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Journal articles on the topic 'School experiences and beliefs'

Author: Grafiati

Published: 4 June 2021

Last updated: 17 February 2022

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1

Galindo Neto, Nelson Miguel, Gerdane Celene Nunes Carvalho, Régia Christina Moura Barbosa Castro, et al. "Teachers’ experiences about first aid at school." Revista Brasileira de Enfermagem 71, suppl 4 (2018): 1678–84. http://dx.doi.org/10.1590/0034-7167-2017-0715.

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ABSTRACT Objective: To unveil the experiences of primary and elementary school teachers about first aid at school. Method: a descriptive, qualitative study, conducted in May 2014, from a focus group with nine teachers from the municipal network of Bom Jesus-PI. Audio recording occurred, content was transcribed, and data were processed by IRAMUTEQ software and analyzed from the Descendant Hierarchical Classification. Results: Three classes were obtained: Teachers’ knowledge about first aid (influence of maternal experience, belief in popular myths and awareness of lack of preparation were indic

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Malmberg, Lars-Erik, Brigitte Wanner, Suleman Sumra, and Todd D. Little. "Action-Control Beliefs and School Experiences of Tanzanian Primary School Students." Journal of Cross-Cultural Psychology 32, no. 5 (2001): 577–96. http://dx.doi.org/10.1177/0022022101032005004.

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Anthony, Dirk Posthumus, and Christian J. van Nieuwerburgh. "A thematic analysis of the experience of educational leaders introducing coaching into schools." International Journal of Mentoring and Coaching in Education 7, no. 4 (2018): 343–56. http://dx.doi.org/10.1108/ijmce-11-2017-0073.

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Purpose Schools are traditionally hierarchical organisations with headteachers holding significant influence to effect change. The purpose of this paper is to present the findings of an investigation into the experiences of school leaders introducing coaching cultures into their schools. Design/methodology/approach This study adopts a phenomenological approach. In total, 20 face-to-face, semi-structured interviews were conducted with headteachers and deputy headteachers in the UK. Thematic analysis was used to code the data and identify themes. Findings The paper reports on six themes based on

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Cherubini, Lorenzo. "Teacher Candidates’ Perceptions of School Organization: Fundamental inconsistencies between expectations and experiences." Articles 44, no. 2 (2010): 213–28. http://dx.doi.org/10.7202/039033ar.

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Abstract Preservice teacher-candidates enrolled in teacher education programs across Canada are exposed to the nuances of school organization during their practice-teaching assignments. Although the literature is full of scholarship about the concerns of new teachers, less attention has been given to school organizational factors as sources of dissonance for new teachers and preservice teacher education candidates. This study employed quantitative and qualitative methods to determine the effect of the practicum experience on prospective teachers’ beliefs about school organization in Ontario. T

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Heinz, Andreas, Graham K. Murray, Florian Schlagenhauf, Philipp Sterzer, Anthony A. Grace, and James A. Waltz. "Towards a Unifying Cognitive, Neurophysiological, and Computational Neuroscience Account of Schizophrenia." Schizophrenia Bulletin 45, no. 5 (2018): 1092–100. http://dx.doi.org/10.1093/schbul/sby154.

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Abstract Psychotic experiences may be understood as altered information processing due to aberrant neural computations. A prominent example of such neural computations is the computation of prediction errors (PEs), which signal the difference between expected and experienced events. Among other areas showing PE coding, hippocampal-prefrontal-striatal neurocircuits play a prominent role in information processing. Dysregulation of dopaminergic signaling, often secondary to psychosocial stress, is thought to interfere with the processing of biologically important events (such as reward prediction

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Medin, Eva, and Göran Jutengren. "Children’s Perspectives on a School-Based Social and Emotional Learning Program." Children & Schools 42, no. 2 (2020): 121–30. http://dx.doi.org/10.1093/cs/cdaa007.

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Abstract Research has indicated that social and emotional learning (SEL) programs can offer benefits to students and school environments. However, students’ experiences of participation in such programs have not received as much attention. This focus group study describes elementary students’ (N = 23) experiences of and beliefs about participation in a school-based SEL program commonly used in Sweden, Life Skills Training. The results suggest questionable acceptability of the program by the students, indicating a clear belief that the school’s implementation of the program was due to their pro

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Haverback, Heather Rogers. "Why don’t we teach social studies? Preservice teachers’ social studies self-efficacy." Social Studies Research and Practice 12, no. 3 (2017): 245–57. http://dx.doi.org/10.1108/ssrp-07-2017-0034.

