第四辑（中）

12. Teacher Learning in a Context of Educational Change: Informal Learning Versus Systematically Supported Learning

Authors: Hoekstra, Annemarieke; Korthagen, Fred

Source: Journal of Teacher Education; 01/01/2011, Vol. 62 Issue 1

Abstract: After certification, teachers do not often receive systematic support in their learning and hence mainly depend on informal learning opportunities at work. The present study addresses the question of if and how supervision makes a difference to teacher learning. In a longitudinal mixed-method study, the learning of one teacher is documented in a year in which she had no systematic support but had to adjust herself to an educational innovation. The authors also studied this teacher in a consecutive year in which she did receive individual supervision. During supervision, the teacher became aware of beliefs and patterns that had previously inhibited her from change. This awareness precipitated significant changes in her beliefs and classroom behavior as well as the way she learned. The findings suggest that professional learning will take place only if a teacher is supported in learning how to deal effectively with personal factors involved in the learning process.

………………………………………………………………………………………………………………………………………………

13.Effects of self-regulatory instructional aids on self-directed study

Author(s): Timothy C. Bednall and E. James Kehoe

Source: Instructional Science,2011, Volume 39, Number 2

Abstract: This study examined the effectiveness of providing instructional support for the self-regulation of a self-directed homework assignment. Across four parallel experiments, university students completed an online module on critical thinking. In Experiment 1, participants who were prompted on a broad spectrum of study strategies showed superior performance on a subsequent test of application relative to a control group. In Experiment 2, participants were prompted to use two specific strategies: generation of explanations and summarization. The former improved performance, whereas the latter did not. In Experiment 3, instructional aids designed to facilitate planning improved some aspects of performance relative to the control group. In Experiment 4, attempts to encourage self-feedback impaired performance. In conclusion, beyond encouraging a broad spectrum of study strategies, the generation of explanations and planning particularly improve learning without overburdening working memory.

………………………………………………………………………………………………………………………………………………

14. Which cognitive processes support learning during small-group discussion? The role of providing explanations and listening to others

Author(s): Floris M. van Blankenstein, Diana H. J. M. Dolmans, Cees P. M. van der Vleuten and Henk G. Schmidt

Source: Instructional Science,2011, Volume 39, Number 2

Abstract: Seventy students participated in an experiment to measure the effects of either providing explanations or listening during small group discussions on recall of related subject-matter studied after the discussion. They watched a video of a small group discussing a problem. In the first experimental condition, the video was stopped at various points in time, enabling the participants to verbally respond to the discussion. In the second condition, they listened to the same discussion, without contributing. In the control condition, they listened to a discussion that was not related to the subject-matter subsequently studied. After the discussion, all participants studied a text and answered questions that tested their recall of information from this text. No immediate differences in recall were found. One month later, participants who had actively engaged in explaining remembered more from the text. The conclusion appears justified that actively providing explanations during a discussion positively affects long-term memory.

………………………………………………………………………………………………………………………………………………

15.How to Improve Teaching Practices: The Role of Teacher Motivation, Organizational Factors, and Leadership Practices

Author(s): Erik E. J. Thoonen; Peter J. C. Sleegers; Frans J. Oort; Thea T. D. Peetsma; Femke P. Geijsel

Source: Educational Administration Quarterly, February 28, 2011 ,vol. 47 no. 1

Abstract : Purpose: Although it is expected that building schoolwide capacity for teacher learning will improve teaching practices, there is little systematic evidence to support this claim. This study aimed to examine the relative impact of transformational leadership practices, school organizational conditions,teacher motivational factors, and teacher learning on teaching practices. Research Design: Data were collected from a survey of 502 teachers from 32 elementary schools in the Netherlands. A structural model was tested on the within-school covariance matrix and a chi-square test taking into account nonindependence of observations. Findings: Results suggest that teachers’ engagement in professional learning activities, in particular experimenting and reflection, is a powerful predictor for teaching practices. Teachers’ sense of self-efficacy appeared to be the most important motivational factor for explaining teacher learning and teaching practices. Motivational factors also mediate the effects of school organizational conditions and leadership practices on teacher learning and teaching practices. Finally, transformational leadership practices stimulate teachers’ professional learning and motivation and improve school organizational conditions. Conclusions: For school leaders, to foster teacher learning and improve teaching practices a combination of transformational leadership behaviors is required. Further research is needed to examine the relative effects of transformational leadership dimensions on school organizational conditions, teacher motivation, and professional learning in schools. Finally, conditions for school improvement were examined at one point in time. Longitudinal studies to school improvement are required to model changes in schools’ capacities and growth and their subsequent effects on teaching practices.

………………………………………………………………………………………………………………………………………………

16. Development and Validation of the Work Role Motivation Scale for School Principals (WRMS-SP)

Author(s): Claude Fernet

Source: Educational Administration Quarterly, April 2011, vol. 47 no. 2

Abstract : Purpose: The aim of this study was to develop and validate a scale to assess work role motivation in school principals: the Work Role Motivation Scale for School Principals (WRMS-SP). The WRMS-SP is designed to measure intrinsic motivation, three types of extrinsic motivation (identified, introjected, and external), and amotivation with respect to three work roles (administrative, instructional leadership, and informative). Research Design: Data were gathered via a sample of 570 French Canadian school principals who completed an online questionnaire. Findings: Confirmatory factor analyses support (a) the 15-factor scale structure (5 types of motivation × 3 roles), (b) factor structure invariance over gender and job position, and (3) construct validity through a multitrait-multimethod matrix method analysis, which confirms the convergent and discriminant validity of the constructs and supports simplex patterns with respect to the roles, as well as intercorrelations between subscales and external criteria. Conclusions: The WRMS-SP is a promising instrument that could deepen our understanding, both theoretical and applied, of the professional functioning of principals and the repercussions on school success and improvement.

