scholarly journals Il formative assessment nelle convinzioni e nelle pratiche degli insegnanti. Analisi secondarie da una indagine sui docenti di scuola media di due regioni italiane

2021 ◽  
Author(s):  
Andrea Ciani ◽  
Elia Pasolini ◽  
Ira Vannini
Keyword(s):  
Instructional Design ◽  
Formative Assessment ◽  
Middle School Teachers ◽  
Multivariate Regression Analysis ◽  
Scientific Disciplines ◽  
Italian Regions ◽  
Teachers Beliefs ◽  
Secondary Analyses ◽  
The Relationship

All around the world, several scholars are reflecting on the role of the so-called «teacher variable» for orienting changes towards quality and equity in the education. In this field, it is stressed the importance of the relationship between teachers’ beliefs practices. Following this tradition, this paper aims to prove the existence of a relationship between democratic beliefs of the teachers and their adoption of formative assessment (FA) practices. Secondary analyses are conducted on data collected during a study, which involved a sample of more than a thousand middle school teachers. In this work we focused on data from two Italian regions: Emilia-Romagna and Piemonte. These data are re-analyzed to prove the relationship between the declaration on the adoption of FA practices and three beliefs variables, namely teachers’ beliefs on the FA, on the existence of natural gifts of students, and on the utility and dynamicity of instructional design. Personal, professional, and experiential variables are included to prove the existence of significant differences. The results suggest that the teachers who adopt FA practices more often and who present more democratic beliefs are: women, experienced teachers, those who teach literature or scientific disciplines, and those who are specialized in special needs teaching. Multivariate regression analysis, finally, confirm the relationship between the adoption of FA practices and positive beliefs towards the formative assessment and instructional design.

scholarly journals Relationship between parents' defense mechanisms and personal supportive factors with coming-to-terms behaviors in university students

2016 ◽  
Vol 6 (1) ◽  
pp. 179
Author(s):  
Fahime Nedaie Haddad ◽  
Asghar Jafari ◽  
Neda Nouhi
Keyword(s):  
Defense Mechanisms ◽  
Negative Emotion ◽  
Pearson Correlation ◽  
Multivariate Regression Analysis ◽  
Mean Deviation ◽  
Statistical Population ◽  
Defense Styles ◽  
Correlational Method ◽  
The Relationship

The present study was aimed to determine the relationship between parents' defense mechanisms and personal supportive factors with coming-to-terms in students. The study used a correlational method; and the statistical population consisted of all students of BA and upper levels, who referred to Tehran's national library during the first half of 2013, from whom 90 individuals were selected as the sample   of the study, using random sampling method. They completed Andrews' et al (1993) defense styles questionnaire, Zimet's et al Multi-Dimensional Scale of Perceived Social Support (MSPSS), and Britani Hermandz's Coming-to-Terms behaviors (2008). Frequency, mean, deviation, standard, Pearson correlation coefficient, and multivariate regression analysis were used in order to analyze data. Results showed that there is a relationship between parents' developed defense mechanisms, underdeveloped defense mechanisms, and neurotic defense mechanisms, and personal supportive factors with students' coming-to-terms behaviors. From predictor variables, personal supportive play a have a greater share in the expression of students' coming-to-terms behaviors. Finally, it can be concluded that considering the role of defense mechanisms in mental health, and considering the fact that different defense mechanisms affect individuals' stressful emotions in various ways, clinical experts and consultants can help patients to develop defense mechanisms and review personal and social supportive factors, following which we can expect them to better face this negative emotion and come to terms with it. 

Teaching Mathematics for Conceptual Understanding: Teachers’ Beliefs and Practices and the Role of Constraints

2020 ◽  
Vol 51 (2) ◽  
pp. 234-247 ◽  
Author(s):  
Bilge Yurekli ◽  
Mary Kay Stein ◽  
Richard Correnti ◽  
Zahid Kisa
Keyword(s):  
Instructional Practices ◽  
Conceptual Understanding ◽  
Major Influence ◽  
Teaching Mathematics ◽  
New Approach ◽  
Beliefs And Practices ◽  
Teachers Beliefs ◽  
The Relationship ◽  
Development Of Students

A major influence on mathematics teachers’ instruction is their beliefs. However, teachers’ instructional practices do not always neatly align with their beliefs because of factors perceived as constraints. The purpose of this article is to introduce a new approach for examining the relationship between teachers’ beliefs and practices, an approach that focuses on specific instructional practices that support the development of students’ conceptual understanding and on mismatches that occur between what teachers believe to be important and what they report actually doing in the classroom. We also examine the relationship between teachers’ self-reported constraints and mismatches between teachers’ beliefs and practices.