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Purpose The majority of states and school systems within the USA have implemented the Common Core State Standards, but with this implementation and focus on language arts and mathematics, many believe that social studies education has lagged. The purpose of this paper is to investigate preservice teachers’ social studies self-efficacy, experiences, and beliefs. Participants were preservice teachers in a required education course. During this course, preservice teachers were required to complete a 20-hour practicum within a school. Participants completed a teacher social studies self-efficacy s

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Morris, Kamryn S., Eleanor K. Seaton, Masumi Iida, and Sarah Lindstrom Johnson. "Racial Discrimination Stress, School Belonging, and School Racial Composition on Academic Attitudes and Beliefs among Black Youth." Social Sciences 9, no. 11 (2020): 191. http://dx.doi.org/10.3390/socsci9110191.

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It is important to consider racialized experiences and proximal indicators of academic success for Black youth when understanding the achievement gap. Acknowledging that racial discrimination is detrimental for the academic success of Black youth, this study extended previous research by examining the influence of racial discrimination stress. Using hierarchical regression analysis and a moderated moderation model, this study examined racial discrimination stress and school belonging as predictors of academic attitudes and beliefs among 344 Black youth (M age = 15.6). Additionally, we examined

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Willging, Brian T., and David Lester. "Paranormal Beliefs and Personality Scores of High School Students." Perceptual and Motor Skills 85, no. 3 (1997): 938. http://dx.doi.org/10.2466/pms.1997.85.3.938.

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Beliefs in paranormal phenomena in a sample of adolescents (42 boys and 52 girls) were not positively associated with scores on measures of psychological disturbance but were associated with experiences of paranormal phenomena in childhood.

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Kuswandono, Paulus. "MENTOR TEACHERS’ VOICES ON PRE-SERVICE ENGLISH TEACHERS’ PROFESSIONAL LEARNING." Indonesian Journal of Applied Linguistics 6, no. 2 (2017): 213. http://dx.doi.org/10.17509/ijal.v6i2.4846.

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Various studies have demonstrated that the role of mentor teachers in helping pre-service English teachers (PSETs) develop their professional experiences in school-based practicum is undeniably fundamental. Considering that mentor voices are still underrepresented in studies, this study aims to investigate the mentor teachers’ voices and beliefs to help the professional learning of pre-service English teachers (PSETs) in their school-based practicums. This is a qualitative study which involves seven mentor teachers who teach English in senior high schools in Indonesia. Data was gathered throug

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Amjad, Afshan. "Muslim students’ experiences and perspectives on current teaching practices in Canadian schools." Power and Education 10, no. 3 (2018): 315–32. http://dx.doi.org/10.1177/1757743818790276.

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This study investigated seven Muslim elementary school students’ classroom experiences in a large urban area in western Canada. Although existing studies have examined the experiences of Muslim high school, college and university students, no research focused specifically on Muslim elementary school children’s classroom experiences in Alberta prior to this study. The study used an interpretive inquiry approach in which interviews with children about their lived experiences of schooling served as a foundation for critical analysis of school culture. The study results provide important insights

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Wilkerson, David, and Hea-Won Kim. "“We Have a Lot of Sleeping Parents”: Comparing Inner-City and Suburban High School Teachers’ Experiences with Parent Involvement." Advances in Social Work 11, no. 2 (2010): 144–57. http://dx.doi.org/10.18060/388.

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Teachers’ experiences with parent involvement were compared at an inner-city high school and a suburban high school. Parent involvement has been described as underutilized by teachers, due to either ideological barriers or cultural biases against parents of lower socio-economic status. A sample of 62 teachers found no significant group differences between teachers at the two schools for either problematic or collaborative parent involvement. There was a significant difference for beliefs about parent competency. Results may suggest that the ideological barrier of a “protective model” for home/

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Mahon, Margaret M., Rachel L. Goldberg, and Sarah K. Washington. "Discussing Death in the Classroom: Beliefs and Experiences of Educators and Education Students." OMEGA - Journal of Death and Dying 39, no. 2 (1999): 99–121. http://dx.doi.org/10.2190/05y3-jc3e-jrmk-63ya.

