European Journal of Psychology of Education最新文献

Abstract

Schools’ sex composition and gender role attitudes are often overlooked in teachers’ self-efficacy studies, while research suggests that gender role attitudes may color teachers’ perceptions of students. This study investigates the association of schools’ sex composition and teachers’ gender role attitudes with teachers’ self-efficacy in instructional strategies, classroom management and student engagement, and how this latter association might differ between schools with more boys or girls. A multilevel analysis was carried out on data of 1247 teachers in 59 schools (2012–2013). Teachers feel more efficacious in classroom management in schools with more boys, especially male teachers with traditional gender role attitudes. Male teachers with traditional gender role attitudes feel less efficacious in classroom management in mixed schools. Female teachers feel less efficacious in all dimensions when holding traditional gender role attitudes, regardless of schools’ sex composition. The results highlight the importance of addressing gender bias in teacher training in order to improve teachers’ self-efficacy across all dimensions.

In recent years, Conversational Analysis (CA) has seen an increasing interest in longitudinal studies (Deppermann & Pekarek Doehler,2021). The recurrent experience of interactional practices leads interactants to develop routines that may sediment into entrenched patterns over time (Dreyer, 2022). Longitudinal CA thus aims to track the emergence and sedimentation of interactional practices over time. In this contribution, we analyse interactional practices of participation in play-situations. Participation in joint activities is a universal form of human sociality (Goodwin & Goodwin, 2005). Here, we focus on how children perform their own agentive participant’s work and how mothers support their children in doing so. Investigating a longitudinal data set of mother-child play-interactions at ages 1 and 5, we ask whether participation patterns emerge as early as in the first year and are sedimented in the fifth year, as well as whether the synchronisation of embodied action provides crucial resources for the achievement of active participation in joint activities.

This article offers the reader a socio-cultural examination of a series of fundamental processes related to the construction and development of the professional teaching identity. By way of illustration, we analyse 39 subjective learning experiences reported by 12 novice teachers in Chile. The objective is to examine aspects of their experiences that facilitated or hindered changes in their identity positions. Our results suggest that the processes involved in the construction and development of identity are closely linked to their assessments of certain specific aspects of their experiences. These include (i) the material and social conditions found in highly demanding work environments; (ii) certain socio-cultural characteristics such as vulnerability in educational contexts; (iii) personal learning trajectories; (iv) interactions with students or your own experiences as students; and (v) a series of other characteristics that are not part of the situation as such, but that nevertheless influence it, such as educational policy.

Abstract

In this study, we investigated primary school children’s perspectives on their hearing and listening in classrooms with different acoustic quality levels. The sample included 213 children. The children completed a self-report questionnaire rating how well they could hear and listen in various situations in classrooms with two different acoustic conditions: Poor acoustic quality (long reverberation time [Long RT]) versus Adequate acoustic quality (short reverberation time [Short RT]) equipped with a sound-absorbing system. The results showed that auditory perception in the two conditions depends on the child’s age, with only fourth- and fifth-grade children reporting benefits from classroom acoustic correction. Our study provides preliminary results on children’s perspectives regarding their hearing and listening experiences during school learning, drawing out the implications for the design and implementation of school metacognitive interventions aimed at improving children’s and teachers’ awareness of motivational-affective, regulative, and environmental aspects favoring listening at school.

Primary school textbooks can enhance the acquisition of arithmetic word problem solving skills by offering diverse problems based on their semantic-mathematical structure with targeted reasoning aids, including schematics highlighting their mathematical structure. While certain countries, such as the USA and Singapore, have made progress in improving the problems and aids found in their textbooks through the use of specific theoretical-methodological approaches, textbooks from other countries, such as Spain, have included a very limited variety of problems, with hardly any aids to reasoning. Recently, however, two of the most widely used Spanish publishers have released textbooks that adhere to these theoretical-methodological approaches. To assess whether these textbooks progressed past their predecessors in relevant aspects related to the resolution of arithmetic word problems, we conducted an analysis of the quantity of problems and their variety in terms of semantic-mathematical structure and level of difficulty, as well as the inclusion of schematic representations of their mathematical structure. The study demonstrated improvements among textbooks when publishers adopted a theoretical framework, suggesting that a reference framework could enhance textbook design. This is particularly relevant in countries such as Spain, where there are no applicable standards or official curricula for designing textbooks related to solving arithmetic word problems.