Epistemological aspects of computational simulations and their approach through educational simulations in high school

SIMULATION ◽  
2020 ◽  
pp. 003754972093008
Author(s):  
María Eugenia Seoane ◽  
Ileana M Greca ◽  
Irene Arriassecq
Keyword(s):  
High School ◽  
Science Teaching ◽  
Computer Simulations ◽  
Scientific Activity ◽  
Physics Teaching ◽  
Scientific Disciplines ◽  
Scientific Simulations ◽  
Teaching Learning ◽  
The Relationship

Computer simulations are currently used in diverse scientific disciplines as well as in science teaching. The simulations proposed for physics teaching are designed for specific purposes and allow studying natural phenomena through exploration and/or modeling. In this work, we present an analysis that, based on the theoretical frame provided by the nature of science (NOS), considers some aspects of present discussions on computer simulations that should be taken into account to promote scientifically literate citizens. We examine different types of simulations used, specifically, in the teaching of physics for high school in the past few years. We also explore some of the current philosophical thoughts on scientific simulations and which of their aspects could become part of the teaching–learning process when using simulations in science teaching—for example, the role of the model in simulations, the relationship between simulations and experimentation, the validity of knowledge resulting from simulations, and the role of animation in relation to the simulation used. Discussing these aspects from the viewpoint of the NOS would provide students with an updated vision of scientific activity so that they could analyze the information they receive daily and, as members of society, take a stand accordingly.

Crime, Inequality, and Poverty

2020 ◽  
pp. 70-100
Author(s):  
Ramprasad Sengupta
Keyword(s):  
Multivariate Regression Analysis ◽  
Minority Population ◽  
Left Wing ◽  
Explanatory Variables ◽  
Social Tension ◽  
The Social ◽  
Moments Method ◽  
Relationship Of ◽  
The Relationship

Chapter 3 enquires into the issues of the social sustainability aspect of development by analyzing the inter-relationships between crime and deprivation, and the resulting social tension in the Indian context. It estimates the relationship of violent crimes such as homicide and property-related crime—dacoity, burglary and robbery, riots and left-wing extremism—with economic inequality or poverty, or social tension induced by either of these, along with other developmental variables such as state of education, infrastructural development, urbanization, and so on. It has used panel data for both simple correlation analysis as well as multivariate regression analysis (generalised moments method) in its different dimensions of use and treatment. The analysis of riots also considered the role of share of minority population, share of SC/ST population, as well as religious polarization as important social explanatory variables.

Teachers' Emotional Intelligence and Self-efficacy: Mediating Role Of Teaching Performance

2019 ◽  
Vol 47 (3) ◽  
pp. 1-10 ◽  
Author(s):  
Yingying Wu ◽  
Kunyu Lian ◽  
Peiqiong Hong ◽  
Shifan Liu ◽  
Rong-Mao Lin ◽  
...  
Keyword(s):  
Emotional Intelligence ◽  
Middle School Teachers ◽  
Self Efficacy ◽  
Teaching Experience ◽  
Mediating Effect ◽  
Teaching Performance ◽  
Mediating Effects ◽  
Mediating Role ◽  
The Relationship

We investigated the relationship between teachers' emotional intelligence (EI) and self-efficacy, and tested whether this relationship was mediated by teaching performance. Participants were 467 Chinese middle school teachers (312 women; 66.8%). They completed 3 questionnaires relating to EI, self-efficacy, and teaching performance. The results showed that the total effect of EI on self-efficacy was .61, indicating that higher EI is positively correlated with a higher level of self-efficacy. This relationship was partially mediated by teaching performance. In the mediating model for teaching performance, the direct effect of EI on teachers' self-efficacy was .23 and the mediating effect of teaching performance on the relationship between EI and teachers' self-efficacy was .45. In addition, both the direct and mediating effects were invariant across gender and teaching experience. These results indicate that an increase in EI largely enhances teachers' self-efficacy only when emotional skills are successfully used to improve teachers' performance.

scholarly journals Pengaruh Spiritualitas Dalam Kinerja Guru Melalui Modal Psikologis di SMP Muhammadiyah Magelang

2019 ◽  
Vol 17 (3) ◽  
Author(s):  
Imron Imron ◽  
Idi Warsah
Keyword(s):  
Middle School ◽  
Organizational Commitment ◽  
Path Analysis ◽  
Middle School Teachers ◽  
Teacher Performance ◽  
Total Sample ◽  
School Teachers ◽  
Analysis Techniques ◽  
The Relationship

