Notwithstanding the value of self-regulation, different studies evidence that self-regulated learning (SRL) is still insufficiently ingrained in schools and that teachers only rarely promote it among ...their students. Therefore, the current study reports on a one-year school-wide professional development programme (PDP). A quasi-experimental pre-test-post-test design was used with 10 schools randomly assigned to the experimental group (EG) and 10 schools to the control group (CG). To analyse how far the effects of the PDP reach, the impact on teachers' SRL beliefs, self-efficacy, their SRL promotion behaviour and students' SRL competences and achievement scores was investigated. Data were gathered from 40 fifth and sixth grade teachers (nEG = 22, nCG = 18) and their 747 upper primary school students (nEG = 448, nCG = 299). Analyses of covariance were used to study teacher-level effects, while multilevel analyses were adopted to investigate student-level effects. Results indicate that the PDP generated an increase in teachers' SRL promotion, while no significant effect on their SRL beliefs and SRL self-efficacy could be found. Similarly, results overall indicate the absence of a desired intervention effect at the student level. Different explanations for the present results and recommendations for future research are discussed.
Makerspaces embody a growing movement of educators promoting constructionist learning with physical materials and digital technologies such as 3D design and 3D printing. As it gains traction in K-12 ...settings, the maker movement represents an interesting context in which to explore how professional ecologies can equip teachers with the knowledge, skills and dispositions needed to implement twenty-first century learning in their school context. This study investigated the roles of different participants from industry, school leadership and colleagues in influencing teachers' confidence, enthusiasm, capabilities and beliefs when teaching in makerspaces. Utilising triangulated observations of activities through online questionnaires at beginning, middle and end points, as well as post-project interviews, the study explored the participation of 27 primary school teachers in a blended professional learning program, followed by classroom delivery of modules focusing on tablet-based 3D design applications and the use of newly installed 3D printers. Reporting no prior knowledge or experience with makerspaces, quantitative analyses revealed significant increases in teachers' confidence and enthusiasm. Qualitative analyses of questionnaire and interview data underscored the influence of hands-on and theoretically grounded professional learning providing practical exposure to constructionist ideas, design thinking methodologies and 3D design technologies. Findings reveal the importance of targeted professional learning coupled with a substantial collegially supported implementation phase, as well as support from school leaders and industry partners to promote meaningful pedagogical change in technology-mediated maker-based learning. Author abstract
The adverse effects of childhood maltreatment on the mental health of individuals have received increasing attention. However, it is unclear whether the effects of invisible emotional abuse and ...visible physical abuse differ on child depression and the mediating processes under this relationship.
This study aimed to investigate whether self-compassion and negative automatic thoughts mediated the effects of physical abuse and emotional abuse on child depression and the underlying mechanistic differences.
Using a two-wave longitudinal design, a total of 946 elementary school students completed the self-report questionnaires at two-time points, including child abuse, self-compassion, negative automatic thoughts, and depression.
This study constructed structural equation models (SEM) to examine the mediating role of self-compassion and negative automatic thoughts between emotional/physical abuse and child depression.
After controlling for demographic covariates, structural equation modeling (SEM) showed that only physical abuse significantly and positively predicted child depression directly (β = 0.16, p < 0.01). Emotional abuse was positively associated with child depression through self-compassion (β = 0.02, p < 0.05) and negative automatic thoughts (β = 0.02, p < 0.05), while physical abuse influenced child depression only via negative automatic thoughts (β = 0.07, p < 0.001).
The findings showed a strong association between emotional/physical abuse and child depression, but there were mechanistic differences under these relationships. Therefore, we also need to pay equal attention to the adverse effects of emotional abuse on children.
We investigated how teachers could be encouraged to develop and enact inclusive practices in their communication with children who have speech, language, and communication needs (SLCN). This research ...was conducted in Saudi Arabia, where official policy and legislation state that inclusive education is to be supported. The present exploratory, qualitative study investigated the perceptions of 11 elementary school children with SLCN, in addition to 12 parents and 14 teachers. Data were secured through semi-structured interviews during which we explored the ways teachers engaged in inclusive practices for improved adult-child communication. Two themes were identified from a content analysis of interviews: (1) exclusionary adult-child communication approaches and (2) recommendations for improvement of inclusive aspects of classrooms. The results suggested several implications for learners with SLCN as well as for schools at the local and international levels. The current research was the first study of its type to investigate the perceptions of learners with SLCN and their parents and teachers in Saudi Arabia.
Mapoyo, a Carib language of Venezuela with only one native language speaker, is very close to becoming dormant. Recent interest in the revitalisation of the language has led to classes being imparted ...in the elementary school and to teachers trying to learn the language and to reinforce it in the school. However, in 2013 when there were 3 speakers left, variation within and among them has led to uncertainty among the language learners which in turn has led to diminishing use. I argue, based on observations in the community and interviews with the teachers, that a 'standard language ideology' is putting Mapoyo language revitalisation at risk and that therefore any revitalisation project needs to address ideological domains as well as pragmatic concerns.
The purpose of this study is to understand and describe patterns of principal instructional leadership practice in Iranian primary schools and to then assess whether there are differences between the ...high- and low-rated principals. A mixed methods design was used to collect both qualitative and quantitative data from principals and teachers within Iranian primary schools. The quantitative data were collected and analyzed from 535 teachers and 70 principals across the 70 primary schools. Next, we used ratings on the Principal Instructional Management Rating Scale to identify four of the highest and lowest performing principals. We then conducted open-ended interviews with teachers and principals in these schools. The key findings showed that, despite working in a highly centralized context, the highly ranked principals in the sample were also differentiated from their lower ranked peers on specific instructional leadership practices. They appeared to give more emphasis to their role in developing the quality of teaching and learning and monitoring student progress. In this setting, ensuring a collegial and collaborative environment for teachers is commonly articulated by the successful principals in our study as an important aspect of instructional leadership.
