Search results for: Surveys
Page 3/4 38 items
This article examines three possible influences on the impact of teacher professional development as a mechanism for improving teaching and learning. These influences are those from the individual teacher, those from the school and those from the activities in which teachers participate. Data were collected from a national sample of primary and secondary teachers in England. The results reveal that teachers in high performing schools participate in professional development activities that are longer in duration, more active and more collaborative in implementation. In contrast, teachers in the lowest performing schools report high levels of performance management conditions and participate in activities that are short in duration.
Updated: Dec. 07, 2011
The Role of Teachers’ Orientation to Learning in Professional Development and Change: A National Study of Teachers in England
This article examines a hypothesized model of teacher orientation to learning and its relationship to teacher learning change. The results show that teachers bring an internal, external and collaborative orientation to their professional learning. The beliefs and practices associated with these orientations are also shown to have a moderate influence on teacher learning change.
Updated: Dec. 06, 2011
Queensland Teachers’ Conceptions of Assessment: The Impact of Policy Priorities on Teacher Attitudes
The purpose of this study was to examine Queensland teachers’ conceptions of assessment and their relationship to their level of teaching and compared the results to teachers from New Zealand. A questionnaire-based survey of teachers’ attitudes, beliefs and practices in the areas of curriculum, pedagogy and assessment was conducted in 2003. Data revealed that teachers showed a willingness to integrate assessment into their professional duties of improved teaching and learning, tempered with caution about the quality and usefulness of the assessment resources being used to make students and schools accountable.
Updated: Nov. 29, 2011
The current evaluation study investigated the results of a professional development initiative for subject specialist teachers seconded to a leadership role in their curriculum areas. The authors used a mixed method approach utilised both quantitative and qualitative data to investigate understandings of the pilot programme from three perspectives: (a) the Senior Subject Adviser ; (b) the managers of the School Support Services hosting the Senior Subject Adviser in their regions; and (c) the teachers whom Senior Subject Adviser supported.
Updated: Nov. 01, 2011
This study examines English teachers’ risk for attrition. Specifically, the purpose of this study was to identify variables representing teacher characteristics, teaching conditions, self-efficacy, perceived support, and salary that most influence English teachers’ risk for attrition when all other known factors are taken into consideration. The findings reveal that 5 variables emerged as statically significant predictors of secondary English teachers’ likelihood of being classified as either a low or high attrition risk: (1) Status as a Minority Teacher, (2) Teaching Experience, (3) Teacher Apathy, (4) Perceived Peer Support, and (5) Administrative Support
Updated: Sep. 25, 2011
This exploratory study explored the relationship between career considerations and professional learning. In particular, using an achievement goal framework, this study investigated the relationship between teachers’ career goals and the use of learning strategies, regulatory strategies, learning interest and future learning intention. The participants were 275 practicing teachers enrolled in a compulsory course within the Bachelor of Primary Education programme offered by a university in Hong Kong.
Updated: Aug. 23, 2011
Teaching Social Studies in the 21st Century: A Research Study of Secondary Social Studies Teachers' Instructional Methods and Practices
The purpose of this study was to examine how social studies is being taught in 21st-century social studies classrooms. 281 secondary social studies teachers from across the United States completed the online survey regarding their teaching practices. The data indicate that teachers clearly utilize passive methods more frequently than they do methods considered to be active and engaging. The actual classroom teaching practices of social studies teachers do not align with relevant literature supporting more authentic learning strategies, further expanding the gap between theory and research.
Updated: Jun. 26, 2011
This article investigates the prior learning of pre-service early childhood education students in the area of global education, a new curriculum initiative in Australian schools. 65 teacher education students entering the Bachelor of Early Childhood at the University of Western Sydney (UWS) responded to a survey on global education during their orientation programme. The results show that unlike primary and secondary teachers who describe university courses and specific content as reflecting global education; early childhood educators describe global education knowledge and perspectives as representing social processes related to working with young children.
Updated: Apr. 17, 2011
Concerns, Considerations, and New Ideas for Data Collection and Research in Educational Technology Studies
The current article explores some common methodological issues facing educational technology research. This paper also highlight new data collection approaches using examples from the literature and the authors' own experience Next, the authors highlight other challenges and opportunities inherent in the study of educational technology. In addition, the authors discuss the critical importance of aligning outcome measures with the technological innovation. In conclusion, the authors hope that the issues this article raises and the specific examples it includes spur critical reflection on some of the details important to data collection and educational technology research.
Updated: Mar. 15, 2011
Success and Near Misses: Pre-service Teachers’ Use, Confidence and Success in Various Classroom Management Strategies
This study examines the management strategies which employed by pre-service teachers. 336 Canadian pre-service teachers were surveyed. It was found that pre-service teachers report most frequently employing initial corrective strategies (for example, physical proximity), even though preventative strategies (such as establishing regular routines) were reported to be as successful as these initial corrective strategies.
Updated: Nov. 29, 2010