scholarly journals What Teachers Know and Do about Assessing Students’ Self-Regulated Learning

2017 ◽  
Vol 119 (13) ◽  
pp. 1-16
Author(s):  
Tova Michalsky
Keyword(s):  
High School ◽  
Teacher Education ◽  
High School Teachers ◽  
Self Report ◽  
Empirical Literature ◽  
School Teachers ◽  
Curriculum And Pedagogy ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
And Behavior

To foster their students’ self-regulated learning (SRL), teachers’ lesson goals should include not only SRL teaching but also assessment of students’ SRL behaviors/processes to verify whether teachers achieved their goals. This article presents a study that sought to examine teachers’ knowledge about SRL assessment, actual assessment of SRL in their classrooms, and the predictive value of teachers’ knowledge on their behavior. High school teachers in Israel (N = 236) completed self-report questionnaires on knowledge and behavior for implementing SRL assessment in their classrooms. Results indicated that teachers knew more about offline assessment of SRL aptitude than about online or offline assessments of SRL events. Not all SRL assessment methods were well known to all teachers. Furthermore, teachers’ knowledge differed from their self-reported behavior in assessing their students’ SRL. Findings indicated how teacher education could support teachers to learn how to assess SRL effectively, in line with clear recommendations in the empirical literature regarding the value of assessment alongside curriculum and pedagogy.

Interactive co-teaching strategies: developing effective partnerships

2018 ◽  
Vol 26 (3) ◽  
pp. 260-269
Author(s):  
Carolyn Casale ◽  
Stephanie Thomas
Keyword(s):  
High School ◽  
Teacher Education ◽  
Social Studies ◽  
High School Teachers ◽  
University Education ◽  
Education Faculty ◽  
School Teachers ◽  
Student Centered ◽  
Content Type ◽  
Teacher Education Faculty

Purpose The purpose of this study is to understand how to develop closer partnership ties among university education faculty and local high school teachers. This study consisted of a university-based teacher education faculty and a high school social studies teacher co-teaching controversial topics using interactive student-centered approaches at a high school in the southeastern United States. Design/methodology/approach A qualitative design included data sources from lesson plans, student assignments and the co-teacher’s reflection process. The theoretical frame integrates reflective practice, culturally relevant teaching and Zeichner’s hybrid space. Findings The findings of this research identified best practices for an effective co-teaching partnership between university-based teacher education faculty and social studies high school teachers. Originality/value The significance and practical implications are to develop partnerships to promote effective teaching.

Development and Application of a Brief Measure of Emotional Intelligence for Vocational High School Teachers

2004 ◽  
Vol 95 (3_suppl) ◽  
pp. 1207-1218 ◽  
Author(s):  
Shwu Ming Wu
Keyword(s):  
High School ◽  
Emotional Intelligence ◽  
High School Teachers ◽  
Age Groups ◽  
Self Report ◽  
Self Awareness ◽  
Vocational High School ◽  
School Teachers ◽  
Intelligence Scale ◽  
Report Measure

To develop a psychometrically sound, self-report measure of emotional intelligence and examine the scores of vocational high school teachers by sex and age, 375 Taiwanese vocational high school teachers (186 men, 189 women) completed the 25-item Emotional Intelligence Scale of five domains: Self-awareness, Managing Emotions, Self-motivation, Empathy, and Handling Relationships. Analysis indicated that these teachers reported higher scores on Self-awareness and Empathy but slightly lower on Managing Emotions. The women gave higher self-ratings on Self-awareness and Empathy than the men. There were also significant differences across age groups on Self-awareness, Self-motivation, Empathy and the Total score for the Emotional Intelligence Scale.

Assessment of Attitudes about New Learners' Roles: Factor Analysis of the Beliefs about Working in Groups Questionnaire

2002 ◽  
Vol 90 (3) ◽  
pp. 986-996 ◽  
Author(s):  
Monique Boekaerts
Keyword(s):  
High School ◽  
High School Teachers ◽  
Factor Structure ◽  
Small Groups ◽  
Group Work ◽  
Self Report ◽  
School Teachers ◽  
Two Factors ◽  
Learning Focused

This article presents an analysis of the factor structure of the Beliefs about Working in Groups Questionnaire, which is based on a model of teaching focused on the complementary roles of teachers as models and coaches and students who have to regulate their own learning and learn together with and from peers. This self-report questionnaire presents statements describing salient aspects of group work to elicit beliefs students hold about two main aspects of the quality of working in groups, firstly, the belief that working in small groups has important advantages over working individually for developing deep learning; secondly, beliefs that working with peers in close interaction does or does not facilitate learning-focused dialogue. The questionnaire was administered to university sophomores. The hypothesized two-factor structure emerged. It was tested whether the two factors were related to the students' familiarity with working in small groups in high school, to the frequency with which they worked in groups, and to their perception of the value high school teachers attached to working in small groups.

