Kids' Court School: Instructor's Manual

This Instructor's Manual accompanies the Kids' Court School Curriculum, a Curriculum that teaches children about the judicial process and strategies to reduce anxiety typically associated with participation in the process. The instructor's manual reviews pre-teaching strategies to establish and maintain engagement and on-task behavior. It also identifies the deficit area, objective, legal justification, theoretical justification, methodology and content, and outcome measure for both Session 1 (Investigative and Judicial Process) and Session 2 (Stress Inoculation Training) of the curriculum

Generality and Specificity in Subjective Task Value: Implications for Expectancy-Value Theory

This dissertation is composed of three studies designed to explore the dimensionality of subjective task value and relations among subjective task value dimensions with theoretically-posited outcomes. In particular, these studies aim to clarify issues regarding the dimensionality of subjective task value as a way forward to investigate the short-term longitudinal effects among general and specific subjective task value components with achievement-related outcomes, including both academic performance and students’ engagement choices. Expectancy-value researchers have described the components of subjective task value in multiple ways, leading to multiple competing structural representations of subjective task value data. The purpose of the first study was to examine these competing multidimensional factor structures by comparing hierarchical and bifactor representations of both confirmatory factor analysis and exploratory structural equation modeling (ESEM) models across three theoretical conceptualizations of subjective task value. Results indicate that, in an undergraduate life science learning context (n = 334), the best representation for subjective task value data was a bifactor ESEM model that allowed for the disentangling of general and specific variance of general subjective task value, specific value beliefs, and specific costs. Full measurement invariance of the retained structure across continuing generation and first-generation students, and no differential item functioning was found across gender. General subjective task value and specific opportunity cost significantly and positively predicted achievement and specific utility value significantly and negatively predicted achievement, confirming the criterion-related validity of general and specific factors for predicting achievement outcomes. The purpose of the second study was to examine the temporal relations among general and specific subjective task value constructs and achievement across a semester of an undergraduate biology course. Based on longitudinal data from 1,114 undergraduate science students, latent variable autoregressive and cross-lagged panel analyses revealed that relations among general subjective task value, specific value beliefs and costs, and achievement were relatively stable over the course of a semester. Significant positive relations were observed between prior attainment value and later utility value, early intrinsic value and subsequent utility value, and early psychological cost and later opportunity cost and effort cost. Among value beliefs and costs, significant negative effects were observed between prior effort cost and later attainment value and utility value and between early psychological cost and subsequent intrinsic value. With respect to achievement, significant and negative associations between early utility value and later achievement and significant, positive relations between early opportunity cost and psychological cost and later achievement were observed, providing evidence suggestive of worthwhile cost. The purpose of the third study was to examine the effects of students’ sociodemographic characteristics, prior achievement, and general and specific subjective task value dimensions on study group partnerships outside of class in a semester-long undergraduate biology course (n = 184). Study group networks at the middle and end of the semester were found to have relatively few connection between individuals in the course, with first-generation students overrepresented among the completely disconnected students. Exponential random graph models revealed that first-generation students were significantly less likely to be selected as study group partners at the middle and end of the semester. At the midsemester, one’s perceptions of effort cost associated with course engagement was significantly and negatively associated with being selected as a study partner, and students that had similar levels of psychological cost were more likely to form study group partnership. In addition, separable temporal exponential random graph models suggested that, between the middle and end of the semester, attainment value was a significant predictor of forming new study group partnerships, intrinsic value was significantly associated with continuing to select the same study group partners, however students that had similar levels of intrinsic value were significantly more likely to dissolve their study group partnership

A multidimensional, person-centred perspective on teacher engagement: evidence from Canadian and Australian teachers

Background Hitherto, little work has examined the proposition that teachers may simultaneously invest varying degrees of their energetic resources in the teaching and learning environment. Aims Drawing on a multidimensional, person-centred perspective, the study aimed to identify profiles of teacher engagement, reflecting distinct configurations of teachers’ energetic investments, and their generalizability across Canadian and Australian teachers. Additionally, we examined teachers’ self-efficacy beliefs as predictors of engagement profile membership and the cross-country generalizability of these relations. We also examined emotional exhaustion (EE) and job satisfaction (JS) as outcomes of profile membership in Canadian and Australian teachers, respectively. Samples The samples comprised 586 Canadian and 595 Australian teachers. Methods Data on teachers’ multidimensional engagement and teacher self-efficacy were collected in both the Canadian and Australian samples. Additionally, data on Canadian teachers’ burnout and Australian teachers’ job satisfaction were collected. Results Latent profile analyses revealed three engagement profiles, representing distinct configurations of teachers’ multidimensional energetic investments, which were found to mostly generalize. Additionally, self-efficacy beliefs were found to predict the likelihood of engagement profile membership equally in Canadian and Australian teachers, and EE in Canadian teachers and JS in Australian teachers were found to differ significantly across the profiles. Conclusions The results of the study constitute among the first evidence that teachers may be differentially engaged in the teaching environment with respect to their distinct energetic investments, and such differential profiles of engagement have differential implications for well-being-related outcomes and can be predicted by their teaching capability beliefs

Relations of science teaching self-efficacy with instructional practices, student achievement and support, and teacher job satisfaction

Conceptual models of the effects of teacher self-efficacy hold that efficacy beliefs are related to important teacher (e.g., well-being) and student (e.g., achievement) outcomes both directly and indirectly via teacher practices. Surprisingly little work, however, has been conducted to test these propositions in integrative models comprising both teacher and student outcomes. Even less work has examined the cross-national generalizability of these relations notwithstanding the centrality of teachers’ national contexts to their beliefs. In the present study, we proposed and tested a model of the associations of teachers’ science teaching self-efficacy with not only their job satisfaction but also students’ science achievement and perceived support during science lessons both directly and indirectly via teachers’ inquiry-based science teaching practices. We tested the model across teachers and their students from the Czech Republic and France, comprising over 400 teachers and over 7500 students in total. Results showed direct positive relations of teachers’ science teaching self-efficacy beliefs with the extent of use of inquiry science teaching practices and job satisfaction. Additionally, inquiry teaching was found to be positively related to classroom levels of science achievement. Although science teaching self-efficacy was not directly linked with classroom-average science achievement, evidence was obtained for an indirect association via inquiry-based science teaching. The proposed model was found to generalize across the Czech and French samples