Abstract

Non-formal learning settings like out-of-school labs provide students with insights into authentic learning situations. For example, in physics, students are engaged in experimenting as an authentic method. However, increasing the authenticity in experimentation can lead to overwhelming demands and hinder concept development and does not even need to be perceived as more authentic. We investigated the role of authenticity in experimenting in an out-of-school lab. Specifically, we explored (a) what influence the level of guidance has on students’ perceived authenticity (RQ1), (b) which references students use in their assessment judging perceived authenticity (RQ2), and (c) to what extent perceived authenticity predicts students’ learning outcomes (RQ3). To address these issues, a mixed methods study was carried out. One hundred forty-two students of seventh and eighth grade experimented in small groups and investigated the pattern that occurs when different apertures are placed between various light sources and a screen. Students were randomly assigned to one of two variants of the learning setting. In the guided experimentation group, students performed five pre-designed experiments and one freely chosen experiment, while the self-determined experimenting students freely designed all six experiments. A questionnaire was administered for perceived authenticity and interviews were conducted about the experimentation process. The learning outcome was measured with a pre- and post-test. We found no significant difference in perceived authenticity and learning outcomes of the two groups. To explain this, we conducted and analyzed interviews in terms of students’ understandings of authentic research to determine the views their authenticity judgments were based on.

In this commentary, I focus on an international, collaborative, longitudinal study of the development of elementary school students’ math motivation and performance across six countries: Norway, Sweden, Finland, Estonia, Portugal, and Serbia. The investigators designed motivational questionnaires to assess student motivational beliefs defined quite broadly, teacher and student questionnaires to assess teacher beliefs and practices, and family questionnaires to assess parents’ beliefs and practices as well as perceptions of their children and then tested to reliability and validity of these measures across all six countries so that they could investigate both development within countries and generalizability across countries. I focus my comparative comments on the following themes that cut across the various studies: the gender, national and SES differences, the impact of teacher beliefs and practices, the impact of parents, and the testing hypotheses derived from various social cognitive motivational systems.

In this research, we examine learning within doubly authentic learning designs, which combine the sociocultural perspective that classrooms should be congruent with professional practices, along with a humanistic perspective that suggests students’ identities should be aligned with what they inquire about in class. Our work is situated in a long-term design based research effort where we have come to theorize and develop a set of specific practices around Humanistic Knowledge Building Communities (HKBCs). Based on interviews, classroom observations, learning artifacts, as well as in-class reflective diaries, we examined different ways that students negotiated their own interests and identities within a learning domain in doubly authentic HKBCs. The analysis of our data, instantiated across multiple case studies, resulted in an interest-identity-domain configuration framework that we call ENDURE. This research contributes new knowledge about the ways in which students’ inquiry interests within knowledge building communities can be supported and sustained through designed activities that foster interconnections between different aspects of their lives and what they study in school.

Many international organizations have called on governments to make inclusive schooling for children with disabilities a priority. Although the number of children with disabilities enrolled in France’s mainstream schools has doubled over the last 15 years, inclusion rates vary according to type of disability and educational stage. Another important parameter is the efficacy of inclusive schooling, which may depend on teachers’ attitudes toward working with students with disabilities. In the present study, we used measures of 440 in-service teachers’ and 135 pre-service teachers’ attitudes toward inclusive education to investigate possible links between these attitudes and three variables: teacher status (pre-service vs. in-service), educational stage, and type of disability. Participants completed the Multidimensional Attitudes Toward Inclusive Education Scale between January and April 2021, giving responses with respect to inclusive education in general and to five categories of disabilities. In-service and pre-service teachers had similar attitudes toward inclusive education in general, but pre-service teachers had significantly more positive attitudes than in-service teachers toward students with cognitive disabilities, sensory disabilities, and motor disabilities. Our findings suggest ways for promoting the inclusion and well-being at school of both non-typically developing and typically developing children.