Academic literature on the topic 'Developmental psychology Study and teaching (Secondary) Victoria Evaluation'

A study was conducted to determine if secondary-age students could use self-determination contracts to regulate the correspondence between their plans, work, self-evaluations, and adjustments on academic tasks. The authors examined the impact of these contracts on the plan, work, evaluation, and adjustment behaviors of 8 secondary-age students with severe emotional/behavioral problems. The students completed daily self-determination contracts to schedule their work on academic tasks, plan for work outcomes, evaluate progress, and adjust for the next day's activity. One-way repeated-measures (ANOVAs) yielded 15 significant effects for the correspondence between plan and work, between work and evaluation, between evaluation and adjustment, and between adjustment and the next day plan. Pre- and postassessment found significant academic improvement.

Teacher effectiveness has a powerful impact on student performance and a teacher evaluation process that supports professional growth can be a key lever for improving teaching quality. The purpose of this study was to examine teacher perspectives on the use of the Australian Professional Standards for Teachers, when used as part of their evaluation process, and, to determine what other factors may need to be considered in the design and implementation of such a process. A single case study of a school in Victoria, Australia was conducted, using a pre and post interview approach with six teachers. Responses were analysed using a thematic network methodology. Findings reveal that the inclusion of The Standards as part of any evaluation mechanism is secondary to a range of other factors, including the relationship the teacher has with their evaluator; the skills of the evaluator; and the addition of a developmental plan post evaluation.

This paper examines how 17 secondary mathematics teacher candidates (TCs) in four university teacher preparation programs implemented technology in their classrooms to teach for conceptual understanding in online, hybrid, and face to face classes during COVID-19. Using the Professional Development: Research, Implementation, and Evaluation (PrimeD) framework, TCs, classroom mentor teachers, field experience supervisors, and university faculty formed a Networked Improvement Community (NIC) to discuss a commonly agreed upon problem of practice and a change idea to implement in the classroom. Through Plan-Do-Study-Act cycles, participants documented their improvement efforts and refinements to the change idea and then reported back to the NIC at the subsequent monthly meeting. The Technology Pedagogical Content Knowledge framework (TPACK) and the TPACK levels rubric were used to examine how teacher candidates implemented technology for Mathematics conceptual understanding. The Mathematics Classroom Observation Protocol for Practices (MCOP2) was used to further examine how effective mathematics teaching practices (e.g., student engagement) were implemented by TCs. MCOP2 results indicated that TCs increased their use of effective mathematics teaching practices. However, growth in TPACK was not significant. A relationship between TPACK and MCOP2 was not evident, indicating a potential need for explicit focus on using technology for mathematics conceptual understanding.

In an era where teachers are increasingly expected to perform at their level best, issues of self-efficacy and professional development continue to be an area of continuous debate. A random sample of primary and secondary school teachers in five cities in mainland China was selected to respond to the self-evaluation questionnaire, and 300 valid questionnaires were collected. The research was carried out to (1) investigate the levels of self-efficacy of music teachers in primary and secondary schools, (2) determine the factors that influenced music teachers' self-efficacy, and (3) explore the relationship between teachers’ self-efficacy and professional development. The data were analysed using descriptive statistics, T-test, analysis of variance, and regression. First, the results showed that the mean value of music teachers’ self-efficacy was 7.16. Second, the middle school teachers reported lower self-efficacy compared to teachers in the primary schools. Third, although teachers aged between 20 to 50 years old reached their highest level of self-efficacy, it decreased to a lower value after an extended period. Additionally, the study also revealed a significant difference in self-efficacy among teachers with different teaching experiences. Although educational backgrounds, gender, and training hours did not influence self-efficacy, a positive correlation was reported between self-efficacy and professional development. Prospective research might better consider developing music teachers’ self-efficacy and education across primary and secondary schools.

