A meta-analytic approach was used to investigate the associations between affective qualities of teacher-student relationships (TSRs) and students ' school engagement and achievement. Results were ...based on 99 studies, including students from preschool to high school. Separate analyses were conducted for positive relationships and engagement (k = 61 studies, N = 88,417 students), negative relationships and engagement (k = 18, N = 5,847), positive relationships and achievement (k = 61, N = 52,718), and negative relationships and achievement (k = 28, N = 18,944). Overall, associations of both positive and negative relationships with engagement were medium to large, whereas associations with achievement were small to medium. Some of these associations were weaker, but still statistically significant, after correction for methodological biases. Overall, stronger effects were found in the higher grades. Nevertheless, the effects of negative relationships were stronger in primary than in secondary school.
The authors examined the relationships among teacher classroom practices, student motivation, and mathematics achievement in high school. The data for this study was drawn from the base-year data of ...High School Longitudinal Study of 2009. Structural equation modeling method was used to estimate the relationships among variables. The results indicate that conceptual teaching positively affected student mathematics achievement, whereas procedural emphasis in mathematics instruction had a negative effect. Teacher support influenced student mathematics achievement indirectly through students' mathematics self-efficacy, and also influenced students' interest in mathematics courses. Finally, students with higher levels of family socioeconomic status and prior achievement were more likely to have teachers who use conceptual teaching strategies. Students with higher prior achievement were also more likely to perceive higher levels of teacher support. The findings have theoretical and practical implications.
Secondary school teachers are one of the occupational groups presenting the highest levels of sick leave due to stress in the workplace. This form of stress can cause burnout syndrome, which is ...characterised by emotional exhaustion, depersonalisation and low levels of personal accomplishment. Secondary education teachers have received relatively little research attention in this respect. This study addresses the prevalence among secondary school teachers of burnout syndrome, in its three dimensions, and investigates possible differences in the prevalence determined by different measuring instruments. A systematic review and meta-analysis was conducted of the scientific literature in this field. Using the Proquest and Eric electronic databases, 45 articles and 49 independent samples (
N
= 14,410) were obtained. Results show that secondary school teachers are at high risk of burnout syndrome. Moreover, there are statistically significant differences between the different measuring instruments used. Pedagogical programmes should be developed to reduce/prevent its impact.
Since scientific literacy has become a key goal in science education, many people have argued in favor of the incorporation of inquiry in science education. However, scattered in the literature are ...extrinsic and intrinsic teaching challenges linked to the design and implementation of inquiry‐based practical work (IBPW) in secondary school science classrooms. The purpose of this systematic literature review was to characterize and clarify the intrinsic challenges. From an instructional design perspective, the characterization of the challenges yielded four primary categories. The categories consist of initiation‐phase challenges (such as unfavorable views regarding science and practical work), planning‐phase challenges (including difficulties involved in designing IBPW), implementation‐phase challenges (e.g., persuading learners to reflect on their experiences and findings), and summative evaluation‐phase challenges which include concerns linked to the grading of practical inquiry. In the different categories, the challenges are linked to gaps in various aspects of teacher competencies especially in the context of the TPACK framework. The aspects include content knowledge (CK) (such as science content and scientific inquiry); in addition to technological knowledge (TK) linked to standard technologies. Also included is pedagogic CK (including orientation toward science teaching). Moreover, some of the intrinsic challenges are linked to gaps in skills (including pervasive classroom management and practical skills); in addition to values (such as commitment). These results have theory‐, practice‐, and research‐based implications.
This study investigates resource use by upper-secondary mathematics teachers in the context of collaborative planning. A thematic content analysis is conducted on audio-recorded teacher discussions ...in order to find out what resources are used by the teachers, how they are used, and for what reasons. The findings show that although teachers use a variety of resources to support their instructional enactment as well as instructional design, there is a difference in how they use different resources to support different planning practices. For instructional design, curriculum resources provide support for the mathematical content, while social resources, self-generated documents, and cognitive resources provide support for the design of instructional activities. Authority is given by teachers to curriculum resources, but conflicts of authority emerge in discussions, when teachers' abilities to exert their agency are not supported by curriculum resources. We discuss the findings in relation to authority and resource use, as well as for established conceptualizations of resources. The findings bear practical implications for the design of curriculum resources.
Drawing to reason and learn in science Tytler, Russell; Prain, Vaughan; Aranda, George ...
Journal of research in science teaching,
02/2020, Volume:
57, Issue:
2
Journal Article
Peer reviewed
Despite mixed results in research on student learning from drawing in science, there is growing interest in the potential for this visual mode, in tandem with other modes, to enact and enable student ...reasoning in this subject. Building on current research in this field, and using a micro-ethnographic approach informed by socio-semiotic perspectives, we aimed to identify how and why student drawing can contribute to student reasoning and learning. In our study, secondary school students were challenged to explore and collaboratively create explanatory representations of phenomena including through drawing. Data were generated using multiple wall- and ceiling-mounted cameras capable of continuously tracking groups of students negotiating these representational challenges. Our analysis proceeded through active and iterative viewing of the extensive video record, and the identification of themes to establish possible relationships between drawing and reasoning. Through this process, we (a) identify multiple necessary conditions and varied opportunities for student drawing to enact and enable reasoning, and (b) extend current understandings of how the particular affordances of this mode interact with these conditions to contribute to student learning in science. Author abstract
The present study examined reciprocal influences between student–teacher relationship quality and students’ externalizing and internalizing behaviors in secondary education. Our sample included 1,219 ...secondary school students (49.1% boys; Mage = 13.53, SD = 1.77) from seventh, eighth, tenth, and eleventh grade. Students reported about their externalizing and internalizing behaviors and the quality of the relationships (closeness, conflict) with their Dutch and math teachers at three occasions within one school year. Cross‐lagged path models showed positive reciprocal associations between conflict with the math teacher and externalizing behavior over time. For the Dutch teacher, externalizing behavior positively predicted conflict over time, but not the other way around. Externalizing behavior also negatively predicted closeness with both teachers over time.
Epistemological and philosophical issues have always been relevant for the foundations of physics, but usually do not find their way into secondary physics classrooms. As an exception to this, the ...strangeness of quantum physics (QP) naturally evokes philosophical questions, and learners might have to change their ideas about the nature of science (NOS). In this exploratory mixed-method study, we examined possible connections between upper secondary school students' QP content knowledge and their ideas about relevant aspects of NOS in the context of QP. We administered a QP concept test to 240 Dutch secondary students (age 17-19) after they attended classes on QP without a focus on NOS. Next, we selected 24 students with a range of test scores for individual semi-structured interviews about their understanding of wave-particle duality and their views on five aspects of NOS. Contrary to NOS studies in other contexts, the interviews showed that all 24 students had well-informed NOS views in the context of QP. We contend that NOS in QP might be more easily accessible than in many other contexts. Our results suggest that QP can have an additional role in the physics curriculum by enhancing students' understanding of NOS.
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