scholarly journals Teaching Writing in Nigerian Secondary Schools: Teachers’ Attitude toward the Teaching of Writing and Their Writing Self-efficacy

2020 ◽  
Vol 08 (01) ◽  
pp. 40-51
Author(s):  
I. O. AIKA Patience
Keyword(s):  
Secondary Schools ◽  
Self Efficacy ◽  
Teaching Writing ◽  
Teaching Of Writing

scholarly journals Artefacts, practices and pedagogies: teaching writing in English in the NAPLAN era

2021 ◽  
Author(s):  
Susanne Gannon ◽  
Jennifer Dove
Keyword(s):  
Secondary Schools ◽  
English Teachers ◽  
Teaching Writing ◽  
Pedagogical Practices ◽  
Deep Dive ◽  
Geographically Dispersed ◽  
English Classes ◽  
Novel Method ◽  
Teaching Of Writing

AbstractIn secondary schools, English teachers are often made responsible for writing results in national testing. Yet there have been few studies that focussed on this key group, or on how pedagogical practices have been impacted in the teaching of writing in their classrooms. This study investigated practices of English teachers in four secondary schools across different states, systems and regions. It developed a novel method of case study at a distance that required no classroom presence or school visits for the researchers and allowed a multi-sited and geographically dispersed design. Teachers were invited to select classroom artefacts pertaining to the teaching of writing in their English classes, compile individualised e-portfolios and reflect on these items in writing and in digitally conducted interviews, as well as elaborating on their broader philosophies and feelings about the teaching of writing. Despite and sometimes because of NAPLAN, these teachers held strong views on explicit teaching of elements of writing, but approached these in different ways. The artefacts that they created animated their teaching practices, connected them to their students and their subject, suggested both the pressure of externally driven homogenising approaches to writing and the creative individualised responses of skilled teachers within their unique contexts. In addition to providing granular detail about pedagogical practices in the teaching of writing in the NAPLAN era, the contribution of this paper lies in its methodological adaptation of case study at a distance through teacher-curated artefact portfolios that enabled a deep dive into individual teachers’ practices.

A Reflexive Approach to Teaching Writing: Enablements and Constraints in Primary School Classrooms

2021 ◽  
pp. 074108832110055
Author(s):  
Mary Ryan ◽  
Maryam Khosronejad ◽  
Georgina Barton ◽  
Lisa Kervin ◽  
Debra Myhill
Keyword(s):  
Time Management ◽  
Deep Understanding ◽  
Writing Pedagogy ◽  
Teacher Talk ◽  
Teaching Writing ◽  
Writing Teachers ◽  
Teacher Interview ◽  
Approach To Teaching ◽  
High Level ◽  
Teaching Of Writing

Writing requires a high level of nuanced decision-making related to language, purpose, audience, and medium. Writing teachers thus need a deep understanding of language, process, and pedagogy, and of the interface between them. This article draws on reflexivity theory to interrogate the pedagogical priorities and perspectives of 19 writing teachers in primary classrooms across Australia. Data are composed of teacher interview transcripts and nuanced time analyses of classroom observation videos. Findings show that teachers experience both enabling and constraining conditions that emerge in different ways in different contexts. Enablements include high motivations to teach writing and a reflective and collaborative approach to practice. However, constraints were evident in areas of time management, dominance of teacher talk, teachers’ scope and confidence in their knowledge and practice, and a perceived lack of professional support for writing pedagogy. The article concludes with recommendations for a reflexive approach to managing these emergences in the teaching of writing.

scholarly journals Antecedents Factors Affecting Cyberbullying Risks: A Study In Jordanian Secondary Schools

2020 ◽  
Vol 8 (3) ◽  
pp. 345-349
Author(s):  
Hesham Almomani ◽  
Diya Al-Jabali ◽  
Fayez Bni Mufarrej ◽  
Heba Ahmad
Keyword(s):  
Structural Equation Modeling ◽  
Secondary Schools ◽  
Self Efficacy ◽  
Structural Equation ◽  
Cyber Bullying ◽  
Equation Modeling ◽  
Postgraduate Students ◽  
Factors Affecting ◽  
Research Results