Teacher is the foundation in teaching and learning process who plays the important roles of primary and secondary elements in learning process. By having experience and competence, a teacher can transfer language to students well. A purpose of learning will not be reached without the role of a teacher with relevant competence. In second language teaching, especially in teaching Arabic to non-native speakers, it requires a professional expert as the purpose of second language teaching will not meet success unless managed by a teacher who has experience, has learned the teaching method, and has full comprehension in the characteristic of language he teaches.Therefore, the competence of Arabic teacher to non-native speakers is compulsory to have for anyone who teaches the language. There are at least three competences to have by an Arabic teacher to non-native speakers including, first, academic competence, that covers the language mastery learned for approximately four years during undergraduate study and includes the branches of linguistics, like Grammar, Morphology, Phonology, etc;. Second, professional education competence, that includes understanding and mastering various methods and teaching strategies of second language, learning children-related fundamental theory, like Education Psychology, Developmental Psychology, Education Evaluation, etc; and, Third, culture competence.

Tujuan – Kajian literatur mendapati bahawa elemen komunikasi amat penting bagi menjayakan proses pengajaran berpasukan dan pelbagai strategi komunikasi yang dipraktikkan oleh guru-guru ketika melaksanakan pengajaran berpasukan secara bersemuka di dalam bilik darjah. Namun begitu, belum terdapat perbincangan yang mendalam tentang strategi komunikasi pengajaran berpasukan secara maya, khususnya yang dilaksanakan secara penstriman langsung di YouTube. Sehubungan itu, kajian ini dijalankan untuk mengenal pasti dan menganalisis tema strategi pengajaran berpasukan secara maya dalam pengajaran dan pembelajaran (PdP) bahasa oleh guru sekolah rendah (SR), sekolah menengah rendah (SMR) dan sekolah menengah atas (SMA), khususnya ketika mengendalikan PdP Bahasa Melayu. Kajian ini juga akan menjelaskan pola penggunaan strategi pengajaran berpasukan secara maya dalam PdP bahasa oleh guru SR, SMR dan SMA berpandukan tema dan subtema yang telah dikenal pasti. Metodologi – Kajian kualitatif ini berbentuk kaedah tidak menonjol menggunakan teknik persampelan mudah. Sampel kajian ialah tiga video YouTube pengajaran berpasukan secara maya bagi mata pelajaran Bahasa Melayu yang mewakili SR, SMR dan SMA. Pemilihan tiga video YouTube tersebut dibuat berpandukan lima garis panduan penyediaan, penilaian dan pemerhatian pembelajaran bahasa di YouTube yang diperkenalkan oleh Alhamami. Perisian ATLAS.ti digunakan bagi membuat pemerhatian mudah dan analisis tematik. Proses analisis dilakukan melalui enam fasa, iaitu membiasakan dengan data, menjana kod awal, mencari tema, menyemak tema, menentukan dan menamakan tema, serta menyediakan laporan. Dapatan – Hasil kajian menunjukkan bahawa terdapat tujuh tema strategi pengajaran berpasukan secara maya yang dipraktikkan oleh guru-guru, iaitu strategi membuat teguran, strategi memohon dan memberikan bantuan, strategi menarik perhatian pelajar, strategi mengawal situasi, strategi menyatakan penghargaan, strategi pengayaan maklumat dan strategi rendah hati. Signifikan – Melalui kajian ini, guru-guru dapat memantapkan pengajaran berpasukan secara maya yang akan dilakukan oleh mereka pada pasca-Covid-19 nanti dengan mengaplikasikan ketujuh-tujuh tema strategi komunikasi tersebut. ABSTRACT Purpose – The literature study found that the communication element is crucial for the success of the team teaching process and various communication strategies practised by teachers when implementing face-to-face team teaching in the classroom. However, there has not been in-depth discussions on virtual team teaching communication strategies, particularly those implemented via live streaming on YouTube. Accordingly, this study identified and analysed themes of virtual team teaching strategies in language teaching and learning (TnL) by language teachers at primary schools (PS), lower secondary schools (LSS) and upper secondary schools (USS). This study will also explain the pattern of use of virtual team teaching strategies in language TnL by PS, LSS and USS teachers based on identified themes and subthemes. Methodology – This qualitative study adopted an unobtrusive method using purposive sampling technique. The sample consisted of three YouTube videos on virtual team teaching for the subject, Bahasa Melayu that represented PS, LSS and USS. The selection of the three YouTube videos was made based on five guidelines for the preparation, evaluation, and observation of language learning on YouTube introduced by Alhamami (2013). ATLAS.ti software was used to perform simple observations and thematic analysis. The analysis process was conducted in six phases, namely familiarizing with the data, generating initial codes, finding themes, reviewing themes, determining and naming themes, and preparing reports. Findings – The results identified seven themes of virtual team teaching strategies practised by teachers, namely reprimand strategy, request and provide assistance strategy, attract student attention strategy, situation control strategy, showing appreciation strategy, information enrichment strategy and humility strategy. Significance –Teachers can strengthen virtual team teaching through this study by applying the seven themes in communication strategies which will be conducted during post Covid-19.

