International Portal of Teacher Education
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Search results for: Judgement
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3 items
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The authors investigated the influence of students' emotional and behavioral disorder (EBD) on pre-service teachers' judgments, while considering the frequency of calling on students as a mediator and stress as moderator.
They conducted an experiment in a simulated classroom.
56 pre-service teachers went through a stress manipulation, while N = 46 were not stressed.
Path analyses controlling for actual performance showed negative effects of EBD on participants’ judgments and an indirect effect via call frequency.
Stressed participants called on students with EBD as often as students without EBD, while unstressed participants called on students with EBD more.
Published: 2021
Updated: Mar. 10, 2022
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The authors investigate whether the attention payed to students’ learning status predicts judgment accuracy of preservice teachers and whether this attention moderates the effect of student characteristics on judgment accuracy.
In a virtual classroom, 168 preservice teachers judged the math-performance of 12 students.
The attention allocation (AA) was operationalized twofold (“mean AA” and “student-specific AA”) both via log-file data.
Mean AA predicted the judgment accuracy (rank component) positively. A higher student-specific AA reduced the “level error”.
A moderating effect only occurs for student-specific AA but not for mean AA. We conclude that judgment accuracy can be improved through increased AA.
Published: 2020
Updated: Sep. 30, 2020
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This paper explores the central place of stories and narratives in action research practices and accounts to argue that it is hard to imagine how we might do or write about action research in a non-storied way. The paper argues that good stories help us to think well and more wisely about ourselves and our practice.
Published: 2007
Updated: Jan. 07, 2008