Purpose of the study: In this study, the primary aim is to identify the effects of self-efficacy and cyber bullying knowledge on cyber bullying risks among Jordanian students. Methodology: The population of the study specifically comprised of Jordanian students in Irbid students, with the study sample being 153 students. Accordingly, a questionnaire was developed and disseminated among the students to gather data for the achievement of the study objectives. The study used Structural Equation Modeling (SEM). The study also employed AMOS 23.0 and SPSS 25.0 software in SEM. Main Findings: self-efficacy and cyber bullying knowledge factors do have significant effects on cyber bullying risks. Applications of this study: This research can be used for academic purposes for universities, lecturers of education and management, researchers and undergraduate and postgraduate students. Novelty/Originality of this study: The phenomenon that existed in cyber bullying and referring from various previous research results, the study regarding the cyber bullying was conducted and presented comprehensively and completely. It is necessary examine the effect of self-efficacy and cyber bullying knowledge factors on cyber bullying risks.

scholarly journals Predicting Sexual Intention to Engage in Premarital Sex Among Late Adolescent in Kuantan Government Secondary Schools: An Application of Theory of Planned Behaviour

2020 ◽  
Vol 19 (1) ◽  
Author(s):  
Abdullah F ◽  
Draman S ◽  
Abd. Aziz KH ◽  
Zainuddin NA ◽  
Muhammad NA
Keyword(s):  
Secondary Schools ◽  
Social Norms ◽  
Self Efficacy ◽  
Theory Of Planned Behaviour ◽  
Cognitive Factors ◽  
Premarital Sex ◽  
Late Adolescents ◽  
Planned Behaviour ◽  
Permissive Attitude ◽  
Sexual Intention

Introduction: Based on the Theory of Planned Behaviour (TPB), sexual intention is determined by three main socio-cognitive factors which are permissive attitudes, social-norms and self-efficacy in performing premarital sexual activity. Premarital sex associated with increased risk of sexually transmitted diseases and detrimental social implications. The aim of this study was to explore the correlation of the socio-cognitive factors in predicting intention to engage in premarital sex amongst late adolescents in Kuantan government secondary schools. Method: This cross-sectional study was conducted among 466 pre-university students aged 18-19 years from nine government secondary schools in Kuantan district. A self-administered validated Youth Sexual Intention Questionnaire (YSI-Q) was used. Statistical analyses were done using IBM SPSS version 22.0. Results: Permissive attitude (r=0.579, p<0.001), perception of social-norms (r=0.513, p<0.001) and perceived self-efficacy (r=0.253, p<0.001) were positively correlated with the sexual intention towards premarital sex. The higher the permissive attitude, social-norms and perceived self-efficacy, the higher the sexual intention score. There was a significant difference in the level of sexual intention between male (35.6%) and female (64.4%) with mean (SD) score of 10.54 (3.8) and 7.3 (2.9) respectively. Students with premarital sex experience (1.5%) showed significantly higher score in sexual intention than student without premarital sex experience (t=4.54, p<0.001). Conclusion: This study confirmed permissive attitude, perception of social-norms and perceived self-efficacy were positively correlated with sexual intention towards premarital sex among the late adolescents. Therefore, it is important to consider this TPB theoretical framework in designing sexual abstinence intervention to curb the unsafe sexual behaviour.

Constructs of Teaching Writing in Research About Literacy Teacher Education

2019 ◽  
Vol 51 (2) ◽  
pp. 196-213 ◽  
Author(s):  
Randy Bomer ◽  
Charlotte L. Land ◽  
Jessica Cira Rubin ◽  
Laura M. Van Dike
Keyword(s):  
Teacher Education ◽  
Empirical Research ◽  
21St Century ◽  
Writing Pedagogy ◽  
Teaching Writing ◽  
Writing Teachers ◽  
The World ◽  
Literacy Teacher ◽  
Literacy Teacher Education ◽  
Teaching Of Writing

This review of empirical research focused on the preparation of writing teachers synthesizes findings from 82 articles published between 2000 and early 2018. The new understandings generated through this analysis are presented in two sections. First, we provide an overview of how the studies we reviewed draw from and circulate dominant discourses of writing, leading to a call for more transparency and clarity on the part of scholars who study writing and writing pedagogy. Then, we explore experiences in literacy teacher education that may shift the writing identities, beliefs, or teaching practices of prospective writing teachers. We position these shifts as being potentially disruptive to the often uninterrupted circulation of powerful discourses in important and generative ways, since the teaching of writing in the 21st century must break from inherited traditions to best prepare writers to use their voices actively and confidently in the world.

scholarly journals The psychometric properties of a short version of the General Self-Efficacy Scale: A Rasch analysis

