scholarly journals Chinese secondary school teachers’ conceptions of L2 assessment: A mixed-methods study

2021 ◽  
Vol 11 (3) ◽  
pp. 445-472
Author(s):  
Maggie Ma ◽  
Gavin Bui
Keyword(s):  
Mixed Methods ◽  
Secondary School ◽  
Curriculum Reform ◽  
Student Development ◽  
Secondary School Teachers ◽  
Eastern China ◽  
Strong Association ◽  
Mixed Methods Study ◽  
School Teachers ◽  
Conceptions Of Assessment

Teacher conceptions of assessment influence their implementation of learning-focused assessment initiatives as advocated in many educational policy documents. This mixed-methods study investigated Chinese secondary school teachers’ conceptions of L2 assessment in the context of an exam-oriented educational system which emphasizes English grammar, vocabulary and reading comprehension skills. For the quantitative part of the study, survey data were collected to gauge the conceptions of assessment held by 66 senior secondary EFL teachers from six schools in Eastern China. For the qualitative part, case studies of two teachers from schools with different rankings were conducted. Quantitative results showed that the teacher participants as a group agreed most with the view that assessment is to help learning. However, there was a strong association between two factors, that is, the assessment as accurate for examination and teacher/school control factor, and the assessment as accurate for student development factor. The strong association indicated that it may be less likely for the group of teachers to adopt the formative assessment initiatives emphasizing student development as promoted in the English curriculum reform. Qualitative findings further revealed individual differences in the two case study teachers’ conceptions and practices of assessment as well as the interplay among meso-level (e.g., school factor), micro-level (e.g., student factor), and macro-level (e.g., sociocultural and policy contexts) factors in shaping the teachers’ different conceptions and practices of assessment. A situated approach has been proposed to enhance teachers’ assessment literacy.

Motivation beliefs of secondary school teachers in Canada and Singapore: A mixed methods study

2008 ◽  
Vol 24 (7) ◽  
pp. 1919-1934 ◽  
Author(s):  
Robert M. Klassen ◽  
Wan Har Chong ◽  
Vivien S. Huan ◽  
Isabella Wong ◽  
Allison Kates ◽  
...  
Keyword(s):  
Mixed Methods ◽  
Secondary School ◽  
Secondary School Teachers ◽  
Mixed Methods Study ◽  
School Teachers ◽  
Motivation Beliefs

scholarly journals Using Joint Display as an Analytic Process: An Illustration Using Bar Graphs Joint Displays From a Mixed Methods Study of How Beliefs Shape Secondary School Teachers’ Use of Technology

2021 ◽  
Vol 20 ◽  
pp. 160940692199328
Author(s):  
Tashane K. Haynes-Brown ◽  
Michael D. Fetters
Keyword(s):  
Mixed Methods ◽  
Secondary School ◽  
Secondary School Teachers ◽  
Two Dimensions ◽  
Mixed Methods Study ◽  
School Teachers ◽  
Analytic Tool ◽  
Use Of Technology ◽  
Teachers Beliefs ◽  
Bar Graphs

Qualitative researchers engaged in mixed methods studies need novel approaches for integrating qualitative and quantitative findings during analysis. Joint display visuals have become an integral part of the presentation of the findings of mixed methods studies and can be aptly described as an analytic tool owing to the process involved in building joint displays. In this article, our purpose is to illustrate the iterative process utilized in building joint displays using both bar graphs and observational field notes to understand a specific phenomenon. An explanatory sequential mixed methods study was conducted with Jamaican secondary school teachers that sought to understand how teachers’ beliefs shaped the use of technology. Based on the use of joint display analysis in this study, we illustrate how the insights gleaned and challenges encountered from each iteration of developing successive joint displays helped us to refine our understanding through an assessment of the organizational intent, analytic intent, and effectiveness of the visuals created. By engaging in the process of building successive joint displays, we identified inconsistencies in the findings that would likely not otherwise have been revealed. We learned that the inconsistencies represented two dimensions of the teachers’ beliefs, thus resulting in a more comprehensive understanding of the integrated data. The methodological insights gleaned from each iteration of building joint displays can be used by other researchers engaged in this process and enhance their understanding of the value of joint display as a powerful analytic tool.