AbstractThe purpose of this study was to determine the role of spirituality in teacher performance seen from the organizational commitment of Muhammadiyah Middle School teachers in Magelang Regency. This research is a quantitative study that is correlational, namely research that is asking the relationship between two or more variables. The population in this study were all Muhammadiyah Middle School teachers in Magelang Regency with 370 teachers, while the total sample in this study was 185 teachers. To conduct data analysis in this study, then: (1) analysis techniques with descriptive statistics; (2) technical analysis of multiple regression; and (3) path analysis techniques. Based on the results of research and discussions that have been conducted, the results of this study are (1) Spirituality has a very significant role in influencing teacher performance through organizational commitment, Muhammadiyah Middle School teachers in Magelang Regency; (2) Spirituality directly affect teacher performance, although not as much as if it is through organizational commitment variables; and (3) Teachers who have high spirituality will have good performance because they have high organizational commitment. AbstrakTujuan penelitian ini adalah untuk mengetahui peran spiritualitas dalam kinerja guru dilihat dari komitmen organisasi pada guru SMP Muhammadiyah di Kabupaten Magelang. Penelitian ini merupakan penelitian kuantitatif yang bersifat korelasional, yaitu penelitian yang bersifat menanyakan hubungan antara dua atau lebih variabel. Populasi pada penelitian ini adalah seluruh guru SMP Muhammadiyah di Kabupaten Magelang yang berjumlah 370 guru, sedang jumlah sampel dalam penelitian ini berjumlah 185 guru. Untuk melakukan analisis data pada penelitian ini, maka digunakan (1) teknik analisis dengan statistik deskriptif; (2) teknis analisis regresi ganda; dan (3) teknik analisis jalur (path analysis). Berdasarkan hasil penelitian dan pembahasan yang telah dilakukan, maka hasil penelitian ini, yaitu (1) Spiritualitas mempunyai peran sangat signifikan dalam mempengaruhi kinerja guru melalui komitmen organisasi, guru SMP Muhammadiyah di Kabupaten Magelang; (2) Spiritualitas secara langsung mempengaruhi kinerja guru meskipun tidak sebesar jika melalui variabel komitmen organisasi; dan (3) Guru yang memiliki spiritualitas yang tinggi akan memiliki kinerja yang bagus karena memiliki komitmen organisasi yang tinggi.

Educated in conspiracies? Specific (non) conspiracy beliefs and rationality as predictors of future teachers’ generic conspiracy beliefs and meta-beliefs across three countries

2021 ◽  
Author(s):  
Theofilos Gkinopoulos ◽  
Myrto Pantazi ◽  
Sylvain Delouvée
Keyword(s):  
Critical Thinking ◽  
Middle School Teachers ◽  
Future Teachers ◽  
School Teachers ◽  
Teachers Perceptions ◽  
Teachers Beliefs ◽  
Education Improvement ◽  
Conspiracy Beliefs ◽  
Role Of Teachers

A few studies have examined endorsement of conspiracy beliefs in cohorts of future teachers. We aimed to compare endorsement of conspiracy beliefs in future teachers, as well as the teachers’ beliefs about their students’ conspiracy beliefs in three countries. We recruited 1118 students in England, Greece and France, trained to become middle school teachers. We measured future-teachers’ generic and specific conspiracy beliefs, rationality/objectivity, beliefs in non-conspiracy explanations and their perceptions about the average student’s generic conspiracy beliefs. Differences per subject across countries and dependent measures were identified. Specific conspiracy beliefs, rationality/objectivity and official non-conspiracy explanations predicted teachers’ generic conspiracy beliefs. Teachers’ generic conspiracy beliefs, rationality/objectivity and specific conspiracy beliefs predicted teachers’ perceptions about the average student’s generic conspiracy beliefs. Discussion focuses on the role of teachers’ conspiracy beliefs in mapping out critical thinking and teaching strategies for education improvement.

scholarly journals The mediating role of motivated strategies in the relationship between formative classroom assessment and academic well-being in medical students: a path analysis

2022 ◽  
Vol 22 (1) ◽  
Author(s):  
Majid Yousefi Afrashteh ◽  
Shamsi Rezaei
Keyword(s):  
Medical Students ◽  
Formative Assessment ◽  
Path Analysis ◽  
Classroom Assessment ◽  
Medical Science ◽  
Cognitive Strategies ◽  
Well Being ◽  
Mediating Role ◽  
The Relationship

Abstract Background The support of students' academic well-being is one of the main agendas of medical education. For medical students, well-being can help prevent burnout and provides students with grounds for their future healthcare setting. The aim of this study was to examine the mediating role of motivated strategies for learning in the relationship between formative assessment and academic well-being. Method The present cross-sectional study was performed on 391 undergraduate students of medical sciences selected by a convenient sampling method. The measuring instruments used in this study included motivated strategies for learning questionnaire (Pintrich and De Groot), classroom assessment approaches questionnaire (Yousefi Afrashteh et al.) and Academic well-being Questionnaire (Pietarinen et al.). In order to analyze the data, SPSS-26 software was used for descriptive statistics and correlation matrix, and LISREL-10.20 software was used to do path analysis and determine the relationships between variables within the model. Results Findings showed that formative assessment is a significant resource in shaping subscale of motivated strategies for learning (self-efficacy, intrinsic value, test anxiety, cognitive strategies and self-regulation). Moreover, the results demonstrated that the self-regulated learning strategies is a crucial determinant of academic well-being and is a mediator between formative assessment and academic well-being. Conclusion These findings suggest the important value and necessity of formative assessment in medical science classes which can indirectly lead to improve students’ academic well-being.

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