Search results for: Mixed methods studies
Page 1/4 32 items
This study aimed at understanding teacher emotions through interviewing 25 and surveying 1,492 primary teachers in China using a mixed method. Content analysis was employed to analyse the data using the five nested ecological systems – microsystem, mesosystem, exosystem, macro-system, and chronosystem. Statistical techniques such as mean score, Multivariate analysis of variance, Univariate analysis, and effect size were used to deal with the quantitative data. Qualitative results show that 25 teachers described 65 emotions including 33 positive and 32 negative emotions. The number of emotions that teachers reported decreased as the distance from the teachers increased. The quantitative survey comprised 14 positive and 17 negative emotion items. Given the powerful role that emotions and relationships play in education, the discussion was made with regard to classroom management, emotional display rules, and teacher vulnerability. The implications for teacher development and well-being were provided accordingly.
Updated: May. 11, 2021
This mixed methods study explores a comprehensive survey administered in one induction program of over 2000 novice teachers and 1000 of their coaches. Quantitative analyses through Structural Equation Modeling indicate the mediating impact that coaches have on various design features of induction, which then have an impact on novice teacher learning and pedagogy. Qualitative analyses of comments reveal respondent satisfaction with programmatic structures in influencing their induction experiences while reiterating the importance of coaching. Findings have two main implications: 1) the impact of quality coaching for novice teacher professional growth, in conjunction with the importance of matching novice teachers and their coaches appropriately, and 2) the significance of curriculum, technology, and customer service in having an impact on the overall novice teacher and coach experience throughout induction. These findings have implications for the work of coaching and design features of induction programs.
Updated: Apr. 20, 2021
Reflecting on Others Before Reflecting on Self: Using Video Evidence to Guide Teacher Candidates’ Reflective Practices
A convergent parallel mixed methods study investigated the potential of one teacher preparation approach for promoting candidate reflection. Thirteen candidates participated in clinical field experiences and four corresponding seminar classes with guided video analysis activities. Candidates were systematically guided through focusing on others before focusing on self and explicitly learned about a reflection continuum using an instructional framework to build prerequisite skills and ultimately improve reflective abilities. Results of paired-sample t tests indicated candidates demonstrated significantly higher reflective ability scores over time as measured by a reflection checklist. Qualitative analysis of structured interviews revealed candidates felt activities were (a) a systematic approach to authentic growth, (b) a challenging approach to necessary self-confrontation, and (c) allowed for connections between self and other. Methodological triangulation was used to validate the findings. Implications for teacher preparation research and practice are discussed.
Updated: Oct. 26, 2020
This article offers a first look at teacher educators’ (N = 336) perceptions of their technology competencies based on the Teacher Educator Technology Competencies (TETCs; Foulger, Graziano, Schmidt-Crawford, & Slykhuis, 2017). The participants generally rated their competence levels highly in relation to the TETCs. Although many participants reported that the TETCs adequately reflected the competencies required of them, they suggested various additions and changes to the TETCs. This mixed-method study advances understanding of teacher educators’ perceptions of the importance of various competences to their work and offers feedback from the field regarding which competencies might be missing from the TETCs.
Updated: Sep. 23, 2020
Developing Robust Forms of Pre-Service Teachers’ Pedagogical Content Knowledge through Culturally Responsive Mathematics Teaching Analysis
The present study describes efforts to develop robust forms of pre-service teachers’ pedagogical content knowledge through a culturally responsive mathematics teaching approach. Utilizing a mixed methods approach to analyse the pre-service teachers’ (PST) work, the authors found the highest average self-ratings across the categories associated with children’s mathematical thinking and high variability in the categories related to language, culture, and social justice. Furthermore, they also found strong PST receptivity to supporting academic language for second language learners and integrating cultural funds of knowledge into mathematics lessons, and mixed receptivity to integrating social justice into mathematics lessons.
Updated: Jul. 28, 2016
This study aimed to evaluate teaching effectiveness in an elective science course, in the Early Childhood Education Department of Athens University in Greece. An enhancement and a worsening student beliefs groups were identified based on their changing beliefs.
Updated: Feb. 29, 2016
This article examines physical education pre-service teachers’ (PTs) self-efficacy and practicum experiences as self-efficacy sources through a mixed-method approach. Results showed a stronger self-efficacy in the relationship with students and discipline promotion. Lower self-efficacy was linked to instructional strategies. PTs with higher self-efficacy reported professional experiences before practicum as mastery experiences. During the practicum they highlighted as mastery experiences: classes’ characteristics, planning and teaching practice; lesson observation as vicarious experiences; and post-lesson conversations as verbal persuasion. PTs with lower self-efficacy reported classes’ characteristics and teaching practice as failure experiences.
Updated: Sep. 02, 2015
This article develops quantitative methods for program evaluation and applies this approach to a flagship National Science Foundation–funded education research program, Research and Evaluation on Education in Science and Engineering (REESE). Results of three different bibliometric analyses all point to the same conclusion: REESE is an interdisciplinary research program that attracts highly productive investigators who exhibit an additional increase in their productivity rate as a result of receiving REESE funding.
Updated: Apr. 15, 2015
The main purpose of this article was to understand the activities, social organisation and material conditions of higher education- based teacher educators. The article also explored the teacher educators’ own accounts of their work. This study shows how, under conditions of academic capitalism, these teacher educators were denied opportunities to accumulate research publications and grants and were proletarianised.
Updated: Mar. 03, 2015
In this article, the authors examine a rubric used to assess students’ writing in a large-scale testing program. They present empirical evidence for the existence of a potentially widespread threat to the validity of rubric assessments that arose due to design features. The research casts doubt on whether rubrics with structurally aligned categories can validly assess complex skills.
Updated: Feb. 10, 2015