An Investigation Into the Perceptions of Teachers and Students in Mexico on the Implementation of Secondary Reforms

2021 ◽  
pp. 105678792110231
Author(s):  
Yee Han Peter Joong
Keyword(s):  
Mixed Methods ◽  
Secondary School ◽  
Classroom Management ◽  
Secondary School Teachers ◽  
Mixed Methods Study ◽  
Classroom Observations ◽  
School Teachers ◽  
Student Centered ◽  
Teachers And Students ◽  
New Challenges

This mixed methods study examines how secondary school teachers have implemented educational reforms in Mexico. Major sources of data were surveys from sample teachers and students in 12 schools on how often a teaching or evaluation strategy was used. Results from open-ended questions and classroom observations were used to triangulate results from survey data. The study concluded that most teachers were able to adopt majority of the reforms. Even though teacher-directed lessons still dominated, student-centered learnings were incorporated. However, classroom management need increased attention due to new challenges of transitioning. Educators in all jurisdictions can learn from the reform efforts.

scholarly journals Indonesian junior secondary school teachers' conceptions of assessment: A mixed methods study

2021 ◽  
Author(s):  
◽  
Astuti Azis
Keyword(s):  
Mixed Methods ◽  
Junior High School ◽  
Government Policy ◽  
Mixed Methods Study ◽  
Assessment Practices ◽  
Structured Interviews ◽  
School Teachers ◽  
Teacher Conceptions ◽  
Conceptions Of Assessment ◽  
Qualitative Phase

<p>Understanding teachers’ conceptions of assessment is important because of their influence on teachers’ assessment practices. Despite numerous quantitative studies on teachers’ conceptions and practices of assessment, little research exists regarding the unique assessment environment of Indonesia. This study uses both quantitative and qualitative data to examine how Indonesian junior high school teachers understand assessment, how their conceptions of assessment relate to their assessment practices, and what factors contribute to their conceptions and practices of assessment.  This mixed methods study adopted a participant selection model in which quantitative data was analysed to select participants for the qualitative phase. A validated measure of teacher conceptions of assessment was adapted for use in the quantitative phase to explore teacher (N=107) conceptions of whether they thought assessment was for improvement, accountability or whether it was irrelevant. These three criteria were used to select twelve Indonesian teachers for semi-structured interviews and to contribute documents for analysis in the qualitative phase.  The Indonesian teachers believed that the purpose of assessment was to improve teaching and learning and also to demonstrate the accountability of students and school. They tended to disagree with the view that assessment is irrelevant. Further analysis of the data revealed that teachers’ conceptions of assessment were conflicted. They were keen to use assessment practices to improve their classroom teaching, but felt that the state-wide examination policy requirements constrained their efforts. These distinctive and conflicting conceptions of assessment held by Indonesian teachers appeared to arise from the interplay of socio-ecological factors including culture and the Indonesian education system.  Conceptions of assessment are unique to every setting. These findings highlight that valid measurement of teacher conceptions is likely to require national and regional accommodations based on contextual factors. Furthermore, government, policy makers, and curriculum developers must work to build a strong synergy among themselves in order to share consistent goals with teachers. If cultural expectations of school assessment and government policy were aligned, Indonesian teachers may be better able to resolve conflict between their beliefs and assessment practices.</p>

scholarly journals Social judgments on abortion and contraceptive use: a mixed methods study among secondary school teachers and student peer-counsellors in western Kenya

2020 ◽  
Vol 20 (1) ◽  
Author(s):  
Miranda Håkansson ◽  
Stephanie Super ◽  
Monica Oguttu ◽  
Marlene Makenzius
Keyword(s):  
Mixed Methods ◽  
Secondary School ◽  
Adolescent Girls ◽  
Contraceptive Use ◽  
Secondary School Teachers ◽  
Modern Contraceptive ◽  
Social Judgments ◽  
School Teachers ◽  
Western Kenya ◽  
Link Type