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In This Study The Beliefs And Attitudes Of Teachers And Education Students About Providing Death Education And Death Related Interventions Were Explored. Teachers From Twelve Elementary And Middle Schools ( N = 189), and education students from three universities ( n = 139) were surveyed. The groups did not differ significantly in beliefs about their own qualifications, whether the content belongs in school, and willingness to attend a seminar about providing death related interventions. There were no differences between the groups in intervention style, or in whether they preferred to interve

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Schachner, Maja K., Linda Juang, Ursula Moffitt, and Fons J. R. van de Vijver. "Schools as Acculturative and Developmental Contexts for Youth of Immigrant and Refugee Background." European Psychologist 23, no. 1 (2018): 44–56. http://dx.doi.org/10.1027/1016-9040/a000312.

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Abstract. Schools are important for the academic and socio-emotional development, as well as acculturation of immigrant- and refugee-background youth. We highlight individual differences which shape their unique experiences, while considering three levels of the school context in terms of how they may affect adaptation outcomes: (1) interindividual interactions in the classroom (such as peer relations, student-teacher relations, teacher beliefs, and teaching practices), (2) characteristics of the classroom or school (such as ethnic composition and diversity climate), and (3) relevant school- a

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Boz, Yezdan, Betul Ekiz-Kiran, and Elif Selcan Kutucu. "Effect of practicum courses on pre-service teachers’ beliefs towards chemistry teaching: a year-long case study." Chemistry Education Research and Practice 20, no. 3 (2019): 509–21. http://dx.doi.org/10.1039/c9rp00022d.

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In this study, we examined the effect of School Experience (SE) and Practice Teaching (PT) courses on pre-service chemistry teachers’ beliefs towards chemistry teaching over a one-year period. To reach this purpose, participants’ beliefs and experiences towards chemistry teaching were monitored closely throughout the varied phases of the two practicum courses. Two pre-service chemistry teachers participated in the study. Data were collected via semi-structured interviews, observation notes, CoRes and reflection papers. Semi-structured interviews focusing on the pre-service teachers’ beliefs re

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Shattuck, Daniel, Janie Lee Hall, Amy Green, et al. "Recruitment of Schools for Intervention Research to Reduce Health Disparities for Sexual and Gender Minority Students." Journal of School Nursing 36, no. 4 (2018): 258–64. http://dx.doi.org/10.1177/1059840518820103.

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Recruiting schools for intervention research can be daunting. This study examined the experiences of researchers recruiting public high schools for a randomized controlled trial to reduce suicide disparities for sexual and gender minority (SGM) youth by implementing evidence-based strategies to enhance school environments. We enrolled 42 schools throughout New Mexico between August 2016 and April 2017. Based on qualitative analysis of recruitment efforts, three groups of factors affected enrollment: (1) non-SGM-specific factors, (2) SGM-specific factors, and (3) facilitating factors. Non-SGM-s

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Nilsson, Maria. "Beliefs and experiences in the English classroom: Perspectives of Swedish primary school learners." Studies in Second Language Learning and Teaching 10, no. 2 (2020): 257–81. http://dx.doi.org/10.14746/ssllt.2020.10.2.3.

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This study investigates how Swedish learners make sense of and perceive English instruction and the process of foreign language learning in a target language-only primary school classroom. In small group discussions, 26 learners aged 9-10 were audio recorded while discussing questions related to their language learner beliefs and their classroom experiences. Learners expressed a strong consensus about the importance of both the teacher’s extensive target language input and the learners’ oral engagement, in alignment with the beliefs of the teacher. However, the analysis identified three mismat

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Raymond, Anne M. "Inconsistency Between a Beginning Elementary School Teacher's Mathematics Beliefs and Teaching Practice." Journal for Research in Mathematics Education 28, no. 5 (1997): 550–76. http://dx.doi.org/10.5951/jresematheduc.28.5.0550.

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This study investigates relationships between a beginning elementary school teacher's beliefs and mathematics teaching practices. A proposed model of relationships between beliefs and practice provided a conceptual framework for the examination of factors that influence beliefs, practice, and the level of inconsistency between them. Data were gathered over 10 months through audiotaped interviews, observations, document analysis, and a beliefs survey. Analyses included the categorization and comparison of beliefs and practice and the development of a revised model of relationships between belie

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Adhikari, Krishna Prasad. "SELF-EFFICACY BELIEFS AMONG SCHOOL MATHEMATICS TEACHERS OF NEPAL." International Journal of Research -GRANTHAALAYAH 8, no. 7 (2020): 192–204. http://dx.doi.org/10.29121/granthaalayah.v8.i7.2020.694.

