Due to increased external, societal pressure on schools via developments such as accountability and accreditation, there is a growing need of schools for instruments that…
Due to increased external, societal pressure on schools via developments such as accountability and accreditation, there is a growing need of schools for instruments that provide them with information on the quality of the teaching and learning processes they organize. This paper presents an instrument that can be used to diagnose teachers’ interpersonal skills, one element of teaching quality that may be of interest to schools. The instrument is based on the theory of interpersonal communication of Timothy Leary. Apart from a discussion of the theoretical framework behind the instrument, the paper presents information on the instrument itself and procedures for using the instrument with teachers and students. Also, information is provided on possibilities of using the instrument for staff development and other purposes of schools. The instrument appears to be of high quality and is accompanied by a large database of information linking it to other factors in the classroom context.
In this chapter, a model to understand teachers’ professional identity, appraisals and behaviours in the classroom is presented and illustrated with empirical data. It is…
In this chapter, a model to understand teachers’ professional identity, appraisals and behaviours in the classroom is presented and illustrated with empirical data. It is argued that the comparison between interpersonal identity standards and interpersonal appraisals of classroom situations results in two types of emotions experienced by teachers. One type of emotion is the direct result of teachers’ interpretations of, and coping with, specific classroom events whereby their emotions are part of the appraisal process of situations and evaluated in the light of their interpersonal role identity standards. The second type of emotion emerges as a result of tensions or dilemmas of prolonged differences between appraisals and identity standards. It is argued that the Teacher Interpersonal Identity Role and Appraisal model is helpful for both researchers and practitioners to better understand, recognise and support beginning (and experienced) teachers with emotions that occur in the classroom, and to help stimulate both their personal as well as professional development.
Douwe Beijaard, PhD, is full professor and director of the Eindhoven School of Education, Eindhoven University of Technology, The Netherlands. His current research themes are the professional identity, quality and development of (beginning) teachers, as well as teachers’ roles in educational innovations.
The purpose of the present study was to predict reading comprehension, reading interest, and reading efficacy from teaching styles. Participants were 109 students with…
The purpose of the present study was to predict reading comprehension, reading interest, and reading efficacy from teaching styles. Participants were 109 students with learning disabilities from seven elementary schools in Germany. By use of observational protocols and multilevel random coefficient modeling to account for the multilevel structure of the data, results indicated that: (a) reading comprehension was positively predicted from students’ attitudes and a structured classroom discourse, and negatively by a flexible teaching style, (b) reading interest was positively predicted by a structured and positive climate, and negatively by a discourse that was too guided, and (c) reading efficacy was predicted positively from students’ attitudes and teachers’ fostering, and negatively from teachers’ flexibility, guidance, and structure. Implications of the findings are discussed in the context of creating adaptive classroom climates for learners who have difficulties in learning.
The past decade has witnessed a growing appreciation of the role of emotions in cognition, motivation, decision-making and many other areas of research in psychology and…
The past decade has witnessed a growing appreciation of the role of emotions in cognition, motivation, decision-making and many other areas of research in psychology and education. This chapter draws upon the contents of the book as well as other sources to consider three questions: What emotions do teachers experience in schools and what shapes those emotions? How do emotions and relationships affect life in classrooms? What should be done to incorporate this knowledge into teacher education? Given the powerful role that emotions and relationships play in teaching and learning, it is critical for teacher education in both preservice and inservice settings to support the development of knowledge and skills for emotional self-regulation and the nurturing of relationships in classrooms.
The purpose of this paper is to examine the role of school discipline in achieving academic performance. The study aims to clarify the role of permissive vis-à-vis…
The purpose of this paper is to examine the role of school discipline in achieving academic performance. The study aims to clarify the role of permissive vis-à-vis authoritative teaching styles with an overarching hypothesis that better discipline leads to better academic performance. The authors also probe whether uniformed students have better discipline.
The authors analyse Organisation for Economic Co-operation and Development’s Programme for International Student Assessment data on school discipline dimensions: students listening well, noise levels, teacher waiting time, students working well, class start time. Analysis of variance (ANOVA) with post hoc analysis on five geographic groups established by Baumann and Winzar (2016) was applied to test for geographic differences (Europe, Americas, Far East Asia, Rest of Asia, Anglo-Saxon cluster) in school discipline. ANOVA was further used to test for school discipline and academic performance. Third, t-tests on five discipline dimensions were run to test for differences between students who wear uniforms and those who do not.
The results demonstrate differences in school discipline across five geographic clusters, with East Asia leading the way. The authors demonstrate significant differences in discipline for low, medium and high performing students. Peak-performing students have the highest level of discipline. Students wearing a uniform listen better with lower teacher waiting times.
Students peak perform when teachers create a disciplined atmosphere where students listen to teachers, where noise levels in the classroom are low and they do not have to wait to start class and teach. Good discipline allows students to work well and this ultimately leads to better academic performance. Uniforms contribute to better discipline in everyday school operations. The findings support that in general, implementing school uniforms at schools might enhance discipline and allow for better learning. The authors recommend keeping uniforms where they are already used and to consider introducing uniforms where they are not yet common.
This paper explores the potential and pitfalls of Lesson Study (LS) in Dutch initial teacher education (ITE). This context is examined through data drawn from…
This paper explores the potential and pitfalls of Lesson Study (LS) in Dutch initial teacher education (ITE). This context is examined through data drawn from student-teachers and teacher educators participating in LS.
Three case studies of three teacher education institutes in the Netherlands are presented, focusing on student-teachers' learning in two cases and teacher educators' learning in the third case.
The case studies show that LS in the context of Dutch ITE has high potential. All cases yield clear benefits for working collaboratively as a result of participating in a LS. Student-teachers appreciate the explicit focus in LS on how students learn and teacher educators stress how LS may strengthen their role as “teachers of teachers.” Time, planning arrangements, commitment and a LS facilitator are highlighted as essential conditions for LS application in ITE.
The three cases address a specific ITE context focusing on different target groups (student-teachers and teacher educators in applied and/or research universities). Consequently, results are explorative regarding Dutch ITE.
The potential of LS in Dutch ITE is recognized and stressed; this study may act as a catalyst for further and wider application of LS in this context, taking into account possible pitfalls and conditions.
This is one of the first studies exploring the potential of LS in Dutch ITE using both student-teachers' and teacher educators' perspectives.