2019 ◽  
Vol 29 (Supplement_4) ◽  
Author(s):  
A M S Steigen ◽  
H S F Finbråten ◽  
A L K Kleppang
Keyword(s):  
Secondary Schools ◽  
Psychometric Properties ◽  
Differential Item Functioning ◽  
Self Efficacy ◽  
Measurement Theory ◽  
School Level ◽  
Short Version ◽  
Cross Sectional ◽  
Item Functioning ◽  
General Self Efficacy

Abstract Background Self-efficacy is important in adolescence and is found to affect adolescents’ physical activity, risk-taking behaviour and health decisions. Self-efficacy describes a person’s belief in own coping abilities. Having good measures of self-efficacy may contribute to more valid knowledge about the potential role of self-efficacy as a health promoting factor in adolescents lives. Several scales measuring self-efficacy exists. One of these is the General Self-Efficacy Scale comprising 10-items. However, there exists several short versions of the scale. In a large cross-sectional study among adolescents in secondary schools in Norway, five of the items from the General Self-Efficacy Scale are used. The aim of this study is to examine the psychometric properties of this short version of the General Self-Efficacy Scale applying Rasch measurement theory. Methods This study is based on cross-sectional data from the Youth Data Survey. The data collection was carried out in lower and upper secondary schools in Norway during 2018. In total, 6646 adolescents responded to a web-based questionnaire. The data were analysed using the partial credit parameterization of the unidimensional Rasch model. Results Preliminary results indicated that the short version had acceptable reliability (person separation index: 0.78). However, the targeting could have been better (mean person location: 1.441). All items had ordered thresholds. One under-discriminating item and three over-discriminating items were identified. Three items displayed differential item functioning with regard to gender and one item displayed differential item functioning for school level. Conclusions Based on our preliminary findings this short version of the General Self-Efficacy Scale has the potential to measure self-efficacy among adolescents, but there are room for improvements. The scale has some shortcomings related to targeting and differential item functioning that needs to be further explored. Key messages The short version of the General Self-Efficacy Scale has the potential to measure self-efficacy in adolescents. The scale has some shortcomings that needs to be further judged.

Influence of Job Group on Teachers’ Self-Efficacy in Secondary Schools

2018 ◽  
Vol 6 (1) ◽  
pp. 1-13
Author(s):  
Sylvester Odanga ◽  
Pamela Raburu ◽  
Peter Aloka
Keyword(s):  
Secondary Schools ◽  
Self Efficacy ◽  
Job Group

scholarly journals RELATIONSHIP BETWEEN MOTIVATION AND TEACHER SELF -EFFICIENCY IN HIGH PERFORMANCE SCHOOLS, EXCELLENCE CLUSTER SCHOOLS AND DAILY SECONDARY SCHOOLS IN THE STATE OF PENANG

2021 ◽  
Vol 6 (42) ◽  
pp. 364-382
Author(s):  
Suhaima Ali ◽  
Mohamad Khairi Haji Othman
Keyword(s):  
Correlation Analysis ◽  
Secondary School ◽  
Secondary Schools ◽  
Self Efficacy ◽  
High Performance ◽  
Teacher Motivation ◽  
Secondary School Teachers ◽  
The State ◽  
School Teachers ◽  
High Performing

In recent years, there has been an increase in the number of teachers who lack motivation and self-efficacy in carrying out their duties. This factor causes a significant decline in school performance and productivity. Therefore, by knowing the level of teacher motivation and the level of self-efficacy of teachers, then the recommendations required by the government to produce quality and high-performing teachers will be known more clearly. Thus, the issue of producing quality and high-performing teachers are used to answer research questions and fill the research spaces found in this study. This study aims to identify the relationship between motivation and self-efficacy of teachers in High-Performance Secondary Schools, Cluster Schools of Excellence, and also Ordinary Day Schools in the state of Penang. A quantitative approach was used in the data collection process of this study. The study instrument consisted of three parts; namely demographics, teacher motivation, and self-efficacy of secondary school teachers. The study sample consisted of 122 secondary school teachers in three schools in the state of Penang. Quantitative data were analyzed using various tests, namely the Independent T-Sample test, one-way ANOVA, and Pearson correlation analysis using SPSS software. The findings of the study indicate that there are significant differences in teacher motivation based on teacher age category and teacher tenure. The findings of the study also showed that there were also significant differences in self-efficacy based on length of service. The correlation analysis test also showed that there was a significant relationship between teacher motivation and self-efficacy with a weak magnitude. Therefore, teacher motivation and teacher self-efficacy need attention as it is able to increase efficiency among teachers while improving the quality of the education system.

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