scholarly journals SUSTAINABLE DEVELOPMENT FROM HIGH SCHOOL TEACHERS’ PERSPECTIVE

2020 ◽  
pp. 131
Author(s):  
Tamara Vukić
Keyword(s):  
High School ◽  
Sustainable Development ◽  
High School Teachers ◽  
Role Models ◽  
Education For Sustainable Development ◽  
School Teachers ◽  
The Sustainable Development ◽  
Modern School ◽  
Daily Behavior ◽  
And Behavior

The goal of education for sustainable development, that is, the development of awareness and responsibility towards the environment, the adoption of values and principles such as justice, equality, peace, democracy, and encouraging students to change their personal lifestyle and adhere to the principles of sustainable development in their daily behavior cannot be achieved only through the education “about” sustainable development – there is a need for the education “for” sustainable development, whose main carriers are the teachers of the modern school. Given that the teachers are the role models, the source of information and knowledge, educators, that is, someone who is in direct contact with the students, i.e. present generations, whose attitudes and behavior should be shaped in accordance with the sustainable development, it is of great importance to explore their attitudes towards sustainable development and education for sustainable development. Accordingly, the research is focused on the sustainable development from the high school teachers’ perspective, with the aim of finding out whether the teachers are familiar with the concept of sustainable development, whether their daily behavior is sustainable, how they perceive the education for sustainable development, the position of sustainable development within the educational system, and their personal competence for working in this area.

scholarly journals The Efficacy of SECI Model for the Training of High School Teachers in Relation to Gender Equality in Vietnam

2021 ◽  
Author(s):  
Mai Thi Thuy Dung ◽  
Mark Brundrett
Keyword(s):  
High School ◽  
Teacher Education ◽  
Gender Equality ◽  
High School Teachers ◽  
Continuing Professional Development ◽  
Initial Teacher Education ◽  
Education Students ◽  
School Teachers ◽  
Seci Model ◽  
Equality In Education

Vietnamese government policy has been one of complete equality of opportunity in schools and in wider society, both as a commitment to social justice and as a way of enhancing the economy of the nation by facilitating and encouraging much greater inclusion of women in economic activity. One of the main aims of the work was to trial programmes of training for teachers and teacher education students about gender equality in education using the model of Socialisation, Externalisation, Combination and Internalisation (SECI), first developed in Japan, which integrates knowledge acquisition with social learning activities (Nonaka and Takeuchi, 1995). The response to the programme of training using the SECI model was positive, suggesting that this approach may be an effective model for both Initial Teacher Education and Continuing Professional Development for High School Teachers in Vietnam.

Perceived Control, Autonomy, and Self-Regulated Learning Strategies among Japanese High School Students

1999 ◽  
Vol 85 (3) ◽  
pp. 779-798 ◽  
Author(s):  
Hirotsugu Yamauchi ◽  
Yukiko Kumagai ◽  
Yuko Kawasaki
Keyword(s):  
High School ◽  
High School Students ◽  
Learning Strategies ◽  
Junior High School ◽  
Perceived Control ◽  
Self Report ◽  
Control Beliefs ◽  
School Students ◽  
Self Regulated Learning ◽  
Regulated Learning

This study investigated relations among measures of perceived control, autonomy, and self-regulated learning strategies for 228 junior high school (90 in Grade 7 and 138 in Grade 8) and 306 senior high school (184 in Grade 11 and 122 in Grade 12) students. Participants completed three self-report questionnaires designed to measure control beliefs, strategy beliefs, capacity beliefs, seven types of motivation, and two types of self-regulated strategies. Confirmatory factor analysis identified the structure of perceived control modeled by Skinner, Chapman, and Baltes (1988), the seven-factor structure of autonomy by Vallerand, Pelletier, Blais, Briere, Senecal, and Vallieres (1992, 1993), and the two types of self-regulated learning strategies by Pintrich and De Groot (1990). Significant “grade” differences were obtained in several measures. Canonical correlation was used to investigate the relations between perceived control and autonomy measures. Finally, multiple regression analysis was used to investigate the relations between perceived control and self-regulated learning strategies and between autonomy and self-regulated learning strategies. Implications of the results are presented.

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