Joint observation of student teaching and related tripartite dialogue during field experience : Partner perspectives

Peer reviewedPostprin

Exploring intentions to teach mathematical problem solving: An application of the Theory of Planned Behaviour

This study examined the beliefs underlying teachers’ decision-making regarding teaching Mathematical Problem Solving (MPS), from the perspective of the Theory of Planned Behaviour (TPB). 375 primary teachers drawn from 50 schools in a large, mainly urban local authority in Ghana, completed a questionnaire assessing the direct TPB measures of attitudinal beliefs (positive/negative consequences), normative beliefs (approving/disapproving significant others), control beliefs (easy/difficult circumstances) and intentions in relation to teaching MPS. In the follow up qualitative phase, six semi-structured teacher interviews were conducted to further explore the quantitative findings. The merged results revealed that teachers’ intentions to teach MPS were influenced by their attitudinal beliefs towards teaching MPS (e.g. stimulate critical thinking, apply mathematics to everyday contexts), their perceptions and actions of important others (e.g. education authorities, pupils and parents), and some perceived control difficulties (e.g. lack of instructional resources and time availability). The results identified both attitudinal and control beliefs as the main determinants of teacher intentions to teach MPS. These findings highlight the key beliefs to target in developing the capacity of schools to support mathematics teachers’ willingness to implement curriculum reform imperatives

Exploring intentions to teach mathematical problem solving : An application of the Theory of Planned Behaviour

Study Acknowledgements: This research received financial support from the Ghana Education Trust Fund (GETFund), a public sector educational financing agency for the promotion of research, especially at the tertiary level in Ghana. For this support we are most grateful.Peer reviewe

Identifying beliefs underlying the teacher's decision to teach mathematical problem solving : An elicitation study using the Theory of Planned Behaviour

Financial support was gratefully received from the Ghana Education Trust Fund (GETFund), a public sector educational financing agency for the promotion of tertiary level research.Peer reviewedPublisher PD

Personality, Motivation, Anxiety, Strategies, and Language Proficiency of Japanese Students

This study is the lirst io simultaneously examinc the relationships anong live language learning variables (personality, motivation, anxiety, leaning strategies, and language proficiency) as they cooccur in a group of students with a single language background. The 320 students in this study were all Japanese nationals enrolled in the Intensive English Language Program at Temple Univenity Japan in Tokyo. The six insruments were: the Yatabe-Guilford Personalily Inventory, the Attitude/MIotivation Test Battery, the Foreign Language Classroom Anxiety Scale, the Strategy Inventory for Language Learning, a cloze test, and the structure subtest of the Michigan Placement Test. Descriptive statistics indicated the characteristics of Japaness students. Cronbach alpha analysis indicated that the personality, motivation, anxiety, and learning strategies measures were all reasonably reliable in this situation. Factor analysis (with varimax rotation), used to study the validity of the instruments, indicated a reasonably high degree of convergence of subscales within the measures and divergence between measures. Discriminant function analysis showed that five of the subscales reliably classified students into high, middle, and low proficiency groups, two on the first function (between low proficiency students and the other two groups) and three on the second function (between high proficiency students and the other two groups). The classifications were shown to be 55.19% accurate overall (with 66.3% accuracy in classirying low proliciency students, 48.1% for middle proficiency students, and 51.5% for high proficiency students). Patterns in the intercorrelations ofthe subscales are also interpreted and discussed.This study is the lirst io simultaneously examinc the relationships anong live language learning variables (personality, motivation, anxiety, leaning strategies, and language proficiency) as they cooccur in a group of students with a single language background. The 320 students in this study were all Japanese nationals enrolled in the Intensive English Language Program at Temple Univenity Japan in Tokyo. The six insruments were: the Yatabe-Guilford Personalily Inventory, the Attitude/MIotivation Test Battery, the Foreign Language Classroom Anxiety Scale, the Strategy Inventory for Language Learning, a cloze test, and the structure subtest of the Michigan Placement Test. Descriptive statistics indicated the characteristics of Japaness students. Cronbach alpha analysis indicated that the personality, motivation, anxiety, and learning strategies measures were all reasonably reliable in this situation. Factor analysis (with varimax rotation), used to study the validity of the instruments, indicated a reasonably high degree of convergence of subscales within the measures and divergence between measures. Discriminant function analysis showed that five of the subscales reliably classified students into high, middle, and low proficiency groups, two on the first function (between low proficiency students and the other two groups) and three on the second function (between high proficiency students and the other two groups). The classifications were shown to be 55.19% accurate overall (with 66.3% accuracy in classirying low proliciency students, 48.1% for middle proficiency students, and 51.5% for high proficiency students). Patterns in the intercorrelations ofthe subscales are also interpreted and discussed.This study is the lirst io simultaneously examinc the relationships anong live language learning variables (personality, motivation, anxiety, leaning strategies, and language proficiency) as they cooccur in a group of students with a single language background. The 320 students in this study were all Japanese nationals enrolled in the Intensive English Language Program at Temple Univenity Japan in Tokyo. The six insruments were: the Yatabe-Guilford Personalily Inventory, the Attitude/MIotivation Test Battery, the Foreign Language Classroom Anxiety Scale, the Strategy Inventory for Language Learning, a cloze test, and the structure subtest of the Michigan Placement Test. Descriptive statistics indicated the characteristics of Japaness students. Cronbach alpha analysis indicated that the personality, motivation, anxiety, and learning strategies measures were all reasonably reliable in this situation. Factor analysis (with varimax rotation), used to study the validity of the instruments, indicated a reasonably high degree of convergence of subscales within the measures and divergence between measures. Discriminant function analysis showed that five of the subscales reliably classified students into high, middle, and low proficiency groups, two on the first function (between low proficiency students and the other two groups) and three on the second function (between high proficiency students and the other two groups). The classifications were shown to be 55.19% accurate overall (with 66.3% accuracy in classirying low proliciency students, 48.1% for middle proficiency students, and 51.5% for high proficiency students). Patterns in the intercorrelations ofthe subscales are also interpreted and discussed

Enacting inclusive pedagogy in schools located in high poverty environments : Learning from beginner teachers

Peer reviewedOthe

Exploring practicum : student teachers’ social capital relations in schools with high numbers of pupils living in poverty

This research did not receive any specific grant from funding agencies in the public, commercial, or not-for-profit sectors.Peer reviewedPostprin

Student teachers’ understandings of poverty : insights for initial teacher education

Peer reviewedPostprin

Teacher characteristics and children’s educational attainment in Ghana: do some teacher characteristics matter more for children attending disadvantaged schools?

Funding Information: The authors are grateful to both the Government of Ghana and their partners for permission to use the data. All results from this research are the responsibility of the authors and do not implicate the custodians of the primary data in any way. Funding. This research relied on data from the Ghana Education Service and RTI International in collaboration with the United States Agency for International Development. This study was partly supported through the Scottish Funding Council GCRF Institutional grant awarded to ES. Publisher Copyright: © Copyright © 2020 Nyatsikor, Sosu, Mtika and Robson. Copyright: Copyright 2020 Elsevier B.V., All rights reserved.Peer reviewedPublisher PD

Newly qualified teachers’ professional learning through practitioner enquiry : Investigating partnership-based mentoring

This work was funded by the Scottish Government.Peer reviewedPostprin