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Self-efficacy belief of the teacher is widely accepted construct in the professional development of the teacher. In this context, I as a mathematics teacher interested to study the efficacy beliefs of mathematics teachers in Nepal, which is a major contributing factor for teaching mathematics effectively. In this research, I, specifically, focused on exploring the self-efficacy beliefs of mathematics teachers in three aspects: student engagement, instructional strategy, and classroom management and to analyze the different contributing factors in the development of efficacy beliefs by using ex

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Richardson, Joan. "The Editor’s Note." Phi Delta Kappan 98, no. 5 (2017): 4. http://dx.doi.org/10.1177/0031721717690370.

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Every change at an institution like a school has to begin with individual change. Since white educators make up the majority of the teachers and administrators in U.S. schools, we can accomplish little in the realm of changing beliefs about race until we change ourselves. And we cannot improve the education of children of color until we understand the complex interplay of the racial experiences we bring to school every day.

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Sheehy, Kieron, Budiyanto, Helen Kaye, and Khofidotur Rofiah. "Indonesian teachers’ epistemological beliefs and inclusive education." Journal of Intellectual Disabilities 23, no. 1 (2017): 39–56. http://dx.doi.org/10.1177/1744629517717613.

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A growing number of children with intellectual disabilities attend inclusive schools in Indonesia. Previous research has suggested that teachers’ type of school and experience influences their beliefs about inclusive education. This research collected questionnaire data from 267 Indonesian teachers and compared the responses from those working in inclusive, special and regular schools regarding their epistemological and pedagogical beliefs. The results showed that teachers in inclusive schools expressed stronger social constructivist beliefs than those in other schools. However, it was teacher

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Avalos-Bevan, Beatrice, and Martín Bascopé. "Teacher Informal Collaboration for Professional Improvement: Beliefs, Contexts, and Experience." Education Research International 2017 (October 12, 2017): 1–13. http://dx.doi.org/10.1155/2017/1357180.

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The article presents results of a study on teachers’ views, beliefs, and experience on school-based informal collaboration for professional improvement. It explores the relationship of teacher beliefs in the collective efficacy of their colleagues and school’s capital and culture with their beliefs and experience in school-based collaborative learning. The key source of evidence used is a survey of 1025 primary and secondary teachers in three geographical regions of Chile. Main results show that teachers hold positive beliefs about the collective efficacy of their colleagues and students in th

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Vekiri, Ioanna. "Socioeconomic differences in elementary students’ ICT beliefs and out-of-school experiences." Computers & Education 54, no. 4 (2010): 941–50. http://dx.doi.org/10.1016/j.compedu.2009.09.029.

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Ningsih, Sri Rahayu Jumiati, and Ika Apriani Fata. "Exploring Teachers’ Beliefs and the Teaching Profession in Aceh." Studies in English Language and Education 2, no. 1 (2015): 62. http://dx.doi.org/10.24815/siele.v2i1.2235.

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Formal teaching is an intentional activity that requires teachers to have beliefs and experiences. Teachers’ beliefs are defined by Johnson (1994) as something that is formed early in life as a result of a person’s education and experience. Strong beliefs about learning and teaching are well established by the time a student completes schooling. This study intends to find out the beliefs of teachers of English at junior and senior high schools in Aceh. The study surveyed three qualified teachers as participants (in which one is also a vice-principal of his school) and used 15 questions to asce

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Carless, David R. "A contextualised examination of target language use in the primary school foreign language classroom." Australian Review of Applied Linguistics 27, no. 1 (2004): 104–19. http://dx.doi.org/10.1075/aral.27.1.08car.

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Abstract This article discusses an issue which is of longstanding and central importance to foreign language teachers in a variety of contexts, namely teacher use of classroom language. It uses detailed qualitative case study data to explore how and why an expert practitioner uses English in her Hong Kong Primary school language classroom. Through the interplay between teacher beliefs, experiences and classroom transcript data, the paper develops a contextualised picture of classroom language use with young foreign language learners. The paper suggests that it is not necessarily the language p

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Doró, Katalin, and Ágnes T. Balla. "English teacher trainees’ changing views concerning the effective language teacher." EduLingua 5, no. 1 (2019): 41–56. http://dx.doi.org/10.14232/edulingua.2019.1.3.

