Enhancing Performance in Mathematics Through Motivation, Peer Assisted Learning, And Teaching Quality: The Mediating Role of Student Interest

With increasing competition and metrics focusing on teaching quality (e.g. the teaching excellence framework or TEF), there is a spotlight on learning and teaching (L&T) in policies and practices within universities. Bodies at national and institutional levels focus on disseminating policy ideas on L&T which are oriented to government priorities. This article focuses on how policy itself is discursively constructed in selected L&T policy documents and explores the means of the recontextualisation of policy discourses. I discuss the following three findings: (1) the construction of policy as ‘embedded within processes and practices’, (2) shifts in genre and discursive strategies as policy ideas become short guidelines and (3) the role of ‘discursive mechanisms’ in forcing engagement with policy ideas. Through an analysis of discursive strategies and recontextualisation, I demonstrate the seeming insecurity around policy compliance and show how constructions of L&T are never value-free.

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Setting The Standards For Sessional Staff: Quality Learning And Teaching

Journal of University Teaching and Learning Practice ◽

10.53761/1.10.3.4 ◽

2013 ◽

Vol 10 (3) ◽

pp. 52-85

Author(s):

Marina Harvey ◽

Keyword(s):

Teaching Quality ◽

National Standards ◽

New Paradigm ◽

Learning And Teaching ◽

Face To Face ◽

Teaching Standards ◽

The Face ◽

Potential Strategy ◽

Quality Learning

Across the Australian Higher Education sector a focus on quality is driving a new paradigm for learning and teaching: quality standards. One challenge is to engage all academics with this progress towards systematic quality enhancement and assurance. Sessional staff, who provide most of the face-to-face teaching in Australian universities, remain at the periphery of learning and teaching. Any development of standards must therefore proactively address the role of sessional staff in attaining and achieving quality learning and teaching. Building on seminal research on sessional staff, this paper argues the need for standards as a potential strategy for quality learning and teaching with sessional staff. The rationale for, and process of, developing national standards is outlined and the learning and teaching standards are introduced.

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The effects of teacher competence on student outcomes in elementary science education: The mediating role of teaching quality

Teaching and Teacher Education ◽

10.1016/j.tate.2019.102882 ◽

2019 ◽

Vol 86 ◽

pp. 102882 ◽

Cited By ~ 13

Author(s):

Benjamin Fauth ◽

Jasmin Decristan ◽

Anna-Theresia Decker ◽

Gerhard Büttner ◽

Ilonca Hardy ◽

...

Keyword(s):

Science Education ◽

Student Outcomes ◽

Elementary Science ◽

Teaching Quality ◽

Elementary Science Education ◽

Teacher Competence ◽

Mediating Role

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The More You Say, the Less They Hear

Journal of Media Psychology Theories Methods and Applications ◽

10.1027/1864-1105/a000135 ◽

2015 ◽

Vol 27 (4) ◽

pp. 159-169 ◽

Cited By ~ 3

Author(s):

Elsbeth D. Asbeek Brusse ◽

Marieke L. Fransen ◽

Edith G. Smit

Keyword(s):

Hearing Protection ◽

Entertainment Education ◽

Mediating Role ◽

Attitude Measures ◽

Underlying Mechanisms

Abstract. This study examined the effects of disclosure messages in entertainment-education (E-E) on attitudes toward hearing protection and attitude toward the source. In addition, the (mediating) role of the underlying mechanisms (i.e., transportation, identification, and counterarguing) was studied. In an experiment (N = 336), three different disclosure messages were compared with a no-disclosure condition. The results show that more explicit disclosure messages negatively affect transportation and identification and stimulate the generation of counterarguments. In addition, the more explicit disclosure messages affect both attitude measures via two of these processes (i.e., transportation and counterarguing). Less explicit disclosure messages do not have this effect. Implications of the findings are discussed.

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Coping Humor as a Mediator Between Emotional Intelligence and Job Satisfaction

Journal of Personnel Psychology ◽

10.1027/1866-5888/a000185 ◽

2017 ◽

Vol 16 (3) ◽

pp. 155-159 ◽

Cited By ~ 4

Author(s):

Peizhen Sun ◽

Jennifer J. Chen ◽

Hongyan Jiang

Keyword(s):

Job Satisfaction ◽

Emotional Intelligence ◽

Future Research ◽

Satisfaction Scale ◽

Primary School Teachers ◽

Mediating Role ◽

Regulation Of Emotion ◽

The Relationship ◽

Overall Job Satisfaction

Abstract. This study investigated the mediating role of coping humor in the relationship between emotional intelligence (EI) and job satisfaction. Participants were 398 primary school teachers in China, who completed the Wong Law Emotional Intelligence Scale, Coping Humor Scale, and Overall Job Satisfaction Scale. Results showed that coping humor was a significant mediator between EI and job satisfaction. A further examination revealed, however, that coping humor only mediated two sub-dimensions of EI (use of emotion and regulation of emotion) and job satisfaction. Implications for future research and limitations of the study are discussed.

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