Primary Grade Writing Instruction Cutler, Laura; Graham, Steve
Journal of educational psychology,
11/2008, Volume:
100, Issue:
4
Journal Article
Peer reviewed
A random sample of primary grade teachers (
N
= 178; 97% female) from across the United States was surveyed about their classroom instructional practices in writing. Most of the participating ...teachers (72%) took an eclectic approach to writing instruction, combining elements from the 2 most common methods for teaching writing: process writing and skills instruction. Although 90% of the teachers reported using most of the writing instructional practices that were included in the survey, there was considerable variability between teachers in how often they used specific practices. The study provides support for the following 7 recommendations for reforming primary grade writing instruction: (a) increase amount of time students spend writing; (b) increase time spent writing expository text; (c) provide better balance between time spent writing, learning writing strategies, and teaching writing skills; (d) place more emphasis on fostering students' motivation for writing; (e) develop stronger connections for writing between home and school; (f) make computers a more integral part of the writing program; and (g) improve professional development for writing instruction in teacher education programs.
•The effects of South Korea’s educational welfare priority project are investigated.•Friendships and school perception positively affect self-esteem and adaptation to school life.•Teacher-student ...relations positively affect elementary-school students only.•The effect of school-level variables is inconsistent.•This study gives insight to educational programs for socioeconomically disadvantaged students.
The purpose of this study was to investigate which factors have influenced changes in the self-esteem and adaptation to school life of students participating in South Korea’s Educational Welfare Priority project. To that end, we analyzed 3-year panel data of 426 students from 47 elementary schools and 377 students from 41 middle schools using three-level modeling. Results indicated that changes in student-level variables (e.g., friendships, school perception, and compliance with the rules of school life) positively influenced changes in the self-esteem of both students, whereas changes in teacher-student relations positively influenced changes in elementary-school students’ self-esteem only. By contrast, changes in school-level variables did not influence changes in students’ self-esteem. Additionally, changes in the student-level variables of friendships and school perception positively affected changes in adaptation to school life of both students. However, among school-level variables, whereas an increase in teachers’ participation in the program positively influenced changes in the adaptation to school life of middle-school students only, increased cooperation between teachers and educational welfare workers negatively influenced those changes. These results pose considerable implications for educational welfare programs and research that promote the affective development of socioeconomically disadvantaged students.
Background
Both teacher support and math attitudes have been identified as associated with math anxiety in primary school children. However, little is known about how they are interrelated ...longitudinally.
Aims
The study was designed to examine the associations among perceived teacher support, math attitudes, and math anxiety in Chinese primary school students.
Sample
The sample included 1802 students (56.16% boys) initially in the third and fourth grades in two public schools in China.
Methods
A three‐year cross‐lagged panel design was conducted to examine the associations among perceived teacher support, math attitudes, and math anxiety. Moreover, a multigroup analysis was used to examine whether the associations varied by gender.
Results
There were reciprocal associations over time between math attitudes and math anxiety. Meanwhile, both math attitudes and math anxiety significantly predicted perceived teacher support one year later, but not vice versa. Further, the association between T1 math anxiety and T3 perceived teacher support was mediated by T2 math attitudes; the association between T1 math attitudes and T3 perceived teacher support, on the other hand, was mediated by T2 math anxiety. Moreover, there were no significant gender differences in these associations.
Conclusions
Math anxiety and math attitudes objectively affected each other, and both of them significantly predicted later perceived teacher support, but not vice versa. This study demonstrates that children are not merely passive recipients of environmental influences and offers theoretical guidance for intervention practices that aim to reduce the risk of math anxiety.
In South Africa, overweight and obesity affect 17% of children aged 15-18. School food environments play a vital role in children's health, influencing dietary behaviours and resulting in high ...obesity rates. Interventions targeting schools can contribute to obesity prevention if evidence-based and context-specific. Evidence suggests that current government strategies are inadequate to ensure healthy school food environments. The aim of this study was to identify priority interventions to improve school food environments in urban South Africa using the Behaviour Change Wheel model.
A three-phased iterative study design was implemented. First, we identified contextual drivers of unhealthy school food environments through a secondary framework analysis of 26 interviews with primary school staff. Transcripts were deductively coded in MAXQDA software using the Behaviour Change Wheel and the Theoretical Domains Framework. Second, to identify evidence-based interventions, we utilised the NOURISHING framework and matched interventions to identified drivers. Third, interventions were prioritised using a Delphi survey administered to stakeholders (n = 38). Consensus for priority interventions was defined as an intervention identified as being 'somewhat' or 'very' important and feasible with a high level of agreement (quartile deviation ≤ 0.5).
We identified 31 unique contextual drivers that school staff perceived to limit or facilitate a healthy school food environment. Intervention mapping yielded 21 interventions to improve school food environments; seven were considered important and feasible. Of these, the top priority interventions were to: 1) "regulate what kinds of foods can be sold at schools", 2) "train school staff through workshops and discussions to improve school food environment", and affix 3) "compulsory, child-friendly warning labels on unhealthy foods".
Prioritising evidence-based, feasible and important interventions underpinned by behaviour change theories is an important step towards enhanced policy making and resource allocation to tackle South Africa's childhood obesity epidemic effectively.
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