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This paper reports on the reflections of a group of fourth year EFL teacher trainees on the changes they and their peers have experienced concerning their views on what constitutes an effective language teacher. The data collection from semi-structured interviews supports previous findings according to which teachers’ beliefs are continuously formed throughout their years of teacher training. Results suggest a mixture of influencing factors, including earlier school experiences, content delivered in methodology classes, their own student experiences at the university, their school visits and c

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Ma, Ting-Lan, Mark Vincent B. Yu, Stephanie Soto-Lara, and Sandra D. Simpkins. "Latinx Adolescents’ Peer Ethnic Discrimination in After-School Activities and Activity Experiences." Journal of Youth Development 15, no. 6 (2020): 195–221. http://dx.doi.org/10.5195/jyd.2020.938.

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Grounded in ecological frameworks, this study examines (a) the extent to which Latinx adolescents’ perceptions of peer ethnic discrimination were associated with their participation in organized after-school activities, activity type, and ethnic composition; (b) different patterns of perceived peer ethnic discrimination; and (c) associations between discrimination patterns with key activity experiences including psychological engagement, perceived peer support, perceived leader support, and positive feelings in the activities. Using a pattern-centered approach, we applied latent profile analys

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Saputra, Dwi Bayu, Didi Suherdi, and Rojab Siti Rodliyah. "REFLECTIVE PRACTICE AS TOOLS TO EXPLORE IN-SERVICE TEACHERS’ BELIEFS AND CLASSROOM PRACTICES: INDONESIAN EFL TEACHERS’ VOICES." JOALL (Journal of Applied Linguistics & Literature) 5, no. 2 (2020): 174–92. http://dx.doi.org/10.33369/joall.v5i2.11260.

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Reflective practice is widely acknowledged as the most effective means to create effective teacher who wants to have better understanding of their works. It has been explicitly stated in western academic teacher education curriculum due to its significant impact on constructing life-long learning for teachers. However, this beneficial contribution of teachers’ professional development is not growing within the context of English as a foreign Language (EFL) teaching. Accordingly, this descriptive qualitative research aimed at (1) investigating teachers’ beliefs in teaching and learning English

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Ansori, Muhammad, Joko Nurkamto, and Suparno Suparno. "Teacher’s Beliefs and Practices in the Integration of Higher Order Thinking Skills in Teaching Reading." ELS Journal on Interdisciplinary Studies in Humanities 2, no. 4 (2019): 541–55. http://dx.doi.org/10.34050/els-jish.v2i4.8164.

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Higher Order Thinking Skills (HOTS) is an essential skill for students to compete in this technological age. Hence, teachers need to hold strong beliefs about HOTS as it influences their classroom practices. Moreover, the study about HOTS in English language teaching has not been widely explored. This case study seeks to explore teacher’s beliefs in the integration of HOTS in teaching reading and how the beliefs are reflected in classroom practices. Further, it also investigates the factor influencing the teacher’s beliefs and practices. The participant was an experienced English teacher in a

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Rizzo, Terry L. "Principals’ Intentions to Promote Physical Education." Journal of School Leadership 30, no. 3 (2019): 275–92. http://dx.doi.org/10.1177/1052684619887548.

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The Principals’ Attitude toward Physical Education ( PAPE) survey was used to assess public principals’ intention to promote physical education (PE). Principals ( n = 106) from randomly selected middle and high school schools in California completed the PAPE. Results indicated favorable attitudes, perceived behavioral control, and normative beliefs were associated with promoting PE. Middle school principals are more likely to promote PE than high school principals, especially if they promoted PE in the past. Principals who reported higher perceived competence along with positive professional a

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Citrayasa, Vinindita. "JUNIOR HIGH SCHOOL STUDENTS� LIVED EXPERIENCES OF LEARNING ENGLISH USING BUSUU." Indonesian EFL Journal 5, no. 2 (2019): 85. http://dx.doi.org/10.25134/ieflj.v5i2.1900.

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Researches on MALL mostly focus on how learning by using mobile phones gives significant effect on second/ foreign language skills. However, only few which focus on their lived-experiences of learning English using their smart phones anywhere outside their class and anytime outside their school time that can reveal meanings related to their awareness, beliefs, and actions. This research is then aimed at describing and interpreting the students� lived experience of using a mobile application namely Bussu for learning English. The study is a hermeneutic phenomenology study which focuses on the d

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Rowling, Louise. "The Disenfranchised Grief of Teachers." OMEGA - Journal of Death and Dying 31, no. 4 (1995): 317–29. http://dx.doi.org/10.2190/3em7-71u5-me8v-54mp.