The article deals with specifying the level of development of mental operations of senior pupils with mental disorders (MD). To study mental operations methods of general and special psychology have been applied. These methods have been adapted according to the geographical material and peculiarities of cognitive activity of children with MD. One hundred and twenty pupils of the 9th grade have been involved into the research. The methodology by E. Rogova “Exclusion of words” have been adapted and used to evaluate the pupils’ skills of generalization and abstraction. To this end, the level of verbal-logical thinking of a pupil has been determined. The adaptation lies in substituting standard words for geographical names in each set of tasks. The methodology is aimed at pupils with MD, aged fourteen to seventeen.The educational curricula in geography for special secondary establishments have been used in the investigation. We have introduced four markers (high, intermediate, low and very low) of the level of the skill development of pupils in terms of generalization and abstraction according to their number of points. Both qualitative and quantitative evaluation have been implemented. The qualitative evaluation presupposes the mistake analysis. To diagnose the pupils’ level of development of analysis and synthesis we have adapted and used the methodology of “Anagram” substituting the standard words for geographical names and decreasing the number of words from 30 to 15.To find out arbitrariness and differentiation of associations of respondents the methodology “Opposites” has been adapted and used. It has been found out in pupils with MD the low level of mental operations development prevails. Among the reasons are underdevelopment of speech functions and their disconnection with practice, absence of flexibility and connection between different types of activity.The teacher is also considered to be responsible for the pupils’ level of MD, in particular he/she does not use enough illustrative-practical methods of teaching and does not stimulate concrete-imagery thinking in pupils. Partly responsible are the absence of the special means of teaching as well as distant form of education. Thus, in teaching geography the correctional component needs much improvement. Keywords: pupils with mental disorders (MD); mental operations; cognitive activity; geography; correctional component; corrective and developmental work; adaptation; educational process.

The objectives of this research were: 1) to study the concepts and theories of educational administration, 2) to study the model of educational management, and 3) to analyze the theoretical tendency and the educational management model in practice. The primary data were collected from the Tipitaka in Thai version of Mahachulalongkornrajavidyalaya University and Commentaries. The secondary data were collected from Buddhist documents, educational administration, and interviews with 10key informants. The collected data were analyzed by content analysis. The research results indicated that: 1) the concepts and theories concerning academic affairs, teaching and learning management and evaluation by information technology, personnel management are an important part to drive the organization into effectiveness by setting job channel and description, and personnel development in virtue and knowledge. The budget is a factor to make the organization achieve its goal. The institutional environment is to support the management and work performance effectively. Furthermore, the participation in educational administration is a key factor to push the operation according to policy and plan. 2) The educational management model based on the Ministry of Education consisted of 4 aspects; Academic management, Budget management, Personnel, and General administration with stability and relevant to the 20-Year National Strategy and Thailand 4.0, by development and empowerment of potential, opportunity, equality of people, and enhancing people's quality of life with eco-friendly system, and educational system and management development. 3) The analysis of theoretical trends and educational management models into practice in 4 aspects; academic affairs, budget, personnel, and general management in practice is to strengthen the stability and reconciliation relevant to modern administration system with innovation and social network by using the educational administration in the digital age integrated with Buddhist principles to become a professional administrator in the present situation.

