Dynamic quality of teacher interaction in professional learning communities

The quality of teacher interaction is essential for the effectiveness of professional learning communities (PLCs). The current study was based on dynamic systems theory to grasp the complexity of teacher interaction. We examined attractor states and attractor sequences in interaction in two teacher PLCs, using state space grids and orbital decomposition. Results reveal more high-quality attractors in PLC2 than in PLC1. The poster illustrates these analyses and discusses implications and directions for further research.</p

Halo and association effects:Cognitive biases in teacher attunement to peer-nominated bullies, victims, and prosocial students

This study examined whether teachers’ perceptions of students’ behavior (referring to halo effects) and the behavior of teacher-perceived friends (referring to association effects) influenced teachers’ ability to recognize students identified as bullies, victims, and prosocial by their peers. Data came from 1,458 children (Mage = 10.5, 47.5% girls) and 56 teachers (Mage = 40.8, 66.1% females). Perceived likeability was associated with decreased odds and teachers’ perceptions of popularity and externalizing behavior were associated with increased odds for teacher attunement to bullying. Perceived likeability and affiliation were associated with decreased odds for teacher attunement to victimized students. Teachers’ perceptions of externalizing behavior were associated with decreased odds, whereas teachers’ perceptions of affiliation and academic competence were associated with increased odds for attunement to prosociality. Finally, a positive association was found between teacher attunement and the average behavior of teacher-perceived friends for bullying, victimization, and prosociality

Classroom Social Environment as Student Emotions' Antecedent: Mediating Role of Achievement Goals

In line with assumptions made by the control-value theory of academic emotions, it was hypothesized that the association between the classroom social environment, in terms of students’ perceptions of their teachers’ interpersonal behaviour, and students’ academic emotions was partially mediated by students’ achievement goals. The present study applied multilevel structural equation modelling on questionnaire data from a sample of 2000 Chinese secondary school students. As assumed, achievement goals partially mediated the association between the classroom social environment and student emotions. Further, results indicated that the classroom social environment was more closely associated with student emotions than student goals were. The findings of this study add to the understanding of the antecedents of students’ emotions in class

The Teacher’s Invisible Hand: A Meta-Analysis of the Relevance of Teacher–Student Relationship Quality for Peer Relationships and the Contribution of Student Behavior

The relationships that students have with teachers and peers are important for their academic, social, and behavioral development. How teachers relate to students may affect students’ peer relationships and thereby foster or hamper students’ development. To shed more light on the teacher’s role with respect to peer relationships, this meta-analysis assessed the association between the quality of teacher–student and peer relationships (n = 297 studies; n = 1,475 unique effect sizes). We took student behavior into account, as it is known to affect both types of relationship. In addition, design characteristics such as positive versus negative aspects of relationships, type of informants, and educational level were considered. Results showed that negative aspects of the teacher–student relationship in particular were predictive of peer relationships. Moreover, teacher–student relationship quality partially mediated the association between student behavior and peer relationships. For teachers, preventing or reducing negative aspects in their relationships with students who have behavioral problems can positively affect classroom peer relationships

Analyse van gesprekken tussen docenten in lesson study en andere professionele leergemeenschappen

Professionele leergemeenschappen hebben de potentie om bij te dragen aan het leren van docenten, maar de mate waarin leren daadwerkelijk plaats vindt is sterk afhankelijk van de kwaliteit van de dialoog tussen docenten. Die kwaliteit wordt onder andere bepaald door de inhoud van de gesprekken en de wijze waarop – bijvoorbeeld door de begeleiders - sturing wordt gegeven aan die gesprekken. In dit symposium worden vier studies gepresenteerd die de interactie tussen docenten onderling, en tussen docenten en begeleiders van professionele leergemeenschappen en lesson study groepen onderzoeken. De vraag die centraal staat in het symposium is welke lering we kunnen trekken uit deze analyses voor de invulling en begeleiding van Professionele Leergemeenschappen

The intended and unintended impacts on student ownership when realising CBL in mechanical engineering

To increase students’ sense of ownership, the present study incorporated elements of Challenge-based learning (CBL) into a mechanical engineering course. CBL is a desirable pedagogy adopted by many universities of technology. Although the boundaries and constraints of a regular course hinder the application of CBL, some of its benefits can be retained. In this paper, we investigate a second-year mechanical engineering course which aimed to give students autonomy in choosing their modelling projects, to facilitate students’ ownership of their learning processes. The mixed-methods analysis of the intervention reveals no particular benefits of the intervention on pilot students’ ownership, compared to a control group. The qualitative analysis suggests that implicit and explicit factors constrain ownership development, namely the anticipated difficulty level and official constraints for selecting projects. Our findings suggest that, currently, there could be too simple assumptions about how providing students with autonomy in selecting their projects allows for student ownership