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Much attention has been paid to the need for support for grieving young people. Teachers have often been identified as supportive, emotionally detached adults who can perform this role. This expectation of them, in their professional role, creates tension with their beliefs, expectations and experiences in that role and their personal lives. The tension is often centered around the issue of control, control of personal grief reactions and orderliness and predictability in the school environment. Teachers' grief can be hidden—disenfranchised because their relationship with a student is not reco

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Adamakis, Manolis, and Aspasia Dania. "Are pre-service teachers’ beliefs toward curricular outcomes challenged by teaching methods modules and school placement? Evidence from three Greek physical education faculties." European Physical Education Review 26, no. 4 (2019): 729–46. http://dx.doi.org/10.1177/1356336x19880574.

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Current research on physical education teacher education (PETE) has shown that pre-service teachers’ beliefs concerning the scope of physical education (PE) remain highly influential during their studies. However, undergraduate programmes seem to have a limited effect on pre-service teachers’ teaching priorities, and this situation is left unchallenged. Therefore, the aim of the present study was to examine the impact of two PE teaching methods modules, which included school placement experiences, over one academic year, on pre-service PE teachers’ belief systems towards four important curricu

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Gunnulfsen, Ann Elisabeth, and Astrid Roe. "Investigating teachers’ and school principals’ enactments of national testing policies." Journal of Educational Administration 56, no. 3 (2018): 332–49. http://dx.doi.org/10.1108/jea-04-2017-0035.

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Purpose The purpose of this paper is to examine teachers’ reported experiences, practices, and attitudes on the use of national test results in a low-stakes accountability context. Whether the stakes are high or low, teachers and school leaders have different experiences, knowledge, and beliefs concerning how to use national test results to benefit individual student learning. This paper addresses how teachers experience school leadership and policy requirements for using national test results in local schools. Design/methodology/approach This paper is part of a larger study conducted in a Nor

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Whitley, Jessica, Cheryll Duquette, Suzanne Gooderham, Catherine Elliott, Shari Orders, and Amy Klan. "Implementation of a Differentiated Instruction Initiative: Perspectives of Leaders." Canadian Journal of Educational Administration and Policy, no. 196 (June 30, 2021): 49–64. http://dx.doi.org/10.7202/1078517ar.

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Differentiated Instruction (DI) is a framework that supports planning for diversity within K-12 classrooms. Research has grown steadily over the past 15 years that explores DI implementation, as well as beliefs and practices. Literature to date has focused heavily on the experiences of educators, with limited attention given to the role of leadership in implementing DI in schools. The current study explores the perspectives of 19 school and board-level administrators regarding the ways in which a differentiated instruction framework was implemented within their school board as well as facilita

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Stone-MacDonald, Angi. "Cultural Beliefs about Disability in Practice: Experiences at a Special School in Tanzania." International Journal of Disability, Development and Education 59, no. 4 (2012): 393–407. http://dx.doi.org/10.1080/1034912x.2012.723947.

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Liu, Yuming, and Steven R. Yussen. "A comparison of perceived control beliefs between Chinese and American students." International Journal of Behavioral Development 29, no. 1 (2005): 14–23. http://dx.doi.org/10.1080/01650250444000298.

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This study examines the developmental patterns of perceived control beliefs among a total of 1720 urban Chinese, rural Chinese, and American students in second through sixth grade. Children’s perceived control beliefs were measured with the Revised Control, Agency, and Means-end Interview (CAMI). The results show that the latent structures of perceived control beliefs were comparable among the three groups of students. The increase in grade level was more important than cultural differences in the development of agency and global control expectancy beliefs. However, there was no evidence that

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Mukminin, Amirul, Akhmad Habibi, Muhaimin Muhaimin, et al. "VOCATIONAL TECHNICAL HIGH SCHOOL TEACHERS’ BELIEFS TOWARDS ICT FOR THE 21ST CENTURY EDUCATION: INDONESIAN CONTEXT." Problems of Education in the 21st Century 77, no. 1 (2019): 22–38. http://dx.doi.org/10.33225/pec/19.77.22.

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To facilitate educational staff, especially teachers with adequate information and communication technology (ICT) tools and its integration, has been one of the main agendas in vocational high schools around the world. One of the key factors of the ICT integration success in education is teachers’ beliefs. To understand the phenomenon, this mix method study aimed at elaborating Vocational Technical High School (VTHS) teachers’ beliefs on the ICT and its integration in education and differences of the teachers’ beliefs between demographic information. Quantitatively, a survey was addressed to 7

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Karp, Grace Goc, and Marianne L. Woods. "Preservice Teachers’ Perceptions about Assessment and Its Implementation." Journal of Teaching in Physical Education 27, no. 3 (2008): 327–46. http://dx.doi.org/10.1123/jtpe.27.3.327.