AbstractWith the spread of the SARS-CoV-2 virus, school-related closures and the hasty transition into homeschooling, parents were required to take a more active and positive role than ever before in collaboration with their children’s educators. Thus, with this unprecedented situation, parents became an important source of information during the pandemic. Considering this unique event, the study at hand aims to explore parents’ perspectives regarding primary and upper secondary school teachers’ digital competence, digital differentiated instruction, and feedback during the first SARS-CoV-2 school shutdown in Germany. Additionally, the study examined parents’ evaluation of teachers’ characteristics. Results reveal that parental ratings were generally positive. Moreover, parents with children attending primary schools perceived and evaluated teachers’ digital competence and digital differentiated teaching highly, and perceived significantly more teacher feedback than parents whose children attend upper secondary school. In addition, positive correlations were found between parents’ evaluations of teachers’ feedback and how motivated, appreciative, and devoted teachers are perceived to be. Practical implications and further research areas are discussed.

07–20Angelova, Maria (Cleveland State U, USA), Delmi Gunawardena & Dinah Volk, Peer teaching and learning: co-constructing language in a dual language first grade. Language and Education (Mutilingual Matters) 20.2 (2006), 173–190.07–21Ansarin, Ali AkBar (Tabriz U, Iran; aa-ansarin@tabrizu.ac.ir), On availability of conscious knowledge in discrimination of vowel length. RELC Journal (Sage) 37.2 (2006), 249–259.07–22Bent, Tessa (North Western U, USA; t-bent@northwestern.edu), Ann R. Bradlow & Beverly A.Wright, The influence of linguistic experience on the cognitive processing of pitch in speech and nonspeech sounds. Journal of Experimental Psychology: Human Perception and Performance (American Psychological Association) 32.1 (2006), 97–103.07–23Carpenter, Helen (Georgetown U, USA; carpenth@georgetown.edu), K. Seon Jeon, David MacGregor & Alison Mackey, Learners' interpretations of recasts. Studies in Second Language Acquisition (Cambridge University Press) 28.2 (2006), 209–236.07–24Christoffels, Ingrid K. (Maastricht U, the Netherlands), Annette M.B. de Groot & Judith F. Kroll, Memory and language skills in simultaneous interpreters: The role of expertise and language proficiency. Journal of Memory and Language (Elsevier) 54. 3 (2006), 324–345.07–25Comajoan, Llorenç (Middlebury College, USA; lcomajoa@middlebury.edu), The aspect hypothesis: Development of morphology and appropriateness of use. Language Learning (Blackwell) 56.2 (2006), 201–268.07–26Cushion, Steve (London Metropolitan U, UK), A software development approach for computer assisted language learning. Computer Assisted Language Learning (Routledge/Taylor & Francis) 18.4 (2005), 273–286.07–27Dodigovic, Marina (American U Sharjah, United Arab Emirates), Vocabulary profiling with electronic corpora: A case study in computer assisted needs analysis. 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The Canadian Modern Language Review (University of Toronto Press) 62.3 (2006), 449–467.07–31Goldberg, Erin (U Alberta, Canada), Motivation, ethnic identity, and post-secondary education language choices of graduates of intensive French language programs. The Canadian Modern Language Review (University of Toronto Press) 62.3 (2006), 423–447.07–32Greidanus, Tine (Vrije U Faculteit der Letteren De Boelelaan, the Netherlands; dt.greidanus@let.vu.nl), Bianca Beks & Richard Wakely, Testing the development of French word knowledge by advanced Dutch- and English-speaking learners and native speakers. The Canadian Modern Language Review (University of Toronto Press) 62.4 (2006), 509–532.07–33Howard, Martin (U Cork, Ireland), Variation in advanced French interlanguage: A comparison of three (socio)linguistic variables. The Canadian Modern Language Review (University of Toronto Press) 62.3 (2006), 