摘要:

This paper reports preliminary findings of a qualitative study of teachers' and year 7 pupils' perceptions of effective classroom learning in English and in history. The focus of this paper is the extent of commonality between teacher and pupil perceptions. The findings indicate that there is a high level of commonality between teacher and pupil perspectives of what constitutes effective teaching. Of particular interest is the richness of pupils' accounts of the associations between teaching methods and learning strategies. The findings point to the value of constructivist theories of learning.

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1993.tb01066.x

出版商:Blackwell Publishing Ltd    

年代:1993

数据来源: WILEY

摘要:

The study reports on a large‐scale survey of pupils' perceptions of a good teacher in the Caribbean republic of Trinidad and Tobago. An essay‐based, interpretive mode of research was used to elicit and identify constructs used by pupils between ages 7 and 17. The sample was a proportional, stratified, clustered, yet randomly selected representation of primary and secondary schools across the two islands. 1633 essays were content analysed and coded for age developmental comparison. Factor analysis showed no consistent underlying groupings of the 166 conceptual items by age, thus analysis was undertaken within logically constructed sets of items that are described: physical and personal characteristics of the teacher, quality of the relationship between teacher and pupil, control of behaviour by teacher, descriptions of the teaching process, and expected educational and other outcomes obtained by pupils due to teacher efforts. Results showed a general increase in number of conceptual items (and words per essay) by age, but this confuses four further criteria of items used. The four criteria were: age constancy, characteristics of younger pupils, characteristics of 11–13 year‐olds, and characteristics of the oldest pupils. All ages perceived good teachers by physical presentation (clothing and appearance), teachers' care for pupils, descriptive teaching actions, and trustworthiness. Younger pupils focused on appearance, subjects taught, and assertion of physical punishment. Mid‐aged pupils focused on the range of classroom control used by teachers (including distributive and retributive punishments), actions involved in the teaching process, and a growing awareness of the individual needs of pupils. Oldest pupils understood that good teachers must be well trained and highly motivated, should be sensitive and responsive to the needs of pupils, draw the pupils into the learning process, and have a major responsibility in preparing the pupil for the world of work and further education. Important aspects of the study show the link between pupils' conceptual reality and classroom environment, that pupils are very concerned about the relationship between themselves and teachers, and that the curriculum dominated approach to teaching does not meet pupil exp

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1993.tb01067.x

出版商:Blackwell Publishing Ltd    

年代:1993

数据来源: WILEY

摘要:

Pupils in the second (N= 304) and fifth grades (N= 272) and their teachers (N= 35) rated the effectiveness of a variety of teacher strategies for motivating pupils to learn maths. Factor analysis indicated that older pupils made finer distinctions among types of strategy than did younger pupils. Second‐graders endorsed most strategies, while fifth‐graders were more selective, rejecting evaluative praise (e.g., ‘Good boy’), teacher attributions of failure to low effort and of success to high ability. Teachers' ratings differed from pupils' for many strategies; mere were no differences between teachers of second‐ and fifth‐grade pupils. We discuss the implications of these results for the view of pupils as educational theorists, and for teachers wishing to engage pupils in democratic negotiation of classroo

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1993.tb01068.x

出版商:Blackwell Publishing Ltd    

年代:1993

数据来源: WILEY

摘要:

The specific role of ethnicity in the experience of bullying was examined, with a sample of 33 pairs of Asian and white children, matched for gender, age, and school. Each child was interviewed individually, using a modified version of the Olweus questionnaire. No differences by ethnicity were found for reports of enjoying school; having friends at school; disliking other children; likelihood and frequency of being bullied; and likelihood and frequency of bullying others. For those children being bullied, no differences by ethnicity were found for where it happened, or the likelihood of getting help. However, significant difference by ethnicity was found for racist name‐calling; one‐half of the bullied Asian children, but none of the bullied white children in this sample, were called names about their colour. This racist name‐calling appeared hurtful to the recipients and was often a reason for disliking other children. Racist name‐calling should clearly be one focus of work in schools against b

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1993.tb01069.x

出版商:Blackwell Publishing Ltd    

年代:1993

数据来源: WILEY

摘要:

This is a report of a study of the representations and strategies for subtraction, used by a sample of 55 children in years 1,2 and 3 in three suburban schools in low, medium and high socio‐economic areas of Brisbane. Each child was interviewed and videotaped individually early and late in the year. In order to determine what representations and strategies they would choose to use they were presented with operations represented in symbols and asked to explain their procedures as they worked. The teachers were also interviewed to determine the representations that they were introducing. The general developmental sequence was from use of objects, to use of counting to mental calculations using knowledge of number facts and place value. Written algorithms, with or without concrete materials, were used very little despite the fact that they were being taught in years 2 and 3. The results are discussed from the perspective of the demand that the procedures make on children's information processing capacity and the possibility that some of the difficulties occur because teachers introduce procedures that are recommended in curriculum documents, without being aware of the cognitive load that they impos

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1993.tb01070.x

出版商:Blackwell Publishing Ltd    

年代:1993

数据来源: WILEY

摘要:

