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 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 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 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.
{"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":null,"pages":null},"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}
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 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 that, especially for students with low meaningful learning belief, rating confidence is effective. Suggestions for educational practices and future studies are discussed.
{"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":null,"pages":null},"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}
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 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 teacher-to-student ratio provides further benefit when analyzing the potential for facilitated learning.
{"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":null,"pages":null},"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}
{"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":null,"pages":null},"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}
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 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 that have come before it, but also reflect the field’s current trends in practice and theory.
{"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":null,"pages":null},"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}
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 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 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.
{"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":null,"pages":null},"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}
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 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 education. This paper aims to introduce teachers to some best practices in antiracism education across different pedagogical practices.
{"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":null,"pages":null},"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}
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 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 as students took part in the classroom activities.
{"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":null,"pages":null},"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}
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 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 in the wraparound teams of the other sectors.
{"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":null,"pages":null},"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}
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, 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. 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 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 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 at schools.
本研究旨在探讨特定因素对教师工作投入的影响。特别探讨了教师的工作投入、工作资源、工作需求与其职位、性别、教学年限、受教育程度、心理可得性等特征之间的关系。最近，越来越多的证据表明，教师的信念、感受和行为与学生的成绩之间存在关系，人们对教师从事工作活动的方式越来越感兴趣。为此，在耶路撒冷教育区30所小学的370名小学教师中，有250人回答了以前研究中采用的问卷(回复率:67%)。对得到的数据进行变量分析，使用SPSS v. 24软件对本研究的假设进行分层多元回归分析。结果显示，工作投入的三类预测因素中的每一类都是显著的，而与工作相关的资源在教师之间占了很大的差异，特别是在考虑到人口变量之后。总之，本研究强调，应更多地关注如何改善教师的工作相关资源，以提高工作相关投入，从而有助于讨论学校工作投入的预测因素。
{"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":null,"pages":null},"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}
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