 10.1007/s10671-021-09308-7

Udaya Wagle

引用次数: 0

Students’ interest towards teaching profession and career in Malaysia and Oman: a comparative study 马来西亚和阿曼学生对教学专业和职业的兴趣:比较研究

IF 1.8

Educational Research for Policy and Practice Pub Date : 2021-11-09 DOI: 10.1007/s10671-021-09305-w

Amzat, Ismail Hussein, Ismail, Omer Hashim, Al-Ani, Wajeha Thabet Khadem

{"title":"Students’ interest towards teaching profession and career in Malaysia and Oman: a comparative study","authors":"Amzat, Ismail Hussein, Ismail, Omer Hashim, Al-Ani, Wajeha Thabet Khadem","doi":"10.1007/s10671-021-09305-w","DOIUrl":"https://doi.org/10.1007/s10671-021-09305-w","url":null,"abstract":"This research aims to investigate how university students in Malaysia and Oman perceive the teaching profession. It explores their interests in considering teaching as their career in the future. A quantitative approach was used with a sample of 463 participants from Oman and Malaysia to achieve these objectives. For the analysis, confirmatory factor analysis (CFA) through structural equation model (SEM) was applied to create comparative models while examining the similarities and differences between the two countries' models. The models present the leading factors that significantly influenced students’ choices or decisions in pursuing a career in education or teaching. From the findings and models, according to Malaysian participants, teaching workload was found to be the leading factor and the main concern in the field of teaching, while personal growth was the leading factor and concern among Omani participants. Significant recommendations were provided, and this paper has contributed to the global research on the ongoing struggles of what teachers are facing in terms of workload, stress, and professional development, with some implications drawn for future research. ","PeriodicalId":44841,"journal":{"name":"Educational Research for Policy and Practice","volume":"1 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2021-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138531092","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

Ability grouping predicts inequality, not achievement gains in Philippine schools: findings from PISA 2018 2018年国际学生评估项目(PISA)的研究结果显示，菲律宾学校的能力分组预测的是不平等，而不是成绩增长

IF 1.8

Educational Research for Policy and Practice Pub Date : 2021-11-05 DOI: 10.1007/s10671-021-09307-8

Trinidad, Jose Eos, King, Ronnel B.

{"title":"Ability grouping predicts inequality, not achievement gains in Philippine schools: findings from PISA 2018","authors":"Trinidad, Jose Eos, King, Ronnel B.","doi":"10.1007/s10671-021-09307-8","DOIUrl":"https://doi.org/10.1007/s10671-021-09307-8","url":null,"abstract":"Grouping students in terms of ability and aptitude is assumed to be advantageous, given that high-performing students may be stimulated more while low-performing students may be supported more. However, studies on ability grouping often provide mixed results. Additionally, although ability grouping is a common practice in the Philippines, it has not been empirically investigated with a nationally representative dataset. Drawing on the Philippine data in PISA 2018 which contained responses from 6952 students nested in 180 schools, we found that students in schools that practice ability grouping did not perform any better than those in schools that did not engage in ability grouping. More importantly, schools which practice ability grouping had greater academic inequalities among students. Similar academic inequalities were also more prevalent for urban and more advantaged schools while less prevalent for private schools. Taken together, these results suggest the need to attend to sources of inequalities among students in a school, and to reconsider assumptions for the supposed benefits of ability grouping.","PeriodicalId":44841,"journal":{"name":"Educational Research for Policy and Practice","volume":"75 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2021-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138531086","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: 2

Teacher education as a laboratory for developing teaching approaches—a collaboration between teacher educators, student teachers, and local schools 教师教育是发展教学方法的实验室——教师教育工作者、学生教师和当地学校之间的合作

IF 1.8

Educational Research for Policy and Practice Pub Date : 2021-10-29 DOI: 10.1007/s10671-021-09306-9

Birgitte Lund Nielsen, Elsebeth Jensen

引用次数: 1

Pre-service teachers’ achievement goal orientations, teacher identity, and sense of personal responsibility: The moderated mediating effects of emotions about teaching 职前教师成就目标导向、教师认同与个人责任感:教学情绪的调节中介作用

IF 1.8

Educational Research for Policy and Practice Pub Date : 2021-08-12 DOI: 10.1007/s10671-021-09303-y

Çetin, Güler, Eren, Altay

{"title":"Pre-service teachers’ achievement goal orientations, teacher identity, and sense of personal responsibility: The moderated mediating effects of emotions about teaching","authors":"Çetin, Güler, Eren, Altay","doi":"10.1007/s10671-021-09303-y","DOIUrl":"https://doi.org/10.1007/s10671-021-09303-y","url":null,"abstract":"This study examined the relationships among pre-service teachers’ (PTs) achievement goal orientations, emotions about teaching, teacher identity, and the sense of personal responsibility, with the intention of exploring whether the effects of possible interactions between achievement goal orientations and emotions about teaching on the sense of personal responsibility were significantly transmitted through teacher identity. A total of 845 PTs from the faculty of education of a large university located in the Western Black Sea region of Turkey participated in the study. An exploratory-correlational research design was used to examine the relationships among the research variables in an inductive manner. Partial correlation and path analyses were conducted to analyze the data. The results showed that achievement goal orientations, emotions about teaching, teacher identity, and the sense of personal responsibility were significantly related to each other. The results also showed that the effects of interaction between self-related goals and enjoyment on the four aspects of personal responsibility through teacher identity were positive and significant, whereas the effects of interaction between self-related goals and anxiety on the four aspects of personal responsibility through teacher identity were significant, yet negative. The results of the present study suggest that PTs’ emotions about teaching, along with their teacher identity, play crucial roles in their willingness to adopt personal responsibility for the diverse and challenging aspects of the teaching profession.","PeriodicalId":44841,"journal":{"name":"Educational Research for Policy and Practice","volume":"31 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2021-08-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138531089","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: 6

Correction to: Gender differences in students’ progress from elementary to secondary education in India: who are performing better? 修正:印度学生从小学到中学教育进展的性别差异:谁表现得更好?

IF 1.8

Educational Research for Policy and Practice Pub Date : 2021-08-04 DOI: 10.1007/s10671-021-09304-x

Deepak Kumar, B. Pratap, Archana Aggarwal

引用次数: 2

Gender differences in students’ progress from elementary to secondary education in India: who are performing better? 印度学生从小学到中学教育进展的性别差异:谁表现更好?

IF 1.8

Educational Research for Policy and Practice Pub Date : 2021-08-04 DOI: 10.1007/s10671-021-09302-z

Deepak Kumar, Bhanu Pratap, Archana Aggarwal

引用次数: 1