379–400.07–34Hsieh, Shu-min (Yuanpei Institute of Science and Technology, Taiwan; floramouse@yahoo.com.tw), Problems in preparing for the English impromptu speech contest: The case of Yuanpei Institute of Science and Technology in Taiwan. RELC Journal (Sage) 37.2 (2006), 216–235.07–35Kaschak, Michael, P. (Florida State U., USA) & Jenny R. Saffran, Idiomatic syntactic constructions and language learning. Cognitive Science: A Multidisciplinary Journal (Lawrence Erlbaum) 30.1 (2006), 43–63.07–36Kissau, Scott (U Windsor, Canada), Gender differences in motivation to learn French. The Canadian Modern Language Review (University of Toronto Press) 62.3 (2006), 401–422.07–37Knutson, Elizabeth (U Pennsylvania, USA), Focus on the classroom. The Canadian Modern Language Review (University of Toronto Press) 62.4 (2006), 591–610.07–38Kobayashi, Yoko (Iwate U, Morioka, Japan), Interethnic relations between ESL students. Journal of Multilingual and Multicultural Development (Multilingual Matters) 27.3 (2006), 181–195.07–39Kuhl, Patricia, K. (U Washington, USA; pkkuhl@u.washington.edu), Erica Stevens, Akiko Hayashi, Toshisada Deguchi, Shigeru Kiritani & Paul Iverson, Infants show a facilitation effect for native language phonetic perception between 6 and 12 months. Developmental Science (Blackwell) 9.2 (2006), F13.07–40Ladegaard, Hans. J (U Southern Denmark) & Itesh Sachdev, ‘I like the Americans… but I certainly don't aim for an American accent’: Language attitudes, vitality and foreign language learning in Denmark. Journal of Multilingual and Multicultural Development (Multilingual Matters) 27.2 (2006), 91–108.07–41Lafontaine, Marc (U Laval, Canada; marc.lafontaine@lli.ulaval.ca), L'utilisation de stratégies d'apprentissage en fonction de la réussite chez des adolescents apprenant l'anglais langue second [Learning strategy use in relation to success with L2 English adolescents]. The Canadian Modern Language Review (University of Toronto Press) 62.4 (2006), 533–562.07–42Liao, Posen (National Taipei U, Taiwan; posen@mail.ntpu.edu.tw), EFL learners' beliefs about and strategy use of translation in English learning. RELC Journal (Sage) 37.2 (2006), 191–215.07–43Little, Deborah, M. (U Illinois & U Brandeis, USA; little@uic.edu), Lauren M. Mcgrath, Kristen J. Prentice & Arthur Wingfield, Semantic encoding of spoken sentences: Adult aging and the preservation of conceptual short-term memory. Applied Psycholinguistics (Cambridge University Press) 27.3 (2006), 487–511.07–44Loucky, John Paul (Seinan Women's U, Japan), Combining the benefits of electronic and online dictionaries with CALL web sites to produce effective and enjoyable vocabulary and language learning lessons. Computer Assisted Language Learning (Routledge/Taylor & Francis) 18.5 (2005), 389–416.07–45McDonough, Kim (Northern Arizona U, USA; kim.mcdonough@nau.edu), Interaction and syntactic priming: English L2 speakers' production of dative constructions. Studies in Second Language Acquisition (Cambridge University Press) 28.2 (2006), 179–207.07–46Milton, James (U Wales Swansea, UK; j.l.milton@swansea.ac.uk), Language lite? Learning French vocabulary in school. Journal of French Language Studies (Cambridge University Press) 16.2 (2006), 187–205.07–47Mohan, Bernard (U British Columbia, Canada; bernard.mohan@ubc.ca) & Tammy Slater, A functional perspective on the critical ‘theory/practice’ relation in teaching language and science. Linguistics and Education (Elsevier) 16.2 (2005), 151–172.07–48O'Brien, Irena (U du Québec à Montréal & Centre for the Study of Learning and Performance, Canada; irena.obrien@gmail.com), Norman Segalowitz, Joe Collentine & Barbara Freed, Phonological memory and lexical, narrative and grammatical skills in second language oral production by adult learners. Applied Psycholinguistics (Cambridge University Press) 27.3 (2006), 377–402.07–49Perry, Conrad, Man-Kit Kan, Stephen Matthews & Richard Kwok-Shing Wong (Hong Kong Institute of Education, China), Syntactic ambiguity resolution and the prosodic foot: Cross-language