………………………………………………………………………………………………………………………………………………

17. Teaching under the new Taylorism: high-stakes testing and the standardization of the 21st century curriculum

Author(s): Wayne Aua

Source: Journal of Curriculum Studies, February 2011, Volume 43, Issue 1

Abstract : The application of the principles of scientific management within the structure, organization, and curriculum of public schools in the US became dominant during the early 1900s. Based upon research evidence from the modern day era of high-stakes testing in US public education, the fundamental logics guiding scientific management have resurfaced 100 years later, as teachers' classroom practises are increasingly standardized by high-stakes testing and scripted curriculum. As such, this paper offers a critical analysis of the changes made to teaching in modern times and argues that public school teachers in the US are teaching under what might be considered the 'New Taylorism', where their labour is controlled vis--vis high-stakes testing and pre-packaged, corporate curricula aimed specifically at teaching to the tests.

………………………………………………………………………………………………………………………………………………

18.Enjoyment and learning: policy and secondary school learners' experience in England

Author(s): Jacky Lumbya

Source: British Educational Research Journal, April 2011, Volume 37, Issue 2

Abstract : Policy in England increasingly stresses the importance of enjoyment in education, both as a right in itself and as an essential support for learning. This paper draws on a large national dataset to focus on the perspective of young people aged 14-19 in England in 2007-2008. It considers alternative ways in which enjoyment and learning might be conceptualised. It analyses the evidence from young people to explore their experience of enjoyment at school or college and their perception of its relationship to learning. It concludes that the form of enjoyment most strongly perceived as enmeshed with learning is the least commonly experienced; and that policy that refers to 'enjoyment' as a general and undefined term fails to distinguish particular affective states that may or may not be supportive of learning.

………………………………………………………………………………………………………………………………………………

19. Early career challenges in secondary school music teaching

Author(s): G. Welcha; R. Purves; D. Hargreavesb; N. Marshall

Source: British Educational Research Journal, April 2011, Volume 37, Issue 2

Abstract : The article reports an Economic and Social Research Council-funded study of the early career experiences of secondary school music teachers in England, set within a wider national picture of decreasing age-related pupil engagement with school music, career perceptions of music teaching, variable patterns of teacher recruitment and possible mismatches between the musical biographies of young people and intending music teachers. Qualitative and quantitative data were collected from a short-term longitudinal survey (first questionnaire: n = 74, second questionnaire: n = 29), supplemented by case studies (n = 6) and open-ended, written questions (n = 20). Analyses suggest that only a half of the newly qualified participants chose to teach full-time in a mainstream, state-funded school music classroom. Of these, the majority were faced with a range of early career challenges stemming from curricular, extra-curricular and non-curricular school expectations. These included the need to balance their existing musical performer identity with that of being a new teacher.

………………………………………………………………………………………………………………………………………………

20. Do increased resources increase educational attainment during a period of rising expenditure? Evidence from English secondary schools using a dynamic panel analysis

Author(s): Geoff Pugh; Jean Mangan; John Gray

Source: British Educational Research Journal, February 2011, Volume 37, Issue 1

Abstract : This article estimates the effects of school expenditure on school performance at Key Stage 4 in England, over the period 2003-07 during which real per pupil expenditure increased rapidly. It adds to previous investigations by using dynamic panel analysis to: exploit time series data on individual schools that only recently has become available; adjust for the potential endogeneity not only of expenditure but also of other determinants of performance; and differentiate the short-run and the (higher) long-run attainment effects of spending changes. Consistent with other recent work, the article reports a generally significant but small effect of expenditure on school performance, but it also finds that the effect varies between specialist and non-specialist schools, with the effect on the latter being larger. Further, the article identifies significant dynamics in the school improvement process, quantifies the long-run effect of expenditure changes, suggests that spending effects increase with socio-economic disadvantage, and quantifies absence effects.

………………………………………………………………………………………………………………………………………………

21. Variations on a middle class theme: English primary schools in socially advantaged contexts

Author(s): Martin Thrupp; Ruth Lupton

Source: Journal of Education Policy, March 2011, Volume 26, Issue 2

Abstract : Multiple contexts interact to position any school on a spectrum from cumulatively advantaged to cumulatively disadvantaged. This article discusses a study of the contextual advantages and disadvantages experienced by primary schools in the south east of England, concentrating especially on schools in the least deprived 5% of schools nationally. The research highlights the central influence of advantaged socioeconomic contexts on day-to-day school processes and on the related perspectives and beliefs of head teachers as well as variations on this theme related to other external and internal contextual variables. It illustrates that England's most socially advantaged primary schools are likely to have much in common including a high level of parent involvement, a strong focus on student learning and progress, considerable ability to raise funds, very good reputations and only a handful of students with serious learning or behavioural problems. They also have in common middle class forms of transience and profiles of special needs. The article concludes that while contextual variations amongst socially advantaged schools do exist and are talked up by head teachers, they usually have an impact that can be managed.

………………………………………………………………………………………………………………………………………………

22.Global channels of evidence for learning and assessment in complex game environments

Author(s): Brian C. Nelson, Benjamin Erlandson, Andre Denham

Source: British Journal of Educational Technology, January 2011 , Volume 42, Issue 1

Abstract: In this paper, we take a designer's look at how the activities and data of learning and assessment can be structured in immersive virtual game environments called Massively Multi-Player Online Games (MMOG). In doing so, we examine the channels of evidence through which learning and assessment activities are derived in MMOGs, offering examples of how multiple evidence channels in operation through game-based activities can be utilised to construct rich data trails for assessment.