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Examining how preservice teachers (PTs) perceive and implement assessment may provide clues as to how we can refocus the way future teachers use assessment. A conceptual framework addressing PT beliefs and how they change was applied in this study to examine PTs’ (N = 17) beliefs and understanding of the role of assessment and evaluation on student learning and instruction while implementing a high school physical education program. PTs experienced and discussed the role of needs assessment, assessment-focused instruction, and authentic and alternative assessments in relation to student learni

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Grimes, Lee Edmondson, Meagan Arrastia Arrastía-Chisholm, and Serey B. Bright. "How Can They Know What They Don’t Know? The Beliefs and Experiences of Rural School Counselors about STEM Career Advising." Theory & Practice in Rural Education 9, no. 1 (2019): 74–90. http://dx.doi.org/10.3776/tpre.2019.v9n1p74-90.

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Many factors contribute to the educational challenges students face in rural areas, including a lack of funding compared to urban and suburban schools and a lack of role models pursuing postsecondary education. School counselors in all settings are trained to provide education to students about the postsecondary options in demand. College and career counseling with students and families in rural areas requires unique understanding of the rural characteristics that shape community life and family dynamics. National attention on rural education has highlighted a particular need for advising into

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Hos, Rabia, Halil Ibrahim Cinarbas, and Hatice Yagci. "A Head-Start to Teaching." International Journal of Teacher Education and Professional Development 2, no. 2 (2019): 68–84. http://dx.doi.org/10.4018/ijtepd.2019070105.

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This study explored the experiences of pre-service English as a foreign language (EFL) teachers, cooperating teachers, and university collaborators in a structured early field experience course. Qualitative methodology including data sources of interviews, observations, focus groups, audio and video recordings were used. The results of the study indicated that the exposure of pre-service teachers into real school contexts provided them with the necessary foundations of becoming reflective practitioners. The benefits of the structured early field experiences outweighed the challenges. Early fie

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Jeanpierre, Boby. "Inquiry Beliefs and Practices in an Urban Low SES Elementary Classroom: A Case Study." Journal of Research in STEM Education 4, no. 2 (2018): 146–58. http://dx.doi.org/10.51355/jstem.2018.42.

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This case study explored the inquiry beliefs and practices of an elementary teacher in an urban low SES school. The case study included an array of data collection methods: teacher interview, classroom observations of teacher’s practices (3-5) days a week over six months, weekly journal reflections, teacher’s responses to an inquiry survey, responses to the Excellent Science Teaching Educational Evaluation Model survey and the school-level principal was interview about her perceptions of the teacher’s science instructional practices. Findings indicated that the teacher’s beliefs and practices

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Weilnhammer, Veith, Lukas Röd, Anna-Lena Eckert, Heiner Stuke, Andreas Heinz, and Philipp Sterzer. "Psychotic Experiences in Schizophrenia and Sensitivity to Sensory Evidence." Schizophrenia Bulletin 46, no. 4 (2020): 927–36. http://dx.doi.org/10.1093/schbul/sbaa003.

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Abstract Perceptual inference depends on an optimal integration of current sensory evidence with prior beliefs about the environment. Alterations of this process have been related to the emergence of positive symptoms in schizophrenia. However, it has remained unclear whether delusions and hallucinations arise from an increased or decreased weighting of prior beliefs relative to sensory evidence. To investigate the relation of this prior-to-likelihood ratio to positive symptoms in schizophrenia, we devised a novel experimental paradigm which gradually manipulates perceptually ambiguous visual

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Imp, Brandon, Elaine Allen, Jonathan Volk, and Tanaya Bhowmick. "Medical Students Have Limited Awareness, Knowledge, Beliefs, and Experiences of Pre-exposure Prophylaxis (PrEP) for HIV Prevention." Open Forum Infectious Diseases 4, suppl_1 (2017): S14—S15. http://dx.doi.org/10.1093/ofid/ofx162.035.

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Abstract Background While studies of healthcare professionals have shown increasing awareness, knowledge, positive beliefs, and prescribing practices of emtricitabine/tenofovir pre-exposure prophylaxis (PrEP) for HIV prevention, PrEP is still underutilized in clinical practice. PrEP knowledge is associated with increased prescription so early education of healthcare professionals is recommended, but the extent of PrEP education in medical school is unknown. In this analysis, we describe medical students’ awareness, knowledge, beliefs, and experiences regarding PrEP. Methods Medical students at

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Miller, Lisa A., and Victor W. Harris. "I Can’t Be Racist—I Teach in an Urban School, and I’m a Nice White Lady!" World Journal of Education 8, no. 3 (2018): 1. http://dx.doi.org/10.5430/wje.v8n3p1.