differences. Applied Psycholinguistics (Cambridge University Press) 27.3 (2006), 301–333.07–50Pica, Teresa (U Pennsylvania, USA; teresap@gse.upenn.edu), Hyun-Sook Kang & Shannon Sauro, Information gap tasks: Their multiple roles and contributions to interaction research methodology. Studies in Second Language Acquisition (Cambridge University Press) 28.2 (2006), 301–338.07–51Polio, Charlene (Michigan State U, USA; polio@msu.edu), Susan Gass & Laura Chapin, Using stimulated recall to investigate native speaker perceptions in native-nonnative speaker interaction. Studies in Second Language Acquisition (Cambridge University Press) 28.2 (2006), 237–267.07–52Radford, Julie (U London, UK), Judy Ireson & Merle Mahon, Triadic dialogue in oral communication tasks: What are the implications for language learning?Language and Education (Mutilingual Matters) 20.2 (2006), 191–210.07–53Roessingh, Hetty (U Calgary, Canada), The teacher is the key: Building trust in ESL high school programs. The Canadian Modern Language Review (University of Toronto Press) 62.4 (2006), 563–590.07–54Rosell-Aguilar, Fernando (The Open U, UK), Task design for audiographic conferencing: Promoting beginner oral interaction in distance language learning. Computer Assisted Language Learning (Routledge/Taylor & Francis) 18.5 (2005), 417–442.07–55Saaristo-Helin, Katri (U Helsinki, Finland; Katri.Saaristo@helsinki.fi), Tuula Savinainen & Sari Kunnari, The phonological mean length of utterance: Methodological challenges from a crosslinguistic perspective. Journal of Child Language (Cambridge University Press) 33.1 (2006), 179–190.07–56Sagarra, Nuria (Pennsylvania State U, USA; sagarra@psu.edu) & Matthew Alba, The key is in the keyword: L2 vocabulary learning methods with beginning learners of Spanish. The Modern Language Journal (Blackwell) 90.2 (2006), 228–243.07–57Schauer, Gila A. (Lancaster U, UK; g.schauer@lancaster.ac.uk), Pragmatic awareness in ESL and EFL contexts: Contrast and development. Language Learning (Blackwell) 56.2 (2006), 269–318.07–58Sharpe, Tina (Sharpe Consulting, Australia), ‘Unpacking’ scaffolding: Identifying discourse and multimodal strategies that support learning. Language and Education (Mutilingual Matters) 20.2 (2006), 211–231.07–59Simpson, James (U Leeds, UK), Learning electronic literacy skills in an online language learning community. Computer Assisted Language Learning (Routledge/Taylor & Francis) 18.4 (2005), 327–345.07–60Smith, Bruce, L. (U Utah, USA; bruce.smith@hsc.utah.edu),Karla K. McGregor & Darcy Demille, Phonological development in lexically precocious 2-year-olds. Applied Psycholinguistics (Cambridge University Press) 27.3 (2006), 355–375.07–61Toth, Paul D. (U Wisconsin-Madison, USA; ptoth@wisc.edu), Processing instruction and a role for output in second language acquisition. Language Learning (Blackwell) 56.2 (2006), 319–385.07–62Trautman, Carol Hamer (U Texas at Dallas/Callier Center, USA; carolt@utdallas.edu) & Pamela Rosenthal Rollins, Child-centred behaviours with 12-month-old infants: Associations with passive joint engagement and later language. Applied Psycholinguistics (Cambridge University Press) 27.3 (2006), 447–463.07–63Usó-Juan, Esther (U Jaume I, Castelló, Spain; euso@ang.uji.es), The compensatory nature of discipline-related knowledge and English-language proficiency in reading English for academic purposes. The Modern Language Journal (Blackwell) 90.2 (2006) 210–227.07–64Vine, Elaine W. (Victoria U Wellington, New Zealand), ‘Hospital’: A five-year-old Samoan boy's access to learning curriculum content in his New Zealand classroom. Language and Education (Mutilingual Matters) 20.2 (2006), 232–254.07–65Vinagre, Margarita (U Antonio de Nebrija, Madrid, Spain), Fostering language learning via email: An English–Spanish exchange. Computer Assisted Language Learning (Routledge/Taylor & Francis) 18.5 (2005), 369–388.07–66Vinther, Jane (U Southern Denmark, Denmark), Cognitive processes at work in CALL. Computer Assisted Language Learning (Routledge/Taylor & Francis) 18.4 (2005), 251–271.