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This study examines urban high school teachers' perceptions (N=50) of their strengths and needs in supporting diverse students in their classrooms. Qualitative analysis of responses revealed the emergence of four thematic categori...
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This study examines urban high school teachers' perceptions (N=50) of their strengths and needs in supporting diverse students in their classrooms. Qualitative analysis of responses revealed the emergence of four thematic categories: enactment of positive teacher dispositions; external challenges affecting student learning; strengths in the classroom environment and; effective instructional practices to support high needs students. We discuss the use of the findings of teachers' perceptions as integrated in a teacher responsive professional development model built on culturally responsive student-centered teaching and focused on teacher involvement that includes collaborative decision-making, collective construction of effective practice, and a growth driven approach.
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The Educational Alumni Support Project (EdASP) indicated that there is an urgent need for the teaching profession to support casual beginning teachers (CBTs). The EdASP that was carried out at the University of New England provide...
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The Educational Alumni Support Project (EdASP) indicated that there is an urgent need for the teaching profession to support casual beginning teachers (CBTs). The EdASP that was carried out at the University of New England provided online support for primary and secondary beginning teachers, yet the majority of postings were submitted by CBTs. In general, these casual teachers experienced feelings of alienation, culture shock, a lack of school and systemic support, and are often not considered part of the school community by staff or students. The analysis of postings by CBTs provides further insight into the difficulties they face, as well as reveals or reinforces strategies that could effectively facilitate their teaching. Many of these findings are not new, yet the call to aid casuals continues to be overlooked. This need for support is both professional and pragmatic. Ethically, education - a nurturing profession - should support its novices. In addition, the transition period from pre-service to professional teacher has significant implications for teacher educators plus the potential retention of teachers.
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Teachers in urban schools experience stress and burnout at levels that significantly impact their mental health and occupational functioning, and contribute to alarming rates of attrition. The current mixed-methods study employed ...
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Teachers in urban schools experience stress and burnout at levels that significantly impact their mental health and occupational functioning, and contribute to alarming rates of attrition. The current mixed-methods study employed a sample of 162 predominantly White and female urban teachers in the United States to examine the role of personal and contextual factors, and responses to situational challenges, in predicting burnout. Results revealed that multiple personal factors and responses to situational challenges predicted burnout. Notably, higher levels of professional and social-emotional support predicted lower levels of burnout across multiple dimensions, while internal locus of control and digestive responses to situational challenges, respectively, predicted higher levels of Personal Accomplishment and Emotional Exhaustion. Implications include further avenues of research and suggestions for supports which function as teacher resources in the mitigation of burnout and promotion of wellbeing for urban teachers.
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Routes into teacher training have expanded in recent years, accompanied by a growing interest in schools 'growing their own' teachers from amongst support staff. However, little attention has been paid to their transition to the r...
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Routes into teacher training have expanded in recent years, accompanied by a growing interest in schools 'growing their own' teachers from amongst support staff. However, little attention has been paid to their transition to the role of teacher. This article investigates influences on identity development and the extent to which personal values are reconciled with professional demands and socially constructed facets of educational practice. Participants were nine staff in one secondary school for pupils with moderate learning difficulties who had undertaken the transition from LSA (learning support assistant) to teacher. Qualitative data were obtained through an online survey and focus group discussion. Findings show that extensive opportunities to experiment with provisional and possible selves, immersion in educational discourse, classroom agency and staff collaboration engender a 'teacher' self-concept and positive motivations for LSA career development, and that self-esteem and self-efficacy are strengthened by how an individual's values align with those of the setting in which they work. Findings may inform school leaders as to the value of training teachers 'in-house' and support career development decisions of LSAs, a pathway of potential significance given the current pressures on teacher recruitment and retention.
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The Next Generation Science Standards present a way for engineering lessons to be formally integrated into elementary classrooms at a national level in the United States. Professional development programs are an important method f...
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The Next Generation Science Standards present a way for engineering lessons to be formally integrated into elementary classrooms at a national level in the United States. Professional development programs are an important method for preparing teachers to enact the new engineering practices in their science classrooms. To better understand what contextual factors help a professional development program have a sustained effect on the implementation of engineering, we closely examined two elementary schools within the same school district that participated in the same professional development program but had very different outcomes in their lasting implementation of engineering. Using the case study method, we corroborate quantitative and qualitative sources of data measuring students' learning and attitudes; teachers' learning, attitudes, and implementation fidelity; perceived teacher community; and administrative support. Our analysis revealed that although the professional development program had district-level administrative support, there was considerable variation between schools in how teachers' perceived school level support. In addition, teachers at the sustaining school collaborated and co-taught with one another. Our findings support previous literature on the role of administrative support and teacher learning communities. We discuss practical ways that professional development programs can seek to foster a context which is supportive of sustaining curriculum change for engineering.
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The student-teacher relationship has mostly been assumed to be static. This approach is limited in providing information on how relationships with teachers evolve over time, and how possible changes affect young people's adjustmen...
