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  1.  12
    Assessing School Climate Within a PBIS Framework: Using Multi-Informant Assessment to Identify Strengths and Needs.Anthony G. James, Lauren Smallwood, Amity Noltemeyer & Jennifer Green - 2018 - Educational Studies 44 (1):115-118.
    A multi-method, multi-informant method was used to collect data from diverse stakeholders about school climate to inform school improvement efforts as part of the Positive Behaviour Intervention Supports framework. Teachers, administrators, school staff and students completed surveys and parents participated in focus groups to gather perspectives about school climate. Respondents identified safety as a strength at the school, staff and student results suggested interpersonal relationships as an area for improvement and staff identified parent involvement as an area for growth. Both (...)
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  2.  6
    Collective Self-Efficacy Expectations in Co-Teaching Teams – What Are the Influencing Factors?Mathias Krammer, Angela Gastager, Paleczek Lisa, Barbara Gasteiger-Klicpera & Peter Rossmann - 2018 - Educational Studies 44 (1):99-114.
    Scholars have studied collective teacher efficacy mainly at the school level. The present study also focuses on collective teacher efficacy expectations, but it emphasises the collaborative teaching of two teachers working together in one classroom. This study investigates personal, contextual, and systemic factors that may influence collective self-efficacy expectations of Co-teacher teams. For the present study, 264 teachers who were part of a Co-teaching team finished an online questionnaire. Results from multiple regression analysis indicated that team characteristics influenced the subjective (...)
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  3.  7
    Measuring Learning: Discrepancies Between Conceptions of and Approaches to Learning.Fuensanta Monroy & José L. González-Geraldo - 2018 - Educational Studies 44 (1):81-98.
    This study is framed under the student approaches to learning tradition. The aim was to identify convergence in quantitative and qualitative responses of individuals when measuring their conceptions of and approaches to learning with a mixed methods design. A sample of 1110 Spanish Master’s level teacher education students completed a scale on approaches to learning, and a randomly selected subsample of 111 answered an open-ended question on how they learned. Overall, the qualitative and quantitative data did not support each other, (...)
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  4.  5
    Group Work: Prospective Teachers’ Acquisition of Transversal Competences.Elena M. Díaz Pareja, África M. Cámara Estrella, Inés M. Muñoz Galiano & Juana M. Ortega-Tudela - 2018 - Educational Studies 44 (1):45-56.
    The current training model being used in higher education advocates the acquisition of competences aimed at providing students with all-round training that will enable them to tackle their future work responsibilities effectively. This encompasses a number of different competences, most notably the transversal kind, especially in view of the important role they play in shaping the profile of any professional individual. The active learning methods applied to group work have shown to be the most suitable for achieving these competences. From (...)
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  5.  6
    Students Embracing Change Towards More Powerful Learning Environments in Vocational Education.Inge Placklé, Karen D. Könings, Wolfgang Jacquet, Arno Libotton, Jeroen J. G. van Merriënboer & Nadine Engels - 2018 - Educational Studies 44 (1):26-44.
    Students’ educational engagement is both an important predictor of study success and a key preventive factor for dropout. Vocational tracks in secondary education show high dropout rates. There is strong evidence that the solution to educational disengagement lies in student‐centred, powerful learning environments. This study investigates characteristics of PLEs from the perspective of students in vocational secondary education. Students’ perspectives on a learning environment are crucial for their satisfaction and learning engagement. Therefore, we investigated whether the perceived learning environment meets (...)
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  6.  3
    An Exploration of the Interactions Among the Components of an Experienced Elementary Science Teacher’s Pedagogical Content Knowledge.Y. Soysal - 2018 - Educational Studies 44 (1):1-25.
    This study had two purposes: to explore the components of the pedagogical content knowledge of an experienced elementary science teacher and to reveal the presumed interactions among these components. A naturalistic inquiry was conducted as a single case study in which in-depth qualitative data were gathered through semi-structured interview questions. After the theory-based and data-driven analysis of the qualitative data, the verbal communication was quantitated into numerical data for the enumerative analysis. The results revealed that the teacher’s knowledge of students’ (...)
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  7.  3
    Social Negotiations of Meanings and Changes in the Beliefs of Prospective Teachers: A Vygotskian Perspective.Y. Soysal & S. Radmard - 2018 - Educational Studies 44 (1):57-80.
    This study presents an exploration of the belief changes of prospective teachers through social co-constructivist teaching. The future presumed in-class teaching orientations of the PTs were also estimated by metaphor analysis. A case study was conducted to monitor the belief changes of the PTs and estimate their probable in-class practices. The participants were six PTs involved in a certification in education programme. The data were gathered from the following different sources; interviews, written reflections and metaphor explanations. The data that were (...)
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