The relationship between person‐environment fit and stress was examined for two samples of university students (N=55 and 79). The Kirton Adaption‐Innovation Inventory (KAI) was modified to assess the students' perceptions of the adaptor‐innovator style required by their course, the styles they exhibited in the course, and their ideal style preferences. To ascertain fit, the KAI total scores and subscale scores (Originality, Efficiency, and Rule/Group Conformity) were used to classify students on three dimensions: (1) perception of what style their course required, adaptive or innovative; (2) congruence between the style the course required and the style they exhibited in the course; and (3) the magnitude of the difference, if any, between the required style and the exhibited style. Points two and three are measures of fit. The dependent variable was stress. Also the students' ideal style scores, KAI total and subscales, were substituted for the exhibited scores and the classification and analyses were repeated.Analysis of the total scores revealed that a course requiring adaptive behaviours was perceived as more stressful than a course requiring innovative behaviours. Similarly, an analysis of the Rule/Group Conformity scores revealed that the greater the conformity required the greater the stress. Also the less originality demanded in the course the greater was the perceived stress. For the KAI total scores and Rule/Group Conformity scores, the two measures of fit (incongruity and magnitude of the incongruity) were not related to stress. However, analyses of the Originality and Efficiency subscales supported the importance of the P‐E fit position. For both subscales, stress was associated with the magnitude of the difference between what was required in the course and what students exhibited in the course. Educational implications derived from these findings as well as recommendations for future research are di

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1993.tb01071.x

出版商:Blackwell Publishing Ltd    

年代:1993

数据来源: WILEY

摘要:

Two experiments are reported comprising an investigation of individual difference variables associated with self‐worth protection. This is a phenomenon whereby students in achievement situations adopt one of a number of strategies, including withdrawing effort, in order to avoid damage to self‐esteem which results from attributing failure to inability. Experiment 1 confirmed the adequacy of an operational definition which identified self‐worth students on the basis of two criteria. These were deteriorated performance following failure, together with subsequent enhanced performance following a face‐saving excuse allowing students to explain failure without implicating low ability.The results of Experiment 2 established that the behaviour of self‐worth protective students in achievement situations may be understood in terms of their low academic self‐esteem coupled with uncertainty about their level of global self‐esteem. Investigation of the manner in which self‐worth students explain success and failure outcomes failed to demonstrate a tendency to internalise failure but revealed a propensity on the part of these students to reject due credit for their successes.The implications of these findings in terms of the prevention and modification of self‐worth protective reactions in achievement situati

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1993.tb01072.x

出版商:Blackwell Publishing Ltd    

年代:1993

数据来源: WILEY

摘要:

A series of studies was conducted to design and validate a self‐report instrument to assess patterns of strategy use in college composition — composing styles. Factor analysis of items derived from models of student learning yielded five scales: Elaborationist, Low Self‐efficacy, Reflective‐Revisionist, Spontaneous‐Impulsive and Procedural. The Elaborationist scale was marked by personalisation in writing and a dynamic conception of the composing process. Similarly, the Reflective‐Revisionist orientation focused on meaning as an emergent process involving the active reworking of written discourse. The Low‐self‐efficacy style was characterised by little confidence in writing abilities and an overriding concern for surface aspects of composition, grammar and punctuation. The Spontaneous‐Impulsive style represented an ‘off the cuff, impromptu orientation, and the procedural profile described a methodological orientation aimed at satisfying a requirement. The scales were found to be independent of a measure of learning styles. Low self‐efficacy and Reflective‐Revisionist were predictive of grade in freshman composition. Implications for

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1993.tb01073.x

出版商:Blackwell Publishing Ltd    

年代:1993

数据来源: WILEY

摘要:

The School Motivation Analysis Test (SMAT) is a 190‐item, objective (T‐data), multidimensional instrument for measuring factor analytically derived adolescent motivation dimensions. The SMAT was administered to 109 high school students (63 females, 46 males) enrolled in a Melbourne metropolitan foreign language school. Sten scores on the SMAT dynamic source traits (Assertiveness, Mating/Sex, Fear/Escape, Narcism, Pugnacity, Protectiveness, Self‐sentiment, Superego, School Orientation, and Home Orientation) were used to predict achievement (combined across Comprehension, Grammar, Written Expression, and Oral Expression) via separate stepwise forward multiple regression analyses for each of five subgroups of SMAT variables (Integrated, Unintegrated, Total, Conflict, and Derivative components, respectively). SMAT dynamics accounted for up to 34 per cent of the achievement variance (males) and 26 per cent (females). Integrated Superego and Assertiveness sentiments were significant predictors of learning. However, only for the Total (U + I) stens, was Self‐sentiment a significant predictor. The derivative stens accounted for 15 per cent of the achievement variance (males), and 12 per cent (females). Results also showed that gender was a major determinant of achievement outcomes, with males and females exhibiting different patterns of motivational investment in second‐language ac

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1993.tb01074.x

出版商:Blackwell Publishing Ltd    

年代:1993

数据来源: WILEY

摘要:

This study investigates the effects of teacher sex and pupil sex in the teachers' perception of the seriousness of three extracted patterns of pupils' undesirable behaviours. In contraposition to Langfeldt's (1992) conclusion that gender differences are no longer observable when investigating complex patterns of behaviour as opposed to single behavioural items the present writers argue that where gender is a true effect this will also be evident at a factorial level of abstraction. A sample of 844 primary school teachers in Malta rated the seriousness of 16 selected undesirable behaviours when these are manifest in boy pupils and in girl pupils. A principal components analysis revealed three patterns of perceived problem behaviours labelled ‘withdrawal behaviour’, ‘dissocial/overtly challenging behaviour’ and ‘disruptive behaviour’. Gender differences were found in each of the three factors: the main effect pupil sex was significant on ‘withdrawal behaviour’ and ‘disruptive behaviour’, and teacher sex on ‘dissocial/overtly challenging behaviour’. Results also indicated a significant interaction effect involving teacher sex and pupil sex on the factor

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1993.tb01075.x

出版商:Blackwell Publishing Ltd    

年代:1993

数据来源: WILEY