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This paper examines, through the lens of critical race theory (CRT), beliefs often asserted by self-described,open-minded white educators about their students of color. While these teachers may perceive themselves as liberaland inclusive, their interactions with students of color are shrouded by white privilege which can be disenfranchisingto students of color. By countering these ascribed beliefs with research, theory, and qualitative experiences, theauthors aim to expose how white privilege manifests within the typical classroom and to invite all white educators toexamine their racial attitu

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Khosiyono, Banun Havifah cahyo. "TEACHERS’ BELIEFS IN DEVELOPING ENGLISH MATERIALS FOR VOCATIONAL SCHOOLS." Journal of Languages and Language Teaching 9, no. 2 (2021): 196. http://dx.doi.org/10.33394/jollt.v9i2.3373.

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This report is part of a larger study concerning teachers’ belief towards materials development and their effectiveness in professional development (PD) in Indonesia. This case study attempted to explore how the Indonesian teachers’ beliefs towards materials development for vocational school students in Indonesia. Seven out of thirteen English teachers of vocational schools in Indonesia are involved in this project and were interviewed and observed. They are developing materials for vocational schools. Findings show that teachers believed that they had some considerations to check what has con

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Matusovich, Holly, Cheryl Carrico, Angela Harris, et al. "Internships and engineering: beliefs and behaviors of academics." Education + Training 61, no. 6 (2019): 650–65. http://dx.doi.org/10.1108/et-02-2017-0017.

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Purpose Internships play an important role in the choices engineering students make about future career pathways though there is little research about the messaging students receive regarding internships from academics. This messaging is important because it can contribute to the expectations students set for internships which in turn influences the interpretation of the experience and sense of appropriateness of that particular career pathway. Situated in Expectancy X Value theory, the purpose of this paper is to examine the beliefs and behaviors of the academics with whom engineering student

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Prichard, Stephanie. "A Mixed-Methods Investigation of Preservice Music Teaching Efficacy Beliefs and Commitment to Music Teaching." Journal of Research in Music Education 65, no. 2 (2017): 237–57. http://dx.doi.org/10.1177/0022429417710387.

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The purpose of this study was to investigate the music teaching efficacy beliefs and commitment to teaching of preservice music teachers enrolled in an introductory music education course. Also explored was the impact of introductory music education course experiences on preservice music teachers’ music teaching efficacy beliefs and commitment to teaching. This study was conducted in a sequential explanatory mixed-methods design, organized into two strands (Strand I: Quantitative, Strand II: Qualitative). Introductory music education students ( N = 684) from 41 National Association of Schools

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Vaughan, Kelly P., and Rhoda Rae Gutierrez. "Desire for democracy: Perspectives of parents impacted by 2013 Chicago school closings." education policy analysis archives 25 (June 5, 2017): 57. http://dx.doi.org/10.14507/epaa.25.2637.

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In this article, we discuss the historical shifts in the purposes of public education and examine how neoliberal education policies, like Chicago’s school closings, attempt to limit the purpose of public education to be in service to and at the whim of the market. We juxtapose this dominant neoliberal narrative of public education with the voices of the parents from closed schools, whose deep involvement with and beliefs about public schools counter neoliberalism’s shallow concept of the public purpose of public education. Drawing upon a 2014 qualitative study of parents and caregivers who wer

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ASLAN, Ali, and Hilal DURMAZ UZUNOĞLU. "REVISION OF THE SCALE OF DETERMINING THE SOURCES OF SELF-EFFICACY BELIEF FOR MIDDLE SCHOOL STUDENTS." Zeitschrift für die Welt der Türken / Journal of World of Turks 13, no. 1 (2021): 95–110. http://dx.doi.org/10.46291/zfwt/130106.

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Bandura argued that self-efficacy belief is nourished by four sources. These are masyery performance (performance accomplishments), vicarious experiences, verbal (social) persuasion, physiological and emotional states. The aim of this study is to rearrange the "Determining the Sources of Self-Efficacy Beliefs of Primary School Students" scale and to examine the revision of the new form for middle school students. In the new form of the scale prepared for secondary school students, the items were expressed in the form of question and the options were formed in the 5-point Likert; highly increas

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