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The student-teacher relationship has mostly been assumed to be static. This approach is limited in providing information on how relationships with teachers evolve over time, and how possible changes affect young people's adjustment. To address this gap in knowledge, the present study examined whether adolescents follow different trajectories in their perceptions of relationship with teachers and whether students on different trajectories differ from each other in their adjustment. The sample included 829 students residing in Sweden (M-age = 13.43, SD = 0.55, 51% girls). Three distinct teacher-relationship trajectories were identified. More than half (66%) of the adolescents (average-stable trajectory) reported an average level of positive relationships with teachers at grade 7, and did not change significantly over the three years. About 24% of the adolescents (high-increasing trajectory) reported a high level of fair and supportive teacher-relationships at T1, and continued to increase in their positive views from grade 7 to grade 9. Ten percent of the adolescents (average-declining trajectory) reported an average level of positive relationships with teachers at grade 7, but showed a decline in their positive views towards teachers over time. Relative to adolescents on an average-stable trajectory, adolescents on a high-increasing trajectory reported greater school satisfaction, higher achievement values, and lower failure anticipation. By contrast, adolescents in the average-declining group reported worsening school adjustment. No significant moderating effects of immigrant status and gender were found. These findings highlight the importance of the association between the continuous experience of supportive and fair teacher treatment and youth adjustment.
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When a classroom environment is designed to foster student sense-making and reasoning, resulting in collective argumentation, the teacher's support for collective argumentation requires adaptive teaching. This paper examines the t...
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When a classroom environment is designed to foster student sense-making and reasoning, resulting in collective argumentation, the teacher's support for collective argumentation requires adaptive teaching. This paper examines the teacher's adaptive support for argumentation during the teaching of mathematics in a digital environment that simulated a laboratory experiment. The teacher and twenty 15-year-old students engaged in multiple episodes of argumentation during the class. Adaptiveness of instruction is evidenced by the teacher's actions in support of collective argumentation both within and across episodes of argumentation. Within episodes, the kinds of questions and other supportive actions reveal the teacher's focus on adapting instruction with respect to the utterances, gestures, and observations of the students. Across episodes, the teacher's support for collective argumentation differed from the beginning of class to the end as evidenced by the number of questions asked in early episodes of argumentation and the preponderance of repeating actions later in the class session.
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Mathematics classrooms in which students engage in argumentation constitute a favourable context to analyse how teachers recognize and incorporate student contingencies. Through exploratory case studies, we examined three mathemat...
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Mathematics classrooms in which students engage in argumentation constitute a favourable context to analyse how teachers recognize and incorporate student contingencies. Through exploratory case studies, we examined three mathematics lessons in which teachers support argumentation in contingent situations triggered by student errors. Teachers' argumentation support was defined as comprising three elements: mathematical tasks open to discussion, communicative strategies, and strategies to recognize students' thinking. This three-strategy set is termed argumentative orchestration in contingent situations. Results show that all three strategies encourage argumentation in the mathematics classroom during contingent situations; more specifically, taking measures to recognize students' thinking significantly fosters the incorporation of contingent situations in the mathematics classroom.
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Purpose - Perceived support from co-workers and managers is important for many organizational outcomes. However, the benefit of competence support from colleagues and school management on personal teacher efficacy has not been inv...
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Purpose - Perceived support from co-workers and managers is important for many organizational outcomes. However, the benefit of competence support from colleagues and school management on personal teacher efficacy has not been investigated. The purpose of this paper is twofold: first, to investigate the impact of competence support from colleagues and the school management on growth in teacher efficacy and second, to investigate cultural differences (Canada and Sweden). Design/methodology/approach - The authors administered an inventory measuring support for competence and personal teacher efficacy to over 400 teachers in Canada and Sweden at 27 schools, at two times. Time 1 took place at the first week of a fall semester and Time 2 at the end of the same semester. Findings - Structural equation modeling revealed that competence support from colleagues predicted growth in teacher efficacy, whereas competence support from school management did not. No differences in these relations emerged between Canadian and Swedish teachers. Practical implications - The findings have implications for how schools organize teachers in teacher teams so that competence support from co-workers is promoted. Originality/value - This study is the first cross-cultural study to empirically show that teachers' self-efficacy is significantly benefitted by competence support from their teacher peers.
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The aim of this study was to examine the role of social support from parents, teachers, and peers in students’ engagement and achievement. Filipino secondary school students (N =1,694) participated in this study and answered ques...
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The aim of this study was to examine the role of social support from parents, teachers, and peers in students’ engagement and achievement. Filipino secondary school students (N =1,694) participated in this study and answered questionnaires assessing their levels of perceived social support and academic engagement. A standardized science achievement test was also given. Results showed that students who perceived higher levels of social support from parents, teachers, and peers were more engaged and had higher achievement scores. More interestingly, peer support seemed to be more salient compared to parental and teacher support. Implications are discussed.
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