Abstract Background In Kenya, unsafe abortion is the leading cause of maternal deaths in adolescent girls aged 15–19 years, and a majority did not use a modern contraceptive before becoming pregnant. The aim of this study was to explore attitudes related to abortion and contraceptive use among secondary school teachers and student peer-counsellors in a low-resource setting in western Kenya. Methods A mixed methods design, combining a questionnaire-survey and focus group discussions (FGDs), was utilised to explore attitudes to abortion and contraceptive use among teachers (n = 15) and student peer-counsellors (n = 21) at a secondary school in Kisumu, Kenya. First, two Likert scale questionnaires were used: a modified version of the Stigmatising Attitudes, Beliefs and Actions (SABA) scale and the Contraceptive Use Stigma (CUS) scale. Secondly, four FGDs were conducted. Descriptive statistics and Abductive Thematic Network Analysis (ATNA) were used to analyse the data. Results Overall, Social judgments on abortion and contraceptive use were found among teachers and student peer-counsellors, with similar patterns between sexes. Christian and cultural values; A majority, 28/36 considered abortion a sin, and chastity and purity before marriage were highly valued feminine ideals. Discrimination and isolation; 18/36 believed that a girl who has had an abortion might be a bad influence on other girls, and 13/35 stated that an adolescent girl cannot decide for herself if to use a contraceptive method. Conflicting views on abortion and contraceptives; A third (11/34) believed that contraceptives may cause infertility, and its use was related to promiscuity. Girls associated with abortion and contraceptive use were considered immoral, lacking parental guidance, and were used to represent bad examples in school. Although conflicting views were present, sexuality was considered a taboo topic, which left adolescents ignorant on contraceptive use. Conclusions Adolescent girls associated with abortion and contraceptive use are at risk for social judgements and discrimination, by both peers and teachers. Sexual and reproductive health training needs to be implemented in teacher education to increase knowledge on adolescent sexuality, abortion and contraceptive use to improve adolescents’ sexual health and decrease the stigma. Trial registration This was a prestudy nested in a cluster randomised intervention study, registered on February 28, 2017, at ClinicalTrials.gov (NCT03065842).

scholarly journals Information literacy grade of Secondary School teachers in Spain. Beliefs and self-perceptions

Comunicar ◽  
2015 ◽  
Vol 23 (45) ◽  
pp. 187-194 ◽  
Author(s):  
Juan-Francisco Álvarez ◽  
Mercè Gisbert-Cervera
Keyword(s):  
Secondary School ◽  
Information Literacy ◽  
Student Development ◽  
Secondary School Teachers ◽  
Digital Competence ◽  
School Teachers ◽  
Self Perceptions ◽  
Training Plan ◽  
Alfabetización Informacional ◽  
Competencia Digital

Information Literacy is one of the dimensions of digital competence and, in today’s information and media-based society, it should be a skill that everyone develops, especially secondary school teachers due to their influence on this crucial stage of student development. In this investigation we aim to determine the current level of information literacy of secondary school teachers in Spain. For this purpose we have designed a questionnaire (n=2,656) which is divided into two parts: the first asks questions related to belief and self-perception of information literacy indicators, and the second presents practical cases in which the teachers have to demonstrate their skills in information literacy. The results confirm that the beliefs of secondary school teachers show rather high values but that, even if the level of information literacy that the teachers have is acceptable, there are certain aspects of the indicators related to assessment, management and transformation of information in which the teachers display serious shortcomings. This highlights the need to establish a training plan for information literacy for the secondary school teachers in Spain. La alfabetización informacional es una de las dimensiones de la competencia digital y, como tal, debe ser tenida muy en cuenta dentro de las competencias asumibles por cualquier persona en nuestros días, inmersa en la sociedad de la información y la comunicación, pero más concretamente por el profesorado de Educación Secundaria dada la gran importancia que tiene esta etapa en la formación de los alumnos. En este estudio hemos querido conocer cuál es el grado de alfabetización informacional del profesorado de Secundaria del estado español. Para ello hemos construido y aplicado un cuestionario (n=2.656). En dicho instrumento hemos sometido al profesorado a dos partes bien diferenciadas, una con cuestiones de creencia y autopercepción sobre los indicadores de la alfabetización informacional, y por otra, con cuestiones de situación, casos prácticos en los que el profesorado ha tenido que poner en práctica las habilidades y destrezas que tiene sobre la alfabetización informacional. Los resultados obtenidos confirman que las creencias del profesorado de Educación Secundaria dan valores bastante elevados pero también nos muestran que si bien el grado de alfabetización informacional del profesorado consigue el aprobado, hay ciertos aspectos de los indicadores relativos a la evaluación, gestión y transformación de la información donde los docentes tienen graves carencias. Todo ello pone de manifiesto la necesidad de plantear un plan formativo en alfabetización informacional del profesorado de Educación Secundaria de España.

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